Beruflich Dokumente
Kultur Dokumente
LEADERSHIP IN EDUCATION
KULIAH 5
Oleh
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1. PENDAHULUAN
Wanted!!!
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Wanted!!!: Experienced K-12 educator with
administrator certificate willing to take on
principalship of urban middle school. Must know
how to manage and lead complex educational
organization including renewing mission and core
values; creating viable organizational structures
and work environments; allocating wisely
inadequate human and fiscal resources; handling
conflict via adept negotiations, compromises, and
human relations; building new and more
substantive school-community relations; and
spearheading major school improvement efforts in
teaching and learning. Must also coordinate
increasing numbers of social services programs
with the daily functioning of the school.
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Must be skillful in doing all of the above by spending
no more than the average of 5 to 10 minutes on any
given task during the normal school day – must
tolerate ambiguity and be comfortable with trying
to control the uncontrollable. Additionally, must
know how to break up fights between students and
fight between students’ parents. Although not a
requirement, self-defense skills and experience
disarming gun-toting students is desirable. Must also
know when not to trample on students’ rights, must
be familiar with regular and special education school
law and due process issues, and must know when to
call in district lawyer. Must be highly skilled in race
relations and be able to deal effectively with multiple
interest groups and coalitions.
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Must be effective in instructional supervision, must be
willing to do what is necessary to fire poor teachers,
and to help capable teachers become even better.
Must be skillful in dealing with teachers’ unions. Must
ensure that curriculum is aligned with state content
standards, that all students have had opportunity to
learn in accord with standards, and that accountability
standards are met within 3 years. Successful
entrepreneurial track record in securing grants and
other sources of funding is highly desired; especially
resources focus on dealing with homeless children,
newly arrived immigrants, high dropout and transiency
rates, and limited and non-English-speaking student
populations. Must be willing to work 15-hour days,
often 6 days per week, for salary barely above that of
experienced classroom teacher.
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INPUT PROSES OUTPUT
PEMIMPIN
PENCAPAIAN
AMALAN P&P
MURID
GURU
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3.1 Definisi Kepimpinan Instruksional
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4. TINDAKAN-TINDAKAN PEMIMPIN
INSTRUKSIONAL
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…TINDAKAN-TINDAKAN PENGETUA
(Sambungan)
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4.1 Merangka dan Menetapkan
Matlamat Sekolah
Tindakan yang pertama yang perlu
dilakukan oleh sekolah.
Tanpa matlamat, pencapaian adalah
rawak.
Matlamat akan memandu warga sekolah
dalam perjalanan ke puncak.
Bagaimana pun matlamat hendaklah
munasabah.
Janganlah kita membina matlamat yang
tidak masuk akal.
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…Menetap matlamat…
Matlamat yang sukar akan mematahkan
semangat.
Matlamat yang baik ialah berkedudukan 50 – 50.
Matlamat hendaklah dibina oleh pasukan
pengurusan sekolah setelah mengambil kira
segala kekuatan dan kelemahan yang ada pada
kita.
Bolehkah manusia terbang seperti burung?
Prinsip membina matlamat: gunakan prinsip
S.M.A.R.T.
Matlamat perlu disemak semula.
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4.2 Menyebarkan Matlamat
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4.3 Menyelaras Aktiviti Kurikulum
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4.4 Memantau dan Menilai Pengajaran
Guru
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…Memantau dan menilai
pengajaran guru…
Oleh kerana itu pemimpin instruksional sepatutnya
menguasai kaedah-kaedah pengajaran – supaya
beliau boleh menegur dan membimbing guru-guru.
Contoh:
Pendekatan mengajar daripada senang ke susah.
Pendekatan mengajar daripada konkrit ke abstrak.
Mengajar membaca dengan kaedah membatang.
Kaedah belajar bahasa: Bermula dengan mendengar,
memproses dan menyebut.
Pendekatan mengajar Sains – perlukan banyak kaedah
inquiry – eksperimen.
Pendekatan mengajar Matematik – peringkat pertama
menguasai konsep, kemudian diikuti dengan latihtubi.
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4.5 Memantau Kemajuan Murid
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…Memantau kemajuan murid…
Bagaimana?
Menyemak buku latihan/buku kerja murid.
Menganalisis prestasi murid – berdasarkan
ujian bulanan/peperiksaan sekolah.
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4.6 Mengawal Masa Pengajaran dan
Pembelajaran
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…Mengawal masa pengajaran…
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4.7 Sentiasa Keterlihatan Di Sekitar
Sekolah
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4.8 Memberi Ganjaran Kepada Guru.
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…Perkembangan Profesionalisme..
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4.10 Menyediakan Insentif Untuk Murid-
murid
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5. Kesan Kepimpinan Instruksional
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Kesan Kepimpinan Instruksional
Sentiasa keterlihatan dan penggalakan
perkembangan profesionalisme guru-
guru adalah dua tindakan yang paling
berkesan ke atas sekolah rendah
(Southworth, 2002: 79)
Menetapkan matlamat dan penggalakan
perkembangan profesionalisme guru-
guru adalah dua tindakan yang paling
berkesan ke atas sekolah tinggi
(Southworth, 2002: 79).
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6. HASILNYA?
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7. PENUTUP
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8. KEPIMPINAN UNTUK PEMBELAJARAN
(Leadership for Learning)
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Kepimpinan pembelajaran ialah
pendekatan yang digunakan oleh
pemimpin sekolah untuk mencapai
matlamat sekolah dengan memberi
tumpuan kepada pembelajaran murid,
manalaka kepimpinan pengajaran
peranan pengetua dalam aktiviti
pembelajaran di sekolah (Hallinger,
2011).
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Kepimpinan Untuk Pembelajaran
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Kepimpinan Untuk Pembelajaran
Values leadership
Principals are value leaders
Leadership focus,
(1) vision and goals;
(3) people.
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TERIMA KASIH
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