PROGRAM INDUKSI SEBAGAI STRATEGI UNTUK MENINGKATKAN EFEKTIVITAS GURU

Surya Dharma, MPA, Ph.D Direktur Tenaga Kependidikan

DIREKTORAT JENDERAL PENINGKATAN MUTU PENDIDIK DAN TENAGA KEPENDIDIKAN DEPARTEMEN PENDIDIKAN NASIONAL

INDUKSI GURU PEMULA

BERMUTU (Better Education through Reformed Management and Universal Teacher Upgrading)

NON-BERMUTU

75 kabupaten/kota yang tersebar pada 16 propinsi.

GAMBARAN IDEAL PERAN GURU, KEPALA SEKOLAH DAN PENGAWAS DALAM SATUAN PENDIDIKAN STUDENTS
Creative Inovative Problem Solving Critical Thinking Entrepreneurship

Teaching Learning Process by TEACHER

Training Materials Trainers Delivery System CPD Program Licensure
Performance Appraisal

SCHOOL PRINCIPAL

SCHOOL SUPERVISOR

Teacher costs will increase significantly with the new allowances

180 160 140 120 100 80 60 40 20 0 2006 2006 Total Education Expenditure 2007 2008 2009 2010 2011 2012 2013 2014 2015
Total cost of salary and incentives if 7% inflation taken into account

Trillions of Rp.

Total 2006 Education Budget (for Comparison) Professional allowance Special Area allowance Functional allowance Base Salary Cost

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

Model Pendidik Profesional

Kemampuan Dasar Harus terintegrasi dan melekat di dalam semua guru profesional

Basis Pengetahuan

Pedagogik

Pendidik Profesional
Maple Leadership Model

Personal Attributes

Kepemimpinan

Komponen Penting

EveryTeacher Teacher Development Planning Team June 14, 2004

THE CHARACTERISTICS OF EFFECTIVE TEACHERS

They are extremely good CLASSROOM MANAGERS They know how to teach a lesson for student LEARNING and MASTERY
They have POSITIVE EXPECTATIONS for student success

TEACHER AND STUDENT ACADEMIC ACHIEVEMENT

Teaching experience (experience shows a strong correlation with improved student performance for 3 to 5 years but after 8 years there is almost no evidence of such correlation)

Teacher IQ has very little correlation with student achievement.

Verbal skills (large vocabulary /good communicator is the strongest correlation of all)

Pedagogical knowledge. The more methods courses the stronger the correlation

Professional development dramatically improves student performance for experienced teachers

EFEKTIFITAS GURU

PRESTASI SISWA

HASIL

SANGAT EFEKTIF

TINGGI
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%

SEDANG

RENDAH

KURANG EFEKTIF
Sumber: Dawson dan Billingsley (2000)

Selisih = lebih dari 50%

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

Merupakan kegiatan dan proses yang diperlukan untuk mendukung keberhasilan guru pemula menjadi guru profesional

Dengan demikian Induksi Guru adalah agregasi berbagai pengalaman guru mulai dari awal direkrut sampai ditetapkan sebagai guru profesional

INDUKSI GURU

Merupakan sistem pendukung dalam pendidikan

Dilaksanakan dalam Periode waktu tertentu

Tahapan yang spesifik dalam pengajaran 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

Hasil dari Program Induksi yang Berkualitas

Meningkatkan kepuasan kerja

Meningkatkan semangat untuk mengajar

Meningkatkan guru pemula dalam pengembagan diri

Meningkatkan prestasi belajar siswa

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)

Member Australia

Where Implemented Nearly all schools in nearly all states All schools Some schools in some provinces All schools None All schools All schools All schools

Formal or Informal Both

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

Brunei Darussalam Canada Japan Indonesia Republic of Korea New Zealand Papua New Guinea Singapore Chinese Taipei United States

Informal Both Formal None Formal Formal Both

Orientation Probation and mentoring Mentoring and training N/A Pre-appointment orientation Probation and program of advice and guidance (mentoring) Mentoring, meetings, and "inspection"

All schools All schools Most schools in half of the states

Both Formal Formal

Mentoring, seminars, and national handbooks Internship Mentoring and assessment

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

teachers performance to conclude the induction and pass probation

COLLABORATIVE TEACHER INDUCTION PROGRAM

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

Kab/kota

Mitra

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

G. Pemula

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

Kepala & Pengawas

Mitra

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

Mentor

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

21st 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

Participating in teacher learning and development. Leading teachers to base teaching decisions on formative evaluations Planning, coordinating and evaluating teaching, curriculum and pedagogy (direct involvement, regularly visiting classrooms, formative feedback and feed forward) .

