Improving Student Outcomes And Provide Education Across Malaysia Education Essay

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The goal of the Education National Key Results Area (NKRA) is to improve student outcomes and provide quality education for all students across Malaysia. By looking globally at the best performing schools, four essential areas have been identified. They are:

the need to ensure every child succeeds;

the need to hold schools accountable for changes in student outcomes;

the need to invest in great leaders for every school; and

the need to attract and develop top teachers.

Research confirms that a variety of incentives for the various stages of teachers' careers should be in place. A World Bank evaluation corroborates the value of incentives towards improving teacher quality (Vegas & Umansky 2005).

There are various types of teacher incentives including financial, working conditions and instructional support (Kemmerer, 2007).

Financial incentives include monetary, in-kind support, benefits and bonuses. Instructional Support, on the other hand, includes items such as provision of supporting materials, ongoing professional development and career opportunities. Finally, incentives related to working conditions consist of things such as class health and safety conditions and provision of adequate breaks.

Teachers generally do not enter the profession for financial benefits so incentives must not only look at financial compensation but other areas that motivate and inspire good practice. These rewards can include satisfaction from high student achievement, recognition, influence, learning new skills, and personal growth (Tomlinson, 2000; Odden 2000b). School staff should have the opportunity for a career path where excellence is rewarded with a variety of incentives that tap into both their intrinsic and extrinsic motivation.

Only a few countries have formalized a robust systems of performance-related pay in any sector (Organisation for Economic Co-operation and Development, 2006) and even fewer in the education sector. Tucker and Sclaifani (2006) indicate that in order for performance related pay to be effective three ideas must come into play. Firstly, we must be able to measure the output linked to the performance whether at the individual or team level. Secondly, the outputs from individuals or teams must improve the overall organisational outputs. Lastly, that the reward can be delivered in a manner that takes advantage of its likely incentive value for prospective recipients.

Many question if it is possible, in organisations such as schools, which are highly complex to develop fair evaluation systems linked to performance pay. Other concerns are that collaboration among teachers will suffer and that incentives linked to subject areas or exam results will narrow the curriculum (Tucker and Sclaifani, 2006).

There are a variety of different performance models. Financial rewards given based on student performance and lesson observations is called merit-pay (McCollum, 2001). Odden (2000) describes knowledge and skill-based compensation as increased pay given to those who receive additional qualifications which is assumed to improve teachers' abilities. School-based compensation, involves group-based financial rewards usually based on student performance (Odden and Kelley, 2002).

A set of standards for teacher performance and measurement tools is key to being able to fairly reward staff for their performance. Merit pay given to teachers individually has proved to be unpopular in schools creating competition and eliminating the essential team work and collaboration needed to build excellence in school (Odden, 2000). Incentive payments to entire staff in schools have many times produced improved student achievement. This is most likely because of the need to work together, support new or weaker teachers and to encourage teachers who do not improve to move to a different profession. Odden (2000) also believes the amount of the bonus is important and recommends 5-8% of annual salary as a reward for reaching targets. Figure 1 from Woessman (2010) below shows the results of a study of various countries showing in general where pay for performance has been implemented reading, writing, and math scores have generally been higher.

Merit-pay models were criticised for unfavourably changing collaboration between teachers. Performance-based reward systems, research now argues, can increase collegiality by rewarding co- operation between teachers (Solomon and Podgursky, 2001; Cohn, 1996), through group-based pay rewards (Mohrman, Mohrman, and Odden, 1996; McCollum, 2001). Several opponents of performance-based rewards contend there is evidence of better/more collegiality when group performance rewards are used (See, for example, Firestone and Pennell, 1993).

