STRATEGI
PENGEMBANGAN SBI
Surya Dharma, MPA, Ph.D
DIREKTORAT TENAGA KEPENDIDIKAN
DIREKTORAT JENDERAL PENINGKATAN MUTU PENDIDIK
DAN TENAGA KEPENDIDIKAN
DEPARTEMEN PENDIDIKAN NASIONAL
MENGAPA SBI ?
LANDASAN HUKUM
PP No 19 Tahun 2005 Pasal 61
UU No. 20 Thn 2003 Pasal 50 ayat 1: Pemerintah bersama-sama
Ayat 3: Pemerintah dan/atau Pemda menyelenggarakan
Pemda menyelenggarakan sekurang-kurangnya satu satuan
sekurang-kurangnya satu satuan pendidikan pada jenjang
pendidikan pada semua jenjang pendidikan dasar dan sekurang-
pendidikan untuk dikembangkan kurangnya satu satuan pendidikan
menjadi satuan pendidikan yang pada jenjang pendidikan
bertaraf internasional. menengah untuk dikembangkan
menjadi satuan pendidikan
bertaraf internasional.
Renstra Depdiknas 2005-2009 Bab V Hal. 58
Pembangunan Sekolah Bertaraf Internasional (SBI): Untuk meningkatkan daya
saing bangsa perlu dikembangkan SBI pada tingkat Kab/Kota melalui kerjasama
yang konsisten antara pemerintah dengan Pemda Kab/Kota, untuk
mengembangkan SD,SMP, SMA dan SMK yang bertaraf internasional. Sebanyak 112
unit di seluruh Indonesia.
MODEL SEKOLAH DI INDONESIA
STANDAR INTERNASIONAL ?
CAMBRIDGE
SEKOLAH TOEFL
SEKOLAH SBI
IELTS
NASIONAL
MENERAPKAN
MENERAPKAN ATURAN
ATURAN NASIONAL PLUS
PENDIDIKAN STANDAR
NASIONAL INTERNASIONAL
SECARA UTUH
SEKOLAH
INTERNASIONAL
LEMBAGA PENDIDIKAN
ASING YANG DIIZINKAN
MENYELENGGARAKAN
PENDIDIKAN DI INDONESIA
KENDALA MENUJU SBI
Kompetensi
Mindset
Pendidik
Kompetensi
Culture
Tendik
Kendala dan
Tantangan
Menuju SBI
Physical
Kebijakan
Resources
Manajemen Curriculum
MENUJU SEKOLAH BERTARAF INTERNASIONAL
Tenaga Sistem Mutu
Pendidik Evaluasi Lulusan
Tenaga
Kependidikan WHAT WE ARE
Iklim Current Situation GOING TO BE
Sekolah Existing School
Budaya
Sekolah
Sarana Sumber
Curriculum
Prasarana Belajar
Sekolah Bertaraf Internasional
Knowledge Human Physical
Management
Infrastructure Resources Resources
BEBERAPA DIMENSI STANDAR SBI
INPUT
Input
• Seleksi siswa
Kurikulum • Potensi kecerdasan
• Diperkaya standar
Kepala Kepala Sekolah
Sekolah
internasional
• Leadership
• Belajar dari berbagai
• Kemampuan Bhs. Inggris
sekolah di luar negeri PROSES • Manajerial Skill
Sarana Prasarana • Menumbuhkan daya • Orientasi Perubahan
• Mendukung kreativitas, inovatif Guru
Guru
peyelenggaraan SBI • Memfasilitasi • Kompetensi profesional
• Mutakhir dan lengkap multiple intellijent • Kemampuan Bhs. Inggris
(media belajar,buku dan • Membangun Trust • Kemampuan IT
peralatan) (transparan dan • Integritas
Organisasi dan manajemen
Organisasi dan Management akuntabel)
Tenaga Kependidikan
• Pembagian tugas jelas • Participatory
Management • Kompetensi Pustakawan,
• Learning organization
Laboran dan TU
• Transparan dan Akuntabel
• Kemampuan Bhs. Inggris
• Kejelasan visi
• Etos kerja
OUTPUT
• Kemampuan IQ, EQ dan SQ
• Kemampuan yg dibutuhkan di
Internasional
• Sikap di era global
• Kemampuan komunikasi bahasa asing
KERANGKA PIKIR PENINGKATAN MUTU PENDIDIKAN
Legislatif Pemda Pemerintah
Pusat
School Climate
Komite Sekolah
SISWA
INFRASTRUKTUR MANAJEMEN SEKOLAH
PENGETAHUAN DAN GOVERNANCE
Peran
Kepala
SUMBER DAYA Sekolah
MANUSIA
Peran DAN FISIK Kepala Sekolah,
Guru Guru Tenaga kependidikan lainnya
Source: EFA Global Monitoring Report 2005
KARAKTERISTIK SBI
School
Purpose
School
Improvement Governance
Process
Organization
for Student
Reporting Learning: School
Student
Leadership
Progress
School
Staff
Environment
KARAKTERISTIK SBI
What
Students
learn
How
Curriculum How
assessments
And Students
enable
Instruction learn
improvements
How
Assessment
is used
KARAKTERISTIK SBI
Support for Student Personal
and Academic Growth
Parent /
Student Student
Community
Connectedness scholarships
involvement
KARAKTERISTIK SBI
International
Twinning Resources
