Apakah itu kurikulum

Apakah itu kurikulumKurikulum dpt diertikan sebgi Pelan Tindakan (PlanFor Action) atau dokumen yg bertulis & mengandungistrategi utk mencapai matlamat atau tujuan.(Fred C. Lunenburg, Educational Administration, 1991)

2. Kurikulum dpt diertikan juga scr luas iaitu segala yg ada kaitan dgn pengalaman pelajar. Pandangan ini meliputi semua yg terdpt di sek, termsk di luar sek (selagi ia dirancang).

Komponen KurikulumKurikulum blh dibhgikan kpd 4 komponen yg salingbersangkutan atr satu sama lain iaitu Obj Obj. kurikulum, pengetahuan, pengalaman- pengalaman pembelajaran & penilaian kurikulum.Obj-obj

PengetahuanPenilaian

PengalamanKurikulum

Perkaitan Komponen KurikulumBerdasarkan komponen ini, kurikulum dpt dirancang agarmenepati obj-obj yg hendak disasarkan, & juga pengisianatau kandungan mata pelajaran yg perlu dipelajari, pengalaman-pengalaman berguna yg patut disimpan &diingati, & termsklah cara menilai hasil P&P tsb.

Kebiasaanya, isi kandungan, cara pengajaran atau penyampaianyg memandu kpd pengalaman-pengalaman pembelajaran,serta cr penilaian sesuatu hasil kj dinyatakan scr eksplisitdlm btk bertulis.

Pengurusan KurikulumPengenalana. Kurikulum adalah tugas utama atau core business:SekPengetuaGuru

b. Tugas-tugas lain sebgi khidmat sokongan:Kewangan@PentadbiranPerjawatan@PerkhidmatanBimbingan & KaunselingPembangunan & BekalanKesihatan & Keselamatan

2. Maksud KurikulumWhat is officially taught in lessons (Lawton, 1975)

All the learning which is planned or guided by the school,whether it is carried on in groups or individually, inside oroutside the school(Kerr, 1968)

*Kurikulum = Kegiatan kurikular + Kegiatan kokurikular

3. Mata pelajaranTeras mesti ambil & lulusElektif boleh pilih & mesti lulus

4. Jawatankuasa Kurikulum SekTujuan JKS:Meningkatkan thp P & PMemastikan silibus dilaksanakan di sekMemastikan perubahan/tambahan sukatan pelajaran dilaksanakan di sek

Fungsi & peranan JKSMenentukan dasar pelaksanaan kurikulum iaitu sama ada menghabiskan silibus atau mengikut kemampuan pelajar.Menetapkan sasaran pencapaian akademik dr segi kualiti & kuantiti.Menentukan strategi & program utk mencapai sasaran.

Fungsi & peranan JKS (2)Menentukan perutkan kewangan kpd panitia.Menilai pencapaian sasaranMengemukakan maklum balas pelaksanaan kurikulum & cadangan kpd Jawatankuasa Daerah (JKD).Meneliti laporan Jemaah Nazir & melaksanakan cadangan & membaiki teguran.

Keanggotaan & Mesyuarat JKSKeanggotaan JKSPengerusi:PengetuaTim. Pengerusi:Penolong kanan 1Setiausaha:Ketua bidangAhli:Penyelia petangsemua ketua bidang,semua guru kanan mata pelajaran

Mesyuarat JKSSekali setiap penggalMinit mesyuarat dihantar ke PPD & JPN

5. Panitia Mata PelajaranCiri-ciri panitiaBadan IkhtisasAhlinya semua guru mata pelajaranGuru Kanan mata pelajaran sebgi ketuaKeputusan mesyuarat dibentangkan dlm JKSKeputusan dilaksanakan

b. Tujuan PanitiaMeningkatkan thp profesionalisma guru mata pelajaranMembaiki & meningkatkan keberkesanan pengajaran iaitu Strategi pengajaran, teknik belajar, prestasi mata pelajaran.

