Evaluation and Monitoring in Planning

Evaluation and Monitoring in Planning Assessment has at its core the aim of highlighting the importance of educational planning and the results of planning in responding to needs. In the case of partial assessments developed using quantitative testing based on experience, the results must be rejected, modified, aggregated or accepted. Education must have a consistent meaning so that it can be included in all the planning objectives that have been set. Not only understand the core values, but also understand the basics so that the goals to be achieved do not experience obstacles or disruption. Therefore, it is important to assess and monitor the teaching staff in order to maintain the quality of the teaching staff themselves and also improve the quality of the teaching staff. Through evaluation and monitoring, the goals to be achieved in the future will be guided by teaching staff. Evaluate the work of teaching staff, be able to get feedback on the work done. Educator assessment is a process by which an institution evaluates or evaluates the performance of educational staff. This assessment is also based on supervision, meaning that the assessment is also carried out not only to evaluate performance, but also has the benefit of improving the quality of performance of educational staff through awards. The objectives of evaluating the performance of educational staff generally aim to: a. Knowing the quality of the performance of educational staff b. Providing rewards for improving the performance of education staff such as salary increases, opportunities to take additional education, career development c. Increase motivation and work ethic d. As feedback to find out and improve the work environment, supporting facilities, coaching e. Encourage an attitude of accountability or performance accountability f. Improving communication between educational staff and leaders g. One source of information in planning development and training for the future h. Becomes information in making decisions related to compensation, salary, incentives. i. Identifying obstacles that occur in the performance of educational staff and changing them for the better j. Knowing the effectiveness of policies related to HR. The process of evaluating the performance of educational staff. According to Gary (1977:3), there are three steps in performance evaluation, such as assessing the performance provided, explaining work, and also provide feedback on the performance that has been carried out. Meanwhile, according to Marwansyah and Mukaram (2000: 108) explain that there are five stages in the performance assessment (PUK) process, namely: 1. Understand the performance objectives of the teaching staff themselves 2. Provide provisions for duties to be carried out during the term of office or work. 3. Analyze the duties that must be carried out 4. Provide performance assessments 5. Discuss the assessment results with employees. Analyzing, Projecting Needs, Providing Educators and Education Personnel The need for educational staff is a professional need for the use of educational staff who are tasked with providing educational services to students who need them in the world of education, namely by using the services of educational staff. Apart from that, these teaching staff also received attention from several perspectives regarding the existing requirements to be able to become an educational staff service. This aims to ensure that educational staff will be relevant and able to meet the expected criteria required by educational institutions. Not everyone is able to enter or enter the world of educational staff, therefore there are important conditions that must be implemented as good criteria. Providing teaching staff is a professional effort in the world of education which aims to meet the needs of teaching staff from the agencies where teaching and education staff work. To meet the requirements of user institutions, as providers, educational institutions must provide professional criteria requested by users. Therefore, this effort must also be carried out professionally so that the performance of teaching staff produces services that meet the criteria of the educational institution itself. With the limited problems of supply and demand as explained above, it is known that there are many important factors in the concept of supply and demand. In the demand component, several important elements are what kind of education and training, what level and type of education, what kind of qualifications, what guarantees will be the rewards and what kind of tasks must be carried out in providing educational services. Considering that teachers and teaching staff are included in the supply component, the important elements that need attention are: what kind of teachers and educational staff and with what level of qualifications must be trained, are there enough teaching and educational staff, what programs can be fulfilled. quality needs. the need for teaching staff and how much education is needed, teaching staff must be ready. What professional relationships between teachers and educators must be formed among these future teachers and educators. This explanation explains that the concept of need and demand is not only found in the world of economics but also in the world of education, especially in the services of educational staff themselves. Demand and supply for educators and teaching staff is perfect in terms of supply and demand, if supply meets all the requirements of demand both quantitatively and qualitatively. Planners need a deeper analysis of supply and demand, because closer attention to these two elements can reveal the dynamic factors influencing supply and demand. Supply and demand have a dynamic nature, this is because there are internal and external factors that dominate them to always develop and change. These factors will always influence demand for the curriculum that will be used in a school that uses educational staff. The school curriculum must be dynamic and, therefore, continuously evolving, influencing the competencies required by teachers and teaching staff. An increase in the number of students will also affect the quantitative aspects of demand, as well as the load on students and teaching. A healthy and vibrant school is one of the quality standards of education. At the school level, the educational process has characteristics to determine the dynamics of teaching staff needs. This requires teaching staff to be able to follow feedback and demands as desired and will continue to change over time. The presence of factors can also influence demand, which will always develop and change. Educational criteria for educators and educational staff will always change according to needs, not always regarding the characteristics required by schools, but also because the community is experiencing extensive growth and the teaching staff themselves have an open concept. This means that there is no certainty about the criteria that will be used because they will continue to develop and change over time. The education curriculum for teaching and education staff continues to develop in line with the rhythm of developments in science and technology. The individual abilities of prospective teaching and educational staff are not the same, so the quality of graduates is also not the same. All these descriptions illustrate how mismatches between supply and demand are difficult to avoid. Therefore, it is necessary to analyze the needs and shortages of teaching staff to understand the decisions that will be made in the future. 