SCHOOL HEADS: Train them properly first

Wednesday, May 09, 2012

By Dr Dzulkiflee Abdullah, Bau, Sarawak 0 comments

I WAS pleased to read the letter “Pick the best as school head” by Liong Kam Chong from Seremban (NST, May 4). I cannot agree more with the context of the letter.

I am sure the writer must have much more to say on this issue.

School heads should administer efficiently. Leadership in schools is about motivating, mobilising, resourcing and directing people to pursue a shared vision — to produce positive transformation in our schools.

School heads must be mandated to undergo leadership training before being appointed to become effective leaders. The Aminuddin Baki Institute, being the Education Ministry’s educational management and leadership institute, has a major role to play in this aspect.

Being a school head is a complex task. It means becoming a leader of leaders — learning and working with others, such as teachers, students and parents to improve teaching. This can inspire the kind of commitment, devotion and service that will make our schools reach greater heights of success.

After all, those in the teaching fraternity do not want schools to be labelled as the most failing of all our society’s institutions.

Remember, leadership is not about position, but the capabilities a leader demonstrates and the good job accomplished.

Perhaps all school heads should also be mandated to accept the model of “transformational leadership” to have a positive impact on important aspects of teacher morale and, on a larger scale, school organisational climate. Teachers will welcome this kind of leadership.

Future appointments of school heads should not merely be an administrative and promotional exercise. School heads must be adequately trained before they are offered these promotional posts so that they would be professionally competent.

They must have all the necessary knowledge and skills to transform their schools. Concepts and skills on transformational leadership or instructional leadership could be one of the compulsory topics in the training modules.

Such leadership training should enable them to be equipped with the correct knowledge, skills and attitude as school heads, besides having the managerial and administrative skills to run schools.

There is no leadership development process that occurs overnight but proper training would enable them deliver their job well and become role models in their schools.

Schools need positive leadership and it is vital that our schools are effectively managed. Numerous studies of successful schools point to the same conclusion — no matter how competently managed the schools are, it is the extra quality of leadership that makes the difference between ordinary and extra-ordinary performance.

Personally, I am not convinced that the first thing to do is to choose people who do not know much about school leadership or do not know about why it applies to them to administer a school.

Or else, those in charge of selecting and appointing them as school heads should not point their accusing fingers at the school heads if their schools are categorised as “failing schools”.

It might be a good move for those in authority to figure out what type of school is the best place for a particular school head, based on his or her motivations and abilities.

Senior or excellent principals should be given the task of administering or leading schools that are ranked the lowest in the “league table” in all states so as to prove their abilities and excellence to improve such schools, at least marginally.

Leader selection and leader development is critical and we need to place greater priority on both.

However, for the sake of fairness, good leaders need good followers, as much as good followers need good leaders.

Read more: SCHOOL HEADS: Train them properly first – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/school-heads-train-them-properly-first-1.82000#ixzz1uKhjIH7X

SAM Jeram perlukan guru subjek aliran sains tulen

08 Mei 2012, Selasa

http://www.utusan.com.my/info.asp?y=2012&dt=0508&pub=Utusan_Malaysia&sec=Pendidikan&pg=pe_01.htm

KUALA SELANGOR 7 Mei – Sekolah Agama Menengah (SAM) Jeram memohon kerajaan agar mempertimbangkan untuk membekalkan guru dan menyediakan kemudahan bagi membolehkan murid-murid tingkatan empatnya mempelajari subjek sains tulen seperti Kimia, Fizik dan Biologi.

Menurut Yang Dipertua Persatuan Ibu Bapa dan Guru (PIBG) SAM Jeram, Mohamad Afandy Mohd. Dahalan, sekolah tersebut berhasrat melahirkan pelajar aliran sains tulen cemerlang dalam Sijil Pelajaran Malaysia (SPM) seperti sekolah menengah kebangsaan yang lain.

“Fenomena ramai pelajar yang mendapat keputusan Penilaian Menengah Rendah (PMR) yang cemerlang terpaksa berpindah sekolah menengah yang mempunyai ketiga-tiga subjek sains tulen amat merugikan SAM Jeram.

“Jika sekolah ini mempunyai kelas aliran sains tulen mungkin kita mampu melahirkan ramai doktor, jurutera dan saintis yang mempuyai latar belakang agama Islam,” katanya semasa berucap sempena Hari Anugerah Kecemerlangan Dan Graduasi SAM Jeram Kuala Selangor di sini baru-baru ini.

