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IntroductionIntroduction
 Overview of different resources
in Resource Management
Global Human Resource
Management
School Human Resource
Management (SHRM)
-staffing your school
How Paradigm are formed
Reflection
BAGUIO CITYBAGUIO CITY
April 4-8 2016April 4-8 2016
Resource Management
Principal Consultant for Lean Management.
Certified ‘Train the Trainer’ & Kaizen
Specialist with 30 over years working
experience.
Provides Technical Consulting Services on
Lean, Kaizen & 21st
Century Manufacturing.
Timothy Wooi
Add: 20C, Taman Bahagia, 06000,
Jitra, Kedah
Email: timothywooi2@gmail.com
H/p: 019 4514007 (Malaysia)
Speaker’s Profile
An Innovative Engineer that innovates
by Recycling & Reusing Idle resources
to promote Green.
Founder of Tim’s Waterfuel an
alternative fuel supplement using Water
to add power & reduce Co2 emission on
automobiles.
Rode 24 Countries, 18,290km,4
months 11 days 6 3/4 hrs from
Malaysia to London on just a 125 cc.
Course Objective
 Introduce Participants to different
resources, focusing on Human Resource
 Provide participants with knowledge and
skills in managing School Human
Resource
 Equip teachers and school heads
on strategies to manage Human Resource
 Help energize teachers and school heads
in managing discipline in school
 Discussions on Human Resource
in Schools
Resource Management
Vision
To be the School of Choice by attracting,
sustaining, and inspiring great teachers & staffs,
with great passion, working as a team to support
achieve its purpose.
Resource Management
Mission
To advance workplace through
excellence, innovation
and engagement to effectively 
enrich the work and learning
environment to add value to our
Teachers, Staff and Students.
Resource Management
  Methodology
 Study strategies of managing
Human Resource practices from
Global Resource Management.
 Energize Teachers and School
Heads in managing discipline in
School.
Apply skills and technique learnt in School Human
Resource management to manage School to meet
its Vision.
Resource management; In organizational studies,
resource management is the efficient and effective
deployment of an organization's resources in the most
efficient way possible, maximizing the utilization of
available resources to achieve organization goals.
Resource Management
The goal is to ensure that:
(i)there are employees with
required specific skill and desired
profile required for a task/s,
(ii) decide the number and skill
sets of new employees to hire,
(iii) allocate the workforce to various tasks.
Production 
resources
 Financial 
resources
Human Skills 
(Human 
resources)
Inventory
Tangible 
Resources
Inform
ation 
Technology 
(IT)
Resource Management
Such resources may include tangible resources such
as: financial resources, inventory, human skills (human
resource), production resources, or information
technology (IT).
Different resources in Resource Management
Ideas…..
It can also include ideas assigned to task that adds
value with not too much under utilization.
These include…
Functional
Non 
Functional
Different resources in Resource Management
Human Resource Management (HRM, or simply HR)
in resource management is a function designed to
maximize employee performance in service of an
employer's strategic objectives.
HR is primarily concerned
with the management of
people within
organizations, focusing
on policies and
on systems.
Human Resource Management (HRM)
HRM departments in organizations typically undertake
a number of activities starting from attraction, selection,
training, assessment & rewarding of staffs.
Human Resource Management (HRM)
HRM tasks to manage above
activities covers:
 employee benefits,
 Identification of staffing
requirements,
 staffs development,
 performance appraisal,
 managing pay and benefit
systems
Human Resource Management also concerns
itself with industrial relations, the balancing of
organizational practices with requirements arising
from;
Human Resource Management (HRM)
 collective bargaining
and
 governmental laws.
 job design and analysis,
 workforce planning,
 recruitment and selection,
 training and development,
 performance management,
 compensation (remuneration),
and legal issues.
According to R. Buettner, HRM covers the following
core areas:
Human Resource Management (HRM)
School Human Resource Management (SHRM)
SHRM are strategies of allocating and maximizing
the utilization of available human resource (human
skills) in the most effective manner among various
tasks to achieve School goals and..
School Human Resource Management (SHRM)
 to performing the
activities that are
necessary in the
maintenance of that
workforce within the
School Human Resource Management are activities
that are necessary in the maintenance of the school
workforce to achieve its goals are:
School Human Resource Management(SHRM)
 Administering Teachers’ &
Staffs’ work-life needs.
 Identification of staffing
requirements,
 Education & Professional
Development,
 Performance appraisal,
 Planning and oversight of
payroll & benefit.
Vision Statement , why?
Successful schools have a clear sense of direction
through Vision Statement to meet its goal.
School Human Resource Management (SHRM)
Example:Example:
 To be the School of Choice
by attracting, sustaining,
and inspiring great
Teachers & Staffs,
with great passion,
working as a team to
support achieve its
purpose, to improve
Student Performance
for better Student
Achievement.
Vision Statement , why?
When this is achieved, everyone
can then align their efforts behind
the vision and by a process of self-
reference and professional
development,
the school will reach its goal.
When shared, it is to create a sense of direction derived
through a visioning process involving all members of the
school. Once affirmed, it needs to be able to be articulated
by all.
School Human Resource Management (SHRM)
This Vision is translated into reality
by means of a Teaching Framework.
(Hallinger, 2003)
Framing school goals
Communicating
school goals
Supervising & evaluating
instruction
Coordinating curriculum
Monitoring student
progress
Protecting instructional
time
Promoting professional
development
Maintaining high visibility
Providing incentives for
teachers
Providing incentives for
learning
Teaching Framework meeting School Goals
Instructional Leadership
Managers Vs Leaders
•Take 5!
How Paradigm are formed
The outcomes are:
 higher level of staffs and
student satisfaction
 clearer expectations with
less ambiguity regarding
teaching and learning
 more effective management
of staffs’ knowledge & skills.
  21st Century School Human Resource 
Management ( The use of Lean strategy )
21st
Century School Human Resource Management
uses Lean strategy to focus on identifying then
eliminating waste within the available resources to
add Value.
Lean is the revolutionary
super-efficient production
system pioneered by Toyota
that simply eliminates Waste.
The core focus of "Lean" is to
vigorously eliminate Wastes. 
So what is Lean all about?
  21st Century School Human Resource 
Management ( The use of Lean strategy )
Simply, Lean means creating more value for
Customers with fewer resources.
Value-Added
Activities that transform resources,
knowledge & skills into practices the
customer is willing to pay for?
Non-Value-Added
Activities that consume resources, but
do not directly contribute to the product.
They are WASTE!!
  21st Century School Human Resource 
Management ( The use of Lean strategy )
Waste
Anything other than the minimum
resources required to add value.
