PROGRAM INDUKSI SEBAGAI STRATEGI UNTUK MENINGKATKAN EFEKTIVITAS GURU

PROGRAM INDUKSI SEBAGAI STRATEGI UNTUK MENINGKATKAN EFEKTIVITAS GURU

DIREKTORAT JENDERAL DIREKTORAT JENDERAL PENINGKATAN MUTU PENDIDIK DAN TENAGA KEPENDIDIKANPENINGKATAN MUTU PENDIDIK DAN TENAGA KEPENDIDIKAN

DEPARTEMEN PENDIDIKAN NASIONALDEPARTEMEN PENDIDIKAN NASIONAL

DIREKTORAT JENDERAL DIREKTORAT JENDERAL PENINGKATAN MUTU PENDIDIK DAN TENAGA KEPENDIDIKANPENINGKATAN MUTU PENDIDIK DAN TENAGA KEPENDIDIKAN

DEPARTEMEN PENDIDIKAN NASIONALDEPARTEMEN PENDIDIKAN NASIONAL

Surya Dharma, MPA, Ph.DDirektur Tenaga Kependidikan

BERMUTU

(Better Education through Reformed Management and

Universal Teacher Upgrading)

75 kabupaten/kota yang tersebar pada 16

propinsi.

INDUKSI GURU PEMULA

NON-BERMUTU

STUDENTSCreativeInovative

Problem SolvingCritical ThinkingEntrepreneurship

Teaching Learning Process by TEACHER

SCHOOL PRINCIPAL

Training MaterialsTrainers

Delivery System CPD Program

Licensure Performance Appraisal

SCHOOL SUPERVISOR

GAMBARAN IDEAL PERAN GURU, KEPALA SEKOLAHDAN PENGAWAS DALAM SATUAN PENDIDIKAN

Teacher costs will increase significantly with the new allowances

Source: Calculations using MOF data and targets on number of teachers becoming certified

20

40

60

80

100

120

140

160

180

02006

Total EducationExpenditure

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Tril

lions

of

Rp.

.

Total cost of salary and incentives if 7% inflation taken into account

Total 2006 Education Budget (for Comparison)

Professional allowance

Functional allowance

Special Area allowance

Base Salary Cost

Model Pendidik Profesional

Maple Leadership Model

Basis Pengetahuan

Pedagogik

Kepemimpinan

Personal AttributesPendidik

Profesional

Kemampuan Dasar

Komponen Penting

Harus terintegrasi

dan melekat di

dalam semua guru

profesional

“EveryTeacher” Teacher Development Planning Team

June 14, 2004

THE CHARACTERISTICS OF EFFECTIVE TEACHERS

TEACHER AND STUDENT ACADEMIC ACHIEVEMENT

EFEKTIFITAS GURU

PRESTASI SISWA HASIL

SANGAT EFEKTIF

KURANG EFEKTIF

TINGGI

SEDANG

RENDAH

Setelah satu tahun, guru yang efektif dapat

meningkatkan prestasi siswa (53%), setelah tiga tahun dapat meningkat

83%Setelah satu tahun, guru yang kurang efektif dapat

meningkatkan prestasi siswa (14%), setelah tiga tahun dapat meningkat

29%

Selisih = lebih dari 50%

Selisih = lebih dari 50%

Sumber: Dawson dan Billingsley (2000)

Pandangan Umum tentang Program Induksi Guru

Pendidikan guru memerlukan program induksi

Guru pemula merupakan aset bagi sekolah

Merupakan inspirasi bagi pengembangan selanjutnya baik kerjasama lokal dan nasional tentang induksi

APA Induksi Guru

INDUINDUKSI GURUKSI GURU

Suatu proses “menuju ke dunia kerja dan profesi guru

Induksi memberikan jembatan yang penting bagi guru pemula dari sosok seorang yang belajar tentang mengajar menjadi guru yang profesional

Merupakan sistem pendukung dalam pendidikan

Dilaksanakan dalam Periode waktu tertentu

Tahapan yang spesifik dalam pengajaran

Hasil dari Program Induksi yang Berkualitas

Meningkatkan kepuasan kerja

Meningkatkan semangat untuk mengajar

Meningkatkan guru pemula dalam pengembagan diri

Meningkatkan prestasi belajar siswa

Member Where

Implemented Formal orInformal

Feature

Australia Nearly all schools in nearly all states

Both Orientation, mentoring, in-service training, and probation

Brunei Darussalam

All schools Informal Orientation

Canada Some schools in some provinces

Both Probation and mentoring

Japan All schools Formal Mentoring and training

Indonesia None None N/A

Republic of Korea All schools Formal Pre-appointment orientation

New Zealand All schools Formal Probation and program of advice and guidance (mentoring)

