ELICIT & Correlates of Effective Schools
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Edmonds' Correlates of an Effective School mengidentifikasi tujuh korelasi sekolah efektif, termasuk lingkungan yang aman dan teratur, misi yang jelas dan fokus, kepemimpinan instruksional, iklim harapan tinggi untuk semua siswa, pemantauan berkelanjutan kemajuan siswa, memaksimalkan kesempatan belajar, dan komunikasi positif antara sekolah, rumah dan masyarakat.
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ELICIT & Correlates of Effective Schools
- 1. Edmonds’ Correlates of an Effective School (1982) A safe and orderly environment A clearly stated and focused mission Instructional leadership Climate of high expectations for all students Frequent monitoring of student progress Maximizing learning opportunities Positive communication – school, home, community
- 2. Edmonds’ Correlates of an Effective School A Safe and Orderly Environment
- 3. Edmonds’ Correlates of an Effective School A Clearly Stated and Focused Mission
- 4. Edmonds’ Correlates of an Effective School Instructional Leadership
- 5. Edmonds’ Correlates of an Effective School Climate of High Expectations for all students
- 6. Edmonds’ Correlates of an Effective School Frequent Monitoring of Student Progress
- 7. Edmonds’ Correlates of an Effective School Maximizing learning opportunities
- 8. Edmonds’ Correlates of an Effective School (1982) Positive communication – school, home, community
- 9. Edmonds’ Correlates of an Effective School (1982) A safe and orderly environment A clearly stated and focused mission Instructional leadership Climate of high expectations for all students Frequent monitoring of student progress Maximizing learning opportunities Positive communication – school, home, community
- 10. Kompetensi Lulusan Penilaian Pendidikan Prasarana Sarana & Pendidik Proses ISI Pendanaan dan Pengelolaan STANDAR NASIONAL PENDIDIKAN FAHAMIR Redefine Training www.fahamir.com
- 11. Rencana Pengembangan Sekolah Berbasis Standar Standar Nasional Pendidikan Kelulusan (Verifikasi SSN) Pernilaian Isi Kurikulum SUPPORT SYSTEMS SOFTWARE Pembiay Bilingual Proses Penyampaia aan School n Kurikulum Tenaga Pengelol Pendidik aan & Non Pendidik Sarana Prasaran a FAHAMIR Redefine Training www.fahamir.com
- 12. Mind Maps Brainstorm ideas using Mind Maps Mapping Tactics onto Strategies Collectively Build Ideas Leverage on Creativity of Entire Team
- 13. SCHOOL VISION SPIRITUAL LIFE SKILLS ACADEMIC ACTIVITIES & INITIATIVES SUPPORT SYSTEMS ORGANIZATION VALUES & BELIEFS FAHAMIR Redefine Training www.fahamir.com
- 14. Unleash Your Potential MemberdayakanIndividu&Sekolah
- 15. Role of Teachers Peran Seorang Guru
- 16. Mind Maps Brainstorm ideas using Mind Maps Mapping Tactics onto Strategies Collectively Build Ideas Leverage on Creativity of Entire Team
- 17. Key Areas of Concern • Development of • Attainment of Essential Individuals, in terms Life Skills for Individuals, of character and to be Relevant for practice, based on Employment and Islamic Personal Growth Fundamentals Spiritual Life Skills Kecakapan Keagamaan Hidup Support Systems Academic • Attain and Sustain School • Attainment of Essential Goals by Empowering Sistem Akademik Academic Knowledge for People, Setting Pendukung Progression in Education Responsive Systems, & Life Establish Effective Infrastructure FAHAMIR Redefine Training PT Safitri Saptasejati www.fahamir.com
- 18. BAB II: KOMPETENSI DAN SERTIFIKASI Pasal 2 Sertifikat Pendidik Jasmani & Rohani Kompetensi yang Sehat Guru Kemampuan untuk Kualifikasi Akademik Wajib mewujudkan tujuan Pendidikan Memiliki Nasional