• consistency between what
was taught in schools & how
it was taught,
• quality & elimination of waste
with relevance of materials,
and
• value of lesson delivery as
perceived by students.
Application of Lean principles and practices to the
design and delivery of knowledge in schools
improves;
  21st Century School Human Resource 
Management ( The use of Lean strategy )
School Human Resource Management from
DepED
The Department of Education (DepED) strongly
supports capacity building activities that are meant
to enhance the knowledge and skills of the teaching
and non-teaching personnel,..
to ensure a more
effective and efficient
delivery of basic
education services.
For more information and inquiries, contact the Office of the Undersecretary for Programs and Projects, DepEd Central
Office, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City at telefax (02) 6337202 or
email: progccm.deped@gmail.com.
Qualities of effective Teachers
EFFECTIVE
ADDED VALUES INADDED VALUES IN
STUDENT OUTCOMESSTUDENT OUTCOMES
Student performance
improves when
compared to the entry
point
Mortimore, P. (1995, July). Key characteristics of effective schools: A review of school effectiveness
research. Paper presented at the Effective School Seminar. Ministry of Education Malaysia.
Qualities of effective Teachers
-is the quantification of a student's progress during
different stage of his/her education.
Added Value in Education
-measured by quantifying the
input (entry point) over
output score (performance)
and comparing the results
from previous to evaluate the
progress made.
School Human Resource Management(SHRM)
Staffing Level, Requirements &
Administration of work-life needs
Skills & Professional Development
Connection to new material.
Sharing Responsibilities
Appraisal, payroll & benefit.
OUTPUT
Student Achievement
INPUT PROCESS
(What comes into the system?) (What is done with the inputs?)
(What is the effect of process?, and How much?)
School Human Resource Management(SHRM)
Human as a Resource
(Employees)
Teacher ability
(skills & knowledge)
Student readiness
Parental Support
Finance
INPUT in Managing School
Resources are
(What comes into the system?)
INPUTINPUT
Human as a Resource
(Employees)
Teacher ability
(skills & knowledge)
Student readiness
Parental Support
Finance
Human as a Resource
(Employees)
Teacher ability
(skills & knowledge)
Student readiness
Parental Support
Finance
Staffing Level, Requirements &
Administration of work-life needs
Skills & Professional Development
Connection to new material.
Sharing Responsibilities
Appraisal, payroll & benefit.
INPUT PROCESS
(What comes into the system?) (What is done with the inputs?)
School Human Resource Management(SHRM)
Human as a Resource
(Employees)
Teacher ability
(skills & knowledge)
Student readiness
Parental Support
Finance
‘Process’ in managing Human Resource in School are
actions done with the Input to achieve the desired
Output result that is; Student Achievement.
Human as a Resource
(Employees)
Teacher ability
(skills & knowledge)
Student readiness
Parental Support
Finance
INPUT OUTPUT
(What comes into the system?) (What is the effect of the
Process? and
how much is the effect?)
OUTPUT in Managing School Human Resources
are the effect of the process of managing the Input
(entry point).
Student Achievement
School Human Resource Management(SHRM)
SBM INTERNAL STAKEHOLDERS requires that Teachers
are trained, aware of their rights and responsibilities and
apply their knowledge acquired from attending trainings.
On curriculum content and pedagogy,
Teachers are aware of their rights and
responsibilities as primary
stakeholders
Teachers
To apply knowledge, process
skills and instructional
innovations acquired from
participation in trainings
Teacher AbilityTeacher Ability
Student Readiness is a student's current
understanding and knowledge towards a unit or
topic of study.
Student ReadinessStudent Readiness
The potential to learn is
influenced by
Teachers’ prior
knowledge and
connection to the new
material being taught.
Student Readiness, The K to 12 Program
Kindergarten and 12 years of basic education comprising
 6 years Primary Education,
 4 years Junior High School and
 2 years Senior High School (SHS)
Aims to provide sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development,
employment, and entrepreneurship.
SBM, INTERNAL STAKEHOLDERS mentioned that:
Parental SupportParental Support
Parents assume responsibilities as partners in
the learning process.
Traditional: Principal welcome parents to follow their
child’s school schedule.
The degree to which
parents hear about
school/teacher
expectations and policies
such as homework or
discipline varies by school
and teacher.
Parental SupportParental Support
FinanceFinance
Aside from government for operational funding of
school property, fund paid through generated roll-based
formulae is salaries of all Teachers.
Teachers must be paid per their
level and must fit the conditions of
their employment agreement.
This includes special
allowances, responsibility
payments, and any adjustments
from a previous pay period
SBM, SCHOOL BASED RESOURCES provide information
about school finances and resourcing.
The Director is responsible for ensuring that the level of
staffing for the school does not exceed the levels
confirmed by the DepEd and that the specific payments to
teachers are correct in terms of employment agreements.
Each teacher should have
an employment file where
pay increases etc. are
located and noted through
a bring-up system.
It is important that all fully understand how this works.
Staffing Level, Requirements & Administration
of work-life needs
Nations around the world have undertaken reforms of
curriculum, instruction, and assessments.
These are skills that young people need to know to
be successful in this rapidly changing world.
Skills & Professional Development
The intention of these reforms
are;
-better preparing all children
for the higher educational
demands of life and work
in the 21st century.
REFLECTIONREFLECTION
(What are your Thoughts?)(What are your Thoughts?)
Connection to new material -21st Century Skills.
Our students are waiting
for 21st century learning,
and our world is awaiting
graduates who can
succeed and flourish in
fast-changing times.
Our Teachers need to keep up with current materials &
teaching methodology through continuous learning, in
order to teach this new era of students.
‘If a Child can’t learn the way we teach, maybe
we should ‘teach the way they learn’.
Question?
Are teachers competent to
effectively teach those skills?
This leads to, what teacher
preparation programs are
needed to prepare graduates
who are ready to teach well in a
21st century classroom.?
Skills & Professional Development
To live and succeed in the
present world, students will
need for an increased focus
on communication,
collaboration, and
creativity and
an emphasis
on teaching them to use
technology in order to
learn how to learn, solve
problems, and think
creatively.
The new “3 C’s” of Education
21st Century Teaching & Learning
CreateCollaborateCommunicate
Teaching how to use technology efficiently and
effectively, ethically and appropriately, safely and
respectfully to learn how to learn, solve problems, and
think creatively.
Connection to new material -21st Century Skills.
Facilitating Skills learning opportunities among staff
members is another form of Professional Development.
When teachers learn with and from
one another, they can focus on
what most directly improves
student learning. Their professional
learning becomes more relevant,
focused on teachers' classroom
work, and aligned to fill gaps in
student learning.