Many surveys conclude that intrinsic rewards are very important to teachers (Firestone and Pennell, 1993). Firestone and Pennell (1993) argue that evaluation can undermine the intrinsic rewards for teachers, as the "feedback in the form of performance evaluation undermines intrinsic motivation, even when the evaluation is positive" (emphasis in original) however a substantial body of literature argues performance-based reward systems are an improvement on the efficiency of salary scales

Odden and Kelly's research confirms that pay for performance schemes and other incentives for teachers and principals can have positive effects on student achievement. These methods are most effective when they are accompanied by professional development programs, the support of school leadership, accurate and reliable reporting of student achievement, and strong feedback mechanisms.5

Odden and many others argue that the single-salary schedule cannot take education to the levels of productivity currently needed. Lazear's analysis of the effectiveness of output-based pay suggests that performance-based mechanisms can be effective if they are carefully designed and tied to appropriate metrics.40

Many of the earlier programmes tended to focus on individual performance, in particular merit pay (Richardson, 1999), with recent debates more likely to consider group-based reward programmes, or knowledge and skill based rewards (Odden, 2000a; Odden and Kelley, 2002).

A 2004 OECD report on teacher quality found that the problem of teacher shortages is pervasive throughout OECD countries and that the lack of quality teachers is having a negative impact on student learning. Across-the-board salary adjustments, targeted incentives and alternative employment measures are typical approaches that most countries adopt to alleviate teacher shortages, but that policies must address other critical aspects such as "working conditions, professionalism, flexibility, job security, education requirements and job satisfaction from working with students.

Must be replaced with a system that connects contributions to compensation in meaningful ways and that could be embraced by employers and teachers alike

Two-thirds of OECD countries have implemented performance-related salary systems in their public sectors, but few have used them in education. It is still true that few countries have formalized a robust system of performance-related pay in any sector.

When planning for an incentive program the following chart is helpful to consider effects both desirable and undesirable.

Incentives

Intentional or Unintentional design

Desired Impact

Undesired impact

For example:

Incentives

Intentional design

Job security linked to test scores

Desired Impact

Improved teaching and better learning

Undesired impact

Teaching to the test; dropping of low performing students

Incentives

Unintentional design

Strong unions make it difficult to fire teachers

Desired Impact

Good teachers feel more confident and secure in their jobs and therefore teach well

Undesired impact

Bad teachers can stay indefinitely

Most of the incentives researched have been negotiated and employed without plans for rigorous evaluation. The majority of articles cited in international papers are surveys rather than evaluations that attempt to connect outcomes to the performance-related system in place.

Current Incentives in the Malaysian Education System

Action Research Projects: some initiatives have been conducted in this area throughout the country, but the initiatives are not monitored systematically, so findings are not reported efficiently. 

Advanced studies:

There are three modes for teachers and principals to engage in advanced studies:

1) they receive full pay, with no scholarships (to cover tuition etc, they will have to pay on their own)

2) they receive half pay, with scholarship given to cover tuition etc

3) if they receive direct scholarship offers from any organisation/institution, they will have to ask permission from the relevant Ministry of Education department for approval. These are decided on a case-by-case basis

Scholarships are only for public universities in Malaysia

Ministry of Education has a distant learning degree program from the local universities for the teachers and Head Teachers of the rural primary schools.

Three bodies sponsor these; the public service department, the teacher education division and sometimes-individual MOE institutions like the School Leadership Institute

Teachers in rural or interior schools receive a monetary incentive ranging from RM700-RM1500 on top of their salary and living or housing allowances.

Relocation allowances: Teachers receive an allowance when they receive a transfer from one school to another, from one to town to another or from one state to another state. Travel arrangements are also provided to the teachers and their families to go to their new place of work. An agent appointed by the MOE to send them over to their new place of work will handle their belongings.

All civil servants also enjoy free medical treatment from the govt. hospitals they also can apply for loans to buy a computer, a car and even a house.

The Government Transformation Programme (GTP) Roadmap states that HPS will receive incentives, which include an annual allocation of RM700, 000 per school, as well as RM1, 000 and RM700 for school heads, teachers and non-academic staff in secondary and primary schools, respectively. The schools also enjoy greater autonomy in decision-making and allow high-achieving students to advance faster through the system.

National, State and District Awards

Many awards are available for teacher

Khazanah Incentives for School Staff

Incentive

Research Summary

Desired/Undesired

Rating for Trust School Initiative

Financial (comprises of Monetary, In kind, Benefits and Bonuses)

Monetary

New teacher starting bonus

Name:Secondary Shortage Subject Scheme

Description:Up to £5000 paid to individuals in last year of study to join the teaching force after graduation

Dates:1985 to present.

