Priority two
Attract, recruit, develop and retain a workforce, which reflects the community we serve.
2.1 Build an inclusive recruitment process by developing the capability of all recruiting employees to support equality in hiring practices.
| Area/s of focus | Timeframe in years | Status |
|---|---|---|
| People with disability: Streamlined Reasonable (Workplace) Adjustment process and funding with support services that can be accessed throughout an individual’s employment. | 1-2 | Developing |
| People with disability: Develop a resource for hiring managers to improve disability confidence. | 1-2 | Developing |
2.2 Review and broaden recruitment and selection programs to ensure they support the employment of a diverse workforce*.
| Area/s of focus | Timeframe in years | Status |
|---|---|---|
Aboriginal people: Continue the Aboriginal scholarships program underpinned by Confirmation of Aboriginality Guidelines. Evaluate to ensure it is meeting expectations and needs. Set quality measures for the program going forward and evaluate annually. |
Ongoing | Developing |
| Aboriginal people: Continue to recruit Aboriginal teachers into permanent teaching positions through the staffing agreement between the department and the NSW Teachers Federations. | Ongoing | Developing |
| Male teachers: Based on research and data analyse, consider the development of a business case for male teacher scholarships. | 4-5 | Developing |
| People with disability: Remove the barriers to attracting, recruiting and retaining people with disability. | 1-3 | Developing |
| CALD: Explore established external refugee employment programs for possible implementation. Consider the use of targeted and identified roles. | 2-3 | Developing |
2.3 Review recruitment channels to ensure inclusion of diversity media channels, targeted external communications and outreach campaigns.
| Area/s of focus | Timeframe in years | Status |
|---|---|---|
Aboriginal people: Review where recruitment is advertised and ensure inclusion of Aboriginal media channels. |
2-4 | New |
Male teachers: Develop targeted external communications and outreach campaign to promote teaching as a career for males. |
2-3 | New |
2.4 Establish partnerships with external organisations to support the employment of a diverse workforce.
| Area/s of focus | Timeframe in years | Status |
|---|---|---|
| Aboriginal people: Extend and develop schools, RTOs, universities and employment service providers to attract and promote the department as an employer of choice for Aboriginal people, People with Disability and CALD. | 2-4 | New |
| People with disability: Extend and develop schools, RTOs, universities and employment service providers to attract and promote the department as an employer of choice for Aboriginal people, People with Disability and CALD. | 2-4 | New |
| CALD: Extend and develop schools, RTOs, universities and employment service providers to attract and promote the department as an employer of choice for Aboriginal people, People with Disability and CALD. | 2-4 | New |
| Male teachers: Form partnerships with other state government departments, private schools and universities to research and develop strategies to encourage more males into teaching. | 1-2 | New |
2.5 Develop and implement programs that create opportunities for career and professional development for all employees*, including identifying emerging leaders and high potentials.
| Area/s of focus | Timeframe in years | Status |
|---|---|---|
| Aboriginal people: Participate and build on the PSC ‘NSW Aboriginal Employment and Development Program’ to support career development opportunities for Aboriginal employees at all levels within the department. | 1-2 | Developing |
| Aboriginal people: Undertake a review of current leadership programs taking place in departmental schools. | 1-2 | Developing |
| Aboriginal people: Design and implement an aligned leadership development program for corporate employees. | 2-3 | Developing |
| Aboriginal people: Continue to support the PSC ‘Aboriginal Career and Leadership Development Program (ACLDP)’. | Ongoing | Developing |
| Aboriginal people: Increase representation of participation from Aboriginal People in the School Leadership Institute program. | Ongoing | Developing |
| People with disability: Promote leadership development for people with disabilities. | 1-3 | Developing |
| CALD: Develop and pilot voluntary mentoring program for CALD employees. | 3-4 | Developing |
| CALD: Promote leadership development for employees from CALD backgrounds. | 3-4 | Developing |
| Women in leadership: Implement programs which actively support rising women, identify and work to remove barriers. | 2-3 | Developing |
| Women in leadership: Evaluate and set quality outcome measures for the Springboard Women’s Development Program. | 2-3 | Developing |
| Women in leadership: Review participation in the School Leadership Institute program to ensure women are participating at equal rates with men. | 2-3 | Developing |
| Women in leadership: Increase the representation of participation of female secondary school leaders in the School Leadership Institute Program. | Ongoing | Developing |
| Women in leadership: Develop and pilot voluntary mentoring program for women (in conjunction with the Women in Educational Leadership Network (WIEL). | 3-4 | Developing |
| Male teachers: Develop and pilot voluntary mentoring program for male teachers. | 2-3 | Developing |
2.6 Review and remediate systems and processes through all phases of the employment cycle to remove barriers and bias.
| Timeframe in years | Status |
|---|---|
| 2-5 | New |
* Inclusive of all diversity groups, including but not limited to, our focus areas and age, carer responsibilities, marital status, sexual orientation, educational level, life experience and socio-economic background.