PEMBANGUNAN PROFESIONAL

KOKURIKULUM

MUHAMAD SAUKI RAZALI

JABATAN PENGURUSAN
KURIKULUM DAN KOKURIKULUM
IAB (2006): Standard Kompetensi
Kepengetuaan Sekolah Malaysia
1. Pengurusan & Kepimpinan Organisasi

2. Pengurusan Kurikulum

3. Pengurusan Kokurikulum

4. Pengurusan Hal Ehwal Murid

5. Pengurusan Kewangan

6. Pengurusan Pentadbiran Pejabat

7. Pengurusan Persekitaran & Kemudahan

Fizikal

8. Pengurusan & Pembangunan Sumber

Manusia

9. Pengurusan Perhubungan Luar

1. DEFINISI

2. PERSOALAN PPS
-Tujuan & kepentingan?
7. DIAGNOSTIK PPS
3. KEPERLUAN TERHADAP PPS
-Ciri-ciri PPS
8. REKA BENTUK PPS
4. MERANCANG & MELAKSANAKAN
9. PELAKSANAAN PPS
PPS
10. PENILAIAN PPS
5. HUBUNGAN KDP & PPS

6. PROSES & PERANCANGAN PPS

ISTILAH HURAIAN RUJUKAN
Specific learning experiences, sanctioned & supported
Glickman (1990);
In-service by school directly related to the instructional goals of
(Orlich 1989)
the school
Pendidikan Quah, C.S (2009);
Proses berterusan untuk membangunkan profesional
Dalam Cawood, Gibbon
guru hingga ke akhir kerjaya mereka
Perkhidmatan & Morant (1981)
Profesional Proses untuk individu, kumpulan & organisasi belajar Quah, C.S (2009);
Development menjadi lebih cekap & berkesan William (1982)
Quah, C.S (2009);
Proses penglibatan secara berterusan berhubung
Cawood &
pengalaman guru dalam usaha pembangunannya
Staff Gibbon (1981)
Development Total learning experiences available to a profesional
Glickman (1990)
Program that both direct & indirectly related to teachers work
Organized set of activities, unified by comprehensive
Castetter (1996)
plan, to achieve specific objectives & desired results
 Castetter, W.B (1996)
Do school systems have adequate professional expertise to
design & operate SDP?
Adakah sistem sekolah mempunyai pakar profesional untuk
mereka bentuk & mengoperasi kan PPS?

Do school systems know how to spend SDP money resources?

Adakah sistem sekolah tahu bagaimana membelanjakan
sumber kewangan PPS?

To what extent subordinates participate in SDP designs &

decision making?
Sejauh manakah penglibatan guru-guru dalam mereka
bentuk PPS & pembuatan keputusan?
To what extent do social & political change hinder @ enhance
SDP?
Sejauh manakah perubahan sosial & politik menghalang @
meningkatkan PPS?
Is behavior modification a concept interwoven into the fabric of
SDP?
Adakah modifikasi tingkah laku di jadikan konsep yang
digabung jalinkan secara bersama dalam PPS?
Do change agents focus continuously on isolating weakness in
SDP plans in order to fine-tune them to an acceptable level of
effectiveness?
Adakah agen perubahan memberi fokus secara berterusan
untuk mengasingkan kelemahan pelan PPS bagi tujuan
pelarasan semula ke tahap yang lebih berkesan?
Are the intended SDP outcomes expressed in behavioral terms?
Adakah hasil pelaksanaan PPS yang dikehendaki diterjemahkan
dalam bentuk terma-terma tingkah laku?
 Glickman, C.D (1990)
Why in-service & SDP needed?
Mengapakah latihan dalam perkhidmatan & PPS diperlukan?

How should it be planned & conducted?

Bagaimanakah PPS patut dirancang & dilaksanakan?

What is the relationship between in-service & SDP?

Apakah hubungan latihan dalam perkhidmatan & PPS?

Are teachers to be the object @ the agents of SDP?

Adakah guru di dijadikan objek @ agen PPS?
 Desired
Condition
3 4
2 This gap between the current
1 condition and a desired condition
Current is call a NEED.