- 19. Bagian I: KOMPETENSI Pasal 3 Kompetensi Kompetensi Kepribadian Sosial Kompetensi Kompetensi Pedagogik Profesional Kompetens i Guru Bersifat Dikembangkano Pengertian: Holistik leh BSNP Merupakanseperangkatpengetahuan, keterampilan, danditetapkand danperilaku yang harusdimiliki, dihayati, dikuasai, enganPeraturan dandiaktualisasikanoleh Guru Menteri dalammelaksanakantugaskeprofesionalan
- 20. Bagian I: Kompetensi Pasal 3 Pengertian: Merupakanseperangkatpengetahuan, Bersifatholistik. keterampilan, danperilaku yang harusdimiliki, dihayati, dikuasai, dandiaktualisasikanoleh Guru KOMPETENSI dalammelaksanakantugaskeprofesional an GURU Jenis: Dikembangkanoleh 1.kompetensi pedagogik BSNP 2.Kompetensi kepribadian danditetapkandenganPe 3.kompetensi sosial raturanMenteri 4.kompetensi profesional
- 21. Pasal 3, lanjutan …. 1) pemahaman wawasan atau landasan kependidikan; 2) pemahaman terhadap peserta didik; 1. 3) pengembangan kurikulum atau KompetensiPeda silabus; gogik: Kemampuan 4) perancangan pembelajaran; Guru 5) pelaksanaan pembelajaran yang dalampengelolaanpe mendidik dan dialogis; mbelajaranpesertadi 6) pemanfaatan teknologi dik pembelajaran; 7) evaluasi hasil belajar; dan 8) pengembangan peserta didik untuk mengaktualisasikan berbagai potensi yang dimilikinya.
- 22. Pasal 3, lanjutan …. 1) beriman dan bertakwa; 2) berakhlak mulia; 3) arif dan bijaksana; 4) demokratis; 5) mantap; 2. Kompetensi 6) berwibawa; 7) stabil; Kepribadian 8) dewasa; 9) jujur; 10) sportif; 11) menjadi teladan bagi peserta didik dan masyarakat; 12) secara obyektif mengevaluasi kinerja sendiri; dan 13) mengembangkan diri secara mandiri dan berkelanjutan.
- 23. Pasal 3, lanjutan …. 1) berkomunikasi lisan, tulis, dan/atau isyarat secara santun; 2) menggunakan teknologi komunikasi dan informasi secara fungsional; 3. Kompetensi Sosial: 3) bergaul secara efektif dengan Kemampuan Guru peserta didik, sesame pendidik, tenaga kependidikan, pimpinan sebagai bagian dari satuan pendidikan, orang tua atau Masyarakat wali peserta didik; 4) bergaul secara santun dengan masyarakat sekitar dengan mengindahkan norma serta sistem nilai yang berlaku; dan 5) menerapkan prinsip persaudaraan sejati dan semangat kebersamaan.
- 24. Pasal 3, lanjutan …. 1) Penguasaan materi pelajaran secara luas dan mendalam sesuai dengan standar isi program satuan pendidikan, mata 4. Kompetensi Profesional: pelajaran, dan/atau kelompok Kemampuan Guru dalam mata pelajaran yang akan menguasai pengetahuan diampu; dan bidang ilmu pengetahuan, teknologi, 2) Penguasaan konsep dan metode disiplin keilmuan, teknologi, atau dan/atau seni dan budaya seni yang relevan, yang secara yang diampunya konseptual menaungi atau koheren dengan program satuan pendidikan, mata pelajaran, dan/atau kelompok mata pelajaran yang akan diampu.
- 25. Profil Seorang Guru Informasi dari DIKNAS Senyum Sehat Salam Sapa Syukur Sabar Kompetensi Sifat-Sifat Guru Guru
- 26. Redefin FAHAMIR e Training MISI KAMI Memfasilitasi Perubahan Organisasi melalui Pendidikan dan Peningkatan SDM yang Efektif VISI KAMI Mendirikan Standar Pendidikan Kelas Dunia di Asia Tenggara Silakan hubungi kami melalui emel inquiry@fahamir.com atau menelepon 0815 10645174 untuk maklumat lebih lanjut tentang program kami.
- 27. PROGRAM ELICIT 1 tahun 2 workshop 3 sesi coaching 4 penelitian dasar Silakan hubungi kami melalui emel inquiry@fahamir.com atau menelepon 0815 10645174 untuk maklumat lebih lanjut tentang program kami.