Hadir sama Ketua Sektor Bahagian Pendidikan Islam (BPI), Kementerian Pelajaran Malaysia (KPM), Abrar Idris dan Pengetua SAM Jeram, Mohamad Sarip.

Afandy berkata, sudah sampai masanya SAM Jeram yang mempunyai pelajar cemerlang dalam PMR seramai 43 orang tahun lalu mempunyai kelas aliran sains tulen sendiri.

‘Preschool teachers must have diploma’

Saturday, May 05, 2012

KUALA LUMPUR: In a move to enhance the quality of private early childcare and education centres, all preschool teachers will be required to have at least a diploma.

Higher Education Minister Datuk Seri Mohamed Khaled Nordin said at present 93 per cent of preschool teachers did not possess any formal teacher training certification.

“The government, through its education transformation programme, is working towards enhancing the quality of childcare education.

“The lack of qualified teachers can be mitigated if childcare and preschool teachers, especially in the private sector, are exposed to enough training,” he said after the launch of Early Childhood Development College’s (ECDC) new campus in Damansara Damai here yesterday.

The ECDC campus will be able to house 1,600 students at one time.

Khaled said the ministry would aim for all preschool teachers to have compulsory training to enhance their knowledge and skills by 2020.

In 2010, under the Government Transformation Programme (GTP), 6,580 private preschool teachers were trained by private training centres for three weeks.

Last year, 6,421 preschool teachers were trained and this year, another 6,999 will be trained by the government and the private sector.

Khaled said the training would not only be for those who were new in the industry but also for in-service teachers who had not received any formal training.

The Education Ministry, last August, came up with a set of standards for kindergarten and nursery staff to raise the country’s preschool education to world standard.

Deputy Prime Minister Tan Sri Muhyiddin Yassin, who is also the education minister, had said the ministry was creating a mechanism to put all these standards in place.

With this, parents would be assured that teachers and caregivers were equipped with training, knowledge and skills to provide quality education and care.

Khaled said that all preschool and childcare centres should have teachers who were committed, competent, experienced and properly certified.

“I believe with the improved infrastructure and conducive environment, this college will be able to fulfil market demand.”

He added that private learning institutions should play their part in creating quality human capital.

“Colleges like ECDC are able to create educators who are competent and possess good characteristics.

“This will fulfil the objective of preschools and childcare centres which is to build human capital that will be the backbone of the country in the future.”

At the event, ECDC signed a memorandum of understanding with the Selangor Youth Council to attract youths to pursue their studies in early childhood education.

Read more: ‘Preschool teachers must have diploma’ – General – New Straits Times http://www.nst.com.my/nation/general/preschool-teachers-must-have-diploma-1.80845#ixzz1u9GUphd0

Ke arah melahirkan guru berkualiti

07 Mei 2012, Isnin

http://www.utusan.com.my/info.asp?y=2012&dt=0507&pub=Utusan_Malaysia&sec=Pendidikan&pg=pe_02.htm

Muhyiddin Yassin menerima cenderahati daripada Yahya Ibrahim pada Majlis Perasmian Kolej Antarabangsa Kirkby di Cyberjaya, Selangor, baru-baru ini.

SEBAGAI sebahagian daripada Program Transformasi Ekonomi (ETP) negara untuk mencapai Wawasan 2020, Kementerian Pelajaran telah merancang pelan agresif untuk melatih guru-guru baru serta meningkatkan kemahiran guru sedia ada terutamanya dalam subjek yang kurang bilangan guru berkualiti seperti bahasa Inggeris, bahasa Mandarin, bahasa Tamil, Muzik dan Sukan.

Dalam konteks ini, Kolej Antarabangsa Kirkby (KIC) telah ditubuhkan bagi memainkan peranan untuk memenuhi keperluan dalam bidang pendidikan serta latihan terutamanya dalam melatih guru bahasa Inggeris untuk sekolah rendah.

Presiden KIC, Bismillah Khatoon Abdul Khader berkata, fokus utama kolej ini adalah untuk melatih guru-guru bahasa Inggeris yang beraspirasi seterusnya mampu menyediakan pengalaman bahasa Inggeris sepenuhnya di negara ini.