c. Peranan panitiaMenentukan sasaran pencapaian kuantiti & kualitiMenentukan strategi & programMenyediakan rancangan kj pelajaranMenyelaras rancangan pengajaranMemilih buku teks & rujukanMenyelaras ujian, peperiksaan & bank soalanMenganalisis keputusan peperiksaanMengambil langkah membaiki kelemahanMembincangkan laporan Nazir & ambil tindakanMembimbing persatuan akademikMengadakan akt pengayaan & pemulihanMenyediakan maklum balas prestasi pengajaran & pemulihan.

d. Keanggotaan panitiaMenurut surat pekeliling Ikhtisas Bil 4/1986Pengerusi:Ketua panitiaTim. Pengerusi:Seorg guru mata pelajaranSetiausaha:Seorg guru mata pelajaranAhli:Semua guru mata pelajaranPengelolaan Panitia-Memanggil mesyuarat-Mencatat, menyedia & mengedar minit-Menyelenggara fail & surat menyurat-Menyedia laporan -Tindakan ke atas keputusan mesyuarat-Minit dihantar ke PPD & JPN

6. Jadual waktuKerangka proses P&PPengagihan isi silibusWaktu & masa semingguMesyuarat penyelenggaraan jadual waktuPeruntukan masa/waktu (Peraturan-peraturan kursus pengajian 56)Peruntukan waktu (beban tugas) adilMata pelajaran berat pd waktu yg sesuai disediakan awal (tidak ada jadual waktu sementara)

7. Jadual waktu anjalTujuan:P&P dilaksanakan dgn lebih berkesanMengurangkan berat beg pelajarPanduan pelaksanaan jadual waktu anjalBilangan maksimum mata pelajaran sehari ialah 5Gabungan waktu ialah 2 (1 atau 3 waktu blh jika perlu)Gabungan 2 atau 3 waktu scr berterusanAgihan waktu mengajar guru iaitu:-Menengah: 4 6 waktu sehari-Rendah: 5 hingga 8 waktu sehariAgihan mata pelajaran perlu seimbang

Jadual waktu anjal (2)

Btk jadual waktu: Pusingan 1 minggu atau 2 mingguTukar ganti waktu dlm kalangan guru digalakkan.

8. Jadual Waktu GantianJadual mengganti guru yg tidak hadirSetiap kelas ada guru ambil alih pengajaranGuru ganti meneruskan pengajaran atau beri tugas tertentu kpd pelajaran.

9. Peperiksaan & Penilaian Seka.Pengetua menentukan jenis ujian & peperiksaan utk setahun.b.Jenis ujian/peperiksaan iaitu:Ujian bulananPeperiksaan penggalPeperiksaan percubaanc.Tarikh peperiksaan ditetapkan awald.Obj ujian ditentukane.Arahan-arahan pelaksanaan ujian: Tarikh menyediakan soalanTarikh menyemak soalan yg ditaipTarikh menyiapkan kertas soalanTarikh peperiksaan

e. Arahan-arahan pelaksanaan ujian (2)Tarikh memeriksa & menyiapkan markahPanitia menganalisis prestasi setiap pelajarTindakan pemulihan & pengayaan

f. Kelas tambahan

10. Kelas Pemulihan & Kelas TambahanKelas pemulihan utk pelajar lemahKelas tambahan utk pelajar pandaiPenglibatan guru dgn penuh kesedaran tugas & tgjbKehadiran pelajar dlm pengetahuan ibu bapaPungutan wang tidak dibenarkan

Pelunjuran Program Pemulihan Di sekPencalonanPemilihanPenentuan punca masalahPerancangan program pemulihanPelaksanaan program pemulihanPenilaian programTindakan susulan

Pengurusan kokurikulumKokurikulum Gerak kerja di luar waktu pengajaran formal.Ia mencakupi bidang-bidang:Persatuan akademikKelabUnit beruniformSukan:-Olahraga-PermainanLain-lain yg membantu pendidikan formal

3. Pelaksanaan akt kokurikulumDilaksanakan utk kedua-dua sesi persekanSetiap pelajar mengambil 3 aktPembahagian tugas guru perlu adilUtamakan yg berminat & yg ada latihanSetiap mata pelajaran menubuhkan persatuan/kelab

Instructional LeadershipInstructional leadership has as its basic purpose the improvementof the school.

