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guru_sekolah_pentaksiran_sbpkluster

guru_sekolah_pentaksiran_sbpkluster

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11/15/2012

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PROGRAM PEMBANGUNAN STAFF SEKOLAH BERASRAMA PENUH DAN SEKOLAH KLUSTER

18 FEBRUARI 2009 PORT DICKSON

GURU, SEKOLAH, PENTAKSIRAN
Oleh JAMIL ADIMIN

INTIPATI PERBINCANGAN

GURU BERKUALITI SEKOLAH BERKESAN & PENTAKSIRAN BERKUALITI

SEKOLAH BERKESAN
(EFFECTIVE SCHOOL)

SEKOLAH BERKESAN
Berkaitan dengan kemajuan pembelajaran dan pembangunan pelajar

SEKOLAH BERKESAN    Tiada resipi mudah menjadikan sekolah berkesan Banyak faktor bergabung menjadikan setiap sekolah sedemikian dan unik Bagaimanapun. tidak mustahil mengenal pasti faktor/ciri yang menyumbang kepada sekolah berkesan .

9 Ciri Sekolah Berkesan          Strong and professional principal Strong and professional teachers Clear positive philosophy Environment conducive to learning Effective student welfare system Strong organisational framework Broad. balanced curriculum Meaningful assessment and reporting on student progress Support for parent and community participation .

competent and experienced  provides leadership and vision for the school community  strives to improve the school  manages resources wisely  works co-operatively with staff and students co works co-operatively with parents. the coCommunity and the School Board  promotes parent participation in school activities and student learning  promotes high staff morale  promotes continuous learning and development of staff.1. . STRONG AND PROFESSIONAL PRINCIPAL The Principal:  is qualified.

problem solving and creativity are sensitive to individual student needs maintain effective discipline welcome parent participation are interested in continuous learning and professional development.2. . STRONG AND PROFESSIONAL TEACHERS The Teachers:         are qualified and competent have positive attitudes and high morale bring out optimal student achievement develop students¶ critical thinking.

students and parents. emotionally.3. socially and physically  places an importance on the development of life skills and positive values and relationships  recognises that each child is an individual with different needs. CLEAR AND POSITIVE PHILOSOPHY The School Philosophy:  involves high expectations for all students and teachers  encourages students to work towards their personal best  aims to develop the full potential of each individual intellectually. backgrounds and aspirations  values and welcomes the diversity of students¶ backgrounds  recognises that education is a co-operative effort cothat involves teachers. .

. CONDUCIVE ENVIRONMENT TO LEARNING The School Environment:  is a stimulating environment where students want to be and learn  is safe. secure and welcoming  fosters caring and positive relationships between people  promotes amongst students a sense of belonging and pride in the school  provides for student participation in aspects of school organisation and life  has sensible rules that are clearly defined and enforced  has effective behaviour management policies supported by a strong student welfare system. clean.4.

EFFECTIVE STUDENT WELFARE SYSTEM The school has a student welfare system in place that:  supports the development of students to their full potential  addresses difficulties experienced by students effectively and efficiently  is sensitive to individual students needs and backgrounds  links with community support services and resources outside the school. .5.

decision support for staff appraisal and professional development.  time for planning. . reflection and collaborative decision-making.  effective liaison with the school community.6.  flexibility to organise student learning in a variety of ways. and there is:  effective use of resources. program development. STRONG ORGANISATIONAL FRAMEWORK The organisation of the school supports student learning.

such as self esteem. self- . motivation and self-discipline. personal and physical development of students as well as their academic development  ensures students develop a positive attitude to learning  provides continuity from year to year and is integrated across learning areas  helps students to develop life skills.7. BROAD & BALANCED CURRICULUM The Curriculum:  provides a range of learning experiences within and beyond the key learning areas  progresses the social.

are undertaken in ways which support student learning and confidence. . MEANINGFUL ASSESSMENT & REPORTING ON STUDENT PROGRESS The Assessment and Reporting Arrangements:      provide clear and reliable information across the key learning areas and on the social development of students. lead to sound decisions about teaching approaches. identify problem areas and ways to work on these in partnership with parents. allow parents to observe and understand their child¶s progress.8.

and voluntary and government organisations. PARENT PARTICIPATION & COMMUNITY INVOLVEMENT The school environment:     encourages parents/carers to visit and participate in school life recognises the partnerships between parents and teachers lead to better learning outcomes promotes school and teacher responsiveness to parents¶ views. business. inquiries and concerns supports the development of links with broader community including other schools.9. .

SEKOLAH BERJAYA (SUCCESSFUL SCHOOL) .