Country:UK, Wales

Effective at attracting but not retaining new teachers

Name:Golden Hello

Description: £2500-5000 for entering and successfully completing the induction phase in secondary subjects

Dates: 2002 to present

Country: UK

Evaluation:Effective at attracting but not retaining new teachers

Desired:Qualified candidates are available to teach in schools

Undesired:People are attracted only for financial purposes but then leave the career once other higher paid options are available

Salary scales

Description:Higher compensation in the early years in order to encourage teachers to enter the field

Dates: varies

Countries: Australia, Denmark, England, Finland,

Description: Higher salary increases mid-career teachers to retain them

Dates: varies

Countries; Austria, Japan, and Portugal

Description: Rewards experienced teachers with largest increases

Dates: varies

Countries: Greece, Hungary, and New Zealand

Name: n/a

Description: Across the board pay rises encourage the best people to stay

Dates: 1990

Country: Chile

Evaluation: a World Bank report notes that teachers' experience has not been found to be an important predictor of student achievement in the major empirical studies (World Bank 1997, 97)

Desired:Teachers feel valued and perform well

Undesired:Good teachers leave the profession due to financial reasons

Project participation pay

Name: Accelerated Teaching Program (Unicef)

Description-all teacher receive bonus incentive each three months

Dates: 1998-2007

Country:Liberia

Evaluation: This program has issues with payments to teachers but otherwise was judged to improve buy-in and outcomes for students

Desired:Teachers feel valued and 'buy in' to new initiatives

Undesired:Teachers feel overwhelmed with the change process and leave posts

Additional allowance for remote locations/low performing schools (hardship allowance)

Description: Teachers receive salary supplements to teach in shortage or rural areas

Purpose: Ensure teachers are available for all children

Country: Canada/Chile/Ireland/Australia/Malaysia

Desired:Qualified candidates are willing to teach in difficult areas/circumstances

Undesired:

Materials Allowance

Description: Materials allowances given to all schools at start of reform project to buy resources that enhance the learning environment

Purpose:To promote buy in to project and enhance teaching and learning environment

Dates:2006-present

Country:UAE

Evaluation:Effective in creating a learning culture

Desired:Schools feel empowered and have the tools they need to improve their schools

Undesired: Schools spend money on resources that do not improve student outcomes e.g. decorations

Travel Allowance

Description: Teachers given train passes to get to work

Purpose: Part of the benefits

Dates: ongoing

Country: Japan

Canada, Australia, Europe- Moving costs to initial job placement for most placements in rural areas or challenging schools

Desired:Teachers are more willing to work in locations further from home base resulting in a supply of teachers available

Undesired: Teachers take allowance but have high levels of absence

In Kind Support

Awards

Name: NationalTeachingExcellenceAward

Descriptionprovidesawardsfor50teachersthatwerenominatedattheschoollevelandmadeitthroughthenationalqualificationstothe rewardlevel

Name: School based Award

Description: Awards at the school level with discretionary funds made available by the government

Purpose: To reward excellent teachers

Dates:

Country: Denmark, Netherlands

Desired:Recognition of Good work leads to more good work and sharing of good practice

Undesired: Some colleagues feel jealous or angry and do less

Free or subsidized housing

Description: free accommodations in its remote areas

Purpose:To encourage staff to live in remote areas

Dates:

Country:Denmark

Desired:Qualified candidates are willing to teach in remote areas

Undesired: Poor quality teachers are attracted to schools that need the most support

Free or subsidized food

Description: Free or subsidized food to staff

Country: European countries

Desired:Qualified candidates are willing to teach in remote areas

Undesired: Poor quality teachers are attracted to schools that need the most support

Plots of land

Description: Plots of land given to staff

Purpose:Encouragement to create a home base in rural areas

Dates:

Country:Africa

Desired:Qualified candidates are willing to teach in remote areas

Undesired: Poor quality teachers are attracted to schools that need the most support

Low interest loans

Description:

Purpose:

Dates:

Country:Demark, Greece-Preferential rates for mortgages at the discretion of the local school authorities

Desired:Teachers feel more financially secure and there are more able to concentrate on planning excellent lessons

Undesired: Teachers take loans but there is no improvement in teaching

Scholarships for own children

Description:

Purpose:

