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Lecture Non Teaching Staff

This document discusses non-teaching personnel, personnel programs, and performance evaluation of educational personnel. It defines non-teaching personnel as those engaged in administrative functions rather than teaching. It describes the key components of developing an effective personnel program, including communication, training, equitable compensation and promotional opportunities. It also outlines the reasons, participants, importance, models and processes for performing performance evaluations of educational personnel, with the goals of improving performance, increasing accountability and identifying training needs.

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Joyce Ann Ramirez
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Download as DOCX, PDF, TXT or read online on Scribd
283 views

Lecture Non Teaching Staff

This document discusses non-teaching personnel, personnel programs, and performance evaluation of educational personnel. It defines non-teaching personnel as those engaged in administrative functions rather than teaching. It describes the key components of developing an effective personnel program, including communication, training, equitable compensation and promotional opportunities. It also outlines the reasons, participants, importance, models and processes for performing performance evaluations of educational personnel, with the goals of improving performance, increasing accountability and identifying training needs.

Uploaded by

Joyce Ann Ramirez
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NON-TEACHING PERSONNEL, THE PERSONNEL PROGRAM, PERFORMANCE EVALUATION OF EDUCATIONAL PERSONNEL

JOYCE ANN R. ALSISTO

NON-TEACHING PERSONNEL

 Non-Teaching means not relating to or engaged in teaching curriculum planning, academic counselling, and
other nonteaching duties of teachers
 refers to school personnel usually engaged in administrative functions

PERSONNEL PROGRAM

Personnel Development Program (Personnel men have used 4 main avenues: )

1. Refers to school personnel usually engaged in administrative functions.


2. Employee counselling service and personnel interviews.
3. Communication with employees.
4. All activities which promote new groups among the workers.

DEVELOPING GOOD PERSONNEL PROGRAM


1. The good character and high moral code of the business.
2. Good leadership, committed to high principles.
3. Consultation and explanation up and down through all echelons of the organization.
4. Keeping people informed just as the company encourages participation in arriving at decisions affecting jobs
and interest.
5. Free expression of views on the part of the workers without fear, reprisal or recrimination from
management.
6. Work environment that appeals to self-respect and dignity of the individual.
7. Sympathetic consideration of people’s trials and traditions.
8. Steadiness and certainty of employment.
9. A plan of promotional opportunity.
10. Equitable wage and salary structures that recognize difference in job and position requirements as measured
by such factors as knowledge, skill, difficulty, and responsibility.
11. A sound and effective training program.
12. Recognition through individual evaluation.

FUNCTIONS OF PERSONNEL PROGRAM


1. Conducting interviews with the applicant.
2. Selection of applicant who show ability and aptitude for the jobs to which they will assigned
3. Providing preliminary instruction in company rules, about the job, and the work group.
4. Introduction of new employees.
5. Making up a follow-up of the performance of employees against accepted job performance.
6. Keeping an eye on absences, tardiness, and behaviors.
7. Preparing and distributing manual or handbook.
8. Making use of bulletin boards as an aid to effective communication.
9. Handling transfers and promotions, releases and discharges.
10. Supervising vacation schedule.
11. Keeping personnel records or 201 files.
12. Others related to the harnessing, allocation, and effective utilization of human resources.

PERFORMANCE EVALUATION OF EDUCATIONAL PERSONNEL


 Procedure of personnel evaluation
 Partakes of the nature of rating the quality of performance of each individual employee at all levels in the
organization
REASONS FOR APPRAISALS
• Compensation "Pay for Performance"
• Job Performance Improvements
• Feedback to Subordinates
• Documentation for Decisions
• Promotion Decisions
• Identify Training Needs
• HR Planning
WHO PERFORMS THE APPRAISALS?
• Immediate Supervisor
• Higher Management
• Self-Appraisals
• Peers (Co-Workers)
• Evaluation Teams
• Customers
• “360° Appraisals”
WHY IS PERFORMANCE APPRAISAL IMPORTANT?
 Identifies areas for training if needed
 Inform planning (students, teachers, school)
 Improve efficiency and performance
 Increase accountability
 Provide continuous feedback to teacher
 Rewards
PERFORMANCE EVALUATION MODEL: This is an on-going cycle throughout the school. There are three stages:
1. The planning stage
2. The monitoring stage
3. The review stage
STAGE 1 Planning Stage 2 Monitoring Stage 3 Review
Beginning of the Year Throughout each term End of the Year
Agreed Goals Classroom Observations Meeting to review progress
Individual Action Plan Sampling of Records
Sampling of Students’ work
Informal Interviews

EVALUATION PROCESS AND PROCEDURES:


1. The Formative Evaluation Process- is a method for judging the worth of a program while the program
activities are forming (in progress). This part of the evaluation focuses on the process.
2. The Summative Evaluation Process- is the process of using performance data to judge the quality of
teaching in accordance with the established criteria.
SPECIAL EVALUATION
 When formal data indicates that a teacher is not meeting county performance expectations described by the
criteria, the teacher may be placed under special evaluation.

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