Such communities of learning can break the norms of
isolation present in many schools.
Skills & Professional Development
Classroom supporters work inside classrooms to help
teachers implement new ideas, often by demonstrating a
lesson, co teaching, or observing and giving feedback.
Consultation with peers enhanced
teachers' self-efficacy as they
reflected on practice and grow
together, and it also encouraged
improvement through collaboration
on the part of teachers.
Self efficacy (teachers' belief in their own abilities and capacity to
successfully solve teaching and learning problems)
Skills & Professional Development
5 C’s… 21st
Century Skills, Lesson Upgrade
??
21st
Century Skills & Literacy
School Human Resource Management
Sharing Responsibilities.
Partnership: Parents are invited to orientation nights,
offered at multiple times to accommodate parents’
schedules.
 School policies are explained.
 A handbook and school
calendar are distributed.
 Attendance is taken with
phone calls or home visit
follow-up for non-attendees.
Meetings are scheduled to receive parent input on the
policies and to discuss parents’ and educators’ roles
and responsibilities.
Sharing Responsibilities.
Teachers to welcome parents and students to the
classroom. Teachers articulate their goals and
request parents and students to share their goals.
Teachers summarize the goals
with consensus, and reinforcing
the idea if home and school
work together will enable
students to do better.
Arrangements are then made for how to contact
each other (Weiss & Edwards, 1992).
Coleman et.al (1966) Brophy & Good, (1986), Sanders
et. al. (1994)
1960 &1970 1980’s
Schools, Teachers & Student Achievements
LESSON FROM McKinsey
Students
Performance
50 %
0 %
100 %
Age 11Age 8 Students’
age
Student with high performing’ teacher
Student with low performing’ teacher
90 %
53 %
37 %
HOW THE WORLD’S BEST PERFORMING SCHOOL SYSTEMS
COMES OUT ON TOPOP
McKinsey & Company Sept 2007 UK
School Human Resource Management(SHRM)
DepED acknowledges the need to build manpower
capability, and has been allocating funds for training
and professional development activities including:
Schools & Learning
centers under the
Human Resource Training
and Development (HRTD)
funds since 2006.
School Human Resource Management
( Staffing your School)
Human resources management is a critical element
to starting and operating a successful charter school.
A charter school needs a strong Director.
It also needs talented, dedicated
teachers, and a competent
business staff. HRM is the
process through which you
attract, train, motivate, evaluate,
compensate and retain these
important people.
School Human Resource Management
( Staffing your School)
At the same time, your HR practices, at their heart,
must be based on a commitment to fair and just
treatment of staff.
School Human Resource Management
( Staffing your School)
Good HR practices
should help you create
a work environment
that supports your
mission and
encourages employees
to develop and thrive.
Staffing your School
(Board Responsibilities)
The Board is responsible for setting policy in areas
related to human resources management, including
policies governing salaries and salary schedules, terms
and conditions of employment, fringe benefits, leave,
and in-service training.
In most schools, the Board hires
a Director and delegates to that
person the tasks of recruiting,
hiring, evaluating, promoting,
and disciplining staff (in
accordance with established
board policy).
He does not, in any form,
practice partiality in favor of
family ties, gender, religion or
ethnic background.
The Director propels himself into his functions under
the highest demands of values such as selflessness,
professionalism, transparency, accountability,
integrity and impartiality.
Staffing your School
(Director’s Responsibilities)
Understandably, his voice
is heard in addition to the
other committee members
headed by the Assistant
Schools Division
Superintendent.
He shall treat all people fairly, in making appointments,
awarding contracts, or recommending individuals for
rewards, promotions and other benefits and shall
make choices solely on merit.
Staffing your School
(Director’s Responsibilities)
The Board is also responsible for ensuring the level
of staffing for the school as confirmed by the
DepEd and that the specific payments to teachers
are correct in terms of employment agreements.
Each teacher should
have;-
Staffing your School
(Board Responsibilities)
- an employment file
where pay increases
etc. are located and
noted through a bring-
up system.
The Director has to ensure that the school is using
the right level of staffing it is entitled to.
Check against the Staff Usage
and Expenditure (SUE) reports to
see all your staff have been paid
according to their professional
qualifications.
Their level of pay must fit the conditions of their
employment agreement.
This includes special allowances, responsibility payments,
and any adjustments from a previous pay period.
Staffing your School
(Staffing Level and level of Pay)
Workshop
Discussion on Human Resource in School
You are the School Director responsible for
Human Resources Management,
including;
policy in areas related to
salaries & salary schedules, terms and
conditions of employment,
fringe benefits,
leave and in-service training.
It is 6th April 2016, A permanent teacher who is
overloaded ,taking up classes of different subjects not
within his/her expertise because the school is lack of
staff, resigned yesterday taking effect from end of the
month.
You are lobbied by some staff and your board chair to
look seriously into this matter and immediately take
positive measures to prevent recurrence.
What are you, as the School
Director, going to do about this?
Discussion on Human Resource in School
Workshop
Appointing Staff
Identify what sort of appointment, if any, is possible or
should be made. Use curriculum needs, DepEd
regulations, confirmed staffing levels, and board of
trustees budget limitations to help.
Know and use the school’s
advertising and appointment
procedures, and ensure your
procedures meet the
requirements of the Collective
Employment Agreements. Use
guidelines to assist.
Staffing your School
(Appointing Staff)
Accurate Position Descriptions -backbone of a HR
system. A well-written position description clarifies
the job responsibilities, necessary skills, knowledge,
and experience for successful job performance.
Staffing your School
(Position Descriptions)
This information should be
the basis for all recruitment,
hiring, training, performance
appraisal, and disciplinary
decisions. Good human
resource management
decisions are “job related.”
An effective position description, starts by thinking about
the critical responsibilities of the job.
example: 1.Purpose?, 2.Main Task?, 3.Qualifications?
and 4.Competencies.
Staffing your School
(Position Descriptions)
Do the tasks involve
working with students,
other staff, parents, or
community members?
How will you know that
the job is being done
well?
Next, think about the education, skills, and
experiences necessary for successful performance of
these critical responsibilities.
Staffing your School
(Position Descriptions)
This may, for example,
include a relevant
bachelor’s degree, subject
area licensure, knowledge
of the 21st
Century Skills, or
fluency in a foreign
language.
Connection to new material -21st Century Skills.
Browse horizontally across the 21st
Century Skill &
Literacy. Put a‘tick’if you are familiar with the skill.
Your 21th Century
Skills & Literacy score
is as below,
(Total) 19 X 100%
54
Literacy Score = 35%
Total: 19
Go through the 6 Skills from top to bottom.
Sum up the total and see your Score!.
