REFORMULATING INDONESIA’S

PROFESSIONAL TEACHING STANDARDS

FOR ENGLISH LANGUAGE TEACHERS

Chairil Anwar KorompotEnglish Department, Faculty of Languages and LiteratureState University of Makassar (UNM)

The 61st TEFLIN ConferenceUNS Solo, 9 October 2014

OUTLINE

1. Professional Teaching Standards

2. Educational Reforms in Indonesia

3. Teacher Reforms4. Teacher Qualification &

Competency (TQ&C) Standards5. Implications6. TQ&C Standards

Reformulation

Professional Teaching Standards

DEFINITIONS

… competencies that teachers have or need to acquire or develop (Kuhlman & Knezevic, 2013: 2).

… statements of teacher professionalism articulated in terms of teacher knowledge, teacher skills, and teacher dispositions (Korompot, 2012).

…. most commonly describe the skills, knowledge and values for effective teaching….

… capture key elements of teachers’ work, reflecting their growing expertise and professional aspirations and achievements

… make explicit the intuitive understandings that characterise good teaching practice and enable this to be widely shared within the profession.

(Department of Education, Employment andWorkplace Relations, 2008: 7)

THE 5 DOMAINS OF EFL TEACHERS’ PROFESSIONAL TEACHING STANDARDS

(Kuhlman & Knezevic, 2013: 9)

WHY STANDARDS? to communicate the roles and responsibilities of teachers at various stages

of their career and to improve the professional standing and status of teachers as the expectations of the school system change;

to guide pre-service teacher education and professional development systems;

• to guide teacher certification;

to assess the effectiveness of the different elements of the teacher development system;

to guide teacher performance management and progression to higher levels of pay; and

to manage unacceptable conduct.

(DEEWR, 2008: 7-8)

EDUCATIONAL REFORMS IN INDONESIA2003–Present

The Background

Education under Soeharto’s New Order Regime (1967-1998)

National Education System Law 1989 stipulated:

Centralization, e.g. National curricula; Education under MOEC and MORA

Teachers = Teaching Staff

Teaching = Occupation

The Inspiration

Reformasi Movement (1998) resulted in:

Amendments to the 1945 State Constitution – amended constitutional provisions for education

National Education System Law 2003

Decentralisation (eg. KTSP; education with MOEC, MORA & local governments)

Teachers = Professional Educators

Teaching = Profession

Professionalisation of Educators: Teacher Reforms

TEACHER REFORMS

Teacher and Lecturer Law 2005

In-service Teacher Certification Programs (since 2007):

- Portfolio assessment

- In-Service Professional Teacher Training Program

- Certification through Direct Conferral

- In-Service Professional Teacher Education Program

Pre-service Professional Teacher Education Program (since 2013)

Successful participants obtain the Gr. professional title

Professional Educators’ Monthly Allowance

National Education Minister’s Regulation No. 16 Year 2007 on Academic Qualification and Competency Standards for Teachers—(TQ&C Standards)

The Q: Undergraduate (S1) or 4-Year Diploma (D-4) in teaching obtained from nationally-accredited teacher education institutions (LPTK), incl. UNM, UPI, UM, UNS

The C:

- Pedagogic, Personal, Social, Professional

- Core & Subject-specific Competencies

Ministerial Regulations

TEACHER QUALIFICATION AND

COMPETENCY STANDARDS (Permendiknas No.16/2007)

TQ&C Standards: General Core CompetenciesNo.

Core Pedagogic Competencies: A teacher…

1 Is familiar with the physical, moral, social, cultural, emotional, and intellectual aspects of students’ characteristics;

2 Is knowledgeable of the theory of learning and the principles of educational teaching;

3 Develops the curriculum related to his/her subject or field of development;

4 Conducts pedagogical teaching;

5 Uses the information and communication technology for teaching;

6 Facilitates the development of students ’ potentials in actualising their potentials;

7 Communicates with students in an effective, empathetic, and courteous manner.

8 Conducts assessments and evaluation of learning processes and outcomes;

9 Uses assessment and evaluation for teaching purposes;

10 Conducts reflective actions to improve the quality of teaching.

No.

Core Personal Competencies: A teacher…

11 Behaves according to the religious, legal, social, and cultural norms of Indonesia;

12 Conducts himself/herself as an honest personality, a person of integrity, and a role model to students;

13 Conducts himself/herself as a firm, stable, mature, wise, and dignified person;

14 Demonstrates work ethics, high sense of responsibility, pride as a teacher, and self-confidence;

15 Uplifts the code of conducts of the teaching profession.

No.

Core Social Competencies: A teacher…

16 Acts in an inclusive and objective way, and refrains himself/herself from discriminative actions on the basis of gender, religion, race, physical condition, family background, and socio-economic status;

17 Communicates effectively, empathetically, and courteously with fellow teachers, school staff, parents, and community;

18 Is able to adapt to his/her post of duty in any part of the Republic of Indonesia which is socially and culturally diverse;

19 Communicates with his/her own or other professional communities orally, in writing, or other means.

No.