Visi: dan harapan di kalangan ahli dlm pembelajaranpembelajaran-komuniti 2.CIRI-CIRI SEKOLAH BERJAYA CIRI1. High Academic Standards: menyatakan Standards: apa pelajar perlu tahu dan boleh buat . Visi: kesefahaman matlamat. Kepimpinan: mempunyai kumpulan Kepimpinan: individu yg dedikasi untuk membantu pembelajaranpembelajaran-komuniti mencapai visi 3. prinsip.

Standards of the Heart: membantu semua Heart: dlm komuniti pembelajaran menjadi warga yg penyayang. menyumbang. produktif dan bertanggungjawab 5. Family School and Community Partnerships: Partnerships: "making room at the table" for a child's first and most influential teachers .4.

6. Evidence of Success: mengumpul dan Success: menganalisis data tentang pelajar. Professional Development: menyediakan Development: peluang bermakna dan berterusan bagi pelajar belajar daripada org dewasa di dalam lingkungan sekolah 7. program. dan staff sebagai bukti kejayaan sekolah .

GURU & PROFESION KEGURUAN .

menggabung jalin dan mengaplikasi pengetahuan dan kemahiran baru yang lebih berkesan tentang pembelajaran dan perkembangan pelajar .PROFESION KEGURUAN Mengajar adalah satu profesion yang unik dimana guru terus menerus menemui.

Ia juga suatu profesion yang mencabar dan memuaskan dimana setiap pengamal menekuni dan berusaha bersungguhbersungguh-sungguh untuk mencapai kejayaan cemerlang membentuk dan membimbing pelajar menjadi warganegara yang produktif dan bertangungjawab di masa hadapan .

GURU YANG BAIK Kajian menunjukkan rakyat mahu guru memiliki 4 ciri asas:  Pengetahuan tentang subjek yang diajar  Kemahiran mengajar dan berkomunikasi yang baik  a passion for teaching  a love of children .

Sepuluh Ciri Guru Sangat Berkesan Ten Traits of Highly Effective Teachers .

1. Mereka bekerja kuat untuk memastikan pengetahuan dan kemahirannya terkini dan tepat. . Pengetahuan mendalam tentang Subject Matter Guru berkesan mempunyai latihan dan pembangunan kemahiran dlm bidang akademik yang diajarnya.

Mereka bekerjasama memastikan standard pengajaran dan standard prestasi yang dicapai pelajar berada pada aras yg tinggi .2. Perancangan Instructional Guru yang baik menyediakan Rancangan Pengajaran in advance supaya masa mengajar tidak terbazir.

Mereka mengelak menilai pelajar secara arbitrary tanpa mengetahui objektif pembelajaran dan standard yang perlu dicapai.3. Pengetahuan tentang Pentaksiran dan Penilaian Guru berkesan mempunyai program yang sistematik untuk mentaksir kejayaan usahanya sendiri dan usaha pelajar melakukan perubahan. .

Setiap pelajar mempunyai gaya pembelajaran yg berbeza. Memahami Pelajar dan bagaimana mereka belajar Guru berkesan percaya setiap pelajar boleh belajar. One size does not fit all. Guru berkesan merancang pengajarannya sesuai dgn keperluan individu dan seluruh pelajar dalam kelas.4. all. .

handspeer-topeer-to-peer coaching. Mereka membina peluang pembelajaran secara kerja hands-on. Murid digalak bercakap . Memotivasi pelajar utk belajar Guru berkesan tidak sentiasa berdiri di depan kelas dan bersyarah. dan pengajaran terpimpin secara individu. rancangan mengajar yg menarik dan relevant. aktiviti kumpulan kecil. Guru yg baik menjadikan pembelajaran menyeronokkan.5.

Ini termasuk kehadiran dlm kelas. Membina Biilik Darjah yg Selamat.6. Guru berkesan faham bahawa murid mudah memberi response jika peraturan yg dikenakan ke atasnya tekal. adil dan teratur . Produktif dan Well-Managed WellGuru berkesan faham ketegasan disiplin menyumbang suasana akademik yg sihat. kesertamertaan. hormat guru dan murid lain dan good conduct.

7. Mereka mengintegrasikan teknologi dlm pengajaran. motivasi dan pencapaian pelajar . Mereka faham teknologi mampu meningkatkan minat. Celik Teknologi Guru berkesan faham dan terlatih dlm selok belok penggunaan teknologi.

8. sifat ingin tahu dan respek jantina. prejudis. Guru yang baik punya toleransi sifar terhadap diskriminasi. atau harassment. . prejudis. Mereka menggalak toleransi. bangsa dan budaya. buli. Memahami dan Menghormati Kepelbagaian Guru berkesan memahami dan menghormati realiti bahawa semua murid boleh dan akan berjaya mengikut kebolehannya.