0.91

0.90

0.74

Ensuring teachers are intellectually 0.64 stimulated about current research informed practices .64 Strategic resourcing, (aligning resource selection and allocation Actively challenge status quo Establishing goals and expectations Maintaining an orderly supportive environment 0.60

0.60 0.54

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

Nature of Work is Changing

20th Century Number of Jobs 21st Century

1 2 Jobs

10 15 Jobs

Job Requirement

Mastery of One Field

Cross-cutting Skills
Integration of 21st Century Skills into Subject Matter Mastery Integration of 21st Century Skills into Subject Matter Mastery

Teaching Model

Subject Matter Mastery Subject Matter Mastery

Assessment Model

Learning Changes The Brain

Text

PARADIGMA
Tradisional
Hanya Penerima Informasi (Pengetahuan)

Berfokus Pada Siswa

Aktif Mencari Informasi

Pendidikan tidak hanya ibarat mengisi gelas kosong, sebagai target memenuhi kewajiban pengajaran

Tetapi

Pendidikan lebih memberikan rangsangan agar siswa menjadi pembelajar yang aktif

MASA LALU: pembelajaran sering bersifat pendengar pasif dan duduk manis

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

Advances in Digital Technologies

Instantaneously Connected Globally

PENGGUNA INTERNET PER 100 ORANG 1997-2007

Sumber : International Telecommunication Union (ITU)

Copyright 2008 Cisco Systems, Inc. All rights reserved.

Charles Fadel

29

Leadership Matters!

A highly effective school leader can have a dramatic influence on the overall academic achievement of students.
Michael Fullan 2005

Sustainable leadership doesnt equivocate. It puts learning at the centre of everything leaders do. Students learning comes first, then everyone elses in support of it.
Stoll, Fink and Earl 2003

EMPAT ISSUE PENTING KEPEMIMPINAN PENDIDIKAN ABAD 21

Kepemimpinan untuk Pembelajaran

Kepemimpinan untuk Budaya Kolaborasi

Kepemimpinan untuk Perubahan Berkelanjutan

Kepemimpinan yang didorong oleh Visi

Pembabakan Penguatan Kemampuan Kepala Sekolah Dan Pengawas Sekolah

SESUAI INPRES NO. 1 TAHUN 2010

KEPALA SEKOLAH
APRIL 1%
KEPALA SEKOLAH Capaian Prosentase Capaian 240.678 2.407 2.418 100,47%

JUNI 3%
7.220 7.234 100,19%

AGUS 6%
14.441

OKT 10%
24.068

DES 15%
36.102

PENGAWAS SEKOLAH
APRIL 10% PENGAWAS Capaian 21.913 2.191 2.212 JUNI 20% 4.383 4.417 AGUS 40% 8.765 OKT 80% 17.530 DES 100% 21.913

Prosentase Capaian

100,94%

100,78%

DELIVERY SYSTEM PENGUATAN KEMAMPUAN KEPALA SEKOLAH DAN PENGAWAS SEKOLAH

(P4TK) PROPINSI IN SERVICE LEARNING (IN)
64 Jam @ 45 - 6 Hari
Materi : Seluruh materi Diklat Kepala Sekolah dan Pengawas Sekolah

ON THE JOB LEARNING (ON) 1 bulan

Materi : Implementasi rencana tindak lanjut Pendampingan Pemanfaatan Bahan Belajar Mandiri

IN SERVICE LEARNING (IN)

20 Jam @ 45 - 2 hari
Materi : Penyajian laporan hasil implementasi tindak lanjut Pengumpulan portfolio

KAB/KOTA IN SERVICE LEARNING (IN) ON THE JOB LEARNING (ON) IN SERVICE LEARNING (IN)

SEBARAN DIKLAT KEPALA SEKOLAH DAN PENGAWAS SEKOLAH KEPALA SEKOLAH = 10.000 DAN PENGAWAS SEKOLAH = 1.000
P4TK BID. BANGUNAN DAN LISTRIK MEDAN
Prop. NAD SUMUT SUMBAR RIAU KEP. RIAU KS PS JML 222 22 244 589 59 648 290 29 319 215 22 237 58 6 64 1,374 138 1,512