Papua New Guinea

All schools Both Mentoring, meetings, and "inspection"

Singapore All schools Both Mentoring, seminars, and national handbooks

Chinese Taipei All schools Formal Internship

United States Most schools in half of the states Formal Mentoring and assessment

How does Indonesia compare with other APEC countries?(“From Students of Teaching to Teachers of Students: Teacher Induction around the Pacific Rim” Report – January 1997)

PROGRAM INDUKSI DI BEBERAPA NEGARA

Inggris : Mandatory Induction Program untuk seluruh guru

pemula yang kualified. Tidak dapat diangkat sebagai pegawai

jika tidak memenuhi persyaratan memuaskan dalam induksi

USA (Massachusetts) : Semua sekolah harus memiliki program

induksi untuk seluruh guru-guru di tahun pertama

Australia : Kewajiban profesional untuk mendukung guru pemula

yang dimuat dalam kebijakan pengembangan profesional guru

WHO CONDUCTS INDUCTION TRAINING PROGRAMS?

The principal of the school is responsible for organising the training.

This means he/she must prepare the program and ensure the

program is carried out. He selects the mentor. He does not have to

conduct every session. (although in small schools he will do much

of the work)

School supervisors must ensure Principals organise the training and

will participate during their visits to the school (say, a three hour visit

to every school twice a month)

The school supervisor (or principal) will write a report on the

teacher’s performance to conclude the induction and pass probation

G. Pemula

Kab/kota

Mentor

Mitra

Kep

ala

&

Pen

gaw

as

Kepala Sekolah …•attend training•support mentors and novice teachers•develop a supportive and welcoming climate•choose appropriate teaching assignments for novices

Kab/kota…•develop policies that support induction•allocate resources for training and release time•create advisory councils•form local partnerships

Mitra…•engage universities in the induction of novice teachers•foster community support for induction programs•assist in training and seminars advocate for quality in the teaching profession

Guru Pemula…•reflect on teaching practice•meet and conference regularly with mentors•observe mentors and other experienced teachers•participate in on-going professional development sessions

Mentor…•build relationships of trust•meet regularly with the novices•use the Professional Teaching Standards as a basis for discussing teaching and learning•focus the novice on student learning

Pengawas …ensure Principals organise the training and will participate during their visits to the school

2121stst Century Realities Century Realities2121stst Century Realities Century Realities

21st Century Realities

Changes in the work place

Advances in digital technologies

Global connections

Changes in our understanding of learning

Implications For Leaders

Effective leadership practices

Arenas for change

Leading 21st Century Learners

Leading 21st Century Learners

Participating in teacher learning and development.

0.91

Leading teachers to base teaching decisions on formative evaluations

0.90

Planning, coordinating and evaluating teaching, curriculum and pedagogy (direct involvement, regularly visiting classrooms, formative feedback and feed forward) .

0.74

Ensuring teachers are intellectually stimulated about current research informed practices .64

0.64

Strategic resourcing, (aligning resource selection and allocation

0.60

Actively challenge status quo 0.60

Establishing goals and expectations

0.54

Maintaining an orderly supportive environment

0.49 Elmore, 2006; Friesen & Jacobsen, 2009; Hattie, 2009; Leithwood, 2007;

Marzano, 2006

TANTANGAN PROFESIONAL KEPEMIMPINAN PENDIDIKAN

Tantangan yang kita hadapi

memberikan pembelajaran yang bermutu, relevan dan bermanfaat

lulusan pendidikan kita memiliki daya saing di dunia kerja abad 21

memecahkan masalah berpikir kritis kreatif inovatif entrepreneurship

mampu bersaing di dunia global

20th Century 21st Century

1 – 2 Jobs 10 – 15 Jobs

Cross-cuttingSkills

Integration of 21st

Century Skills intoSubject Matter

Mastery

Mastery ofOne Field

SubjectMatter

Mastery

Number ofJobs

JobRequirement

Teaching Model

SubjectMatter

Mastery

Integration of 21st

Century Skills intoSubject Matter

Mastery

Assessment Model

Nature of Work is Changing

Learning Changes The BrainLearning Changes The BrainLearning Changes The BrainLearning Changes The Brain

MINDSMINDS

Text

PARADIGMAPARADIGMA

Hanya Penerima Informasi

(Pengetahuan)