Partnerships
Resource
Management
And
Development
District Resource
Partnership Planning
KARAKTERISTIK SBI
Students participate in a Teachers use a variety of
challenging, rigorous, relevant strategies and resources,
and coherent standards-based including technology and
curriculum (what is taught and experiences beyond the
how it is taught) that supports textbook and classroom, that
the achievement of the actively engage students,
academic and technical emphasize higher order thinking
standards and expected school- skills, and help them succeed at
wide learning results high levels
Standards-based Student Learning - Curriculum
Upon completion, students will
be able to meet all the
Students have access to a
requirements of graduation.
personal learning plan to
Strong emphasis in
prepare them for the pursuit of
technical/vocational programs on
their academic, vocational,
student job placement
personal and school-to-career
(internship) as part of
goals
instructional program and formal
job placement upon graduation
KARAKTERISTIK SBI
Teachers employ a variety of strategies
to evaluate student learning and
assessment results used to enhance the
educational progress of every student.
Standards-based All stakeholders regularly review
Student Learning – student progress toward achievement of
Assessment and the educational standards and the
Accountability expected school-wide learning results.
Assessment of student achievement
relative to the academic standards and
the expected school-wide learning
results dictates resource allocation.
KARAKTERISTIK SBI
All students receive
appropriate support to help
ensure academic success.
Support for Student Personal
and Academic Growth
Students have access to a system of
personal support services,
activities, and opportunities at the
school and in the broad community.
KARAKTERISTIK SBI
Culture
School is a safe, clean and School practices provide
orderly place that nurtures clear evidence of anti
learning. The culture of fraud and good
the school is characterized governance. Financial
by trust, professionalism, practices provide for
high expectations for all public disclosure to build
students, and a focus on trust within outside the
continuous school school community.
improvement.
KARAKTERISTIK SBI
Based on student achievement A qualified staff facilitates
data, the school leadership and achievement of the academic
staff make decisions and initiate standards and the expected
activities that focus on all school-wide learning results
students achieving the through a system of preparation,
expected school-wide learning induction and ongoing
results and academic standards. professional development.
Leadership and Staff
Leadership and staff are involved in
ongoing professional development
School leadership employs a wide
that focuses on identified student
range of strategies to encourage
learning needs. Principals, vice-
parental and community
principals and aspiring school leaders
involvement with particular
complete a formal certificate
emphasis on alumni and local and
program. Possible licencing of
regional business and industry.
principals will be considered as part
of career development strategies.
KARAKTERISTIK SBI
School has a clearly stated The expected school-wide
vision or purpose based on learning results stress the
its student needs, current expected academic standards
educational research and and vocational and technical
the belief that all students competencies.
can achieve at high levels.
Vision and Purpose
School has an established school
development planning process Financial self-reliance is a
that provides for medium and critical aspect of school
long term strategies including development.
expected investment
requirements.
