PEMBANGUNAN PROFESIONAL GURU

Slideshare di bawah merupakan slaid-slaid yang saya gunakan ketika membentangkan kertaskerja Kepimpinan Kreatif; Kreativiti dalam Membuat Keputusan kepada Pegawai-pegawai Pelajaran Daerah dari seluruh Malaysia dalam Persidangan Badan Perhubungan Kebangsaan Pegawai-pegawai Pelajaran Daerah, pada 14 Julai 2009,  di Klana Resort, Seremban Negeri Sembilan.

Source: http://www.presentationzen.com/

Pada tahun 2007-2008 saya telah mengetuai sepasukan penyelidik Institut Aminuddin Baki untuk mengenal pasti kompetensi berimpak tinggi bagi pemimpin sekolah di Malaysia iaitu pengetua dan guru besar. Kajian tersebut telah didokumentasikan menjadi monograf yang bertajuk Monograf Kompetensi Berimpak Tinggi Pemimpin Sekolah di Malaysia.

Kajian ini boleh dikatakan sebagai satu “landmark study” tentang kompetensi pemimpin sekolah di Malaysia kerana setakat pengetahuan kami tidak pernah kajian sedemikian dilakukan.

Kajian tersebut telah mengenal pasti 26 kompetensi pemimpin sekolah yang dikelompokkan dalam enam domain. Daripada 26 kompetensi tersebut didapati sekurang-kurang sepuluh kompetensi adalah berimpak tinggi yang bermaksud kompetensi itu amat diperlukan oleh pemimpin sekolah dalam pembangunan profesional mereka. Antara kompetensi berimpak tinggi tersebut ialah “Penyelesaian Masalah”, “Membuat Keputusan”, “Mengurus Perubahan” dan “Pengurusan ICT”.

Untuk mendapatkan maklumat lanjut tentang kajian berkenaan, Monograf tersebut boleh dimuaturun daripada pautan berikut: http://ifile.it/9c2yosz.

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71 years ago, the great American philosopher John Dewey  wrote in his book Education and Experience (1938; p.26):

How many students, for example, were rendered callous to ideas, and how many lost the impetus to learn because of the way which learning was experienced by them? How many of them acquired special skills be means of automated drill so that their power of judgement and capacity to act intelligently in new situations was limited? How many came to associate the learning process with ennui and boredom? How many found what they did learn so foreign to the situations of life outside school as to give them no power of control over the latter? How many came to associate books with dull drudgery, so that they were ‘conditioned’ to all but flashy reading material?

Terima kasih Cikgu

– Post From My iPhone

Jika saya diminta mencadangkan buku yang wajib dibaca oleh seorang guru pada tahun 2009, maka tanpa ragu-ragu saya mencadangkan salah satunya ialah Why Don’t Students Like School tulisan Daniel T. Willingham. Sebagai seorang ahli sains kognitif, Willingham menjelaskan prinsip-prinsip asas bagaimana minda bekerja dan implikasinya terhadap bilik darjah.

Selepas membaca buku ini, beberapa perkara yang selama ini menjadi tanda tanya dalam pemikiran saya, telah dapat mendapat jawapan permulaan yang baik. Umpamanya, kenapa sukar memahami perkara yang abstrak dan sesudah memahaminya kenapa sukar pula untuk mengaplikasinya kepada situasi yang baru.

Dalam buku ini Willingham menghuraikan sembilan prinsip yang menjadi asas operasi minda. Prinsip-prinsip itu ialah:

1. People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we all avoid thinking.
2. Factual knowledge must precede skill.
3. Memory is the residue of thought.
4. We understand new things in the context of things we already know, and most of what we know is concrete.
5. It is virtually impossible to become proficient at a mental task without extended practice.
6. Cognition early in training is fundamentally different from cognition late in training.
7. Children are more alike than different in terms of how they think and learn.
8. Children do differ in intelligence, but intelligence can be changed through sustained hard work.
9. Teaching, like any complex cognitive skill, must be practiced to improved.

Rakan-rakan guru sekalian, sekali lagi saya mencadang, bacalah buku ini. Anda pasti mendapat manfaat dalam meningkatkan profesionalisme  keguruan anda!

Untuk maklumat lanjut tentang buku ini anda boleh melawat laman web pengarang di http://www.danielwillingham.com/.

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Four elegant perspectives why change is so difficult for teachers.

1. The technical perspective: If the teacher isn’t able to do it, it can’t be done;
2. The cultural perspective: If the teacher doesn’t know how to do it or doesn’t ultimately feel confident doing it, it can’t be done;
3. The political perspective: If the teacher won’t do it, it can’t be done; and,
4. The postmodern perspective: If the teacher has too much to do, it won’t be done well.

How can schools develop a shared vision that embraces the aspiration of all members of the school community? How can members of a learning community work together to build the knowledge and processes needed for student success? This book describes a professional development model that supports educators and families in learning and growing together. It offers a theoretical framework and practical guidance for renewing the capacity of schools to produce positive results for all children.Part I: Cornerstones discusses concepts, assumptions, and leadership qualities of an effective school-based staff development model.

Part II: Process presents lively case studies and activities that show how to build professional learning communities. It describes strategies to help teams engage in meaningful dialogue and discovery.

Part III: Tools for Learning is filled with practical, field-tested staff development tools that complement the process of building school-based professional learning communities.

This book embraces principles of collegiality, inquiry, learning, and community. It is written by practitioners for practitioners in the hope that collegial learning will be a renewing force in schools during these times of change.

[Editorial Review]