Aktif Mencari Informasi

Pendidikan tidak hanya ibarat Pendidikan tidak hanya ibarat mengisi gelas kosong, sebagai mengisi gelas kosong, sebagai

target memenuhi kewajiban target memenuhi kewajiban pengajaranpengajaran

Pendidikan lebih Pendidikan lebih memberikan memberikan

rangsangan agar rangsangan agar siswa menjadi siswa menjadi

pembelajar yang pembelajar yang aktifaktif

Tradisional Berfokus Pada Siswa

Tetapi Tetapi

MASA LALU: pembelajaran sering MASA LALU: pembelajaran sering bersifat pendengar pasif dan duduk bersifat pendengar pasif dan duduk manismanis

MASA DEPAN : pembelajaran mendorong siswa memiliki MASA DEPAN : pembelajaran mendorong siswa memiliki kemampuan Analisis, kreatif, reflektif dan aktifkemampuan Analisis, kreatif, reflektif dan aktif

Advances in Digital Advances in Digital TechnologiesTechnologies

Instantaneously Connected Instantaneously Connected GloballyGlobally

PENGGUNA INTERNET PER 100 ORANG1997-2007

Sumber : International Telecommunication Union (ITU)

Copyright © 2008 Cisco Systems, Inc. All rights reserved. Charles Fadel 29

Leadership Matters!Leadership Matters!

““A highly effective school leader can have a A highly effective school leader can have a dramatic influence on the overall academic dramatic influence on the overall academic achievement of students.”achievement of students.”

Michael Fullan 2005Michael Fullan 2005

““Sustainable leadership doesn’t equivocate. It puts Sustainable leadership doesn’t equivocate. It puts learning at the centre of everything leaders do. learning at the centre of everything leaders do. Students learning comes first, then everyone else’s Students learning comes first, then everyone else’s

in support of itin support of it.” .”

Stoll, Fink and Earl Stoll, Fink and Earl

20032003

EMPAT ISSUE PENTINGEMPAT ISSUE PENTINGKEPEMIMPINAN PENDIDIKAN ABAD 21KEPEMIMPINAN PENDIDIKAN ABAD 21

Pembabakan Penguatan Kemampuan Kepala Sekolah Dan Pengawas Sekolah

SESUAI INPRES NO. 1 TAHUN 2010

APRIL JUNI AGUS OKT DES 1% 3% 6% 10% 15%

KEPALA SEKOLAH

240.678

2.407

7.220

14.441

24.068

36.102

Capaian 2.418 7.234

Prosentase Capaian

100,47% 100,19%

APRIL JUNI AGUS OKT DES       10% 20% 40% 80% 100%

PENGAWA

S

21.913

2.191

4.383

8.765

17.530

21.913

Capaian 2.212 4.417Prosentase

Capaian100,94% 100,78%

KEPALA SEKOLAH

PENGAWAS SEKOLAH

DELIVERY SYSTEM PENGUATAN KEMAMPUAN KEPALA SEKOLAH DAN PENGAWAS SEKOLAH

IN SERVICE

LEARNING (IN)

ON THE JOB LEARNING

(ON)

IN SERVICE LEARNING

(IN)

KAB/KOTA

(P4TK) PROPINSI

IN SERVICE

LEARNING (IN)

ON THE JOB LEARNING

(ON)

IN SERVICE LEARNING

(IN)

Materi : •Implementasi rencana tindak lanjut•Pendampingan •Pemanfaatan Bahan Belajar Mandiri

Materi : •Penyajian laporan hasil implementasi tindak lanjut•Pengumpulan portfolio

Materi : •Seluruh materi Diklat Kepala Sekolah dan Pengawas Sekolah

1 bulan 20 Jam @ 45’ - 2 hari64 Jam @ 45’ - 6 Hari

SEBARAN DIKLAT KEPALA SEKOLAH DAN PENGAWAS SEKOLAH KEPALA SEKOLAH = 10.000 DAN PENGAWAS SEKOLAH = 1.000

Prop. KS PS JML

JATENG 1,299 130 1,429 DI Y 194 19 213 NTT 223 22 245

1,716 171 1,887

Prop. KS PS JML

DKI JKT 259 26 285 JAMBI 163 16 179 SUMSEL 313 31 344 LAMPUNG 330 33 363 BENGKULU 88 9 97 BANTEN 271 27 298 KEP. BABEL 51 5 56