The major themes of school improvement are the strengtheningof teacher skills, the systematizing of the curriculum, theimprovement of organizational structures, & the involvementof parents and other citizens in school-community partnership.

Underlying these major themes are a school climate & culturethat are of utmost importance in either supporting or destroyingthe opportunity for these 4 themes to function successfully.

Instructional leaderThe key individual for providing instructional leadership inschool is the principal.

The National Association of Secondary School PrincipalsHandbook on Effective Instructional Leadership lists thefollowing traits of a successful instructional leader:They hold high expectations for teachers & staff.They spend a major portion of their day in working withteachers & improving the instructional programme.3. They work in identifying & diagnosing instructional problems.4. They are deeply involved in the schools culture climate to influence it in positive ways.

Leadership behaviorsOn an analysis of schools that have produced overtime, exceptionally good achievement test results for their studentsregardless of the socioeconomic background of the students.appropriate behaviors by principals, believed to have ultimatelyled the way for the high achievement scores produced by thestudents:Coordinate the instructional programmeEmphasize achievementFrequently evaluate student progressProvide an orderly atmosphere.Set instructional strategiesSupport teachers.

A Model of Instructional LeadershipEffective IL requires a very complex set of relationships betweenprincipals & their beliefs & the surrounding environment of theschool. The principals values & previous experiences, as wellas the expectations of the community & the institution in whichthe principal finds the school, must be taken into a/c.The principals IL behavior should have a much more immediateinfluence on the internal structure of the school.Internal structure includes its instructional practices, organizational structure, climate, & culture.It is in the design, development, implementation, & interactionof these internal structures that the principal has opportunityfor maximum influence on student outcomes.

ContinueThe model can be divided into 4 sets of forces that influencestudent outcomes.The outer circle consists of the external structures: expectations,values, & beliefs that influence a principals behaviors.The second circle shows that the leadership behaviors & forcesexhibited by the principalThe third ring identifies the internal structures created within theschool by the principal and staff.Final target student outcomes, the focus point of the school.These outcomes feed back into influence future expectations, values, & beliefs of the institution, community, & principal.

External Structures1. Values & Beliefs of the principalWhat a principal values & believes should be passed on to allchildren are the things that become the principals contributionTo the school. They are usually the things with which the principal has had good success in another school setting or hisOr her own personal life. have a particular area of interest highon the priority list.The principals own training for teaching & the principalshipenters his/her value system as well.A principals experience as a student & teacher & previous experiences as an administrator also are strong contributors tohis/her value system.

ContinueA principals beliefs about the ability of all children to learn isextremely important.Principal of effective schools have s strong belief in & commitment to the ability of all children to learn regardlessof race, social condition, or gender.These values & beliefs are extremely important because staffmembers will key onto what they believe the principalconsiders important.This contributes strongly to the establishment of a schoolculture.

2. Community Influences & ExpectationsA high % of principals time being spent on student behavioralproblem that are direct outgrowth of community & domestic problems at home.High unemployment & high crime rates, poverty, & hungerdirectly affect the school & expectations for the school.The DDs for quality education do not necessarily reflectsocioeconomic lines either. Lower socioeconomic neighborhoodschools may demand academic excellence, while an upper-classschool will be caught up in athletics as its major focus.

ContinueCommunities also influence a principals behavior by theirwillingness to directly contribute resources to the school inthe form of funds & services

3. Institutional InfluenceEvery school is influenced by the organization of which it isa member. A local school is 1 part of an intricate network ofunits nested together into district, regions, & states.Institutional influences upon the local schools also found in the availability of both material & human resources.

Principals IL BehaviorsAn effective principal must exercise a series of specific IL behaviors. Sergiovanni lists 5 leadership forces or behaviorsavailable to a principal: technical, human, educational, symbolic,& cultural.