1. Calculate the need for teaching staff To determine the needs of teaching staff in institutions and systems, basic data is needed such as: A. School enrollment B. Load in a full week of teaching C. The results that students receive in all subjects in the form of hours per week D. Criteria for school levels that require teaching and educational staff. E. The size of the class that can accept a subject F. Calculation of all those who will retire or stop teaching and education staff for some reason. G. What is the availability of teaching and educational staff? With the data above, knowing what criteria or school level is required is not difficult. Just calculating what requires all teaching and educational staff. 2. Calculate deficiencies Estimating the need for teaching and educational personnel using the simple formula explained previously shows that several variables can change when resources to obtain teaching and educational personnel are not available. In a situation of limited resources, for example, the class size is not 40 and does not increase to 50, so that the number of teaching and educational staff needed can be reduced without reducing the quality of education. The workload of teaching and education staff was initially set at 24 hours a week, but due to limited resources, the workload can be increased so that the number of teaching and education staff can be reduced. Planners can use this option if resources are very limited. This option can also be taken into account when calculating the shortage of teachers and teaching staff. Calculating the shortage of teachers and teaching staff or the need for teachers and teaching staff is the next step in calculating the total need for teaching and educational staff. Receive a higher qualification or diploma, teaching load and area of specialization. To find out and calculate deficiencies, you can include methods such as: A. Identify the number of teaching staff who are not on duty or will leave due to reasons such as being transferred, being given the opportunity to study and so on. B. Analyze the teaching staff to see if there are any who are not fully qualified. C. In the year specified in the period, the number of teaching staff is identified. D. Identify the number of teaching and educational staff whose teaching load is not full, such as part-time or honorary teachers and teaching staff. E. Developing criteria to determine the shortage of teaching staff, such as: whether their qualifications do not meet the standards for teachers and teaching staff are able to be given the opportunity to continue their studies; are there any major class changes; will the total student study load decrease; will the enactment of the policy at that time affect the fixed class size; Will the teaching load of teaching and education staff remain or change? 3. Projected needs for teaching staff and projected education Student enrollment projections, accompanied by analysis of student workload, analysis of teaching staff workload, class size, and estimated numbers teaching staff who will move, leave, retire or continue teaching in the following years must be in line with the needs of teaching staff each year during the specified planning period. 4. Provision of teaching and educational staff (teacher supply) Calculations for the supply of teaching and educational staff are focused on meeting the needs of teaching and educational staff, which is a goal that needs to be met optimally. The institution entrusted with the task of teaching and educational staff in Indonesia is an educational institution for teaching and educational staff (LPTK). The first thing that must be carried out is to evaluate or assess the institutional capacity of educational institutions that are tasked with and responsible for teaching services. The evaluation results can be used as a basis for measuring the extent to which the institution is able to meet the needs of teaching and education personnel within the specified planning period. The assessment carried out includes the following: A. Each existing program is seen for its production capabilities B. Availability of prospective teaching and educational staff or student enrollment for prospective teaching and educational staff in educational institutions for teaching and educational staff. C. For six years graduates were looked at annually to show the institution's production trends. D. Each existing program is seen for its production capabilities E. Provides possibilities for development in the following years with existing resources. F. availability of levels and types of existing programs. Calculations and analysis when enrolling schools for teaching and educational staff are not much different from existing schools in general. The same uses the cohort survival model from Chesswas or enrollment flow from Davis. The results of the analysis and assessment of the abilities of educators and education are what provide the provisions to meet the needs of schools that use the services of teaching and educational staff. The calculations are based on the average increase each year, the number of dropouts each year, the number of repeat students each year. This can be used as a guideline for how to provide teaching and educational staff for the future. Because with this analysis we know what kind of graduates are related to the field or what schools need. Therefore, we use a target setting approach which starts with the number of graduates required to be able to effectively meet the needs of the supply of teaching and educational staff. This can be analyzed by the number of graduating classes who will enter the teaching and education profession, with the number required for teaching and education personnel having to be the same as taking into account the number of graduates who are not involved in the teaching and education profession. Making a comparison between education in the last six years and the generation that graduated from school, teaching and education staff and also the teaching and education staff needed in the same period will be able to provide a picture of what steps need to be taken in the future. Measuring enrollment in teaching and education personnel is no different from analyzing enrollment in public schools using the enrollment flow model, or using the Davis enrollment flow model or using the Chesswas enrollment cohort survival model. The results of the institutional assessment and analysis of the educational capabilities of school teaching and education staff are the basis for determining the development of the institution to meet the needs of teaching and education staff in schools that use the services of teaching and education staff. aCalculations of average growth per year, repeaters per year, and drop outs per year can be used as a basis for predicting the supply of teaching and education personnel for the next few years. Because school graduates for teaching and educational staff are related to the needs of teaching and educational staff in this area, the goal setting method is used to predict the availability of teaching and educational staff, starting from the number of graduates needed to meet the needs of teaching and educational staff optimally. This can mean that the number of teaching and education staff needs must be the same as the number of graduates who will enter the teaching and education profession, taking into account the number of graduates who do not enter the teaching and education profession. A comparison between trends in teaching and education graduates over the last six years and trends in the need for teaching and education personnel during the same period can provide a general picture to determine the next steps.