1,475 147 1,622

Prop. KS PS JML

JATIM 1,760 176 1,936 MALUKU 90 9 99 MALUT 62 6 68 BALI 115 12 127

2,027 203 2,230

Prop. KS PS JML

NAD 222 22 244 SUMUT 589 59 648 SUMBAR 290 29 319 RIAU 215 22 237 KEP. RIAU

58 6 64

1,374 138 1,512

Prop. KS PS JML

JABAR 1,315 132 1,447 KALBAR 248 25 273 KALTENG 163 16 179 KALSEL 198 20 218 KALTIM 158 16 174

2,082 209 2,291

Prop. KS PS JML

SULUT 155 16 171 SULTENG 147 15 162 SULTRA 149 15 164 SULSEL 446 45 491 SULBAR 37 3 40 PAPUA 113 11 124 PAPUA BARAT 44 4 48

NTB 172 17 189 GORONTALO 63 6 69

1,326 132 1,458

P4TK BISPAR JAKARTA

P4TK BID. MESIN & TEKNIK INDUSTRI BANDUNG

P4TK BID. BANGUNAN DAN LISTRIK MEDAN

P4TK PERTANIAN CIANJUR

P4TK OTOMOTIF DAN ELEKTRONIKA MALANG P4TK SENI DAN

BUDAYA YOGYAKARTA

SEBARAN DIKLAT SUPERVISI AKADEMIK PENGAWAS SEKOLAH =10.516 ORANG

Prop. PS

1. DI YOGYAKARTA 155 2. JATENG 1,040 3. NTB 160 4. NTT 203 5. GORONTALO 97 6. PAPUA 61 7. PAPUA BARAT 46

1,762

Prop. PS

1. DKI JAKARTA 233

2. JAMBI 223 3. SUMSEL 470 4. LAMPUNG 420 5. BENGKULU 200 6. BANTEN 230 7. KEP. BABEL 77

1,853

Prop. PS

1. JATIM 1,220 2. MALUKU 200 3. MALUKU UTARA 70 4. BALI 120

1,610

Prop. PS

1. NAD 250 2. SUMUT 820 3. SUMBAR 280 4. RIAU 280 5. KEP. RIAU 40

1,670

Prop. PS

1. JABAR 1,210 2. KALBAR 245 3. KALTENG 260 4. KALSEL 247 5. KALTIM 329

2,291

Prop. PS

1. SULUT 150 2. SULTENG 255 3. SULSEL 610 4. SULTRA 215 5. SULBAR 100

1,330

P4TK PENJAS & BK JAKARTA

P4TK IPA BANDUNG P4TK BAHASA JAKARTA P4TK TK DAN PLB BANDUNG

P4TK PPKN DAN IPS MALANG

P4TK MATEMATIKA YOGYAKARTA

MATERI PENGUATAN KEMAMPUAN KEPALA SEKOLAH DAN PENGAWAS SEKOLAH

KEPALA SEKOLAH PENGAWAS SEKOLAH

37

KONDISI KARAKTER BANGSAIBARAT “POHON GUNDUL”

KRISIS YANG MEMPRIHATINKAN

• POLITIK• EKONOMI• MONETER• HUKUM• KEPERCAYAAN• MORAL

KRISIS IDENTITAS ??

JATI DIRI (MANUSIA)

38

MANUSIANYA

BASIS PERMASALAHAN KRISIS

KARAKTER BANGSA KARAKTER BANGSA “MEROSOT”“MEROSOT”

JATI DIRI BANGSAJATI DIRI BANGSA“MEROSOT”“MEROSOT”

39

KEPRIBADIANApa yang kita

tampilkan dalam keseharian

JATI DIRIDiri Kita Sesungguhnya

•Fitrahmanusia•Cahaya Tuhan

•Sifat dasar yg murni dari Tuhan

•Perpaduan antara Cipta, Karsa, dan Rasa

KARAKTER•Merupakan daya dorong yg melandasi sikap dan perilaku

(Sigmund Freud)•Nilai-nilai yang terpatri dalam diri kita melalui

pengalaman, pendidikan & pengorbanan, menjadi nilai intristik yg melandasi sikap

dan berperilakui

JATI DIRI BANGSAJATI DIRI BANGSAKarakter bangsa yang Karakter bangsa yang

mencerminkan sinergi dari mencerminkan sinergi dari karakter individu-individu karakter individu-individu

yang memilihnyayang memilihnya

HUBUNGAN ANTARA KEPRIBADIAN, KARAKTER DAN JATIDIRI

40

PEMANTAPAN(Terbentuknya low trust society)

PENGEMBANGAN(Lingkungan masyarakat tidak kondusif)

PEMBENTUKAN(Banyak diserahkan pada pembantu)