Notas do Editor
- Instructional Leadership Clear and Focused Mission Safe and Orderly Environment Climate of High Expectations Frequent Monitoring of Student ProgressPositive Home-School RelationsOpportunity to Learn and Student Time on Task
- Safe and Orderly Environment. The effective school has an orderly, purposeful, businesslike environment, which is free from threat of physical harm. Desirable student behaviors are consistently articulated and expectations are clear. Students help each other and wants what is best for all. This environment nurtures interaction between students and teachers that is collaborative.In the effective school we say there is an orderly, purposeful, business-like atmosphere, which is free from the threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning.For many years, parents have said that the safety and disciplinary climate of the school is their first concern when judging schools. Recent shootings, bomb scares, and other senseless violent acts have only served to deepen parental concerns. We obviously want the learning environment to be a safe and secure place for its own sake.We also want schools to be safe and secure because the presence or absence of a safe learning environment enhances or impedes learning. Even if the environment does not sink to the level of shootings or bomb scares, the extent to which student learning is interrupted by routine disciplinary problems serves to diminish learning to some degree. Therefore, the goal of the effective school is to minimize, if not totally eliminate, such incidents.What I have found in working with schools is that safe and orderly environment is one of the easier Correlates, or characteristics, to address in terms of school improvement if you can get certain prior conditions in place.Two of those crucial conditions are: (1) All the adults, but most particularly teachers, must accept that they are on duty, all the time, everywhere, during school hours. If there’s a place in the school or a time in the day when students perceive that there is no adult on duty, that ‘s my nomination for a trouble spot; (2) Rules must be enforced with absolute consistency across all teachers and administrators in the school. Inconsistency will quickly undercut and destroy the orderly environment of a school. Students will be quick to pick up on inconsistent enforcement and be quick to cry ‘unfair.’ Quite frankly, they ‘re right.Another facet of student behavior bears on both the climate of the learning environment generally, as well as individual student learning specifically. Researchers have documented the importance of student engagement in both the teaching/learning process, as well as the social aspects of the learning environment. Student engagement is important all along the learning path, but becomes especially significant at the middle grades and secondary school levels.
- Concentration is the secret of strengthClear and Focused Mission. The effective school has a clearly articulated mission. The staff shares an understanding and commitment to the mission and the instructional goals, priorities, and assessment procedures it projects. The staff accepts responsibility and accountability for promoting and achieving the mission of learning for all students.In the effective school, there is a clearly articulated mission of the school through which the staff shares an understanding of and a commitment to the school’s goals, priorities, assessment procedures, and accountability. The staff in the effective school accepts responsibility for the students’ learning of the essential curricular goals.When we first started doing research on effective schools, we took as a given that schools had a shared understanding of what their mission was and ought to be. The more I work with schools, the more I become convinced that the issue of mission is one that must receive substantial discussion. When you think about all the things that might be done in the name of good education and realize the limits of your time, people power, and energy, it becomes clear that there has to be some focus to the overall effort. This idea of a shared sense of mission is one way to assure that we’re all moving in the same direction. One way to ascertain whether your school has a clear focus is to ask each stakeholder ‘What does this school care most about?’ Would you get the same answer from each individual asked, or many different answers? To the extent that there are many answers, the school would be said to lack a shared sense of mission.
- Leadership is identifying people’s potential so that they can do better.Instructional Leadership. The effective school practices that the principal is the “leader of leaders” not the “leader of followers.” The principal and all adults must take an active role in instructional leadership. The principal will become the coach, partner, and cheerleader.In the effective school, the principal acts as an instructional leader and effectively and persistently communicates the mission of the school to staff, parents, and students. In addition, the principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program. Clearly, the role of the principal as the articulator of the mission of the school is crucial to the overall effectiveness of the school. If you read In Search of Excellence, the management bible written by Tom Peters and Bob Waterman, you’ll quickly discover that complex organizations, like schools, suffer from drift with respect to the core values or mission. They emphasize that it is the obligation of the leader to make sure that everyone has a shared sense of purpose, and a shared understanding of the mission and core values of the organization. Clearly, schools qualify as complex organizations that require strong leadership. The principal must fulfill this role.Ron Edmonds often said ‘there may be schools out there that have strong instructional leaders, but are not yet effective; however, we have never yet found an effective school that did not have a strong instructional leader as the principal.’ Simply put, the principal, as a strong instructional leader is a necessary but not sufficient component of an effective school.