Condition Need Assessment:

A process to find out how to
close a learning or performance
gap.
 Quah, C.S (2009)
BIL KEPENTINGAN RUJUKAN
PPS merupakan pembelajaran bagi Conners (1991)
1 membentuk semula struktur & budaya
pendidikan
Tugas di sekolah sentiasa berubah & Collins (1991)
bertambah di mana para guru tidak dapat
2 mengikuti perubahan secara komprehensif
& konstruktif kecuali turut sama melalui
proses perubahan
Apabila pengetahuan semasa semakin Guskey (2000)
3 berkembang, jenis kepakaran di semua
peringkat mesti dikembangkan
Tujuan PPS adalah untuk mengubah sikap, Hussein
4
tabiat & amalan individu guru Mahmood (1993)
 Glickman; Karst (1987)
In a study of the attitudes and beliefs of 150 highly
competent teachers, the findings are :

RESILIENT
Teachers found their avenues of growth outside of the
normal school in-service program. They continue to grow
despite the lack of meaningful school derived learning
experienced.

NON RESILIENT
Teachers quit teaching, become dead souls, without
vision, without ideals & without hope things will get
better.
 2. HOW TO PLAN & CONDUCT?
CIRI-CIRI
CIRI-CIRI KEBERKESANAN
KEJAYAAN PPS?
PPS?

BERDASARKAN KAJIAN???
BIL CIRI-CIRI KEJAYAAN PROGRAM PPS

1 Concrete, continual & tied to world of teachers

2 Local resource provide direct follow up assistance after in-service

3 Reinforce training with peer observation & discussion

4 School leader participate in in-service activities

Regular project meeting for problem solving, adapting techniques

5
& skill of innovations

6 Substitute monetary payment after in-service with released time

7 Plan in-service program with teachers prior & along the program
BIL CIRI-CIRI PEMBOLEH UBAH UTAMA KEJAYAAN PROGRAM PPS

1 Concrete, continual & tied to world of teachers

2 Local resource provide direct follow up assistance after in-service

3 Reinforce training with peer observation & discussion

4 School leader participate in in-service activities

Regular project meeting for problem solving, adapting techniques

5
& skill of innovations

6 Substitute monetary payment after in-service with released time

7 Plan in-service program with teachers prior & along the program
BIL CIRI-CIRI KEBERKESANAN PROGRAM PPS
Individualized activities are more effective than larger group
activities
1
Aktiviti PPS secara individu @ kumpulan kecil lebih berkesan
berbanding aktiviti kumpulan besar
Program incorporate demonstrations, trials & feedback ideas are
more effective than lecturing & reading ideas
2 Program yang mengandungi demonstrasi, percubaan & maklum
balas idea lebih berkesan berbanding kuliah syarahan & membaca/
mentafsir idea
In-service programs are more successful when teachers are active
planners & help each other
3
PPS lebih berjaya sekiranya guru terlibat sebagai perancang aktif &
saling membantu sesama sendiri semasa latihan/ program
BIL CIRI-CIRI MODEL PROGRAM PPS PILIHAN GURU RANKING
PRESENTATION, DEMOSTRATION, PRACTICE &
1 FEEDBACK
3
PRESENTATION, DEMOSTRATION, PRACTICE,
2 FEEDBACK & PEER OBSERVATION
1
PRESENTATION, DEMOSTRATION, PRACTICE,
3 FEEDBACK & TRAINER COACHING
2
 3. IN-SERVICE VS SDP?
1. Specific learning experiences, sanctioned &
Glickman;
supported by school directly related to the
(Orlich 1989)
IN-SERVICE instructional goals of the school

Glickman
2. Focus on the collective actions of school
(1990)

1. Total learning experiences available to a

Glickman
profesional that both direct & indirectly related
(1990)
to teachers work
STAFF
DEVELOPMENT
PROGRAM
Glickman
2. Focus on both individual & collective
(1990)
operations of school
4. TEACHERS AS AN OBJECT @ AGENTS
GURU KAEDAH PERANCANGAN & PELAKSANAAN PPS
1. PENTADBIR MENENTUKAN PPS
OBJEK
2. WAJIBKAN GURU MEMILIH & WAJIBKAN GURU
BERTANGGUNGJAWAB UNTUK MELIBATKAN DIRI DALAM PPS
1. GURU DIBERI PILIHAN MENENTUKAN PPS
AGEN
2. GURU BERTANGGUNGJAWAB UNTUK MELIBATKAN DIRI DALAM
PPS

Glickman (1990), motivation is premised on 2 dimensions;

1. Choice
2. Responsibility,

In making decision on how to train & be trained.

