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
 1. STRONG AND PROFESSIONAL PRINCIPAL
The Principal:
 is qualified, 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
 works co-operatively with parents, the Community
and the School Board
 promotes parent participation in school activities and
student learning
 promotes high staff morale
 promotes continuous learning and development of
staff.
 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, problem
solving and creativity
 are sensitive to individual student needs
 maintain effective discipline
 welcome parent participation
 are interested in continuous learning and
professional development.
 3. 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, emotionally, 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, backgrounds and aspirations
 values and welcomes the diversity of students’
backgrounds
 recognises that education is a co-operative effort
that involves teachers, students and parents.
 4. CONDUCIVE ENVIRONMENT TO LEARNING

The School Environment:

 is a stimulating environment where students
want to be and learn
 is safe, clean, 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.
 5. 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.
 6. STRONG ORGANISATIONAL FRAMEWORK

The organisation of the school supports student

learning, and there is:
 effective use of resources;
 effective liaison with the school community;
 time for planning, program development,
reflection and collaborative decision-making;
 support for staff appraisal and professional
development;
 flexibility to organise student learning in a
variety of ways.
 7. BROAD & BALANCED CURRICULUM
The Curriculum:
 provides a range of learning experiences within
and beyond the key learning areas
 progresses the social, 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, such as
self esteem, motivation and self-discipline.
 8. 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;
 are undertaken in ways which support
student learning and confidence.
 9. 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, inquiries and concerns
 supports the development of links with broader
community including other schools, business,
and voluntary and government organisations.
SEKOLAH BERJAYA
(SUCCESSFUL SCHOOL)
 CIRI-CIRI SEKOLAH BERJAYA

1. Visi: kesefahaman matlamat, prinsip,

dan harapan di kalangan ahli dlm
pembelajaran-komuniti
2. Kepimpinan: mempunyai kumpulan
individu yg dedikasi untuk membantu
pembelajaran-komuniti mencapai visi
3. High Academic Standards: menyatakan
apa pelajar perlu tahu dan boleh buat
4. Standards of the Heart: membantu semua
dlm komuniti pembelajaran menjadi warga
yg penyayang, menyumbang, produktif dan
bertanggungjawab
5. Family School and Community
Partnerships: "making room at the table"
for a child's first and most influential
teachers
6. Professional Development: menyediakan
peluang bermakna dan berterusan bagi
pelajar belajar daripada org dewasa di
dalam lingkungan sekolah
7. Evidence of Success: mengumpul dan
menganalisis data tentang pelajar,
program, dan staff sebagai bukti kejayaan
sekolah
 GURU
&
PROFESION KEGURUAN
 PROFESION KEGURUAN

Mengajar adalah satu profesion yang

unik dimana guru terus menerus
menemui, menggabung jalin dan
mengaplikasi pengetahuan dan
kemahiran baru yang lebih berkesan
tentang pembelajaran dan
perkembangan pelajar
Ia juga suatu profesion yang mencabar
dan memuaskan dimana setiap
pengamal menekuni dan berusaha
bersungguh-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. Pengetahuan mendalam tentang
Subject Matter

Guru berkesan mempunyai latihan

dan pembangunan kemahiran dlm
bidang akademik yang diajarnya.
Mereka bekerja kuat untuk
memastikan pengetahuan dan
kemahirannya terkini dan tepat.
 2. Perancangan Instructional

Guru yang baik menyediakan

Rancangan Pengajaran in advance
supaya masa mengajar tidak
terbazir. Mereka bekerjasama
memastikan standard pengajaran
dan standard prestasi yang dicapai
pelajar berada pada aras yg tinggi
3. Pengetahuan tentang Pentaksiran
dan Penilaian

Guru berkesan mempunyai program

yang sistematik untuk mentaksir
kejayaan usahanya sendiri dan
usaha pelajar melakukan perubahan.
Mereka mengelak menilai pelajar
secara arbitrary tanpa mengetahui
objektif pembelajaran dan standard
yang perlu dicapai.
 4. Memahami Pelajar dan
bagaimana mereka belajar

Guru berkesan percaya setiap

pelajar boleh belajar. Setiap pelajar
mempunyai gaya pembelajaran yg
berbeza. One size does not fit all.
Guru berkesan merancang
pengajarannya sesuai dgn
keperluan individu dan seluruh
pelajar dalam kelas.
 5. Memotivasi pelajar utk belajar

Guru berkesan tidak sentiasa berdiri di

depan kelas dan bersyarah. Mereka
membina peluang pembelajaran secara
kerja hands-on, aktiviti kumpulan kecil,
peer-to-peer coaching, dan pengajaran
terpimpin secara individu. Guru yg baik
menjadikan pembelajaran
menyeronokkan, rancangan mengajar
yg menarik dan relevant. Murid digalak
bercakap
 6. Membina Biilik Darjah yg Selamat,
Produktif dan Well-Managed

