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1 DISTRICT – UNIVERSITY PARTNERSHIP Sumar Hendayana Harun Imansyah INDONESIA UNIVERSITY OF EDUCATION.

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Presentation on theme: "1 DISTRICT – UNIVERSITY PARTNERSHIP Sumar Hendayana Harun Imansyah INDONESIA UNIVERSITY OF EDUCATION."— Presentation transcript:

1 1 DISTRICT – UNIVERSITY PARTNERSHIP Sumar Hendayana Harun Imansyah INDONESIA UNIVERSITY OF EDUCATION

2 Issues & Challenges of INSET MGMP or Teacher Subject Forum Government Regulation No.38 in 1994: in-service teacher training at district level, did not work? Project-based activities, no guarantee for sustainabilty Project-based activities, no guarantee for sustainabilty Venue at central city/district, transportation problems for teachers at rural or remote areas Venue at central city/district, transportation problems for teachers at rural or remote areas Less support of school principals to the forum, gave teaching assigment on forum day, Wednesday for math teachers & Saturday for science Less support of school principals to the forum, gave teaching assigment on forum day, Wednesday for math teachers & Saturday for science No attractive activities, not promising No attractive activities, not promising 2

3 3 APPROACH (Saito, 2004) Enhancement of Quality in Math & Science Ed. UPI Pre-service Feed back on school reality Consultancy Producing good prospective teachers Intervention to students Feedback on contemporary teachers needs Consultancy Developing teachers professionalism Sharing experiences Opportunities for expansion Schools/subject Lesson Study (in-service) District office of Educ DISTRICT – UNIVERSITY PARTNERSHIP

4 Schools Target in Sumedang district 4 School centers with 8-15 schools partner 556 teachers of junior secondary mathematics and science 80 faculty members 94 school principals & 8 supervisors NOW

5 Activities 5 Inception meeting Facilitator training (4 times a year) Facilitator training (4 times a year) School principal traning (twice a year) Subject based Lesson Study (twice a month) School based Lesson Study (twice a month) Evaluation workshop (twice a year) Evaluation workshop (twice a year) Dissemination Forum (twice a year) Dissemination Forum (twice a year) Baseline survey Endline survey

6 District – University Partnership 6 Introducing cooperation programs to stake holders Singing MoU by rector of UPI & head district of Sumedang Supported by MONE & JICA

7 Baseline survey 7 29% teachers were under qualified 29% teachers were under qualified 25% teachers were mismatch 25% teachers were mismatch 42% teachers has ever participated in MGMP 42% teachers has ever participated in MGMP Teacher centered in science class

8 Principal training 8 Twice a year at schools Twice a year at schools 1st meeting: introduced cooperation programs & and discussing an agreement to support the teachers 1st meeting: introduced cooperation programs & and discussing an agreement to support the teachers 2nd meeting: discussed principles of lesson study 2nd meeting: discussed principles of lesson study Latter: principals observed lesson & post-class discussion Latter: principals observed lesson & post-class discussion to build ownership

9 9 Facilitator training 32 facilitators: selected teachers from 8 working groups, leaders in wg 32 facilitators: selected teachers from 8 working groups, leaders in wg Four times a year at schools Four times a year at schools 1st meeting: introduced cooperation programs & discussed principles of lesson study 1st meeting: introduced cooperation programs & discussed principles of lesson study Latter: facilitators observed lesson & engaged in post-class discussion Latter: facilitators observed lesson & engaged in post-class discussion

10 Lesson study 10 Do See Plan One semester: 2 Plan meetings 2 Plan meetings 3 Do-See meetings 3 Do-See meetings Venues at different schools Venues at different schools

11 Lesson plan is developed collaboratively based upon learning problems to promote student active learning through hands-on & mind-on activity, daily life, and local materials Plan

12 Open lesson (Do) 12 A teacher teach a lesson while others observe the lesson. Observation is focused on student activities. Observers do not make any intervention Are students learning & how are they learning? Is any student not learning & why? How did teacher help students learning? Does it work? Observers: teachers, facilitators, principals, supervisors, lecturers

13 Exploring math through experiment 13

14 Class discussion 14 presenting finding dialogue among students

15 Post-class discussion (See) 15 The teacher and observers discuss to share and exchange views regarding student activities. Observers learn each other to apply it at their class Discuss follow-up

16 Impact on daily teaching practices? 16 Contextual learning in science on daily teaching practice utilizing available learning resources

17 Role sharing 17 SISTTEMS School-University linkage SISTTEMS School-University linkage District (Policy & Financial) Schools (Teachers & Financial) JICA (experts) UPI (lecturers) DGQITEP (policy) DGHE (financial)

18 Conclusion School based in-service teacher training Lecturers visit school 2x per month in 8 working groups of teachers from 8-15 schools Lecturers visit school 2x per month in 8 working groups of teachers from 8-15 schools Distance & transportation problems for teachers were reduced significantly Distance & transportation problems for teachers were reduced significantly Lecturers & teachers worked collaboratively in research lesson promoting student active learning through lesson study Lecturers & teachers worked collaboratively in research lesson promoting student active learning through lesson study Principals, supervisors, education district officers actively involved to build ownership Principals, supervisors, education district officers actively involved to build ownership Promoting role sharing to guarantee sustainability Promoting role sharing to guarantee sustainability 18 Disparities in learning quality between urban and rural/remote areas were reduced Innovatve contribution

19 PRE- SERVCE IN-SERVICE 19 All teachers have opprotunity to participate in the CTPD through collaborative research lesson utilized optimally available learning resources Distance & transportation problems for teachers were reduced significantly video records as learning resource Improve student teaching practice Lecturers help teachers and learn from reality Lecturers obtain feedback for improvement of pre- service Implication of developed Model Conclusion benefit for both sides

20 20 Arigato Gozaimasu Thank You Terima Kasih


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