 Castetter, W.B (1996):
PROSES MELAKSANAKAN PPS
 IAB (2010) Perancangan Pembangunan
Profesional
Follow-up

Penilaian
4 Membuat
1 kajian
Langkah-
keperluan
Langkah
Merancang
PPS

Pelaksanaan 3 2 Mereka bentuk

program latihan
Fasa 1: Diagnostik

SYSTEM

GROUP

INDIVIDUAL
Memahami keberkesanan guru:

TINGGI
Keberkesanan

3 4
Kesedaran
RENDAH TINGGI
1 2

RENDAH
Kecekapan
John West-Burnham, Fergus O’Sullivan, 1999
 Memahami Keberkesanan Guru

Kesedaran Kecekapan Catatan

Sememangnya tidak cekap, tiada

1. RENDAH RENDAH kesedaran tentang kekurangan
kemahiran.
Guru yang mengetahui apa yang perlu
2. TINGGI RENDAH
dibuat dan ingin belajar.
Mempunyai kemahiran tetapi tidak
3. RENDAH TINGGI dikembangkan /menggunakannya
sebaik mungkin.

4. TINGGI TINGGI Bagaimana mengekalkannya?

a Laporan prestasi guru-guru

b Kehadiran guru-guru

c Disiplin guru-guru

d Aduan ibu bapa terhadap guru-guru

 1. Instrumen Kompetensi Master Trainer
Institut Aminuddin Baki
Kementerian Pelajaran Malaysia

KOMET©
 2. Instrumen Kompetensi Pemimpin Sekolah
Institut Aminuddin Baki
Kementerian Pelajaran Malaysia

KOMPAS©
KOMPETENSI
PEMIMPIN
SEKOLAH
 TNA: DIAMONDS NINE

1
2 3
4 5 6
7 8
9
1. INDIVIDUAL
2. GROUP
3. OVERALL RANKING
 Analisis Keperluan Latihan Individu

Bil
Tugas
1
2
3
4
5
6
7
8
9
Analisis Keperluan Latihan Kumpulan

Jum
Tugas A B C D E
 Fasa 2: Reka bentuk (Design)
STEPS PPS FORMAT PPS PARTICULARS
Theories, concepts, principles
1 CONTENTS Application of theories, concepts, principles
Combination of above
Self-instruction
Tutorials
2 METHODS Group instruction
Combination of above
On the job
FOCUS
3 (SETTING)
Off the job
Combination of above
Formal – Voluntary
Formal – Compulsory
4 PARTICIPATION Informal – Voluntary
Informal - Compulsory
Human
5 RESOURCES Non human
Combination of above
 Fasa 3: Operasi (Implementing)
Designed programs is shaped into an operational structure &
when the planning decisions are put into effect.

Phase 1 + Phase 2 are meshed to link individual, group, unit &

organizational development.
NO KRITERIA PELAKSANAAN
1 KEJELASAN RASIONAL & OBJEKTIF PPS
2 PENGLIBATAN STAF
KOORDINASI MATERIAL YANG BERKUALITI +
3
PENGLIBATAN STAF
PENEKANAN TANGGUNGJAWAB, KEPIMPINAN & MAIN
4
PERANAN
5 KELANCARAN ALIRAN KOMUNIKASI & MAKLUM BALAS
6 SOKONGAN & MODIFIKASI
Fasa 4: Penilaian (Evaluating)

Attitude
Skill
Knowledge
KEMAHIRAN
COACHING

© Kementerian Pelajaran Malaysia

 Kemahiran Coaching
1. Membina hubungan: kepercayaan,
kerahsiaan dan rasa hormat
2. Mendengar dengan aktif
3. Temu bual reflective
4. Pemikiran reflective (Penilaian kendiri)
5. Penetapan matlamat (goal setting)
6. Memerhatikan dan memerihalkan
praktis
7. Memberi maklum balas berkesan

© Kementerian Pelajaran Malaysia

1. BUILDING COACH-COACHEE
RELATIONSHIP AND
UNDERSTANDING CONTEXT
Contextual Interview:
Understanding the context and
building rapport
 Active listening
 Reflective questioning using
Level 1 , Level 2, Level 3
type of questions to probe
6. REFLECTIVE (OPTIONS &
WRAP UP) COVERSATION
(OPTIONS)
Discussion and sharing of ideas
Set new goals
2. GOAL SETTING & REALITY
CHECKING
Establish what person wants out of
this coaching session
Invite self-assessment
 The SMART goals to achieve
 SWOT analysis
5. FEEDBACK
(OPTIONS)
Provide feedback
Descriptive feedback
Evaluative feedback
© Kementerian Pelajaran Malaysia
3. OPTIONS & WRAP UP
Help person to brainstorm
options and identify action
plan
 Establish objectives,
KPI and initiatives
4. OBSERVATION
(REALITY CHECKING)
Job Shadowing
Observe work
Implementation of
plan
Pendengaran Aktif?
Would you mind if I
make a few calls while I
carefully listen to your
ideas?