Where are we today?
Finally, think about the education, skills, and
experiences that would be helpful but are not
necessary critical to successful job performance
Staffing your School
(Position Descriptions)
This might include
additional years of
teaching experience, a
master’s degree, or
experience working in a
charter school.
Other information that you may want to include on
the position description includes:
Staffing your School
(Position Descriptions)
A brief description/history of
the School/Organization
Percentage and length of
appointment – for example,
“This is a full-time, 12-month
position.”
Supervision (Who supervises
this position?)
Position Descriptions
(Important things to remember)
Important things to remember about position
descriptions:
.
Position descriptions
should be viewed as “living
documents.”
In other words, to be
effective, they need to be
continually updated.
At a minimum, review and revision should be done
annually, as a standard part of the employee
evaluation process.
In this way, all position
descriptions remain
current, and employees
are reminded that their job
responsibilities can be
changed.
Position Descriptions
(Important things to remember)
Individual position descriptions within an organization
should fit together like a mosaic, creating a complete
picture of staffing needs.
Every critical task
associated with operating
your school should
appear on at least one
person’s position
description.
Position Descriptions
(Important things to remember)
Staffing your School
(Recruitment and Hiring)
Hiring decisions are perhaps the most important
decisions made by a school. Personnel costs are likely
to claim the largest share or your budget.
Accomplishing your mission
is dependent on having the
right staff. For these
reasons, it is essential to
include someone that has
experience in making
personnel decisions in the
hiring process.
Staffing your School
(Recruitment and Hiring)
The basic steps involved in an effective recruitment
and hiring process are:
1. Develop the position description
2. Post and/or advertise the
position
3. Receive and screen applications
4. Interview applicants
5. Check references
6. Make a hiring decision
7. Establish an employment
contract
Appointing Staff
As a Human Resource Manager, you will seek the best
appointees for your school.
Use processes that
ensure new staff
members are able and
ready to help advance
school development.
Plan the steps in advance that you need to work through
around staff appointments.
Staffing your School
(Recruitment and Hiring)
Staffing your School
(Recruitment and Hiring)
You will most likely want to have a hiring committee
of three or more people, to insure input from multiple
stakeholders.
Your committee
might include, for
example, the
Director, teacher(s),
parent(s), and
student(s).
Appointing Staff
Know and use the school induction processes to help
the new staff member adapt to the changes involved in
a new place of employment.
Details of appointment
processes and a range of
templates are available from
the Department of Education
on School Employment.
Here, you can understand the annual staffing cycles and
whether you are in a position to offer a teaching position.
Staffing your School
(Recruitment and Hiring)
Staffing your School
(Recruitment and Hiring)
Timing is important. If at all possible, the hiring
process should be designed to ensure that staff is
identified mid year. Earlier is preferable.
Where budgets allow, new
schools should consider hiring
staff several weeks before the
school actually opens, allowing
them adequate time to prepare.
To accomplish this, the hiring
process should begin in
January.
Appointing Staff
Start with registration, contact
all referees, ask searching
questions about capability, and
think of and ask about what
has not been stated on paper
or in an interview.
During the selection and appointment process, carefully
check the background and performance of applicants.
Be very methodical in building a picture of applicants on
your short list.
Staffing your School
(Recruitment and Hiring)
Staffing your School
(Performance Management & Staff Development)
Staffing your School
(Continuous Improvement vs Performance Management)
Performance Management emphasizes the importance of
finding out how teachers are performing, sharing teaching
practice, and providing and responding to meaningful
Teacher Development.
Staffing your School
(Performance Management & Staff Development)
Performance
Management
focus on quality
teachers, quality
teaching and
staff development.
Performance Appraisal
Teacher performance and appraisal are parts of many
school scene. They are confirmed as law in the Education
Act and the legal requirements of the Employment
Relations Act.
You must follow those
requirements.
You must be aware of how
employment agreements regulate
some aspects of appraisal and
performance according to the
legislation of DepEd regulations
and requirements.
Staffing your School
(Performance Management & Staff Development)
The Parable of
the Pencil
•Take 5!
Why are you Here?
LEADERSHIP SMART
Thank You
and
be Blessed!
Timothy Wooi
Lean Principal Consultant Trainer,
Hands on certified Kaizen Specialist
with 30 over years experience.
International Educational ,
Innovation
& Motivational SpeakerAdd: 20C,Taman Bahagia,
06000, Jitra, Kedah, Malaysia
Email: timothywooi2@gmail.com
H/p: +6 019 4514007

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School Human Resource Management

  • 1. IntroductionIntroduction  Overview of different resources in Resource Management Global Human Resource Management School Human Resource Management (SHRM) -staffing your school How Paradigm are formed Reflection BAGUIO CITYBAGUIO CITY April 4-8 2016April 4-8 2016 Resource Management
  • 2. Principal Consultant for Lean Management. Certified ‘Train the Trainer’ & Kaizen Specialist with 30 over years working experience. Provides Technical Consulting Services on Lean, Kaizen & 21st Century Manufacturing. Timothy Wooi Add: 20C, Taman Bahagia, 06000, Jitra, Kedah Email: timothywooi2@gmail.com H/p: 019 4514007 (Malaysia) Speaker’s Profile An Innovative Engineer that innovates by Recycling & Reusing Idle resources to promote Green. Founder of Tim’s Waterfuel an alternative fuel supplement using Water to add power & reduce Co2 emission on automobiles. Rode 24 Countries, 18,290km,4 months 11 days 6 3/4 hrs from Malaysia to London on just a 125 cc.
  • 3. Course Objective  Introduce Participants to different resources, focusing on Human Resource  Provide participants with knowledge and skills in managing School Human Resource  Equip teachers and school heads on strategies to manage Human Resource  Help energize teachers and school heads in managing discipline in school  Discussions on Human Resource in Schools Resource Management
  • 4. Vision To be the School of Choice by attracting, sustaining, and inspiring great teachers & staffs, with great passion, working as a team to support achieve its purpose. Resource Management Mission To advance workplace through excellence, innovation and engagement to effectively  enrich the work and learning environment to add value to our Teachers, Staff and Students.
  • 5. Resource Management   Methodology  Study strategies of managing Human Resource practices from Global Resource Management.  Energize Teachers and School Heads in managing discipline in School. Apply skills and technique learnt in School Human Resource management to manage School to meet its Vision.
  • 6. Resource management; In organizational studies, resource management is the efficient and effective deployment of an organization's resources in the most efficient way possible, maximizing the utilization of available resources to achieve organization goals. Resource Management The goal is to ensure that: (i)there are employees with required specific skill and desired profile required for a task/s, (ii) decide the number and skill sets of new employees to hire, (iii) allocate the workforce to various tasks.
