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HEADTEACHERS AS CURRICULUM MANAGER IN PRIMARY SCHOOL IN INDONESIA By Dinn Wahyudin –Indonesia University of Education Bandung Presented in “International Seminar on Educational Management” 0n Kuala Lumpur Malaysia, November 27 –29, 2007 BACKGROUND Indonesia Law 32, 2004 on Local Government: Shift from centralized to local authority. Indonesian Law No. 20/2003 on National Education System Governmental Law, No 19 2005 on Education National Standard Continued) It requires efforts to bridge the requirement of National Education System Law with the implementation of new curriculum in school level. This paper is based on the experience on implementing program in primary schools/madrasahs under “Desentralized Basic Education program” in West Java Indonesia (USAID funded).Desentralized Basic Education DBE is inteded to improve the quality of basic education in Indonesia by implementing 3 integrated programs :1. Management and Governance. 2. Teaching learning Activities. 3. Life skilss for Youths Program Components DBE-1 Management and Governance DBE-2 Teaching Learning Quality of Basic Education DBE-3 Life Skills for Youth What is the roles of headteachers as Curriculum managers ?Roles of Headteachers as Curriculum Managers in schools/madrasah under DBE program in some schools clusters in West Java Indonesia. Treatments for Capacility Building for HTs 1. School Visit to Reference Schools 2. Training for Trainers 3. Inservice Training and Tutorial in Schools 4. Fasilitating in Cluster teachers forums and HT forums (KKG and KKKS) Two roles of Headteachers provide instructional leadership to their teachers. Such as they have to be technically and conceptually having curriculum capability. provide management leadership. Such as applying school-based management in various way as reflected of school otonomy and decentralization in school setting 1st Role :Instructional leadership having knowledge in “KTSP” curriculum developed by school. Familiar not only subject contents of school’s educational programmes but also with progressive teaching methods, new curriculum .Having capability in directing to pupils, included active learning approach and contextual learning as strategies for succesful teaching. Encourage teachers to conduct formative and summative evaluation of their teachers support teachers to improve professional development as a part of their instructional and curriculum leadership. Be as sources person in cluster teachaers forum. 2nd Role :Administrative Leadership applying school-based management in various way as reflected of school otonomy and decentralization in school setting. lead the school’s self assessment, collect and use the data for planning the school development plan, implement and then monitor it, working collaboratively with teachers staffs and school commitee. Being able to delegate to others to implement various school activities is an important responsibility of headteachers .Being able to work cooperatively with teachers, parents, and school communities in school comitee forum in school setting. School Autonomy With decentralization and the wider implementation of SBM, schools are more independent of official authority but also more open and cooperative with the community. Many school heads recognize that they need to be friendly and be able to work together with people and most important thing, to be a colleague with their teachers rather than a closed boss or autocratic boss. FINDINGS 1. Primary school HTs are now become more democratic, collaborative, user friendly and progressive attitude in handling problems, affairs inside and external to the benefit of their school .2. HTs are more being a good communicator, the teacher’s partner,collaborator, able to inspire teacher trust; be supportive of teachers activities; be a vision setter; team building, share leadership with others. 3.In term the role of instructional leader, HT were being able to show good teaching in the classroom –for which most school heads would first need to see and implement PAKEM teaching methods, being able to help teachers when they have a problem, and being able to motivate and give professional support. 4. HTs implement open management, defined as being transparent and open by providing access to whoever wanted to know about “the school’s financial management, students’ learning progress, and students’ learning strengths and weaknesses”.Transparency in making and implementing the school development programme (RAPBS),involving teachers, school committee, parents, and the community. Konsultasi masyarakat (mati lampu) Examples of Process of preparing School Development Plan (RPS &RAPBS) Example of a School Development Plan RPS SDN KENANGA PERIODE TAHUN 2006-2010 SDN KENANGA Alamat Jl. Kenanga Desa Ramanuju Purwakarta Cilegon DISUSUN OLEH TIM KELOMPOK KERJA RENCANA PENGEMBANGAN SEKOLAH UPTD PENDIDIKAN DASAR KEC. PURWAKARTA KOTA CILEGON PROVINSI BANTEN 2006 RAPBS SD KEPANDAIAN II 5. HT were more appreciate specific good practices for internal management of the school included creating&managing a positive/good learning atmosphere“a good condition for studying and teaching”.6. HTs create “a conducive environment for the teaching staff to work in and give them motivation”.Some of HT gives more “freedom for creativity to teachers”,allowing them to manage their class based on their own creativity”,trusting teachers.”CONSTRAINS 1. In any change process, there are always constraints to progress. One of the most commonly constraints was resistance to change. Resistance can come from a variety of sources. Some HTs themselves could not be cleared from resisting changes or ignoring some important functions within their new role, through passive covert resistance. 2. Some HTs seemed to be dismissive of their teachers, reluctant to see that they too have valid constraints which could explain their point of view and hence their behaviour. Negative comments included “teachers’ motivation is not stable”;teachers’ creativity is limited”;teachers do not easily understand the basic concept of PAKEM. 3.HTs were more understanding and actually recognized that teachers also face constraints. Their comments were more positive. Not all teachers gave positive responses” and there were “psychological barriers (to change) from senior teachers”.Conclusion 1. Under the spirit of SBM, mostly HTs are now expected to become more democratic and progressive in handling affairs inside and external to their school. 2. Neither HTs nor their teachers work alone in improving their school. The enabling climate for innovations and change at school level do need a supportive Dinas office, at both district and sub-district levels. Dinas for their part also need to show active and open support for school changes and progressive HTs by visiting and supervising their schools more often. HTs are a very front line people in encouraging and motivating schools program. colourful” of schools will be significantly influenced by his/her creativity and leadership”.THANK YOU .dinn_wahyudin@yahoo.com asra@upi.edu
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