© Kementerian Pelajaran Malaysia

© Kementerian Pelajaran Malaysia
Mendengar menggunakan mata?
© Kementerian Pelajaran Malaysia
PENYOALAN REFLEKTIF
© Kementerian Pelajaran Malaysia
© Kementerian Pelajaran Malaysia
© Kementerian Pelajaran Malaysia
© Kementerian Pelajaran Malaysia
MAKLUM BALAS
DESKRIPTIF

© Kementerian Pelajaran Malaysia

 Pemerhatian atau Penilaian?
1. Awak banyak bercakap dalam induksi set.
2. Awak bercakap selama 30 minit di permulaan
pengajaran.
3. Awak menjawab panggilan telefon bimbit
sebanyak 5 kali dalam mesyuarat tadi.
4. Saya suka bila awak minta setiap pelajar untuk
menjawab.
5. Awak meminta Rokiyah mencatat nota dari
perbincangan tadi.
6. Awak terlalu cepat ingin menyelesaikan
pengajaran.
7. Anda meminta setiap ketua kumpulan untuk
mengemukakan satu bukti.
© Kementerian Pelajaran Malaysia
 Pemerhatian atau Penilaian?
8. Awak kurang bersedia untuk pengajaran itu.
9. Persembahan PowerPoint awak baik.
10. Awak menggunakan watak kartun dalam sisipan
PowerPoint awak.
11. Persembahan PowerPoint awak mempunyai
matlamat, tindakan dan hasilnya.
12. Setiap orang dalam kumpulan itu menyumbang
sesuatu dalam perbincangan itu.
13. Awak menamatkan pengajaran dengan rumusan tajuk
yang akan dibincangkan untuk dua hari yang akan
datang.

© Kementerian Pelajaran Malaysia

 RUJUKAN
Chua Yan Piaw. 2006. Kaedah Penyelidikan. Kaedah & statistik penyelidikan: Buku 1. Mc Graw Hill: Kuala
Lumpur

Colin Riches & Colin Morgan (pnyt). 1994. Human Resource Management In Education. Open
University: Philadelphia.

Carl D. Glickman. 1990. Supervision Of Instruction: A developmental approach. 2nd Ed. University of
Georgia.

David H. Holt. 1993. Management Principles & Practices. 3rd Ed. Prentice Hall: New Jersey.

Joseph Murphy & Patrick B. Forsyth (pnyt). 1999. Educational Administration: A decade of reform.
Corwin Press: California.

Quah Cheng Sim. 2009. Pembangunan Profesional Guru. Dlm. James Ang Jit Eng & Balasandran Ramiah.
Kepimpinan Instruksional: Satu panduan praktikal. PTS: Selangor

James Ang Jit Eng & Balasandran Ramiah. 2009. Kepimpinan Instruksional: Satu panduan praktikal. PTS:
Selangor

Ee Ah Meng. 2006. Penilaian Tahap Kecekapan (PTK): Kompetensi Khusus (Fungsi) Pengurusan P&P. 2nd
Ed. Fajar Bakri: Shah Alam.

Pusat Perkembangan Kurikulum. 2001. Penilaian Kendalian Sekolah. Kementerian Pendidikan Malaysia.
Sonia Blandford. 2004. Mengurus Pembangunan Profesional Di Sekolah. Institut Terjemahan
Negara: Kuala Lumpur.

Tony Buzan. 2010. Exploring Great Minds: Revolution of Great Minds. Institut Aminuddin
Baki.

Wann, D.L. 1997. Sport Psychology. New Jersey: Prentice Hall.

William B. Castetter. 1996. The Human Resource Function In Educational Administration. 6th
Ed. Prentice Hall: New Jersey.

http://www.halogensoftware.com/products/halogen-eappraisal/employee-evaluation-
forms/

http://www.businessballs.com/performanceappraisals.htm#skills_assessments_TNA_tools

http://net.educause.edu/section_params/mentoring/M06_%20PDP.pdf