Guru berkesan faham ketegasan disiplin

menyumbang suasana akademik yg sihat.
Ini termasuk kehadiran dlm kelas,
kesertamertaan, hormat guru dan murid
lain dan good conduct. Guru berkesan
faham bahawa murid mudah memberi
response jika peraturan yg dikenakan ke
atasnya tekal, adil dan teratur
 7. Celik Teknologi

Guru berkesan faham dan terlatih dlm

selok belok penggunaan teknologi.
Mereka mengintegrasikan teknologi
dlm pengajaran. Mereka faham
teknologi mampu meningkatkan minat,
motivasi dan pencapaian pelajar
 8. Memahami dan Menghormati
Kepelbagaian

Guru berkesan memahami dan

menghormati realiti bahawa semua murid
boleh dan akan berjaya mengikut
kebolehannya. Guru yang baik punya
toleransi sifar terhadap diskriminasi,
prejudis, buli, atau harassment. Mereka
menggalak toleransi, sifat ingin tahu dan
respek jantina, bangsa dan budaya.
 9. Mempromosi Hubungan Rumah-
Sekolah-Masyarakat Yang Kuat

Guru berkesan berusaha memahami

muridnya satu persatu, terbuka dan
membina jambatan antara rumah dan bilik
darjah. Mereka membina pelbagai saluran
untuk berhubung dgn ibubapa dan ahli
masyarakat. Mereka cuba melihat murid
secara keseluruhan dan menyedia bantuan
tambahan bagi murid yang menghadapi
masalah di luar sekolah.
10. Komitmen Terhadap Pembelajaran
Sepanjang Hayat dan Pembangunan
Professional
Guru berkesan boleh bekerjasama
dengan guru lain. Mereka sentiasa
berkembang dan terus belajar. Mereka
berkongsi kejayaan dan cabaran dgn
guru lain dan tidak melihat dirinya
sebagai pakar tetapi sebagai
sebahagian daripada komuniti
pembelajaran sepanjang hayat.
 PENTAKSIRAN
BERKUALITI
PENTAKSIRAN SEDIA ADA DAN
TRANSFORMASI PENTAKSIRAN
1. Sistem pentaksiran semasa hanya
bertumpu kepada peperiksaan
sedangkan peperiksaan hanya
sebahagian kecil daripada sistem
pentaksiran.
2. Sistem pentaksiran semasa lebih
banyak mendorong pelajar belajar
untuk “boleh menjawab” soalan
peperiksaan atau belajar untuk
berjaya dalam peperiksaan sahaja.
 3. Sistem pentaksiran semasa
sebahagian besarnya hanya bertumpu
kepada penilaian pencapaian akademik
semata-mata
 4. Sistem pentaksiran semasa
sebahagian besarnya hanya menilai
“Produk Akhir” sahaja.
5. 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).
6. Sistem pentaksiran semasa tidak
banyak membantu dalam proses
pembelajaran sebenar.
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
 Curiosita
An instability curious approach to life and an unrelating quest for contonuous learning

Dimostrazione
A commitment to test knowledge through experience, persistence, and willingness to learn from
mistake

Sensazione
The continual refinement of the senses, especially sight, as the means to enliven experience.

Sfumato
(Literally “Going up in smoke”)
A willingness to embrace ambiguity, paradox, and uncertainty

Arte/Scienza
The development of the balance between science and art, logic and imagination.
“Whole-brain” thinking

Corporalita
The cultivation of grace, ambidexterity, fitness, and poise

Connessione
A regognition of and appreciation for the interconnectedness of all things and phenomena.
System thinking

Da Vinci Code (2003)

 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 ‘CAPABILITIES’

•Knowledge work
•Innovation & Design
•Productive Social Relationship
•Active participation
•Intercultural understandings
•Interdependence & Sustainability
•Understanding Self
•Ethics and Values
•Communication & Multi-literacies
Frames of Mind (1983) – Howard Gardner
Multiple Intelligence
Logical-Mathematical
Stephen Hawking, Isaac Newton, Marie Curie
Verbal-Linguistic
William Shakespeare, Emily Dickinson, Jorge Luis Borges
Spatial-Mechanical
Michelangelo, Georgia O’Keeffe, Buckminster Fuller
Musical
Mozart, George Gershwin, Ella Fitzgerald
Bodily-Kinestetic
Morihei Ueshiba, Mohammad Ali, F. M. Alexander
Interpersonal-Social
Nelson Mandela, Mahatma Gandhi, Queen Elizabeth I
Intrapersonal (Self-Knowledge)
Viktor Frankl, Thich Nhat Hanh, Mother Teresa
South Australian Aims of Education
1. (Confidence)
2. (responsibility, self-direction)
3. (challenge, excellence, achievement)
4. (independence, collaboration, identity)
5. (thinking, enterprise, problem-solving, future)
6. (communication, literacy)
7. (numeracy)
8. (information technologies)
9. (citizenship, interdependence, responsibility
towards the environment, responsibility
towards others)
10. (lifelong learning)
 TERIMA KASIH

SOALAN, PANDANGAN,
BANTAHAN DAN KELUHAN
DIALUKAN