Transformation of Teachers and School Leaders

Kompas/AGUS SUSANTO

Tribute to the Red and White flag in the 2020 National Education Day ceremony which was held online in the office page of the Ministry of Education and Culture, Jakarta, Saturday (2/5/2020). The flag ceremony implemented a different protocol this year according to the Covid-19 preventive health protocol.

Indonesia hopes to become a developed country in 2045. President Joko “Jokowi” Widodo emphasized that a high quality work force is the main key to achieving that goal.

The importance of productive work with a focus on outcomes and making innovation a culture is also emphasized. The President\'s vision was translated by Education and Culture Minister Nadiem Makarim into the vision of Merdeka Belajar (Freedom to Learn).

The most fundamental thing from this vision is the focus on the quality of student learning. All programs of the Education and Culture Ministry should aim to achieve the growth and development of each student holistically, physically and mentally according to the power of nature and their era. The problem is that the education ecosystem has long been shackled by a culture of compliance whose main purpose is compliance with formal regulations. This compliance culture needs to be transformed into a culture of innovation with the quality of student learning as the main goal of each stakeholder.

The most fundamental thing from this vision is the focus on the quality of student learning.

Critical reflection on teacher certification

Although learning outcomes are not solely dependent on teachers, the teachers play an important role in the quality of the process and student learning outcomes. Various studies have shown a significant influence on the quality of teachers on student learning outcomes. In accordance with Law No. 14/2015, teacher certificates from the teacher certification program are the main credential signals that a teacher has good competence. Unfortunately, from various empirical studies, ownership of educator certificates does not guarantee the quality of teacher performance in Indonesia.

When more than Rp 500 trillion of the budget has been spent on teacher certification policies since 2006, various studies, including a large-scale randomized experiment study by the World Bank (2017), concluded that the teacher certification program had no impact on student learning outcomes. In another international video assessment study, namely TIMSS (Trends in International Mathematics and Science Study) 2015, it was concluded that there were no differences in teaching practices and student learning outcomes between certified teachers and non-certified teachers. The certified teachers even tend to use a teacher-centered approach.

Also read : For the Sake of Students’ Future

KOMPAS/ANGGER PUTRANTO

Teachers and Students give a greeting in lieu of a handshake when entering the Santa Maria Catholic Elementary School, Banyuwangi, Monday (9/3/2020). Although there are no specific instructions, this is done as an effort to prevent the spread of the SARS-CoV-2 virus.

The performance of Indonesian students in a number of international assessments, such as the PISA (Program for International Student Assessment), has also not consistently and significantly improved since the launch of the teacher certification program in 2006. Even, the performance of Indonesian students declined in PISA 2018. Poor encouraging results were also shown in AKSI (Indonesian Student Competency Assessment) conducted by the Education and Culture Ministry’s Education Assessment Center in 2016 and 2019. AKSI 2016 showed that most elementary school students in grade V had low mathematical abilities (77.13 percent), reading (46.83 percent), and science (73.61 percent). Meanwhile, AKSI 2019 shows that most of junior high school students of the IX grade have low ability in mathematics (79.44 percent), reading (55.85 percent), and science (66.11 percent).

Transformation strategy

The Merdeka Belajar vision aims to empower all stakeholders to make changes and become agents of change in improving student learning outcomes. In this vision, schools are the most important innovation units. Teachers who are highly committed and understand learning in favor of students need to be encouraged to become school leaders. Socioculturally, Indonesia is still very much influenced by feudal culture. Changes in this culture will occur more quickly and successfully if the leaders are transformative leaders.

Comparative studies conducted through the collaboration of McKinsey & Company and The National College for Leadership of Schools and Children\'s Services in 2010 concluded that the form of leadership that is indispensable for school success is leadership that focuses on teaching, learning, and human resources in schools. School headmasters must be qualified in instructional leadership. The headmasters must understand student-oriented learning. They are also experts and active in developing teachers in schools through coaching/mentoring. The election of school leaders is one of the most important decisions in the education system.

Various stakeholders in the community need to work together in improving the quality of teachers and school leaders. The government becomes an enabler of collaboration. Schools that have been able to implement instructional leadership need to move to become mentors for candidates of school leaders and other schools. These are the driving schools. Moreover, educational communities/organizations that have implemented training models that have proven to be effective in improving the quality of the process and student learning outcomes need to be empowered to encourage the formation of driving schools.