P4TK BID. MESIN & TEKNIK INDUSTRI BANDUNG

Prop. JABAR KALBAR KALTENG KALSEL KALTIM KS PS JML 1,315 132 1,447 248 25 273 163 16 179 198 20 218 158 16 174 2,082 209 2,291

P4TK PERTANIAN CIANJUR

Prop. SULUT SULTENG SULTRA SULSEL SULBAR PAPUA PAPUA BARAT NTB GORONTALO KS PS JML 171 162 164 491 40 124 48 189 69 1,458 155 16 147 15 149 15 446 45 37 3 113 11 44 4 172 17 63 6 1,326 132

P4TK BISPAR JAKARTA

Prop. DKI JKT JAMBI SUMSEL LAMPUNG BENGKULU BANTEN KEP. BABEL KS PS JML 259 26 285 163 16 179 313 31 344 330 33 363 88 9 97 271 27 298 51 5 56 1,475 147 1,622

P4TK SENI DAN BUDAYA YOGYAKARTA

Prop. JATENG DI Y NTT KS PS JML 1,299 130 1,429 194 19 213 223 22 245 1,716 171 1,887

P4TK OTOMOTIF DAN ELEKTRONIKA MALANG

Prop. KS PS JML 1,760 176 1,936 JATIM 90 9 99 MALUKU 62 6 68 MALUT 115 12 127 BALI 2,027 203 2,230

SEBARAN DIKLAT SUPERVISI AKADEMIK PENGAWAS SEKOLAH

=10.516 ORANG
P4TK BAHASA JAKARTA
Prop. 1. NAD 2. SUMUT 3. SUMBAR 4. RIAU 5. KEP. RIAU PS 250 820 280 280 40

P4TK IPA BANDUNG

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

P4TK TK DAN PLB BANDUNG

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

1,670

2,291

1,330

P4TK PENJAS & BK JAKARTA

Prop. 1. DKI JAKARTA 2. JAMBI 3. SUMSEL 4. LAMPUNG 5. BENGKULU 6. BANTEN 7. KEP. BABEL PS 233 223 470 420 200 230 77

P4TK MATEMATIKA YOGYAKARTA

Prop. PS 155 1,040 160 203 97 61 46

P4TK PPKN DAN IPS MALANG

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

1,853

1. DI YOGYAKARTA 2. JATENG 3. NTB 4. NTT 5. GORONTALO 6. PAPUA 7. PAPUA BARAT

1,610

1,762

MATERI PENGUATAN KEMAMPUAN KEPALA SEKOLAH DAN PENGAWAS SEKOLAH

KEPALA SEKOLAH Pengembangan Pendidikan Budaya dan Karakter Bangsa PENGAWAS SEKOLAH Pengembangan Pendidikan Budaya dan Karakter Bangsa Supervisi Akademik, Membimbing Guru dalam Penelitian Tindakan Kelas, Pembelajaran PAIKEM

Kepemimpinan Pembelajaran,
Manajemen Berbasis Sekolah, Supervisi Akademik,

Penelitian Tindakan Sekolah,

Kewirausahaan Evaluasi Diri Sekolah (EDS) Evaluasi Diri Sekolah (EDS) Monitoring Sekolah oleh Pemerintah Daerah (MSPD)

KONDISI KARAKTER BANGSA IBARAT POHON GUNDUL

KRISIS YANG MEMPRIHATINKAN POLITIK EKONOMI MONETER HUKUM KEPERCAYAAN MORAL

KRISIS IDENTITAS ??

JATI DIRI (MANUSIA)

37

BASIS PERMASALAHAN KRISIS

MANUSIANYA

KARAKTER BANGSA MEROSOT

JATI DIRI BANGSAMEROSOT

38

HUBUNGAN ANTARA KEPRIBADIAN, KARAKTER DAN JATIDIRI

KEPRIBADIAN
Apa yang kita tampilkan dalam keseharian

JATI DIRI
Diri Kita Sesungguhnya Fitrahmanusia Cahaya Tuhan Sifat dasar yg murni dari Tuhan Perpaduan antara Cipta, Karsa, dan Rasa

JATI DIRI BANGSA Karakter bangsa yang mencerminkan sinergi dari karakter individu-individu yang memilihnya

