The Education Workforce Capacity Building Project was established to develop aframework—now known as Ka Pi‘ina—to improve the way Kamehameha Schools recruits,retains, and rewards its education workforce.
Included all the education related divisions w/in the organization
1. Transparent career paths and opportunities that provide career progression and professionalgrowth with both explicit and implicit leadership roles and functions such as coach andmentor.2. An enhanced performance management and evaluation system that focuses on continuousdevelopment of key organizational and professional core competencies with anappreciation and sensitivity for both Hawaiian cultural and Christian values.3. An enhanced professional growth and renewal program that consists of activities andexperiences integrated into professional practice, including time embedded in dailyschedules, which reflects an investment in staff member skills, abilities and personalgrowth on the part of KS and the staff members themselves to enhance effectiveprofessional practices and improvements in student learning, growth, and achievement.4. An integrated compensation and rewards process designed to support and rewardthe development and application of skills that maximize student learning throughcompetitive base salary, variable pay, recognition and quality of work life.
Generation Y, born between 1976-1995 or 1988-2001 depending on the sourceMillenial - increased use and familiarity with communications, media, and digital technologies. Millennials have too great expectations from the workplace.Studies predict that Generation Y will switch jobs frequently, holding far more than Generation X due to their great expectationsMillennials assertively seek more feedback, responsibility, and involvement in decision making.
Ka piina update jan 2011
Ka Pi‘ina<br />Education Workforce Capacity Building Project Framework<br />
What is it?<br />Framework developed to improve:<br />Recruit<br />Retain<br />reward<br />
Ka Pi‘ina<br />Started in 2005 as a system wide project<br />KSK, KSM, KSK<br />CBECE<br />LIS<br />EES<br />Pilot 2009-2010<br />Field Test – 3 years (2010-2013)<br />
Four Main components<br />Transparent career paths & opportunities<br />Performance management and evaluation system<br />Professional growth and renewal<br />Compensation and rewards process<br />
Recruit<br />Recruitment<br />2009 – 30% retirement eligible<br />2014 - 43% <br />2019 – 56%<br />Millenial Generation<br />Proactive in hiring (pre-planning, foresight)<br />Hard to Hire positions<br />
Retain<br />Professional Development Opportunities<br />Advancement Opportunities<br />
Reward<br />Hard Work<br />Leadership<br />Teacher as mentor/coach, leaders<br />
Important Tasks<br />Fine tuning the performance review process<br />Inter-rater reliability<br />Online tools<br />Observations<br />
Important Tasks<br />Rubrics Work<br />Librarians<br />Counselor – ASCA<br />Athletic Directors<br />Principals and other leaders<br />Observation Process<br />Formal Observations<br />Mini Observations<br />Inter-Rater Reliability<br />
Important Tasks<br />Compensation? (decoupled for at least 3 years)<br />Administration/Management<br />Hard to Serve<br />Growth<br />SLiP Implementation<br />Faculty<br />Student growth<br />Advanced Degrees<br />Professional Development<br />
Support Team Work at KSH<br />Provide support to principals and Ka Piʻina Field Test Participants<br />Workshops/trainings<br />Meetings (beginning of year, mid, end)<br />Success Factors<br />Blackboard<br />