“Strategi kami adalah untuk memperkasakan para guru bagi mengubah pembelajaran dalam kelas dengan membangunkan pendekatan yang lebih kreatif terhadap kurikulum dan pembelajaran serta dibantu dengan penggunaan teknologi untuk memperluaskan pengajaran dan pembelajaran para pelajar,” katanya.

Beliau bekata demikian pada majlis perasmian KIC yang disempurnakan Timbalan Perdana Menteri merangkap Menteri Pelajaran, Tan Sri Muhyiddin Yassin di Cyberjaya, Selangor, baru-baru ini.

Hadir sama Pengerusi KIC, Tan Sri Yahya Ibrahim.

Menurut Bismillah lagi, kementerian terutamanya dari Bahagian Pendidikan Guru banyak membantu dalam memastikan pihak KIC mematuhi serta mengenal pasti liputan kurikulum yang bersesuaian.

“Saya mempunyai sasaran untuk memastikan bahawa para pembekal pendidikan guru dari pihak swasta dapat berganding bahu dalam membantu menyediakan guru-guru berkualiti tinggi bagi negara dan rantau Asia.

“Kolej ini yakin bahawa negara mempunyai keupayaan dan kekuatan moral untuk membangunkan modal insan berkualiti bagi generasi akan datang,” ujarnya.

Antara kursus yang ditawarkan di kolej ini termasuklah pengajian peringkat ‘A’ Level serta Diploma Bahasa Inggeris, Diploma Pendidikan Awal Kanak-kanak dan Diploma Media Kreatif.

Pihak kolej turut mempromosikan kolej ini ke luar negara dengan menggalakkan Majlis Pertubuhan Menteri-Menteri Pelajaran Asia Tenggara (SEAMEO) serta Kementerian Pelajaran Pakistan, Uzbekistan, Palestin dan Korea Selatan untuk menimbang penghantaran guru-guru perkhidmatan dan pra perkhidmatan mereka ke KIC untuk berkongsi pengalaman, kemahiran serta pembelajaran.

Pengajaran J-Qaf di sekolah menengah ditangguh

06 Mei 2012, Ahad

http://www.utusan.com.my/info.asp?y=2012&dt=0506&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_20.htm

BATU PAHAT 6 Mei – Pelaksanaan pengajaran J-Qaf (Jawi, Al-Quran, Arab dan Fardu Ain) di sekolah menengah di seluruh negara yang dijadual bermula pertengahan tahun ini, akan ditangguhkan kerana masalah kekurangan guru, kata Timbalan Menteri Pelajaran Dr Mohd Puad Zarkashi.

Beliau berkata penangguhan dibuat memandangkan terdapat kekurangan kira-kira 11,000 guru J-Qaf di sekolah kebangsaan yang sekaligus menghalang pengajarannya diteruskan ke peringkat sekolah menengah.

“Kita perlu menyelesaikan dahulu kekurangan guru J-Qaf di sekolah kebangsaan yang menjadi keperluan mendesak ketika ini. Terdapat beberapa cadangan untuk meningkatkan jumlah guru itu dan ia akan dibincangkan pada mesyuarat pasca kabinet Kementerian Pelajaran minggu depan bagi mendapatkan penyelesaian,” katanya.

Beliau berkata demikian kepada pemberita selepas merasmikan mesyuarat agung dan penyampaian anugerah pelajar cemerlang Sekolah Agama Kampung Sungai Suloh, Senggarang, di sini, hari ini.

Mohd Puad yang juga Ahli Parlimen Batu Pahat berkata antara cadangan kementerian bagi meningkatkan jumlah guru J-Qaf adalah dengan melatih lulusan Sijil Pelajaran Malaysia (SPM) yang mempunyai latar belakang pendidikan agama di Institut Pendidikan Guru (IPG) sebelum diserapkan menjadi guru.

Beliau berkata kerajaan ada mengambil guru lepasan ijazah dari Timur Tengah untuk berkhidmat sebagai guru J-Qaf di negara ini, namun, jumlah itu belum memadai bagi menampung keperluan ketika ini.

Timbalan Perdana Menteri yang juga Menteri Pelajaran Tan Sri Muhyiddin Yassin pada Disember lepas mengumumkan program perintis J-Qaf di sekolah menengah akan dilaksanakan mulai pertengahan tahun ini dan pelaksanaan sepenuhnya pada 2013 di sekolah menengah seluruh negara.

