By Jumadi Subur (Director of Roudlotul Jannah Islamic School)

The competency framework is a school instrument that broadly describes performance excellence within a school. Such a framework generally includes a number of competencies to be applied to various job roles within the school. Each competency defines, in general terms, excellence in work behavior. The competency framework sets benchmarks for teachers to achieve in the workplace. Competency frameworks are the means by which schools communicate which behaviors are required, valued, recognized, and rewarded in relation to specific job roles. This ensures that teachers, in general, have a shared understanding of the school's values ​​and expect excellent performance behavior.

               The competency framework enables schools to successfully align their teachers' skills, abilities and knowledge with school priorities, resulting in improvements and efficiencies in their functioning. Therefore, a structured and well-defined competency framework within a school plays a key role in achieving the school's goals and objectives. More specifically teacher competencies ensure that (i) clear expectations are set and teachers are guided on how they can perceive and reinforce workplace behavior in line with the school's mission and culture and school goals and objectives, (ii) shared language is created to describe what is needed and expected in the work environment, so as to produce reliable and high-quality teacher output,

               The competency framework in schools generally includes (i) core values, (ii) core competencies, and (iii) functional competencies. Competence describes job roles related to competency. These roles refer to the main goals and relationships between jobs. Depending on the varied nature of work within schools, there are a number of core competencies and functional competencies within schools. Generally many competencies are shared across several positions within a school and a standardized approach ensures more effective and efficient HRM in school management. Job roles related broadly to the three components of the competency framework are described below.

               Core values– They are principles that influence teachers' actions and the choices they make. It is an ethical standard based on the standards of behavior that are followed in schools and must be upheld by all teachers. They underlie work ethics, actions and interactions. In an ever-changing environment, core values ​​remain constant. Examples of core values ​​are integrity, professionalism and respect for diversity etc. Core values ​​have their own definitions, expectations and behavioral indicators. They outline the specific qualities that all teachers are expected to display throughout their relationship with the school and which include adherence to school rules and regulations and applicable policies.

               Core competencies – They provide the basic framework, describing the behaviors that all school teachers will display. They are defined by the job role for a particular job. Core competencies apply to all teachers regardless of grade and function and, for example, include communication, teamwork, planning and schooling, and achievement of results, etc. These competencies should be defined within the school to establish school expectations, and their respective behavioral indicators, outlining the specific traits all teachers are expected to exhibit during their relationship with the school. Expected competency levels are associated with specific job roles and are based on the area of ​​expertise and seniority of the role.

               Functional competence– This competence is determined by the duties and responsibilities carried by the teacher for a particular job. Functional competencies are often referred to as 'job-specific competencies' because they describe areas of competence in a particular job function. Examples of functional competencies include leading and supervising, analytical thinking, knowledge sharing and learning, judgment/decision making, technical/scientific credibility, change management, commitment to continuous process improvement, partnership building, customer orientation, persuasion and influencing, and resilience etc. Based on complexity job and level of responsibility, and job role seniority, an average of three to five functional competencies is usually assigned to a given job.

Core Values ​​are the main source of thought for determining the Core Competencies of an organization. From this Core value, it is then derived into Core Competence and Functional Competence.

Teacher core competence results in (i) lifelong learners, (ii) interpersonal relation, (iii) organizational commitment and (iv) collaboration, and the functional competence results in (i) curriculum document planning, (ii) teaching skill, (iii) assessment as part of learning process, (iv) learning environment, (v) professional growth for student learning improvement and (vi) student progress. In each of these competency can be described as following.

               Lifelong learners – The lifelong learner is a self-directed and proactive employee who is constantly seeking ways to improve professionally, personally and academically, while also acting as mentors to others. The lifelong learner takes on the responsibility of managing their own career path and maintaining industry knowledge that is constantly changing.

               Interpersonal relation – Managing the interpersonal relationships and communication with a high level of trust, inclusion, respect and confidence to create a culture where everyone feels valued and respected in their ability to contribute, through listening, providing honest feedback and responding appropriately to actions and behaviours.

               Organizational commitment – Individual sincerity and willingness to align one’s need, priorities and goals to SBR’s priorities, goals and values. Acts in ways that promote SBR’s good name and meet its needs. Sets high standards of performance for self and others; self-imposes standards of excellence

               Collaboration - Help achieve a shared vision by creating alignment, teamwork and collaboration with peers and staff across multiple organizational levels as well as with internal and external stakeholders. Help assess current challenges and opportunities, analyze solutions, align team goals and take action to effect change.

               Curriculum document planning - The teacher demonstrates an understanding of the curriculum used by SBR, subject content, and the developmental needs of students by designing a teaching planning based on data, using appropriate strategies, to engage and meet the need of all students in a timely manner.

               Teaching skill – The teacher uses a variety of instructional strategies which are meaningful and relevant to engage students in inquiry learning, to promote key skills, to meet individual learning needs, and involving the community to support students' learning and continuously reflecting of their teaching.

               Assessment as part of learning process - The teacher gathers, analyzes, and uses relevant data to measure student progress and improve students' learning by using various, meaningful, and reliable assessment, guide teaching learning process, provide timely feedback and present valid and realiable assessment data to students, parents, and stakeholders.

               Learning environment – The teacher establishes routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

               Professional growth for student learning improvement – Teacher takes responsibility for his/her personal professional growth that results in the enhancement of student learning.

               Student progress - The work of the teacher results in acceptable, measurable, and appropriate student progress.