School Human Resource Committee Policy

Rationale:

School Human Resource Committee (SHRC) existed as early as the School Management Team (SMT) in the school but the roles have been carried out by the subject heads so far, as the roles and responsibilities overlap. The separate need for School Human Resource Committee (SHRC) formation was vital due to the work burden on the HODs. The committee is also formed for the smooth and effective functioning in the school fraternity.

 Objectives:

• To function the programs effectively.
• To provide fair and just professional support and opportunities to the staff.
• To assist TRC in conducting professional development program.
• To assist the management in recruiting and reviewing the staff.
• To maintain the accountability and transparency of vehicles budget.
• To act as decision making body for any vehicle movement.
• To maintain the record of individual staff who attended the workshop or training and plan the PD program.

Strategies:

• Implementation of school programs and activities.
• Nomination and selection for NBIP, DBIP, CBIP and any ad hoc invitations will be done by SHRC as per the set criteria cited in Educating for GNH and also monitor the implementation.
• The committee will maintain records of vehicle movement for accountability and transparency.
• The committee will also assist the school management to monitor the smooth functioning of the jobs assigned to the staff.
• To render help and co-operation to the individual in times of need.
• The committee will decide the vehicles movement looking into genuineness
• After attending the workshop or training, one has to disseminate the information to the staff through SBIP as per the PD schedule.

Criteria for nominating candidates for NBIP, DBIP, CBIP or any ad hoc invitations:

Criteria for nomination in most cases will be reflected in the call letter. However if there is no nomination criteria reflected, the following criteria will be considered.

1. Relevancy:

• Qualification, skills and present job responsibilities.

2. Competency:

• Must be competent to disseminate the knowledge acquired from training/workshop.

3. Equal opportunity:

• Nominate the candidate who has never attended the particular NBIP, DBIP, CBIP or any ad hoc invitation even after fulfilment of criteria to gain expertise and to ensure equal distribution.
• The final decision for nomination will be left for the HRC and the School management’s decision.
• Nominate the candidate looking on individual performance and contribution to the school.
• One NBIP in a year: The ministry aims to provide equal opportunity to the staff. So, the nomination will be done as per the earlier record who had not attended. The consideration will be based on relevancy and need.
• Nomination for invigilation and evaluation: Nomination for invigilation duty will be on rotation basis and the nomination for evaluation will be based on the subject relevancy and the BCSEA’s rule. But once the individual is nominated for anyone of the above workshop or training, he/she will not be nominated for the other.
• Transfer case: One who has applied for transfer, he/she will not be given opportunity to attend any workshop/training except evaluation and invigilation (latter will be decided by the Dzongkhag Education Office).

 Staff Development Policy

Rationale:

To create a good teaching/learning atmosphere, a teacher has to be well-equipped, vigilant, well-oriented and satisfied with the given favourable working condition. The school as a family will also support the need of an individual collaboratively to bring social harmony in order to induce conducive teaching-learning institution.

Objectives:

• Up-date teacher’s knowledge on the latest policies, educational directives, syllabus and curriculum through circulations and meeting.
• To acquaint teachers with latest techniques of teaching and to enable them to deliver quality wholesome education and to keep them professionally alive.
• Ensure the teachers to be more effective and reflective in working with students both in academic and non-academic activities.
• To develop a cohesive working atmosphere within the staff members.

Strategies:

• Institutionalize and implement the school level monitoring and support service.
• Ensure that teachers undergo continuing and advanced professional training at least once a year.
• Conduct regular staff meeting to address the problem.
• Encourage teachers to upgrade their qualification through various mode (examinations, enroll in other distance education problem).
• Computer Literacy to be given to the teachers by IT Coordinators.
• Internet for professional development is made accessible for all the staff and students.
• Encourage teachers to read and do action research.
• Evaluate and review teacher’s performance.
• Recommend teachers for promotion.

Note:  The school will look into other staff development activities and suggest remedial measures to make necessary improvements from time to time through situational analysis.

Professional Development Program (PD) Policy

Rationale:

Teachers play a pivotal role in shaping the life of children. The quality of children thus lies in the hands of teachers. The fourth king Jigme Singye Wangchuk rightly said “The greatness of a country is determined by its people. The productiveness and character of the people is in turn determined by the quality of education they receive”.

Objectives:

• To enhance collaborative learning through team work.
• To share and support various PD programs to facilitate capacity building.
• To update skills and knowledge necessary for personal and career advancement.
• To promote the effectiveness of teaching learning through the provision of resources.
• To provide the qualitative education to children and improve the system at large.

 Strategies:

• Providing avenue for the staff to share their knowledge and skills acquired from the DBIPs and NBIPs during the break.
• Ensuring the staff concerned who attended the workshop or training during the break conducts the SBIP for the benefit of colleagues.
• Making the teaching staff to update the information related to national curriculum like the change in syllabus, mode of assessment and the question pattern.
• Providing opportunity for the teachers to share their own knowledge and skills such as teaching strategies/ skills, classroom management etc.
• Providing avenue for the teaching staff to discuss on the pertaining issues and finding the solution to the problem
• Encouraging teachers to conduct SBIP on certain areas or topics in order to enhance the subject content
• Making the teachers aware of their sacred roles and responsibilities toward children, parents and the community.
• Refreshing the development philosophy of Gross National Happiness, its pillars, domains and the values which is an integral part of Bhutanese curriculum.