(2)There are high expectations of pupils
(1)This is a learning school achievement
There is a commitment by staff to There is a widely shared commitment to
high achievement. Staff believe that all
reflect, to adapt and to learn. This
children can surpass their own, teachers’
expresses itself in staff dealings and parents’ expectations. Efforts are
with one another, with pupils and made to share that conviction with the
parents. People are not afraid to try pupil and parent body and to realize it in a
something new and are encourage range of practical ways. There is a belief
to experiment. that all teachers can and must make a
difference to children’s learning.
BUDAYA SBI
(3)There is ownership of change (4)There are widely shared goals and values
People behave proactively rather than There is a shared understanding of the
reactively. They initiate change in way school’s values and priorities and shared
designed to further the main purpose commitment to its core values. This is
of school rather than simply important at the level of teaching staff but
should be extended to support staff and, as
responding to imposed change from far as possible, to parents and pupils and
the outside. It is a common other key players. There is talk about ‘what
assumption that no matter how is important in this school’ as part of an
effective the school is, more can ongoing process of self evaluation and
always be achieved. development.
(6)Pupil learning is a major focus
(5)There is effective communication
of attention
Members of the immediate school
community (plus parents and others In the forefront of the school’s
in the wider community) are kept planning, innovation and change is
informed; are confident that their a concern for pupil learning. It is
information is acted upon and that manifested in day-to-day dialogue
their views are heard by the school. among staff and in pupil-staff and
People feel free to speak their mind. staff-parent relationships.
Leadership is effective
BUDAYA SBI
(7)Leadership is effective (8)There is real home-school
There is confidence in those who partnership
make key decisions about the Staff believe that parents have a
vision and direction of the school. key role to play in supporting pupil
They are able to recruit and learning; and in the school in
motivate people and foster a general. Staff and management
culture open to change and make efforts to inform and involve
learning. parents on a collaborative basis.
Budaya SBI
(9)Relationships are based on
respect for individuals (10)Collaboration and
There is a high level of mutual partnership are a way of life
respect among staff for one
People work together. There is a
another’s professionality and for
the integrity of the individual. All consistent approach which is
are seen as having something to supportive. People are not left
offer. Respect for the individual is to sink or swim. People are
also demonstrated in staff available to help each other.
dealings with pupils and parents. Team teaching mentoring, peer
Recognition and celebration of coaching, joint planning and
differences and different mutual observation and
achievements are highlighted. feedback are a normal part of
Diversity is seen as a strength.
the everyday life of the school.
There are high levels of mutual
trust.
STRATEGI PENGEMBANGAN SBI
Merumuskan Merumuskan Merumuskan
P
e BALITBANG pedoman standar pedoman standar pedoman standar
m output lulusan SBI kurikulum SBI evaluasi SBI
e
r
i
n Merumuskan Merumuskan standar Merumuskan
t MANDIK- pedoman standar organisasi dan pedoman standar
a DASMEN sarana dan prasarana
h management SBI pendidik
SBI
P
u Merumuskan
s Merumuskan Melakukan capacity
a pedoman standar pedoman standar building sesuai
PMPTK
t
tendik kelembagaan pendoman standar SBI
pelatihan SBI
Menentukan sekolah SBI
PEMDA Bersama pemerintah pusat melakukan capacity building untuk mempercepat SBI
Komitmen untuk mendukung terwujudnya SBI meliputi dimensi input, proses, output
Sekolah menyusun strategic planning pengembangan SBI
Membangun budaya organisasi menuju SBI
Melakukan magang Pendidik dan Tendik ke SBI
SEKOLAH
Membangun “Mindset” sesuai nilai-nilai SBI
Membangun komitmen dan kesamaan visi
Melaksanakan seluruh pedoman standar secara konsisten
THE ROLE OF TEACHERS AND EDUCATIONAL PERSONNEL
TO CREATE SCHOOL EFFECTIVENESS
1. Professional
Leadership
2. Focus on
8. Stimulating and
Teaching &
secure learning
Learning
environment
7. Learning Effective 3. Purposeful
Communities Schools Teaching
4. Shared Vision
6. Accountability
& Goals
5. High
expectations
of all learners
KARAKTERISTIK SEKOLAH MENUJU SBI
School
Purpose
School
Improvement Governance
Progress
Organization
for Student
Reporting Learning School
Student
Leadership
Progress
School
Staff
Environment
TERIMAKASIH
ATAS
PERHATIANNYA