HEADTEACH AS CUR MANAGER

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

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.

DBE-2

Teaching Learning

DBE-3 Life Skills for

Youth

DBE-1

Management and Governance

Quality of Basic Education

Program

What is the roles of headteachers as Curriculum managers ?

Roles of Headteachers as Curriculum Managers in schools/madrasah under DBE program in some

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

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.

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

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

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

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.

Examples of Process of preparing School Development Plan ( RPS & RAPBS)

Example of a School Development Plan

RAPBS SD KEPANDAIAN II 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

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

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

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

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

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

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

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