9. Mereka cuba melihat murid secara keseluruhan dan menyedia bantuan tambahan bagi murid yang menghadapi masalah di luar sekolah. terbuka dan membina jambatan antara rumah dan bilik darjah. Mereka membina pelbagai saluran untuk berhubung dgn ibubapa dan ahli masyarakat. Mempromosi Hubungan RumahRumahSekolahSekolah-Masyarakat Yang Kuat Guru berkesan berusaha memahami muridnya satu persatu. .

.10. Mereka berkongsi kejayaan dan cabaran dgn guru lain dan tidak melihat dirinya sebagai pakar tetapi sebagai sebahagian daripada komuniti pembelajaran sepanjang hayat. Komitmen Terhadap Pembelajaran Sepanjang Hayat dan Pembangunan Professional Guru berkesan boleh bekerjasama dengan guru lain. Mereka sentiasa berkembang dan terus belajar.

PENTAKSIRAN BERKUALITI PENTAKSIRAN SEDIA ADA DAN TRANSFORMASI PENTAKSIRAN .

. Sistem pentaksiran semasa hanya bertumpu kepada peperiksaan sedangkan peperiksaan hanya sebahagian kecil daripada sistem pentaksiran.1.

Sistem pentaksiran semasa lebih banyak mendorong pelajar belajar untuk boleh menjawab soalan peperiksaan atau belajar untuk berjaya dalam peperiksaan sahaja.2. .

Sistem pentaksiran semasa sebahagian besarnya hanya bertumpu kepada penilaian pencapaian akademik semata-mata .3.

.4. Sistem pentaksiran semasa sebahagian besarnya hanya menilai Produk Akhir sahaja.

. Sistem pentaksiran semasa juga terlalu membebankan murid kerana terpaksa menduduki peperiksaan dengan jumlah mata pelajaran yang banyak sekali gus dalam satu tempoh yang sengkat (hujung tahun).5.

Sistem pentaksiran semasa tidak banyak membantu dalam proses pembelajaran sebenar.6. .

PENTAKSIRAN BERKUALITI HOLISTIK  FLEKSIBEL  SEPADU  SEIMBANG  BERASASKAN STANDARD  TENTANG DAN UNTUK PEMBELAJARAN  MEMBINA INSAN  .

Seven Da Vincian Principles Curiosita Dimostrazione Sensazione Sfumato Arte/Scienza Corporalita Connessione .

ambidexterity. as the means to enliven experience. fitness. persistence. and uncertainty Arte/Scienza The development of the balance between science and art. paradox.Curiosita An instability curious approach to life and an unrelating quest for contonuous learning Dimostrazione A commitment to test knowledge through experience. especially sight. logic and imagination. and willingness to learn from mistake Sensazione The continual refinement of the senses. ³Whole-brain´ thinking Corporalita The cultivation of grace. and poise Connessione A regognition of and appreciation for the interconnectedness of all things and phenomena. System thinking Da Vinci Code (2003) . Sfumato (Literally ³Going up in smoke´) A willingness to embrace ambiguity.

Subject-based education & Mark-based examination Outcome-based education & Standard-based assessment .

Dominant Curriculum Model KNOWLEDGE AND ITS ORGANISATION Teaching of Subjects .

CAPABILITIES Teaching through knowledge FOR capabilities KNOWLEDGE AND ITS ORGANISATION .

Contoh µCAPABILITIES¶ ‡Knowledge work ‡Innovation & Design ‡Productive Social Relationship ‡Active participation ‡Intercultural understandings ‡Interdependence & Sustainability ‡Understanding Self ‡Ethics and Values ‡Communication & Multi-literacies .

Isaac Newton. Marie Curie Verbal-Linguistic William Shakespeare. Ella Fitzgerald Bodily-Kinestetic Morihei Ueshiba. Mahatma Gandhi. Emily Dickinson. George Gershwin. Thich Nhat Hanh. Jorge Luis Borges Spatial-Mechanical Michelangelo. Mother Teresa . Queen Elizabeth I Intrapersonal (Self-Knowledge) Viktor Frankl. M. F. Georgia O¶Keeffe. Mohammad Ali. Alexander Interpersonal-Social Nelson Mandela.Frames of Mind (1983) ± Howard Gardner Multiple Intelligence Logical-Mathematical Stephen Hawking. Buckminster Fuller Musical Mozart.

(information technologies) 9. (numeracy) 8. excellence. future) 6. (challenge. achievement) 4. (responsibility. (citizenship. (independence. (communication. (thinking. interdependence. responsibility towards others) 10. problem-solving. literacy) 7.South Australian Aims of Education 1. collaboration. self-direction) 3. (Confidence) 2. enterprise. (lifelong learning) . responsibility towards the environment. identity) 5.

BANTAHAN DAN KELUHAN DIALUKAN . PANDANGAN.TERIMA KASIH SOALAN.

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