Dates:

Country:Worldwide: Most international schools provide free places for staff children

Desired:Teachers who bring their own children to a school want the best for their child and work harder

Undesired: Teachers children get special treatment

Free items: e.g. books, laptops etc

Description:

Purpose:

Dates:

Country:Denmark-teachers who agree to teach in remote areas are eligible a home personal computer, and access to wholesale shopping

Desired:

Undesired:

Benefits

Paid

Description:

Purpose:

Dates:

Country:Australia- to stay in remote areas, extra annual leave of 5-8 days

Desired:

Undesired:

Unpaid leave

Description:

Purpose:

Dates:

Country:Canada-allows teachers to take unpaid leave for family events, vacations etc

Desired:

Undesired:

Sabbatical

Description:

Purpose:

Dates:

Country:Australia-all heads eligible for sabbatical every 5 years. Paid at 80% for 4 years to enable this at no cost

Desired:

Undesired:

Credit towards a promotion

Description: Credit towards a future promotion for teaching in challenging or remote areas

Purpose:

Dates:

Country:Korea, China

Desired:

Undesired

Sick leave

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Maternity Leave

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Health insurance

Description:

Purpose:

Dates:

Country:Europe-countries include health benefits over and above the usual social services accorded to all citizens

Desired:

Undesired:

Pension

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Additional Paid Work

Description: teachersarepaid$20.00perdayforeach studentteacherundertheirdirectionbi-weekly.

Dates:

Country: Nanavut Canada

Desired:

Undesired:

Life insurance

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Crèche

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Bonuses

Whole school performance based pay linked to exam results or KPI targets

Name: NationalPerformanceEvaluationSystem

Description: Schools are grouped by social-economic conditions, and then the top 25 percent within each group are rewarded for their performance

Purpose:

Dates:

Country:Chile

Evaluation: Increased the scores in the state exam by between four and 18 points; effects were greater among those schools with more favourable external conditions.

Date: c2004

Country: Israel

Evaluation: ledtoimprovedteachingmethods,increasedafter-schooltutoring, andbetterresponsivenesstostudents'needsonthepartofteachers

ProfessionalCompensationSystemforTeachers

1999-2003

Denver, USA

Evaluation: Evidencefromthepilotprogramstronglysuggestedthatthepayforperformanceprogramwas a"catalystforchangethatbenefitsallstudentsandteachers." 34

Studenttestscores weresignificantlyhigherforelementaryandmiddleschoolstudentsinclassroomswithteachers whohadbeeninthepilotfortwoormoreyears

Desired:Schools pull together as a whole team to improve student outcomes

Desired:Student Achievement increases

Undesired: Teachers teach to the test, ignore low performing students or cheat to show progress

Undesired: Freerider'problem; someteacherswhoarenotcontributingtotheoutcomesofstudentsarerewardedbecauseof others'action

Undesired:Could reward "wealth" rather than performance, disproportionately rewarding teachers at high-performing schools primarily for the raw materials they are handed - i.e., better students.

Undesired: Teachers focus on certain subjects to the neglect of other subjects.

Individual performance based pay

Name:Teacher Excellence Incentive

Description: $200 million fund, for annual bonuses of up to $2,500 to reward "effective" classroom teachers employed by districts that agreed to match the state money

Purpose:

Dates:

Country:Texas, USA

Description: Pay based on meeting teacher standards

Dates: 2003-present

Country: Finland

Name;

Description: Extra pay for teachers who increased GSCE results

Dates:

Country: UK

Evaluation:foundthatthestudentsscoredonaveragehalfaGCSEpointmorethanequivalentpupilstaught

Bythesameteachersbeforethesystemwasputinplace.

Description:

Purpose:

Dates:

Country:Colorado, USA Evidence strongly suggests that the pay for performance program was a "catalyst for change that benefits all students and teachers.

Description:

Purpose:

Dates:

Country:Israel-study found that pay for performance initiatives had a positive impact on student achievement -led to improved teaching methods, increased after-school tutoring, and better responsiveness to students' needs.