- Climate of High Expectations. The effective school expects that all students can attain mastery of the essential school skills. In order to meet these high expectations, a school is restructured to be an institution designed for “learning” not “instruction.” Teachers and students must have access to “tools” and “time” to help all students learn.In the effective school, there is a climate of high expectations in which the staff believes and demonstrates that all students can obtain mastery of the school ‘s essential curriculum. They also believe that they, the staff, have the capability to help all students obtain that mastery.What are some of the important implied notions in the high expectations for success? I ‘d like to emphasize the words for success in the description because there are an awful lot of people who believe that simply raising the standards in a school communicates higher expectations to students. Quite frankly, there is a world of difference between high standards and high expectations. High standards are those externalities that we ask students to meet, i.e., graduation requirements. An expectation is the internal belief that the adults have that the kids can and will meet those higher standards. Expectations are crucial.
- Frequent Monitoring of Student Progress. The effective school frequently measures academic student progress through a variety of assessment procedures. The assessment must emphasize “more authentic assessment” in curriculum mastery. Assessment results are used to improve individual student performance and also improve instructional delivery. Assessment results will show that alignment must exist between intended, taught, and tested curriculum.In the effective school, pupil progress over the essential objectives are measured frequently, monitored frequently, and the results of those assessments are used to improve the individual student behaviors and performances, as well as to improve the curriculum as a whole.Unfortunately, the results of the assessments often do not get back to the school in time for the teacher and principal to be able to make much use of those data. I ‘m often asked, ‘How frequently should you monitor pupil progress?’ The answer depends on how frequently are you prepared to adjust your instruction. If you don ‘t ever intend to adjust instruction, then why bother monitoring at all? The only justification for monitoring without adjusting is if you perceive your mission to be that primarily of sorting and selecting students.
- Maximizing learning opportunities.The effective school allocates and protects a significant amount of time for instruction of the essential skills. The instruction must take place in an integrated, interdisciplinary curriculum. Effective instruction time must focus on skills and curriculum content that are considered essential, that are assessed, and most valued. There should be abandonment of less important content. In the effective school, teachers allocate a significant amount of classroom time to instruction in the essential curricular areas. For a high percentage of this time, students are actively engaged in whole-class or large group, teacher-directed, planned learning activity.This simply says that kids tend to learn most things that they spend time on. If you want your students to master certain curricular objectives and goals, one of the first prerequisites is to assure that they spend time on them. We see instance after instance where students are held accountable for outcomes over which they were never taught. This is patently unfair and must be changed.Time on task implies that each of the teachers in the school has a clear understanding of what the essential learner objectives are, grade-by-grade and subject-by-subject. Once we are clear on what students should be learning, students must be given the time to learn it. This can be tricky because interruptions in the day-to-day flow of routines in the classroom and in the schools seriously and significantly detract from our ability to be effective for all of our kids.
- Positive Communication – school, home, communityThe effective school builds trust and communicates within the school, with parents and the community. Forming partnerships with the parents and community enables all stakeholders to have the same goals and expectations. In the effective school, parents understand and support the basic mission of the school and are given opportunities to play important roles in helping the school to achieve its mission.I think it’s pretty clear that schools can be effective in having the students master the basic skills curriculum without extraordinary levels of parent involvement and support. I can also tell you that it is much easier if parents are part of the collaborative team and are seen by the school as partners in the education of their youngsters. That’s a much more difficult task today because of our mobile society and the increase in two-careerand single-parent families, as well as the distances some children travel to school.