BAGAIMANA KONDISI NYATA PEMBANGUNAN KARAKTER DI

INDONESIA

41

4 KORIDOR PEMBENTUKAN KARAKTER

TATA NILAI TELADANKEBIASAANMANA YANG

BOLEH & TIDAK

M E

N A

N A

M

M E

N A

N A

M

M E

N A

N A

M

M E

M B

E R

I

WHAT IS VALUEWHAT IS VALUE

Nilai (value)– “an idea, a concept about what some

one think is important in life (Fraenkel, 1977: “How to teach about values: an analytic approach”)

Nilai merupakan standar berperilaku

WE CANNOT TEACHWHAT WE WANT,

WE CAN ONLY TEACHWHAT WE ARE

MAKNA TATA NILAI

MAKNA TATA NILAI

The only thing in the world not for

sale is Character

Antonin scalia

MAKNA TATA NILAI

BACA

DENGAR

LIHAT

LIHAT DAN DENGAR

BERKATA

BERKATA DAN MELAKUKAN

10%

20%

30%

50%

DARI MANA DARI MANA KITA BELAJARKITA BELAJAR TENTANG TENTANG NILAINILAI

PERAN LEMBAGA PENDIDIKANPERAN LEMBAGA PENDIDIKAN

Pendidikan diyakini sebagai tempat penanaman nilai-nilai luhur kehidupan

Pendidikan diyakini sebagai tempat penyemaian nilai-nilai baru yang disepakati oleh masyarakat untuk mengahadapi perubahan

KNOWLEDGE IS POWERBUT CHARACTER IS MORE

Pendidikan diyakini sebagai tempat melestarikan nilai-nilai luhur ke depan

Pendidikan karakter bagi guru

Pendidikan karakter bagi kepala sekolah dan pengawas sekolah

Pendidikan dilema moral

Pembiasaan nilai-nilai melalui hidden

curriculumMengembangkan budaya

memberi penghargaan kepada yang berprestasi

Menjadikan guru dan kepala sekolah sebagai

panutan

Kurikulum yang komprehensif : IQ, SQ,

EQ, AQ, CQ

STRATEGI PENGEMBANGAN KARAKTER MELALUI

PENDIDIKANMetode Pembelajaran yang mendorong problem solving,

inovasi, kreasi

Iklim dan budaya sekolah yang kondusif

Leadership Matters!Leadership Matters!

““A highly effective school leader can have a A highly effective school leader can have a dramatic influence on the overall academic dramatic influence on the overall academic achievement of students.”achievement of students.”

Michael Fullan 2005Michael Fullan 2005

““Sustainable leadership doesn’t equivocate. It puts Sustainable leadership doesn’t equivocate. It puts learning at the centre of everything leaders do. learning at the centre of everything leaders do. Students learning comes first, then everyone else’s Students learning comes first, then everyone else’s

in support of itin support of it.” .”

Stoll, Fink and Earl Stoll, Fink and Earl

20032003

EMPAT ISSUE PENTINGEMPAT ISSUE PENTINGKEPEMIMPINAN PENDIDIKAN ABAD 21KEPEMIMPINAN PENDIDIKAN ABAD 21

EVOLUTION OF LEADERSHIP

• Less about management (as long as management issues are under control)

• More about student achievement

Less about control More about collaboration

+

INSTRUCTIONAL LEADERSHIP

effective school leadership based not on skills of efficient

management but on the

skills of effective instructional leadership.

Instructional Leadership

Focus: Improvement in Student Achievement Focus: Improvement in Student Achievement

InstructionalLeader/educator with a strong focus on improving

instruction and student achievement

Managerial Administrator/Supervisor

PoliticalNegotiator/facilitator

Requires a shift in school leadership priorities.

Why Change?

CAPITALIZING ON TODAY’S OPPORTUNITIES TO EFFECTIVELY

CONFRONT THE ISSUES OF TOMORROW

MOST SCHOOLS HAVE BEEN DESIGNED TO SOLVE YESTERDAY’S

PROBLEMS

RATHER THAN

In times of crisis and in times of change, (Principals) are the most powerful and

influential.

“THERE IS NOTHING PERMANENT EXCEPT CHANGE”

Barriers to Change

School Leader as Change Agent

community

parents teachers

staff

students

PRINCIPAL

The Role Of PrincipalHistorically Future

TOP DOWN LEADING FROM THE CENTER

Innovation and Entrepreneurship

• Two sides of the same coin• Ideation is the foundation that initiative and

entrepreneurship are built on• Entrepreneurship develops initiative and productivity

• Or directly connected!