Desired: individuals who are doing outstanding work are recognised

Undesired:Promotes competition not collaboration among teachers

Bonus pay for extra activities

Description:

Purpose:

Dates:

Country:USA- additional salary stipends for responsibility for an activity after school, such as yearbook or sports but the supervision of students between classes

Desired:

Undesired:

No absence Bonus

Description:

Purpose:

Dates:

Country:India-ThePublicReport onBasicEducation(PROBE)convincinglyshowedthatone-thirdofthehead teacherswereabsent in India on a given day

Africa-

Desired:

Undesired:

Physical Environment

Description: Improvement inthe physical facilities

Purpose:

Dates:

Country:India-was a factor that influenced motivationlevels. Cleanliness, transport, furniture, drinking water and toilets (for women teachers) - the list was fairly long

Desired:

Undesired:

Grants for classroom or school project

Description:

Purpose:

Dates:

Country:UK-ASTA can apply for a grant to improve a specific aspect of a school

Desired:

Undesired:

Bonus for rural schools

Description:

Purpose:

Dates:

Country:Australia-

Desired:

Undesired:

Instructional Support

Ongoing Professional Development

Payment towards a Qualification

Name:ProComp

Description: Evaluates and compensate teachers based on a number of factors, including degrees and professional development units obtained

Purpose:

Dates:

Country::Denver, USA

Evaluation: At least 100 studies in the past decade have documented that highly skilled, highly effective teachers help students learn more

Desired:

Undesired:

In service Training Courses

Name: Teacher Empowerment -a program sponsored by the United Nations Children s Fund (UNICEF).

Description: improve the school environment by tapping into school-level resources, administrative support and to boost teachers' morale, self-esteem that, in turn, boosts student enrolment and attendance.

Purpose:

Dates:

Country: India

Name: Joyful Learning

Description: involves child-centred activities and promotes active learning practices by motivating children and teachers to like learning, and teachers to adopt active learning activities in the classroom.

Desired:

Undesired:

Accredited CPD

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Time off for University courses

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Coaching and Mentoring support

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Book Clubs

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Career Development

Promotion

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Excellent teachers/Lead teachers

Name: Advanced Skills Teacher/SpecialistClassroomTeacherfor SecondarySchools

Description: Promotion without leaving the school for an administration post. Teachers spend 20% of time helping teachers in other schools /NZ$6,500supplement

Purpose:To keep excellent teachers in schools; share good practice

Dates:/ 2006 pilot

Country: UK/New Zealand

Name: Pedagogical Excellence Award

Description: Award granted after requires pass in a written assessment of pedagogical and content knowledge and submission a portfolio.

Purpose: To reward excellent teachers

Dates: 2002 to present

Country: Chile

Desired:

Undesired:

Materials

Guide books for instructional purposes

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Textbooks and other materials

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Resources

Description:

Purpose:

Dates:

Country:

Desired:

Undesired:

Working Conditions

Class Size

Description:

Purpose:

Dates:

Country:

Planning Time

Description:

Purpose:

Dates:

Country:

Health and safety

Description:

Purpose:high absenteeism is traced to poor motivation and working conditions )

Dates:

Country:

Comfort

Description:

Purpose:

Dates:

Country:

Praise/Recognition

Description:

Purpose:

Dates:

Country:

Teaching aides/assistants

Description:

Purpose:

Dates:

Country:

Adequate breaks

Description:

Purpose:

Dates:

Country:

Administration Support

Description:

Purpose:

Dates:

Country:

Khazanah Incentives for School Staff: A Proposal of Bespoke Options

The program provides increments in compensation based on increased knowledge and skills, professional evaluation, willingness to fill hard-to-staff positions or teach in hard-to-serve schools, and reaching specified student growth objectives, including performance on the state exams, and other incentives related to school- wide distinguished performance.

Tying increases in teacher compensation to student achievement appears to provide incentives

To teachers to look actively for ways to improve their performance that might have been available before the incentives were offered, and that their interest in actively taking advantage of such op- opportunities increases.

Evaluation These methods are most effective when they are accompanied by professional development programs, the support of school leadership, accurate and reliable reporting of student achievement, and strong feedback mechanisms.3

A list of proposals suitable for Trust schools can be found below. There is a variety of options included with each so that costs can be reduced or increased as needed by Khazanah to ensure maximum impact. Incentives should be discussed in focus groups with selected school staff in both rural and non-rural schools to ensure school staff voice has been heard with relation to incentives.

