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STRATEGI PENGEMBANGAN SBI OLEH SURYA DHARMA
- 1. STRATEGI PENGEMBANGAN SBI DIREKTORAT TENAGA KEPENDIDIKAN DIREKTORAT JENDERAL PENINGKATAN MUTU PENDIDIK DAN TENAGA KEPENDIDIKAN DEPARTEMEN PENDIDIKAN NASIONAL Surya Dharma, MPA, Ph.D
- 2. PP No 19 Tahun 2005 Pasal 61 ayat 1: Pemerintah bersama-sama Pemda menyelenggarakan sekurang-kurangnya satu satuan pendidikan pada jenjang pendidikan dasar dan sekurang- kurangnya satu satuan pendidikan pada jenjang pendidikan menengah untuk dikembangkan menjadi satuan pendidikan bertaraf internasional. UU No. 20 Thn 2003 Pasal 50 Ayat 3: Pemerintah dan/atau Pemda menyelenggarakan sekurang-kurangnya satu satuan pendidikan pada semua jenjang pendidikan untuk dikembangkan menjadi satuan pendidikan yang bertaraf internasional. Renstra Depdiknas 2005-2009 Bab V Hal. 58 Pembangunan Sekolah Bertaraf Internasional (SBI): Untuk meningkatkan daya saing bangsa perlu dikembangkan SBI pada tingkat Kab/Kota melalui kerjasama yang konsisten antara pemerintah dengan Pemda Kab/Kota, untuk mengembangkan SD,SMP, SMA dan SMK yang bertaraf internasional. Sebanyak 112 unit di seluruh Indonesia. MENGAPA SBI ? LANDASAN HUKUM
- 3. MODEL SEKOLAH DI INDONESIA SEKOLAH NASIONAL MENERAPKAN ATURAN PENDIDIKAN NASIONAL SECARA UTUH SEKOLAH SBI MENERAPKAN ATURAN NASIONAL PLUS STANDAR INTERNASIONAL SEKOLAH INTERNASIONAL STANDAR INTERNASIONAL ? CAMBRIDGE TOEFL IELTS LEMBAGA PENDIDIKAN ASING YANG DIIZINKAN MENYELENGGARAKAN PENDIDIKAN DI INDONESIA
- 5. WHAT WE ARE GOING TO BE MENUJU SEKOLAH BERTARAF INTERNASIONAL Mutu Lulusan Sistem Evaluasi Tenaga Pendidik Sumber Belajar Curriculum Sarana Prasarana Budaya Sekolah Iklim Sekolah Tenaga Kependidikan Current Situation Existing School Sekolah Bertaraf Internasional Knowledge Infrastructure Human Resources Management Physical Resources
- 6. PROSES • Menumbuhkan daya kreativitas, inovatif • Memfasilitasi multiple intellijent • Membangun Trust (transparan dan akuntabel) • Participatory Management Kurikulum • Diperkaya standar internasional • Belajar dari berbagai sekolah di luar negeri Sarana Prasarana • Mendukung peyelenggaraan SBI • Mutakhir dan lengkap (media belajar,buku dan peralatan) Organisasi dan Management • Pembagian tugas jelas • Learning organization • Transparan dan Akuntabel • Kejelasan visi Kepala Sekolah • Leadership • Kemampuan Bhs. Inggris • Manajerial Skill • Orientasi Perubahan Guru • Kompetensi profesional • Kemampuan Bhs. Inggris • Kemampuan IT • Integritas Tenaga Kependidikan • Kompetensi Pustakawan, Laboran dan TU • Kemampuan Bhs. Inggris • Etos kerja Input • Seleksi siswa • Potensi kecerdasan OUTPUT • Kemampuan IQ, EQ dan SQ • Kemampuan yg dibutuhkan di Internasional • Sikap di era global • Kemampuan komunikasi bahasa asing Kurikulum Sarana Prasarana Organisasi dan manajemen INPUT Kepala Sekolah Guru Tenaga Kependidikan PROSES OUTPUT BEBERAPA DIMENSI STANDAR SBI
- 7. SISWA INFRASTRUKTUR PENGETAHUAN MANAJEMEN SEKOLAH DAN GOVERNANCE SUMBER DAYA MANUSIA DAN FISIK KERANGKA PIKIR PENINGKATAN MUTU PENDIDIKAN Source: EFA Global Monitoring Report 2005 Peran Guru School Climate Komite Sekolah Legislatif Pemda Pemerintah Pusat Peran Kepala Sekolah Kepala Sekolah, Tenaga kependidikan lainnya Guru
- 10. Support for Student Personal and Academic Growth Student Connectedness Parent / Community involvement Student scholarships KARAKTERISTIK SBI
- 12. Students participate in a challenging, rigorous, relevant and coherent standards-based curriculum (what is taught and how it is taught) that supports the achievement of the academic and technical standards and expected school- wide learning results Teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels Students have access to a personal learning plan to prepare them for the pursuit of their academic, vocational, personal and school-to-career goals Upon completion, students will be able to meet all the requirements of graduation. Strong emphasis in technical/vocational programs on student job placement (internship) as part of instructional program and formal job placement upon graduation Standards-based Student Learning - Curriculum KARAKTERISTIK SBI
- 13. Teachers employ a variety of strategies to evaluate student learning and assessment results used to enhance the educational progress of every student. All stakeholders regularly review student progress toward achievement of the educational standards and the expected school-wide learning results. Assessment of student achievement relative to the academic standards and the expected school-wide learning results dictates resource allocation. Standards-based Student Learning – Assessment and Accountability KARAKTERISTIK SBI
- 14. All students receive appropriate support to help ensure academic success. Students have access to a system of personal support services, activities, and opportunities at the school and in the broad community. Support for Student Personal and Academic Growth KARAKTERISTIK SBI
- 15. School is a safe, clean and orderly place that nurtures learning. The culture of the school is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement. School practices provide clear evidence of anti fraud and good governance. Financial practices provide for public disclosure to build trust within outside the school community. Culture KARAKTERISTIK SBI
