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Navigating YUMI to a Successful Future

Navigating YUMI to a Successful Future. Taking control of our most valuable resource… our people. Workforce Planning. Context review. Service demand forecast. Supply trend analysis. Gap identification. Strategy development. CONTEXT REVIEW.

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Navigating YUMI to a Successful Future

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  1. Navigating YUMI to a Successful Future Taking control of our most valuable resource… our people

  2. Workforce Planning

  3. Context review Service demand forecast Supply trend analysis Gap identification Strategy development

  4. CONTEXT REVIEW Identify the external factors that impact, or are likely to impact, on your school and the performance of your staff Students Environment Community Staffing System

  5. Tagai’s CONTEXT Belief in our students Limited teacher housing Isolation / remoteness Fly-in support model No “relief staff” High cost of facilities High cost of living Ongoing curriculum “trials” Unreliable ICT 94.5% ATSI students Multiple languages Strong community support

  6. SERVICE DEMAND FORECAST Identify the future vision for your school and the workforce that will be required to achieve it Systemic Framework Characteristics of a sustainable, capable and optimised workforce +  School vision

  7. Tagai’s FORECAST Identify the future vision for your school and the workforce that will be required to achieve it Workforce Characteristics: Systemic Framework Increased school-based decision making & accountability +  School vision Navigating Yumi to a Successful Future

  8. SUPPLY TREND ANALYSIS Establish a snapshot of current staffing availability to identify trends that will influence future staffing Aboriginal and/or Torres Strait Islander Status Workforce size Retention Age & gender Experience Post-school qualifications

  9. Tagai’s TRENDS • Low retention rates of teachers • Low attraction rates of teachers aged between 34– 45years • Consistently unfilled specialist positions • Even mix of experienced and beginning teachers • Low numbers of Aboriginal and Torres Strait Islanders in teaching and leadership roles • Low experience rates of classified officers • Low non-compulsory post-school qualifications • Families mostly likely to consist of children younger than 14 or older than 16 • High demand for sole accommodation

  10. GAP IDENTIFICATION Quantify and qualify the differences between what is demanded of the future workforce with the current supply trends

  11. TAGAI’S GAP IDENTIFICATION Workforce sustainability Workforce capacity Workforce optimisation

  12. STRATEGY DEVELOPMENT The purpose of planning is not to decide what you will do in the future – it is about determining what you can do now to best prepare for the future

  13. TAGAI’S STRATEGIES To build a sustainable, capable and effective workforce • Excellence in Workforce Planning • Excellence in Attraction and Retention of staff • Excellence in Leadership & Management • Excellence in Training & Development • Excellence in Indigenous Leadership

  14. WORKING EXAMPLE Excellence in Aboriginal and Torres Strait Islander Leadership

  15. Aboriginal and Torres Strait Islander Workforce CONTEXT RATEP Make up the majority of the workforce Existing community members Multilingual More experienced Have accommodation Continuity Explicit knowledge of traditional language & cultural instruction Family support networks

  16. Aboriginal and Torres Strait Islander Workforce FORECAST Identify the future vision for your school and the workforce that will be required to achieve it Systemic Framework Workforce Characteristics: Aboriginal and Torres Strait Islander Education Action Plan • Increase the proportion of Aboriginal and Torres Strait Islander staff in professional roles • Ensure the quality of Aboriginal and Torres Strait islander staff • Increase leadership aspirations of Aboriginal and Torres Strait Islander staff • Increase qualifications of Aboriginal and Torres Strait Islander staff +  School vision Namigating Yumi to a Successful Future

  17. Aboriginal and Torres Strait Islander WorkforceSUPPLY Higher retention in professional roles Lower demand on teacher housing Have the culture, experiences, knowledge and abilities to deliver YUMI education Lower numbers in professional roles Older median age

  18. Aboriginal and Torres Strait Islander Workforce GAP

  19. Aboriginal and Torres Strait Islander Workforce STRATEGY • Revitalise RATEP - recruit capable, young Aboriginal and Torres Strait islander students • Recognise the role of Community Teachers as a valued source of local expertise • Promote Aboriginal and Torres Strait Islander leadership across all levels of Tagai State College • Support Aboriginal and Torres Strait Islander teachers to gain teaching experience beyond the Torres Strait • CDEP reforms and training

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