Start up- research shows change management requires motivation

Whole School Based-research shows whole school based incentives create collaboration and cooperative learning

Lateral Awards-evidence show competition between schools is healthy

Individual Rewards-each person is motivated differently. Some people who have gone beyond the call of duty deserve to be recognised and rewarded. As long as competition is not within a school, there should be no negative impact

Abstract: Teachers at the start of the project need motivation and incentive to 'buy-in' to a new way of working which inevitably will be harder and take more time and effort but should result in greater job satisfaction and better results for children in the long run. In order to begin to ask teachers to engage the following options are suggested:

Phase: Project Start-up

Name: Khazanah School Tool Kit

Targeted at: Whole school staff

Results in: job satisfaction; pride; buy-in

Details:A branded 'tool box' given to each new Trust school staff member complied with basic equipment (phase or job specific) and personalised to the school/subject needs

For example, art materials, pens, whiteboard markers, stickers, papers...could include laptops and other items to improve technology

Forms to request for immediate funding from a Khazanah Emergency Fund for small items with set limits per item and per school (e.g. up to 100 ringgit per item and up to 1000 ringgit per term) that will impact immediately

Khazanah Teacher Portfolio-a branded portfolio designed for teachers and head teachers to keep their evidence base in an orderly fashion in order to effect some of the changes to teaching and learning that are required

Materials: Welcome letter, Khazanah branded items- e.g. hat, notepad, pen (All staff)

Principals above plus laptop;

Teachers also kit for the class with markers, pens, stickers, art materials; (to document

evidence)

Schools-digital camera to document evidence x 3;

Approximate cost: Laptops x 10; Cameras x30;

Evaluation:

Phase: Start -up

Name: Khazanah School Environment Grant

Targeted at: Whole school

Results in: better learning environments;

Details:

Materials: Cash; Guidance booklet

Approximate cost:

Evaluation:

Abstract: Teachers in trust schools will be encouraged to work at a level above the current Ministry standards. In order to motivate teachers to move forward and to give recognition an Award will be bestowed on those teachers/head teachers who meet the Trust school standards. All teachers/head teachers should aim for this award nearly all teachers should receive this award in due course

Phase: Ongoing

Name: Khazanah Teacher, Master Teacher Awards; Principal/Master Principal Awards

Targeted at: All teaching staff

Results in: Recognition, pride, a valuable qualification,

Details:Additional elements added to Performance Standards to aspire towards being a Khazanah teacher/master teacher/Principal or Master Principal

Document booklet will be provided with full details of application process with forms and exemplification

Annual Regional Khazanah Award ceremony where awards are bestowed

Each teacher/principal who meets the standards receives a certificate and pin to be worn at school

A choice of reward includes:

For Teachers:

Two-day external Professional Development course

Write up in the Khazanah Trust newsletter

A copy of a book on Best Practices in teaching

Cash reward

For Master teachers:

Laptop

Payment towards a Masters Unit

Attendance at a Regional conference

Speaker at Khazanah Leadership conference

For Principal:

Laptop

Malaysia Study visit to Best Practice schools in country (one week)

Payment towards Masters Unit

Attendance at a Regional conference

For Master Principals

Option of paid sabbatical after 7 years

International Study visit (one week)

Payment towards two units of a Masters/PhD

Speaker at Khazanah Principal's conference

Materials: Detailed manual including application forms; pins, CPD

Approximate cost:

Evaluation:

Phase:

Name: Khazanah Excellent Practice Research Scholarships

Targeted at

Results in: Local knowledge, recognition, new skills

Details:Teacher links with a local university -contacts would need to be negotiated with Khazanah /Nord Anglia

University provides basic information on research in this area

Cover may be needed for teachers classes

Teacher implements or observes a change in classroom with support from university

Forms, training and procedures will be created to support this process

Research to be published on Khazanah Trust schools Portal or newsletters

Small grants maybe available up to 1000 ringgit for teachers research needs

The Research Office reviews all proposals for eligibility. Those requests that qualify are given to the Research Council for competitive review and evaluation. The Research Council will provide a prioritized list of recommendations for funding to the Vice President for Research, based on the quality of the proposals as reflected in the review criteria. The Vice President for Research will make award decisions based on recommendations and available funds.