- Instructional Leadership Clear and Focused Mission Safe and Orderly Environment Climate of High Expectations Frequent Monitoring of Student ProgressPositive Home-School RelationsOpportunity to Learn and Student Time on Task
- Mind mapping (or brainstorming diagram)involves writing down a central idea and thinking up new and related ideas which radiate out from the centre.By focusing on key ideas written down in your own words, and then looking for branches out and connections between the ideas, you are mapping knowledge in a manner which will help you understand and remember new information1 .Look for relationships - Use lines, colors, arrows, branches or some other way of showing connections between the ideas generated on your mind map. These relationships may be important in you understanding new information or in constructing a structured essay plan. By personalizing the map with your own symbols and designs you will be constructing visual and meaningful relationships between ideas which will assist in your recall and understanding. 2. Draw quickly on unlined paper without pausing, judging or editing - All of these things promote linear thinking and the idea of mind mapping is to think creatively and in a non-linear manner. There will be plenty of time for modifying the information later on but at this stage it is important to get every possibility into the mind map. Sometimes it is one of those obscure possibilities that may become the key to your knowledge of a topic.3. Write down key ideas - Some students find that using capital letters encourages them to get down only the key points. Capitals are also easier to read in a diagram. You may, however, wish to write down some explanatory notes in lower case. Some students do this when they revisit the mind map at a later date while others write in such things as assessment criteria in this way.4. Put main idea in the centre - Most students find it useful to turn their page on the side and do a mind map in "landscape" style. With the main idea or topic in the middle of the page this gives the maximum space for other ideas to radiate out from the centre.5. Leave lots of space - Some of the most useful mind maps are those which are added to over a period of time. After the initial drawing of the mind map you may wish to highlight things, add information or add questions for the duration of a subject right up until exam time. For this reason it is a good idea to leave lots of space.
- Setting Right Expectations 10 mins (By Ulies)Our engagement for SBI which includes incorporating the English Lang, but as we discussed we felt that it was important to be prepared for it. Today’s session will facilitate the preparation.Introduction with Song “Kind of Hush” Share a secret with all of you … on how to unleash your potentialIce Breakers (30 mins: Inside the Hall) We need to be on the same beat & rhythmEveryone has a beat / rhythm … can you feel your heart beat?Now let’s try get on the same beat … start with clapping, continue with “haa”Play multiple combinations of (Haa Hee Huu) … Sing song / synchronize to Quando-QuandoAfter song, let’s get to know each otherEach person to take turns and tell everyone in the class what they want to gain / learn today
- Yok - Tinjau ulang “Peranan Seorang Guru” based on what you learnt in school & now at schoolKita refresh kembali (mungkin ada ide baru yang harus dimasukkan di daftar peran guru)Use Mindmaps to draw out relationships1st Mind Maps Practice: Intro Mind Maps as a tool for brainstorming (5 mins)Keep it around to be used in subsequent discussion
- Mind mapping (or brainstorming diagram)involves writing down a central idea and thinking up new and related ideas which radiate out from the centre.By focusing on key ideas written down in your own words, and then looking for branches out and connections between the ideas, you are mapping knowledge in a manner which will help you understand and remember new information1 .Look for relationships - Use lines, colors, arrows, branches or some other way of showing connections between the ideas generated on your mind map. These relationships may be important in you understanding new information or in constructing a structured essay plan. By personalizing the map with your own symbols and designs you will be constructing visual and meaningful relationships between ideas which will assist in your recall and understanding. 2. Draw quickly on unlined paper without pausing, judging or editing - All of these things promote linear thinking and the idea of mind mapping is to think creatively and in a non-linear manner. There will be plenty of time for modifying the information later on but at this stage it is important to get every possibility into the mind map. Sometimes it is one of those obscure possibilities that may become the key to your knowledge of a topic.3. Write down key ideas - Some students find that using capital letters encourages them to get down only the key points. Capitals are also easier to read in a diagram. You may, however, wish to write down some explanatory notes in lower case. Some students do this when they revisit the mind map at a later date while others write in such things as assessment criteria in this way.4. Put main idea in the centre - Most students find it useful to turn their page on the side and do a mind map in "landscape" style. With the main idea or topic in the middle of the page this gives the maximum space for other ideas to radiate out from the centre.5. Leave lots of space - Some of the most useful mind maps are those which are added to over a period of time. After the initial drawing of the mind map you may wish to highlight things, add information or add questions for the duration of a subject right up until exam time. For this reason it is a good idea to leave lots of space.
- 1 year, 2 workshops, 3 coaching sessions, 4 assessments (LEAP), Unlimited access to Information