Core Professional Competencies: A teacher…

20 Knows the material, structure, concepts, and scientific paradigm supporting his/her subject;

21 Possesses the standard competencies and basic competencies of teaching his/her subject;

22 Develops the materials for his/her subject;

23 Maintains continual professional development by conducting reflective activities;

24 Uses information and communication technology for communication and self-development.

TQ&C Standards: Subject-specific Competencies

Core Subject Teachers

1. Religious Education (12 standards) (P, J, S, V schools)

2. Civics Education (3) (P, J, S, V)

3. Arts and Culture (2) (P, J, S, V)

4. Physical, Sport and Health Education (9) (P, J, S, V)

5. Mathematics (13) (P, J, S, V)

6. ICT (16) (J, S, V)

7. Natural Science (14) (P, J, V)

8. Biology (14) (S, V)

9. Physics (14) (S, V)

10. Chemistry (14) (S, V)

TQ&C Standards: Subject-specific Competencies

Core Subject Teachers (Cont.)

11. Social Science (4) (P, J, V)

12. Economics (4) (S, V)

13. Sociology (3) (S, V)

14. Anthropology (3) (S, V)

15. Geography (4) (S, V)

16. History (4) (S, V)

17. Indonesian Language (6) (P, J, S, V)

18. Foreign Languages (2 standards for each):

English (P, J, S, V)*

Arabic, German, French, Japanese, Mandarin (S, V)

TQ&C Standards: Subject-specific CompetenciesTo focus on language teachers…

1. Indonesian Language Teachers must:

Have an understanding of the concepts, theories, and materials of the various linguistic schools of thoughts that are relevant to language teaching materials;

Have an understanding of the philosophy of language and language acquisition;

Have an understanding of the status, function, and variety of Indonesian language(s);

Master the grammar of Bahasa Indonesia as reference for using Bahasa Indonesia properly and correctly;

Have an understanding of the theories and genres of Indonesian literature;

Appreciate literary works receptively and productively.

TQ&C Standards: Subject-specific Competencies (Cont.)2. English Language Teachers must:

Possess the knowledge of the various linguistic aspects of the English language (linguistics, discourse, sociolinguistics, and strategy);

Have a good command of spoken, written, receptive, and productive English in all its communicative aspects (linguistics, discourse, sociolinguistics, and strategic).

_____________________________

*Essentially the same principles apply to Arabic, French, German, Japanese, and Mandarin language teachers.

TQ&C STANDARDS: One Good Step in the Right Direction

Indonesia’s answer to the notion of standards and assessments being “a conceptual pair” (Louden, 2000: 127). TQ&C Standards + Teacher Certification Programs.

Indonesia’s response to the “international standards movement in education” (Keenan & Wheelock, 1997; Negroni, 1997)

One of the legal bases for the professionalization of teaching/teachers in Indonesia

Contain an unprecedented set of competency statements of Indonesian English language teachers.

Complementary to the national standards of competency and certification of the vocations (National Agency for Professional Certification/BNSP)

Provide rooms for improvement through research, discussions, reformulation, reintroduction.

THE

PLUSES

TQ&C STANDARDS: Some Fundamental Problems (Intrinsic)

Were developed using a top-down approach;

Were conceptualized without a literature review;

Were formulated by experts with no or insignificant input from teachers;

Are generic rather than subject-specific;

Lack detailed standards statements reflecting the principles (eg culture, planning, instruction, assessment, interaction), trends (eg EIL, NST-NNST),

Overlook the affective factors in L2 learning (eg motivation, inhibition, anxiety).

Seem to suggest that the 6 foreign languages should be taught (and learned) in the same way.

THE

MINUSE

S

TQ&C STANDARDS: Some Fundamental Problems (Extrinsic)

1. Unknown to many, incl. teachers, teacher educators, teacher trainers, teacher certification assessors, educational researchers professional organisations;

2. Treated just as a policy document justifying TCP despite potential for further professional discussions, development, & implementation;

3. Seriously under-researched, except for Korompot (2007, 2008, 2012)

MORE

MINUSE

S

IMPLICATIONS

1. TQ&C Standards=Professionalisation EFL Teaching = Profession

EFL Teachers = Professional EFL Teachers

Professional EFL teachers and the profession need properly developed Q & C standards

2. Debate (Based on Korompot, 2012)

Do the ‘subject-specific’ standards statements reflect the profession’s expectations of “ideal” EFL teachers’ competencies?

No Are the two standards statements acceptable? Are they adequate?

No.

Do they need to be reformulated?

Yes.

3. So what?

STANDARDS REFORMULATION

Fleshing out or independent of TQ&C Standards

Main References to consider:

TESOL Guidelines for Developing EFL Standards (Kuhlman & Knezevic, 2013)

http://www.tesol.org/advance-the-field/standards/guidelines-developing-efl-professional-teaching-standards

A Principles-Based Approach for English Language Teaching Policies and Practices: A TESOL White Paper (Mahboob & Tilakaratna, 2012)

TQ&C STANDARDS REFORMULATION

A. The Standards Package(Kuhlman & Knezevic, 2013)

1. The Theoretical Framework – Literature Review

A theoretical framework, goal, or mission statement; based on research that the program, MOE, or government supports as basis for teacher education programs.