  • 7. Production  resources  Financial  resources Human Skills  (Human  resources) Inventory Tangible  Resources Inform ation  Technology  (IT) Resource Management Such resources may include tangible resources such as: financial resources, inventory, human skills (human resource), production resources, or information technology (IT). Different resources in Resource Management
  • 8. Ideas….. It can also include ideas assigned to task that adds value with not too much under utilization. These include… Functional Non  Functional Different resources in Resource Management
  • 9. Human Resource Management (HRM, or simply HR) in resource management is a function designed to maximize employee performance in service of an employer's strategic objectives. HR is primarily concerned with the management of people within organizations, focusing on policies and on systems. Human Resource Management (HRM)
  • 10. HRM departments in organizations typically undertake a number of activities starting from attraction, selection, training, assessment & rewarding of staffs. Human Resource Management (HRM) HRM tasks to manage above activities covers:  employee benefits,  Identification of staffing requirements,  staffs development,  performance appraisal,  managing pay and benefit systems
  • 11. Human Resource Management also concerns itself with industrial relations, the balancing of organizational practices with requirements arising from; Human Resource Management (HRM)  collective bargaining and  governmental laws.
  • 12.  job design and analysis,  workforce planning,  recruitment and selection,  training and development,  performance management,  compensation (remuneration), and legal issues. According to R. Buettner, HRM covers the following core areas: Human Resource Management (HRM)
  • 13. School Human Resource Management (SHRM) SHRM are strategies of allocating and maximizing the utilization of available human resource (human skills) in the most effective manner among various tasks to achieve School goals and.. School Human Resource Management (SHRM)  to performing the activities that are necessary in the maintenance of that workforce within the
  • 14. School Human Resource Management are activities that are necessary in the maintenance of the school workforce to achieve its goals are: School Human Resource Management(SHRM)  Administering Teachers’ & Staffs’ work-life needs.  Identification of staffing requirements,  Education & Professional Development,  Performance appraisal,  Planning and oversight of payroll & benefit.
  • 15. Vision Statement , why? Successful schools have a clear sense of direction through Vision Statement to meet its goal. School Human Resource Management (SHRM) Example:Example:  To be the School of Choice by attracting, sustaining, and inspiring great Teachers & Staffs, with great passion, working as a team to support achieve its purpose, to improve Student Performance for better Student Achievement.
  • 16. Vision Statement , why? When this is achieved, everyone can then align their efforts behind the vision and by a process of self- reference and professional development, the school will reach its goal. When shared, it is to create a sense of direction derived through a visioning process involving all members of the school. Once affirmed, it needs to be able to be articulated by all. School Human Resource Management (SHRM) This Vision is translated into reality by means of a Teaching Framework.
  • 17. (Hallinger, 2003) Framing school goals Communicating school goals Supervising & evaluating instruction Coordinating curriculum Monitoring student progress Protecting instructional time Promoting professional development Maintaining high visibility Providing incentives for teachers Providing incentives for learning Teaching Framework meeting School Goals Instructional Leadership
  • 18. Managers Vs Leaders •Take 5! How Paradigm are formed
  • 19. The outcomes are:  higher level of staffs and student satisfaction  clearer expectations with less ambiguity regarding teaching and learning  more effective management of staffs’ knowledge & skills.   21st Century School Human Resource  Management ( The use of Lean strategy ) 21st Century School Human Resource Management uses Lean strategy to focus on identifying then eliminating waste within the available resources to add Value.
  • 20. Lean is the revolutionary super-efficient production system pioneered by Toyota that simply eliminates Waste. The core focus of "Lean" is to vigorously eliminate Wastes.  So what is Lean all about?   21st Century School Human Resource  Management ( The use of Lean strategy ) Simply, Lean means creating more value for Customers with fewer resources.
  • 21. Value-Added Activities that transform resources, knowledge & skills into practices the customer is willing to pay for? Non-Value-Added Activities that consume resources, but do not directly contribute to the product. They are WASTE!!   21st Century School Human Resource  Management ( The use of Lean strategy ) Waste Anything other than the minimum resources required to add value.
  • 22. • consistency between what was taught in schools & how it was taught, • quality & elimination of waste with relevance of materials, and • value of lesson delivery as perceived by students. Application of Lean principles and practices to the design and delivery of knowledge in schools improves;   21st Century School Human Resource  Management ( The use of Lean strategy )
  • 23. School Human Resource Management from DepED The Department of Education (DepED) strongly supports capacity building activities that are meant to enhance the knowledge and skills of the teaching and non-teaching personnel,.. to ensure a more effective and efficient delivery of basic education services. For more information and inquiries, contact the Office of the Undersecretary for Programs and Projects, DepEd Central Office, Rizal Building, DepEd Complex, Meralco Avenue, Pasig City at telefax (02) 6337202 or email: progccm.deped@gmail.com.
  • 25. EFFECTIVE ADDED VALUES INADDED VALUES IN STUDENT OUTCOMESSTUDENT OUTCOMES Student performance improves when compared to the entry point Mortimore, P. (1995, July). Key characteristics of effective schools: A review of school effectiveness research. Paper presented at the Effective School Seminar. Ministry of Education Malaysia. Qualities of effective Teachers
  • 26. -is the quantification of a student's progress during different stage of his/her education. Added Value in Education -measured by quantifying the input (entry point) over output score (performance) and comparing the results from previous to evaluate the progress made. School Human Resource Management(SHRM)
  • 27. Staffing Level, Requirements & Administration of work-life needs Skills & Professional Development Connection to new material. Sharing Responsibilities Appraisal, payroll & benefit. OUTPUT Student Achievement INPUT PROCESS (What comes into the system?) (What is done with the inputs?) (What is the effect of process?, and How much?) School Human Resource Management(SHRM) Human as a Resource (Employees) Teacher ability (skills & knowledge) Student readiness Parental Support Finance
  • 28. INPUT in Managing School Resources are (What comes into the system?) INPUTINPUT Human as a Resource (Employees) Teacher ability (skills & knowledge) Student readiness Parental Support Finance Human as a Resource (Employees) Teacher ability (skills & knowledge) Student readiness Parental Support Finance
  • 29. Staffing Level, Requirements & Administration of work-life needs Skills & Professional Development Connection to new material. Sharing Responsibilities Appraisal, payroll & benefit. INPUT PROCESS (What comes into the system?) (What is done with the inputs?) School Human Resource Management(SHRM) Human as a Resource (Employees) Teacher ability (skills & knowledge) Student readiness Parental Support Finance ‘Process’ in managing Human Resource in School are actions done with the Input to achieve the desired Output result that is; Student Achievement.