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

39

BAGAIMANA KONDISI NYATA PEMBANGUNAN KARAKTER DI INDONESIA

PEMBENTUKAN (Banyak diserahkan pada pembantu)

PENGEMBANGAN (Lingkungan masyarakat tidak kondusif)

PEMANTAPAN (Terbentuknya low trust society)

40

4 KORIDOR PEMBENTUKAN KARAKTER

MEMBER I
MENANAM TATA NILAI MENANAM MANA YANG BOLEH & TIDAK MENANAM KEBIASAAN

TELADAN

41

WHAT 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

MAKNA TATA NILAI

WE CANNOT TEACH WHAT WE WANT, WE CAN ONLY TEACH WHAT WE ARE

MAKNA TATA NILAI

The only thing in the world not for sale is Character

Antonin scalia

MAKNA TATA NILAI

WHEN WEALTH IS LOST, NOTHING IS LOST WHEN HEALTH IS LOST, SOMETHING IS LOST, BUT WHEN CHARACTER IS LOST, EVERYTHING IS LOST

DARI MANA KITA BELAJAR TENTANG NILAI

BACA DENGAR

10%
20% 30% 50% 70% 90%

LIHAT

LIHAT DAN DENGAR

BERKATA

BERKATA DAN MELAKUKAN

PERAN LEMBAGA PENDIDIKAN

Pendidikan diyakini sebagai tempat penanaman nilainilai luhur kehidupan Pendidikan diyakini sebagai tempat penyemaian nilainilai baru yang disepakati oleh masyarakat untuk mengahadapi perubahan Pendidikan diyakini sebagai tempat melestarikan nilainilai luhur ke depan

KNOWLEDGE IS POWER BUT CHARACTER IS MORE

Kurikulum yang komprehensif : IQ, SQ, EQ, AQ, CQ

Pendidikan karakter bagi guru

Iklim dan budaya sekolah yang kondusif

Pendidikan karakter bagi kepala sekolah dan pengawas sekolah

Metode Pembelajaran yang mendorong problem solving, inovasi, kreasi

STRATEGI PENGEMBANGAN KARAKTER MELALUI PENDIDIKAN

Pendidikan dilema moral

Menjadikan guru dan kepala sekolah sebagai panutan

Mengembangkan budaya memberi penghargaan kepada yang berprestasi

Pembiasaan nilai-nilai melalui hidden curriculum

Leadership Matters!

A highly effective school leader can have a dramatic influence on the overall academic achievement of students.
Michael Fullan 2005

Sustainable leadership doesnt equivocate. It puts learning at the centre of everything leaders do. Students learning comes first, then everyone elses in support of it.
Stoll, Fink and Earl 2003

EMPAT ISSUE PENTING KEPEMIMPINAN PENDIDIKAN ABAD 21

Kepemimpinan untuk Pembelajaran

Kepemimpinan untuk Budaya Kolaborasi

Kepemimpinan untuk Perubahan Berkelanjutan

Kepemimpinan yang didorong oleh Visi

EVOLUTION OF LEADERSHIP

Less about control More about collaboration

Less about management (as long as management issues are under control) More about student achievement

INSTRUCTIONAL LEADERSHIP

+ effective school leadership based not on skills of efficient

management

but on the

skills of effective instructional leadership.

Instructional Leadership
Requires a shift in school leadership priorities.
Managerial Administrator/Supervisor Political Negotiator/facilitator

Focus: Improvement in Student Achievement

Instructional Leader/educator with a strong focus on improving instruction and student achievement

Why Change?

MOST SCHOOLS HAVE BEEN DESIGNED TO SOLVE YESTERDAYS PROBLEMS

RATHER THAN CAPITALIZING ON TODAYS OPPORTUNITIES TO EFFECTIVELY CONFRONT THE ISSUES OF TOMORROW

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
The status quo provides a certain comfort zone

Need for stability

Need for predictability

Fear of the unknown Others???

School Leader as Change Agent

Consciously challenging the status quo Willing to lead change initiatives with uncertain outcomes Systematically considering new and better ways of doing things

The Role Of Principal

Historically TOP DOWN

Future
LEADING FROM THE CENTER

students
PRINCIPAL

community
Assistant Principal Assistant Principal Assistant Principal

staff PRINCIPAL

Counselors

Teachers

Administrative Staff

parents

teachers

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!