2. Organizational Formats for Standards

The domains or principles for organizing standards, the larger umbrella; include a supporting justification for the domain and/or principle.

Principles-based or Domains-based?

Organizational Formats For Standards Mahboob & Tilakaratna, 2012

PRINCIPLES-BASED DOMAINS-BASED

Collaboration Language (foundation domain)

Relevance Culture (foundation domain)

Evidence (based on sound research)

Instruction (application domain)

Alignment (with policies & practices of country, ministry)

Assessment (application domain)

Transparency (easily understood)

Professionalism (at the intersection of the domains).

(Empowerment)

A. The Standards Package (Cont.)(Kuhlman & Knezevic, 2013)

3. Standards

The standard itself, specific or general, outlining an aspect of what the teacher needs to know or be able to do within that domain or principle.

4. Performance Indicators (PIs)

The standard broken down into PIs; sometimes PIs broken down into even smaller elements.

A. The Standards Package (Cont.)(Kuhlman & Knezevic, 2013)

5. Standards Use

Identifying the difference between a program based on standards and one based on a collection of courses, and deciding which to use.

6. Assessment and Evaluation

Determining how to decide that standards have been met, often through use of PIs to create rubrics, and via portfolios.

A. The Standards Package (Cont.)(Kuhlman & Knezevic, 2013)

7. References and Glossary

A list of references supporting the standards, and a glossary so that all who will use the package will have a common understanding of key concepts.

B. Process for Standards Development(Kuhlman & Knezevic, 2013)1. Decisions

a. Goal and Theoretical Framework

Goal: What makes a quality teacher and what research supports this.

Theoretical Framework supports the goal and identifies the quality teacher.

b. Domains or Principles Approach

c. Use Existing Standards or Create New Ones

B. Process for Standards Development (Cont.)(Kuhlman & Knezevic, 2013)2. Guidelines for Evaluating Existing Standards

Open: capable of further extension and refinement

Dynamic: in continuous evolution in response to experience in its use

User-friendly: presented in a form readily understandable and usable

Non-dogmatic: not irrevocably and exclusively attached to any one of a number of linguistic theories or practices

B. Process for Standards Development (Cont.)(Kuhlman & Knezevic, 2013)3. Guidelines for Adapting StandardsMany of the questions posed in the decision to use existing standards will guide adapting existing standards to another context.

a. ESL to EFL

b. Culture

c. Other Suggestions Go through existing standards, word-by-word, to be sure

they fit with the new context. Make sure the adapted standards will be accepted by

those who will use them.

B. Process for Standards Development (Cont. (Kuhlman & Knezevic, 2013)

4. Guidelines for Creating New Standards

Decisions to be made:

a. desired teacher knowledge and ability

b. format or approach

c. which English will be used

4. Guidelines for Creating New Standards (Cont.)

Decisions to be made:

d. language proficiency standard and evidence

e. timeline

f. who will be involved (expertise, compatibility, size)

g. team functionality

B. Process for Standards Development (Cont.)(Kuhlman & Knezevic, 2013)

5. Creating or Adapting Standards: The Step-By-Step Process

Team Discussion

Team Practice: Write and Critique

Break Into Subgroups

5. Creating or Adapting Standards: The Step-by-Step Process (Cont.)

Work Within Subgroups

Critique Drafts

Stakeholder Critique

5. Creating or Adapting Standards: The Step-By-Step Process (Cont.)

Subgroups Create the Assessment System

Create or Modify the Teacher Curriculum Coursework

Pilot the Standards

5. Creating or Adapting Standards: The Step-by-Step Process (Cont.)

Additional Revisions

Professional Development

Full Implementation.

IN SUMMARY,if standards reformulation

is the way to go, ….

TQ&C Standards Reformulation

What? A new professional teaching standards document for Indonesian EFL teachers to elaborate the existing ones.

Why? Credentialing (licensure, certification accreditation), curriculum design and materials development for pre-/in-service training, CPD (assessment & evaluation), ‘structural’ & ‘fungsional’ career promotion.

By who? TEFL stakeholders (esp. TEFLIN & other professional ELT organisations)

For whom? TEFLIN—the community and the profession (Madya, 2003:1), ELT.

When? ASAP

How? Organize meetings to discuss standards formulation, design action plans (literature review, research studies, policy statements, program designs, implementations)

Where? Conferences, board/committee meetings, online surveys, FGDs, papers, TEFLIN Board, Ministry

MANY THANKS…

TEFLIN 2014 Organizing Committee, esp. Prof. Joko Nurkamto.

Mr. Handoyo Puji Widodo, Dr. Willy Renandya, and Mrs. Flora Debora.

Colleagues and leaders of the English Dept. FBS UNM

Prof. Jasruddin M., Director of Postgraduate School, UNM.

Administrators and members of Facebook group Teacher Voices – Language Teacher Professional Development.

The audience.