  • 30. Human as a Resource (Employees) Teacher ability (skills & knowledge) Student readiness Parental Support Finance INPUT OUTPUT (What comes into the system?) (What is the effect of the Process? and how much is the effect?) OUTPUT in Managing School Human Resources are the effect of the process of managing the Input (entry point). Student Achievement School Human Resource Management(SHRM)
  • 31. SBM INTERNAL STAKEHOLDERS requires that Teachers are trained, aware of their rights and responsibilities and apply their knowledge acquired from attending trainings. On curriculum content and pedagogy, Teachers are aware of their rights and responsibilities as primary stakeholders Teachers To apply knowledge, process skills and instructional innovations acquired from participation in trainings Teacher AbilityTeacher Ability
  • 32. Student Readiness is a student's current understanding and knowledge towards a unit or topic of study. Student ReadinessStudent Readiness The potential to learn is influenced by Teachers’ prior knowledge and connection to the new material being taught.
  • 33. Student Readiness, The K to 12 Program Kindergarten and 12 years of basic education comprising  6 years Primary Education,  4 years Junior High School and  2 years Senior High School (SHS) Aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.
  • 34. SBM, INTERNAL STAKEHOLDERS mentioned that: Parental SupportParental Support Parents assume responsibilities as partners in the learning process.
  • 35. Traditional: Principal welcome parents to follow their child’s school schedule. The degree to which parents hear about school/teacher expectations and policies such as homework or discipline varies by school and teacher. Parental SupportParental Support
  • 36. FinanceFinance Aside from government for operational funding of school property, fund paid through generated roll-based formulae is salaries of all Teachers. Teachers must be paid per their level and must fit the conditions of their employment agreement. This includes special allowances, responsibility payments, and any adjustments from a previous pay period SBM, SCHOOL BASED RESOURCES provide information about school finances and resourcing.
  • 37. The Director is responsible for ensuring that the level of staffing for the school does not exceed the levels confirmed by the DepEd and that the specific payments to teachers are correct in terms of employment agreements. Each teacher should have an employment file where pay increases etc. are located and noted through a bring-up system. It is important that all fully understand how this works. Staffing Level, Requirements & Administration of work-life needs
  • 38. Nations around the world have undertaken reforms of curriculum, instruction, and assessments. These are skills that young people need to know to be successful in this rapidly changing world. Skills & Professional Development The intention of these reforms are; -better preparing all children for the higher educational demands of life and work in the 21st century.
  • 39. REFLECTIONREFLECTION (What are your Thoughts?)(What are your Thoughts?)
  • 40. Connection to new material -21st Century Skills. Our students are waiting for 21st century learning, and our world is awaiting graduates who can succeed and flourish in fast-changing times. Our Teachers need to keep up with current materials & teaching methodology through continuous learning, in order to teach this new era of students. ‘If a Child can’t learn the way we teach, maybe we should ‘teach the way they learn’.
  • 41. Question? Are teachers competent to effectively teach those skills? This leads to, what teacher preparation programs are needed to prepare graduates who are ready to teach well in a 21st century classroom.? Skills & Professional Development
  • 42. To live and succeed in the present world, students will need for an increased focus on communication, collaboration, and creativity and an emphasis on teaching them to use technology in order to learn how to learn, solve problems, and think creatively. The new “3 C’s” of Education 21st Century Teaching & Learning CreateCollaborateCommunicate
  • 43. Teaching how to use technology efficiently and effectively, ethically and appropriately, safely and respectfully to learn how to learn, solve problems, and think creatively. Connection to new material -21st Century Skills.
  • 44. Facilitating Skills learning opportunities among staff members is another form of Professional Development. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools. Skills & Professional Development
  • 45. Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, co teaching, or observing and giving feedback. Consultation with peers enhanced teachers' self-efficacy as they reflected on practice and grow together, and it also encouraged improvement through collaboration on the part of teachers. Self efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) Skills & Professional Development
  • 46. 5 C’s… 21st Century Skills, Lesson Upgrade ??
  • 49. Sharing Responsibilities. Partnership: Parents are invited to orientation nights, offered at multiple times to accommodate parents’ schedules.  School policies are explained.  A handbook and school calendar are distributed.  Attendance is taken with phone calls or home visit follow-up for non-attendees. Meetings are scheduled to receive parent input on the policies and to discuss parents’ and educators’ roles and responsibilities.
  • 50. Sharing Responsibilities. Teachers to welcome parents and students to the classroom. Teachers articulate their goals and request parents and students to share their goals. Teachers summarize the goals with consensus, and reinforcing the idea if home and school work together will enable students to do better. Arrangements are then made for how to contact each other (Weiss & Edwards, 1992).
  • 51. Coleman et.al (1966) Brophy & Good, (1986), Sanders et. al. (1994) 1960 &1970 1980’s Schools, Teachers & Student Achievements
  • 53. Students Performance 50 % 0 % 100 % Age 11Age 8 Students’ age Student with high performing’ teacher Student with low performing’ teacher 90 % 53 % 37 % HOW THE WORLD’S BEST PERFORMING SCHOOL SYSTEMS COMES OUT ON TOPOP McKinsey & Company Sept 2007 UK School Human Resource Management(SHRM)
  • 54. DepED acknowledges the need to build manpower capability, and has been allocating funds for training and professional development activities including: Schools & Learning centers under the Human Resource Training and Development (HRTD) funds since 2006. School Human Resource Management ( Staffing your School)
  • 55. Human resources management is a critical element to starting and operating a successful charter school. A charter school needs a strong Director. It also needs talented, dedicated teachers, and a competent business staff. HRM is the process through which you attract, train, motivate, evaluate, compensate and retain these important people. School Human Resource Management ( Staffing your School)
  • 56. At the same time, your HR practices, at their heart, must be based on a commitment to fair and just treatment of staff. School Human Resource Management ( Staffing your School) Good HR practices should help you create a work environment that supports your mission and encourages employees to develop and thrive.
  • 57. Staffing your School (Board Responsibilities) The Board is responsible for setting policy in areas related to human resources management, including policies governing salaries and salary schedules, terms and conditions of employment, fringe benefits, leave, and in-service training. In most schools, the Board hires a Director and delegates to that person the tasks of recruiting, hiring, evaluating, promoting, and disciplining staff (in accordance with established board policy).