Also read : State Schools Prohibited from Collecting Student Enrollment Fees

Education of the profession for prospective teachers must also produce a new generation of teachers oriented to students. In addition to having competence for professional knowledge and practice, the new generation of Indonesian teachers we expect must be noble, have a critical mind, be independent, be creative, work together and have a global diversity. They have a passion to be teachers and look at children with respect.

KOMPAS/KRISTIAN OKA PRASETYADI

Seven third grade students at Miangas State Elementary School, Miangas Island, Talaud Islands, North Sulawesi, took the initiative to read the Bible in the absence of teachers, Thursday (12/3/2020). For two weeks they have not been looked after by their class teacher.

A new generation of teachers have Indonesian souls and are lifelong learners who master learning technology. Therefore, fundamental and comprehensive teacher profession revitalization is needed. Entrance selection must be of a high standard that emphasizes not only mastery of content, but most importantly the assessment of the disposition of teacher candidates. Prospective teacher profession education participants do have a strong will to become teachers, not because of other motives, such as wanting to become civil servants.

Moreover, alternative models in teacher profession education are needed through the expansion of world-class profession education providers. The teacher profession education curriculum needs to be more oriented towards student-centered learning practices. The instructors must have teaching experience at school and understand the context of student-oriented learning practices. Like in the medical profession, it is impossible for a prospective surgeon to be guided by a doctor who has never performed a surgical operation in a hospital. Assessments in teacher profession education must emphasize the ability to practice student-oriented learning and the quality of reflection.

Also read : Teachers, Students and Parents Collaborate for Educational Advancement

Furthermore, the learning culture of teachers in positions needs to be strengthened. The profession development centers for teachers and school leaders need to be developed in each province. The centers should be inclusive, becoming places for various stakeholders such as teachers, school leaders, profession organizations, academics, activists and the education community and the government. Teacher learning needs are facilitated in a relevant manner in the context of the practical challenges they face. Differentiation in teacher learning is needed to improve efficiency and impact on teaching practices. The most important thing is that all teachers and school leaders must be able to develop teaching abilities to teach at the right level.

Finally, all efforts to improve the quality of teachers and school leaders must be based on the principle that all teachers who serve must earn a decent income. There must not be teachers who get salaries below the appropriate minimum standard. To overcome this, besides requiring the resolution of the contract teacher problem and better planning of teacher formation, the Education and Culture Ministry needs to conduct intensive dialogue across ministries to find effective solutions to ensure the welfare of all teachers.

Read also: Optimizing Online Learning

Kompas/Priyombodo

A student at Al-Bayan Islamic School, Tangerang City, Banten, doing the work of the teacher while studying at home (home learning), Tuesday (17/3/2020). School students in the Jabodetabek area and several other provinces in Indonesia must study at home following the government\'s policy to temporarily close schools in an effort to prevent the transmission of the Covid-19 pandemic.

Regulation and governance

The transformation of teachers and school leaders requires regulatory reform. The competency model for teachers and school headmasters which is currently stagnant need to be revised with a (continuous) developmental approach. The career paths of teachers and school headmasters need to be integrated with the developmental stages of teacher recruitment and promotion throughout their careers. Teacher allowances are directed towards performance base so that they can spur the quality of teaching consistently. The governance of teachers and headmasters between the central government and the regions needs to be synergized even better, especially to ensure the appointment of school leaders who have the ability as instructional leaders.

The realization of a profession ecosystem of teachers and school leaders also requires a strong ecosystem of profession organizations. Profession organizations must be a source of innovation that advances science, ethics, and the quality of teacher profession services. Most importantly, all profession organizations must uphold the principles echoed by Ki Hajar Dewantara at the time of the establishment of Taman Siswa almost 100 years ago. "Free from all ties, with a pure heart approaching the child, not to ask for any rights, but to sincerely serve the child." This orientation towards students, or "sincerely serving the child" should be the main orientation of all stakeholders in the transformation of teachers and school leaders.

DOKUMENTASI KEMDIKBUD

Iwan Syahril

The transformation of teachers and school leaders must become a joint movement, a mutual cooperation movement. Becoming a teacher must be a matter of pride. Teaching is a noble and honorable profession. The socioeconomic status of teachers should be the same as other professions because the teacher’s role is very important in nation building. Teachers are an inspiration in responding to the development of the times. Teachers are the spirit of the nation\'s movement to reach its goals. Teachers are agents of change in the character of citizens. Let\'s move together and strive towards the creation of world-class Indonesian school teachers and leaders!

Iwan Syahril, Director General of Teachers and Education Personnel.