- 16. Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected school-wide learning results and academic standards. A qualified staff facilitates achievement of the academic standards and the expected school-wide learning results through a system of preparation, induction and ongoing professional development. Leadership and staff are involved in ongoing professional development that focuses on identified student learning needs. Principals, vice- principals and aspiring school leaders complete a formal certificate program. Possible licencing of principals will be considered as part of career development strategies. School leadership employs a wide range of strategies to encourage parental and community involvement with particular emphasis on alumni and local and regional business and industry. Leadership and Staff KARAKTERISTIK SBI
- 17. School has a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve at high levels. The expected school-wide learning results stress the expected academic standards and vocational and technical competencies. School has an established school development planning process that provides for medium and long term strategies including expected investment requirements. Financial self-reliance is a critical aspect of school development. Vision and Purpose KARAKTERISTIK SBI
- 18. (1)This is a learning school There is a commitment by staff to reflect, to adapt and to learn. This expresses itself in staff dealings with one another, with pupils and parents. People are not afraid to try something new and are encourage to experiment. (2)There are high expectations of pupils achievement There is a widely shared commitment to high achievement. Staff believe that all children can surpass their own, teachers’ and parents’ expectations. Efforts are made to share that conviction with the pupil and parent body and to realize it in a range of practical ways. There is a belief that all teachers can and must make a difference to children’s learning. (3)There is ownership of change People behave proactively rather than reactively. They initiate change in way designed to further the main purpose of school rather than simply responding to imposed change from the outside. It is a common assumption that no matter how effective the school is, more can always be achieved. (4)There are widely shared goals and values There is a shared understanding of the school’s values and priorities and shared commitment to its core values. This is important at the level of teaching staff but should be extended to support staff and, as far as possible, to parents and pupils and other key players. There is talk about ‘what is important in this school’ as part of an ongoing process of self evaluation and development. BUDAYA SBI
- 19. (5)There is effective communication Members of the immediate school community (plus parents and others in the wider community) are kept informed; are confident that their information is acted upon and that their views are heard by the school. People feel free to speak their mind. (6)Pupil learning is a major focus of attention In the forefront of the school’s planning, innovation and change is a concern for pupil learning. It is manifested in day-to-day dialogue among staff and in pupil-staff and staff-parent relationships. Leadership is effective (7)Leadership is effective There is confidence in those who make key decisions about the vision and direction of the school. They are able to recruit and motivate people and foster a culture open to change and learning. (8)There is real home-school partnership Staff believe that parents have a key role to play in supporting pupil learning; and in the school in general. Staff and management make efforts to inform and involve parents on a collaborative basis. BUDAYA SBI
- 20. (9)Relationships are based on respect for individuals There is a high level of mutual respect among staff for one another’s professionality and for the integrity of the individual. All are seen as having something to offer. Respect for the individual is also demonstrated in staff dealings with pupils and parents. Recognition and celebration of differences and different achievements are highlighted. Diversity is seen as a strength. There are high levels of mutual trust. (10)Collaboration and partnership are a way of life People work together. There is a consistent approach which is supportive. People are not left to sink or swim. People are available to help each other. Team teaching mentoring, peer coaching, joint planning and mutual observation and feedback are a normal part of the everyday life of the school. Budaya SBI
- 21. STRATEGI PENGEMBANGAN SBI Menentukan sekolah SBI Bersama pemerintah pusat melakukan capacity building untuk mempercepat SBI Komitmen untuk mendukung terwujudnya SBI meliputi dimensi input, proses, output Sekolah menyusun strategic planning pengembangan SBI Membangun budaya organisasi menuju SBI Melakukan magang Pendidik dan Tendik ke SBI Membangun “Mindset” sesuai nilai-nilai SBI Membangun komitmen dan kesamaan visi Melaksanakan seluruh pedoman standar secara konsisten Merumuskan pedoman standar output lulusan SBI Merumuskan pedoman standar kurikulum SBI Merumuskan pedoman standar evaluasi SBI Merumuskan pedoman standar sarana dan prasarana SBI Merumuskan standar organisasi dan management SBI Merumuskan pedoman standar pendidik Merumuskan pedoman standar tendik Merumuskan pedoman standar kelembagaan pelatihan SBI Melakukan capacity building sesuai pendoman standar SBI BALITBANG MANDIK- DASMEN PMPTK PEMDA SEKOLAH P e m e r i n t a h P u s a t
- 22. 1. Professional Leadership 5. High expectations of all learners 2. Focus on Teaching & Learning 7. Learning Communities 3. Purposeful Teaching 4. Shared Vision & Goals 6. Accountability 8. Stimulating and secure learning environment Effective Schools THE ROLE OF TEACHERS AND EDUCATIONAL PERSONNEL TO CREATE SCHOOL EFFECTIVENESS
- 23. KARAKTERISTIK SEKOLAH MENUJU SBI School Improvement Progress Reporting Student Progress School Environment Staff School Leadership Governance School Purpose Organization for Student Learning