  • 58. He does not, in any form, practice partiality in favor of family ties, gender, religion or ethnic background. The Director propels himself into his functions under the highest demands of values such as selflessness, professionalism, transparency, accountability, integrity and impartiality. Staffing your School (Director’s Responsibilities)
  • 59. Understandably, his voice is heard in addition to the other committee members headed by the Assistant Schools Division Superintendent. He shall treat all people fairly, in making appointments, awarding contracts, or recommending individuals for rewards, promotions and other benefits and shall make choices solely on merit. Staffing your School (Director’s Responsibilities)
  • 60. The Board is also responsible for ensuring the level of staffing for the school as confirmed by the DepEd and that the specific payments to teachers are correct in terms of employment agreements. Each teacher should have;- Staffing your School (Board Responsibilities) - an employment file where pay increases etc. are located and noted through a bring- up system.
  • 61. The Director has to ensure that the school is using the right level of staffing it is entitled to. Check against the Staff Usage and Expenditure (SUE) reports to see all your staff have been paid according to their professional qualifications. Their level of pay must fit the conditions of their employment agreement. This includes special allowances, responsibility payments, and any adjustments from a previous pay period. Staffing your School (Staffing Level and level of Pay)
  • 62. Workshop Discussion on Human Resource in School You are the School Director responsible for Human Resources Management, including; policy in areas related to salaries & salary schedules, terms and conditions of employment, fringe benefits, leave and in-service training.
  • 63. It is 6th April 2016, A permanent teacher who is overloaded ,taking up classes of different subjects not within his/her expertise because the school is lack of staff, resigned yesterday taking effect from end of the month. You are lobbied by some staff and your board chair to look seriously into this matter and immediately take positive measures to prevent recurrence. What are you, as the School Director, going to do about this? Discussion on Human Resource in School Workshop
  • 64. Appointing Staff Identify what sort of appointment, if any, is possible or should be made. Use curriculum needs, DepEd regulations, confirmed staffing levels, and board of trustees budget limitations to help. Know and use the school’s advertising and appointment procedures, and ensure your procedures meet the requirements of the Collective Employment Agreements. Use guidelines to assist. Staffing your School (Appointing Staff)
  • 65. Accurate Position Descriptions -backbone of a HR system. A well-written position description clarifies the job responsibilities, necessary skills, knowledge, and experience for successful job performance. Staffing your School (Position Descriptions) This information should be the basis for all recruitment, hiring, training, performance appraisal, and disciplinary decisions. Good human resource management decisions are “job related.”
  • 66. An effective position description, starts by thinking about the critical responsibilities of the job. example: 1.Purpose?, 2.Main Task?, 3.Qualifications? and 4.Competencies. Staffing your School (Position Descriptions) Do the tasks involve working with students, other staff, parents, or community members? How will you know that the job is being done well?
  • 67. Next, think about the education, skills, and experiences necessary for successful performance of these critical responsibilities. Staffing your School (Position Descriptions) This may, for example, include a relevant bachelor’s degree, subject area licensure, knowledge of the 21st Century Skills, or fluency in a foreign language.
  • 68. Connection to new material -21st Century Skills.
  • 69. Browse horizontally across the 21st Century Skill & Literacy. Put a‘tick’if you are familiar with the skill. Your 21th Century Skills & Literacy score is as below, (Total) 19 X 100% 54 Literacy Score = 35% Total: 19 Go through the 6 Skills from top to bottom. Sum up the total and see your Score!. Where are we today?
  • 70. Finally, think about the education, skills, and experiences that would be helpful but are not necessary critical to successful job performance Staffing your School (Position Descriptions) This might include additional years of teaching experience, a master’s degree, or experience working in a charter school.
  • 71. Other information that you may want to include on the position description includes: Staffing your School (Position Descriptions) A brief description/history of the School/Organization Percentage and length of appointment – for example, “This is a full-time, 12-month position.” Supervision (Who supervises this position?)
  • 72. Position Descriptions (Important things to remember) Important things to remember about position descriptions: . Position descriptions should be viewed as “living documents.” In other words, to be effective, they need to be continually updated.
  • 73. At a minimum, review and revision should be done annually, as a standard part of the employee evaluation process. In this way, all position descriptions remain current, and employees are reminded that their job responsibilities can be changed. Position Descriptions (Important things to remember)
  • 74. Individual position descriptions within an organization should fit together like a mosaic, creating a complete picture of staffing needs. Every critical task associated with operating your school should appear on at least one person’s position description. Position Descriptions (Important things to remember)
  • 75. Staffing your School (Recruitment and Hiring) Hiring decisions are perhaps the most important decisions made by a school. Personnel costs are likely to claim the largest share or your budget. Accomplishing your mission is dependent on having the right staff. For these reasons, it is essential to include someone that has experience in making personnel decisions in the hiring process.
  • 76. Staffing your School (Recruitment and Hiring) The basic steps involved in an effective recruitment and hiring process are: 1. Develop the position description 2. Post and/or advertise the position 3. Receive and screen applications 4. Interview applicants 5. Check references 6. Make a hiring decision 7. Establish an employment contract
  • 77. Appointing Staff As a Human Resource Manager, you will seek the best appointees for your school. Use processes that ensure new staff members are able and ready to help advance school development. Plan the steps in advance that you need to work through around staff appointments. Staffing your School (Recruitment and Hiring)
  • 78. Staffing your School (Recruitment and Hiring) You will most likely want to have a hiring committee of three or more people, to insure input from multiple stakeholders. Your committee might include, for example, the Director, teacher(s), parent(s), and student(s).
  • 79. Appointing Staff Know and use the school induction processes to help the new staff member adapt to the changes involved in a new place of employment. Details of appointment processes and a range of templates are available from the Department of Education on School Employment. Here, you can understand the annual staffing cycles and whether you are in a position to offer a teaching position. Staffing your School (Recruitment and Hiring)
  • 80. Staffing your School (Recruitment and Hiring) Timing is important. If at all possible, the hiring process should be designed to ensure that staff is identified mid year. Earlier is preferable. Where budgets allow, new schools should consider hiring staff several weeks before the school actually opens, allowing them adequate time to prepare. To accomplish this, the hiring process should begin in January.
  • 81. Appointing Staff Start with registration, contact all referees, ask searching questions about capability, and think of and ask about what has not been stated on paper or in an interview. During the selection and appointment process, carefully check the background and performance of applicants. Be very methodical in building a picture of applicants on your short list. Staffing your School (Recruitment and Hiring)
  • 82. Staffing your School (Performance Management & Staff Development)
  • 83. Staffing your School (Continuous Improvement vs Performance Management)
  • 84. Performance Management emphasizes the importance of finding out how teachers are performing, sharing teaching practice, and providing and responding to meaningful Teacher Development. Staffing your School (Performance Management & Staff Development) Performance Management focus on quality teachers, quality teaching and staff development.