Muhyiddin berkata pelaksanaan J-Qaf di 4,747 sekolah kebangsaan sejak 2005 itu berkesan apabila 94 peratus murid menguasai empat kemahiran iaitu Jawi, al-Quran, bahasa Arab dan fardu ain. – BERNAMA

Administrators should not be made to teach

Thursday May 3, 2012

http://thestar.com.my/news/story.asp?file=/2012/5/3/focus/11222503&sec=focus

At the recently concluded ASLI (Asian Strategic and Leadership Institute) Education Summit, a session titled “Transforming Malaysian Schools – School Improvement Programme”, one of the panellists, the deputy director general of education (teacher professional development) claimed that, on average, 49% of teachers were not in the classroom when they should be teaching, although he could not yet ascertain the cause of this phenomenon until further analysis.

Extrapolating this statement to the topic at hand, it may be concluded that teacher-administrators are even further disconnected from playing their role as teachers than we think they are.

Principals and senior administrators, most often also teachers, are invited to various courses, meetings, functions and events every other day; some are held out of town. Whether or not it will benefit their charges or the teachers themselves is another matter.

These administrators have to show cause if they do not have a desire to accept such invitations.

Most just attend, whether they like it or not, to avoid having to explain. The fact that teacher-administrators have students to teach is of no significance.

Let teachers teach and administrators administrate and let not the two entwine.

DATIN NOOR AZIMAH ABDUL RAHIM,
Chairman, 
Parent Action Group for Education Malaysia.

70% of teachers in rural schools should be Sarawakians

Wednesday May 2, 2012

http://thestar.com.my/news/story.asp?file=/2012/5/2/sarawak/11212392&sec=sarawak

Its president William Gani Bina said the union felt that the figure would be the most ideal quota for teaching staff in every rural school in this state, while the remaining 30% would comprise Malaysians from other states.

“At present, the number of Sarawakian teachers in rural schools is very low.”

The ministry has recently agreed to the union’s proposal for teachers training colleges in the state to have at least 50% of its intake to be Sarawakians.

“Now, the union is pushing for greater representation of Sarawakians into the school system,” Gani said after attending a ceremony here yesterday.

The event, which was graced by Miri MP Datuk Seri Peter Chin, saw the handover of certificates of appreciation to senior teachers in the city.

Moreover, Gani said the union wanted the ministry to start implementing the quota this year.

“Right now, the number of Sarawakian teachers in rural schools in Sarawak is quite low. In many schools, only about 30% of their teaching staff are Sarawakians. We (the union) want this ratio to be increased to at least 60%.

“The ideal ratio will be 70%. Right now, the majority of the teaching staff members in rural schools in Sarawak are from other states, especially those from the Peninsular Malaysia.”

“A lot of them, when posted to rural Sarawak, suffer from serious culture shock. For example, Muslim teachers asked to serve in rural schools here will face problems with the food.

“To alleviate this, we (union) feel that the ministry must send more Sarawakians back to rural Sarawak to teach,” he said.

According to Gani, there are currently some 38,000 teachers serving throughout the state, with the majority of them are from other states.

As for the intake of more Sarawakians in the teachers training colleges in the state, he was pleased that the ministry had agreed to the union’s proposal.

“This is good. There will be better integration in the training colleges. We also hope that the annual intake will see more Orang Ulus and Penans being trained to become teachers.

“At present, the number of teachers from these minority ethnic groups is still very low,” he stressed.

Gani pointed out that the ministry had been putting a lot of efforts to secure good education for more Orang Ulu and Penan.

However, he said although this was a healthy development, having more Orang Ulu and Penan students would not be enough.

“We must also have more Orang Ulu and Penan teachers. This will help the community to develop faster.

“It will also help these Orang Ulu and Penan to secure better jobs with proper incomes. The minimum criteria for entry into teachers training colleges is five credits in SPM.

“Many Orang Ulu and Penan students nowadays are more than capable of scoring these results,” he added.

Dr Mohd Puad: Sending trainee teachers abroad an investment

Thursday May 3, 2012

http://thestar.com.my/news/story.asp?file=/2012/5/3/nation/11222447&sec=nation

He said sending teachers for overseas training was an investment and would offer good returns to the national education system.

