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..to performing the activities that are necessary in the
maintenance of that workforce within the
School.
What is 5S principles of trainers for training institutions.pdf
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.
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
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.
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
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).
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.
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)
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)
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
ED Soliman Please text us at 09175147952.
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?
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.
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
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.”
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
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.
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.
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.
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)
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.
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.
3C’s is about Collaborate, Communicate, Creativity
5C’s – 3C’s plus , Connect, & Critical Thinking
Capture the view of the school facilities and their use through the eyes of the daily users, both students and staff.