  • 85. Performance Appraisal Teacher performance and appraisal are parts of many school scene. They are confirmed as law in the Education Act and the legal requirements of the Employment Relations Act. You must follow those requirements. You must be aware of how employment agreements regulate some aspects of appraisal and performance according to the legislation of DepEd regulations and requirements. Staffing your School (Performance Management & Staff Development)
  • 86. The Parable of the Pencil •Take 5! Why are you Here?
  • 87. LEADERSHIP SMART Thank You and be Blessed! Timothy Wooi Lean Principal Consultant Trainer, Hands on certified Kaizen Specialist with 30 over years experience. International Educational , Innovation & Motivational SpeakerAdd: 20C,Taman Bahagia, 06000, Jitra, Kedah, Malaysia Email: timothywooi2@gmail.com H/p: +6 019 4514007

Notas do Editor

  1. ED Soliman Please text us at 09175147952.
  2. The questions… what is this new way of thinking? What are the new methods? … What IS Lean? …. Why has Boeing chosen Lean as it’s manufacturing system?
  3. At the core of all lean concepts is the relentless elimination of waste. To identify waste we must first distinguish between activities that add value and those that do not. Non-value added activities are waste to be eliminated.
  4. Level 2. Exercise their rights and fulfill responsibilities as primary stakeholders to Support SBM Level 3. Are active co-leaders of the school and assume shared accountability on their performance Level 2. Pursue continuing professional development Level 3. Hold themselves accountable for student performance and positively influence learning and school outcomes, Are champions of SBM Level 2. Transfer/share learnings to peers Level 3. Hold themselves accountable for student performance as co-leaders and co-managers in school Level 2. Co-manage and co-monitor learning Level 3. Are held accountable for the performance of their children Level 2. Local government stakeholders expand support for educational subsidies through LSB and other sources Level 3. Local government stakeholders institutionalize LSB support for SBM practices
  5. Participation of Stakeholders in School Administration Realization of the Spirit of School-based Management Introduction An Incorporated Management Committee (IMC) comprises managers from different sectors and backgrounds. Such composition not only enhances the transparency and accountability of school administration and ensures the proper use of public funds, but also brings about different perspectives and experiences which are useful for strengthening the school management system and formulating appropriate policies. Sponsoring Body Managers Participation of sponsoring body managers in the decision-making of the school ensures that decisions made by the IMC will be in line with the vision and mission set by the school sponsoring body (SSB) and that the communication and cooperation between the SSB and the IMC will be strengthened. The Principal (Ex-officio Manager) The Principal is school’s professional leader and in charge of school’s administration. Apart from supervising the daily operation of the school, the Principal should also provide IMC managers with useful and accurate information so that they would know more about existing school circumstances and the trend of education. Teacher Managers Teachers, as frontline educators, are at the heart of learning. Through their frequent contact with students, they can better understand students’ learning needs. Teacher managers can:  share their experiences in and advise on curriculum development, classroom instruction, student activities and educational enrichment;  provide professional expertise for the improvement of student learning; and  serve as an important link between the IMC and the staff of the school. “The Principal cannot replace the role of teacher managers in the IMC. It is more effective for teacher managers to collect and reflect the views of teachers, especially their views on policies closely related to them such as arrangements for redundant teachers. In this way, school policies will be implemented more smoothly. In addition, teacher managers, as frontline educators, can give the IMC appropriate advice on school curriculum, 1teaching and current situation of students.”
  6. Level 2. Exercise their rights and fulfill responsibilities as primary stakeholders to Support SBM Level 3. Are active co-leaders of the school and assume shared accountability on their performance Level 2. Pursue continuing professional development Level 3. Hold themselves accountable for student performance and positively influence learning and school outcomes, Are champions of SBM Level 2. Transfer/share learnings to peers Level 3. Hold themselves accountable for student performance as co-leaders and co-managers in school Level 2. Co-manage and co-monitor learning Level 3. Are held accountable for the performance of their children Level 2. Local government stakeholders expand support for educational subsidies through LSB and other sources Level 3. Local government stakeholders institutionalize LSB support for SBM practices
  7. Preparing Teachers: Delivery of 21st Century Skills. Many nations around the world have undertaken wide-ranging reforms of curriculum, instruction, and assessments with the intention of better preparing all children for the higher educational demands of life and work in the 21st century. What are the skills that young people need to be successful in this rapidly changing world and what competencies do teachers need, in turn, to effectively teach those skills? This leads to the question what teacher preparation programs are needed to prepare graduates who are ready to teach well in a 21st century classroom. While comparative evidence on this is still scarce, Chapter two highlights a range of promising policies and practices.
  8. Preparing Teachers: Delivery of 21st Century Skills. Many nations around the world have undertaken wide-ranging reforms of curriculum, instruction, and assessments with the intention of better preparing all children for the higher educational demands of life and work in the 21st century. What are the skills that young people need to be successful in this rapidly changing world and what competencies do teachers need, in turn, to effectively teach those skills? This leads to the question what teacher preparation programs are needed to prepare graduates who are ready to teach well in a 21st century classroom. While comparative evidence on this is still scarce, Chapter two highlights a range of promising policies and practices.
  9. For our students to live and succeed in the world they live in, they will need for an increased focus on communication, collaboration, and creativity (the new “3 C’s” of education) and an emphasis on teaching students to use technology in order to learn how to learn, solve problems, and think creatively.
  10. As technology becomes more integral in our lives, the ability to adapt and change to use these new tools has become even more important. Educators often hear the phrase “21st Century Teaching and Learning. It means (the new “3 C’s” of education)
  11. 5. Learning Facilitator Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools. Frank facilitates the school's professional development committee and serves as the committee's language arts representative. Together, teachers plan the year's professional development program using a backmapping model (Killion, 2001). This model begins with identifying student learning needs, teachers' current level of knowledge and skills in the target areas, and types of learning opportunities that different groups of teachers need. The committee can then develop and implement a professional development plan on the basis of their findings.
  12. 4. Classroom Supporter Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, coteaching, or observing and giving feedback. Blase and Blase (2006) found that consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. (p. 22) Marcia asks Yolanda for classroom support in implementing nonlinguistic representation strategies, such as graphic organizers, manipulatives, and kinesthetic activities (Marzano et al., 2001). Yolanda agrees to plan and teach a lesson with Marcia that integrates several relevant strategies. They ask the principal for two half-days of professional release time, one for learning more about the strategy and planning a lesson together, and the other for coteaching the lesson to Marcia's students and discussing it afterward.
  13. 3C’s is about Collaborate, Communicate, Creativity 5C’s – 3C’s plus , Connect, & Critical Thinking
  14. Capture the view of the school facilities and their use through the eyes of the daily users, both students and staff.