“Investing in education should not be questioned as it is important to produce quality English language teachers,” he said here yesterday after attending the students’ registration day of the newly-opened SM Sains Batu Pahat in Tanjung Labuh.

Dr Mohd Puad was commenting on National Union of the Teaching Profession (NUTP) president Hashim Adnan‘s comment in a Malay daily that the country has many good English language trainers and it was not necessary to send trainee teachers overseas.

Earlier, Deputy Prime Minister Tan Sri Muhyiddin Yassin said the Government would study a proposal to send English language teachers to England for training.

In another development, Dr Mohd Puad said the ministry has set aside 30% of places in residential schools this year for hardcore poor students and those from rural areas.

Dr Mohd Puad added that the new SM Sains Batu Pahat was the 64th residential school in the country and work was underway on four others.

Kementerian Pelajaran tawar jawatan guru cemerlang dan pensyarah cemerlang

02 Mei 2012, Rabu

http://www.utusan.com.my/utusan/info.asp?y=2012&dt=0502&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_30.htm

KUALA LUMPUR 2 Mei – Kementerian Pelajaran menawarkan pengisian jawatan Guru Cemerlang dan Pensyarah Cemerlang secara khas untuk penyandang (KUP) tahun 2012.

Tawaran pensyarah cemerlang terbuka kepada Pegawai Perkhidmatan Pelajaran yang berkhidmat sebagai pensyarah di Institut Pendidikan Guru (IPG), Institut Aminuddin Baki (IAB), Kolej Matrikulasi (KM) dan English Language Teaching Centre (ELTC) manakala tawaran guru cemerlang pula terbuka kepada semua guru sekolah.

Menurut kenyataan kementerian itu hari ini, gred jawatan yang ditawarkan pada guru sekolah adalah gred DGA32, DGA34, DGA38, DG44, DG48, DG52, DG54 dan Khas C.

Sementara itu, pensyarah IPG dan IAB membabitkan gred DG48, DG52, DG54, Khas C, gred bagi pensyarah KM ialah DG48, DG52, DG54 manakala gred yang ditawarkan pada pensyarah ELTC adalah DG44, DG48, DG52 dan DG54.

“Borang permohonan serta maklumat lanjut boleh didapati dari semua Pejabat Jemaah Nazir dan Jaminan Kualiti (JNJK), bahagian-bahagian di Kementerian Pelajaran, Jabatan Pelajaran Negeri dan Pejabat Pelajaran Daerah serta menerusi laman web http://www.moe.gov.my/jnjk atau http://www.moe.gov.my ,” menurut kenyataan itu.

 

Tarikh tutup permohonan 25 Mei. Permohonan dari sekolah perlu melalui Pengetua/Guru Besar sekolah masing-masing, manakala permohonan dari IAB, KM, ELTC dan IGP adalah melalui Pengarah institusi masing-masing.- BERNAMA

2,214 murid miskin, luar bandar diterima ke SBP

02 Mei 2012, Rabu

http://www.utusan.com.my/utusan/info.asp?y=2012&dt=0502&pub=Utusan_Malaysia&sec=Dalam_Negeri&pg=dn_32.htm

BATU PAHAT 2 Mei – Seramai 2,214 murid daripada keluarga miskin yang mendapat 3A, 2B dan murid luar bandar memperoleh keputusan 4A, 1B dalam Ujian Pencapaian Sekolah Rendah (UPSR) dipilih memasuki sekolah

berasrama penuh (SBP) tahun ini.

Timbalan Menteri Pelajaran, Dr. Mohd. Puad Zarkashi berkata, peluang yang diberikan itu bertujuan membolehkan mereka bersaing dengan lebih adil dalam merebut tempat untuk belajar di sekolah berkenaan.

“Berbanding murid-murid lain, golongan ini tiada kemudahan tuisyen, capaian Internet malah, guru-guru cemerlang juga sukar untuk sampai ke pedalaman. Saya difahamkan ada guru agama yang terpaksa mengajar bahasa Inggeris kerana kekurangan guru.

“Bagaimanapun, kita akan pastikan mereka dapat bersaing dengan rakan yang mendapat 5A. Kita akan berikan motivasi dan bimbingan tambahan supaya mereka dapat bersaing,” katanya selepas merasmikan majlis pendaftaran 170 pelajar tingkatan satu Sekolah Menengah Sains Batu Pahat yang mula beroperasi hari ini. – UTUSAN