Earlier writers organized administrative skills into 3 skill areas:technical, human, & conceptual. Sergiovanni has expanded the 3rd area, conceptual skills, into a series of behavioral forcesdescribed as educational, symbolic, & cultural.

1. TechnicalTechnical forces include being a good manager & applying good planning, organizing, coordinating, & controllingtechniques to insure optimum effectiveness of the orgn.This includes such things as good office management practices,good scheduling techniques, & appropriate use of goals & objectives.

2. Human ForcesThese behaviors emphasize human relations skills, implementinggood motivational techniques, & building good morale withinthe orgn.

3. Educational ForcesThese behaviors focus the conceptual knowledge of educationof the practitioner on the daily operations of the educationalenterprise.

Skills include the ability to diagnose educational problems,carry out the functions of clinical supervision, evaluate educational programme, develop curriculum, implementstaff development activities, & develop good individualeducational programmes for students.

4. Symbolic ForcesThese behaviors demonstrate to others those things which the leader believes important & of value to the orgn.

This symbolic staff area emphasize selective attention.It involves purposing which can be defined as that continuous stream of actions by an orgns formal leadershipwhich has the effect of inducing clarity, consensus, &commitment regarding the orgns basic purposes.

5. Cultural forcesCultural leader seeks to strengthen the values & beliefs thatmake the school unique. The cultural leader attempts to buildtraditions of the school around those things most highly valued.It is done by sharing with others what the school most values.

The cultural force of leadership bonds students, parents & teachers together as true believers in the school. Hopefullythe instructional leaders of the school, reflects a proper setof values, beliefs, & traditions that provide the foundation forthe school excellence.

Internal Structure of the schoolInstructional OrgnIncluded is the design of the school curriculum & its relatedgoals & obj(s), the way the staff is organized with teams,grade level groups, & departments, how students are grouped& group size, the structure of the schedule, & the delivery system of instructional resources & materials.

2.Instructional PracticesThis includes the methods used by the staff. The principal needs to maintain close contact with individual teachersclassroom practices with frequent classroom visits & clinicalobservations.

3. ClimateClimate is more difficult to observe directly than organizationalstructure. Building a positive school climate requires behaviorson the part of the principal that include all 5 levels of technical,human, educational, symbolic & cultural forces. A good instructional climate is an emphasis on the belief that allchildren can learn & on the development of a reward structurefor the encouragement of student learning.

4. Culture Culture building is the institutionalization of positivestudent, staff & community attitudes toward maintaining aneffective school.

Student OutcomesNone of the 4 divisions instructional orgn, instructional practices, school climate or school culture is mutually exclusive.

Efforts to implement ideas at each level are influenced by &exert influence on the other 3.

For example, the implementation of a good instructional reward system directed at improving student attitudes (student climate)toward learning might be done as a spring academic awards banquet for honor roll recipients.

Project (20%)- Soft Skills of Novice Teachers Chapter 1: Introduction/PengenalanIntroduction/ PengenalanResearch objectives/ Objektif kajianSignificant of the study/ Signifikan kajian

Chapter 2: Literature Review/ Sorotan LiteraturTheory/Teori / approach/pendekatan / model that relatedReview on the past studies/ Sorotan kajian-kajian lepas

ContinueChapter 3: Research Methodology/ Metodologi KajianSelection of sample/ Pemilihan sampelResearch Design / Reka bentuk kajianCollection and procedure of data analysis/ Pengumpulan dan prosedur analisis data

Chapter 4: Findings /Penemuan kajianFindings based on the objectives / Dapatan kajian dihuraikan berdasarkan objektif kajian.

Chapter 5: Conclusion/KesimpulanDiscussion and Implication /Perbincangan dan implikasi Suggestion/ Cadangan Conclusion/Kesimpulan

Objectives1. To access the level of soft skills (communicative skill, critical thinking and problem solving skills, team work skill, life long learning and management