The Research Office reviews all proposals for eligibility. Those requests that qualify are given to the Research Council for competitive review and evaluation. The Research Council will provide a prioritized list of recommendations for funding to the Vice President for Research, based on the quality of the proposals as reflected in the review criteria. The Vice President for Research will make award decisions based on recommendations and available funds.

Funds from the General Research Fund (GRF) are awarded to faculty for research that is not otherwise supported by organized or directed programs. The intent of the GRF is to enable faculty to carry out scholarly, creative work that should lead to the pursuit of other funding sources, or promote the development of scholarly activities. Projects funded through the GRF could include: pilot research, emergency funding, emerging research opportunities, new research field or new research field for investigator, developing research laboratories, or centrally-shared research resources.

Materials: Funding for university grants; cash

Approximate cost: 20,000 $US

Evaluation:

Abstract: Cover is an issue uncovered during the baselining process. In other countries, we have found similar issues. Creating a system that rewards teachers for cover could incentivise teachers to take classes.

Phase:

Name: Khazanah Cover Teacher Points System

Targeted at

Results in: safe and secure environment for students

Details:A cover timetable is produced for each school

Teacher receive points for each cover lesson done

Documents and procedures will be provided for this process

At end of month or end of term teachers choose from the list below based on points

Ten cover lessons: Flash drive and educational book

20 cover lessons: Voucher to buy supplies

30 cover lessons: Sponsorship to go to a Conference

Materials: flash drives; books; vouchers; conference fees

Approximate cost:

Evaluation:

Khazanah Academic Targets Award

Creates: whole school buy-in, teamwork, improved results

Each school receives specific yearly targets based on data from baselining visits

Schools have progress meetings with Cluster Managers each quarter to discuss improvements towards targets

Schools that meet targets receive:

Schools that meet over 60% of targets: Grant for 5000 ringgit towards one of the following initiatives: school library, ICT integration, improvement of school environment or another justifiable initiative in the school

Schools that meet over 80% of targets: Grant for 10000 ringgit towards one of the following initiatives: school library, ICT integration, improvement of school environment or another justifiable initiative in the school

Schools that meet all targets: Grant for 25000 ringgit towards one of the following initiatives: school library, ICT integration, improvement of school environment or another justifiable initiative in the school

In addition: all staff receive certificates, school trophy, award ceremony; recognition in Khazanah newsletters etc.

Khazanah Education Conference

Creates: Professional responsibility

Each school is to contribute to the presentations by electing a staff member to run a workshop showing good practice from their school

Each Principal presents a journey through the changes in their own school

Conference details to be planned and organized by Nord Anglia (e.g. Hearts and minds)

International speaker

Travel costs to conference

Also leadership conference for School Principals

Khazanah School Grant Awards

Creates: initiative to improve areas of the school

Each school may apply for up to 2 grants per academic year

Grants will be to a maximum amount

Booklet and application procedures and process, evaluation to be provided

Grants can be for any initiative that is likely to improve student achievement and/or wellbeing

Every school has the opportunity of being selected to receive a grant

Lateral Awards-Across Trust school incentives

Abstract: A range of awards to promote competition and incentive across the trust schools is needed. For each proposal accepted a Booklet will be designed with the criteria, application process and evidence base needed.

Most Improved school

Most Improved teacher

Best Leader Award

Khazanah Most Improved Trust School Award

Best Community Involvement

Best Parental Support programs

Most supportive school -supporting others within the Trust

Advanced Khazanah School Award

Abstract: This is a highly prestigious award given only to schools that are outstanding and still continuing to improve and a model for others. As the trust schools grow in number in each year, these schools will be used to visit, share good practice and lead others. Pride and recognition in the community and the Trust school group are the reward for this achievement.

For Principals:

Salary Scale Adjustments

Creates: equity and equality in working conditions; retaining of staff

Principals salaries reviewed in each school and top up salaries provided bespoke to schools to ensure that principal is on a higher scale than other staff; in small schools, principals can reach higher pay scales and they are not limited to Ministry scales

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