2012, Arkib Berita, Forum, Masalah Guru, Pembangunan Sekolah, Rencana, Surat

EDUCATION: Collegiality key to school success

Wednesday, July 25, 2012

By Dr Dzulkiflee Abdullah, Bau, Sarawak 0 comments

I REFER to the comment by Datuk Dr Ibrahim Ahmad Bajunid in “When on the path of reform, go idea-hunting” (NST, July 6). His writings on whatever issues always fascinate me. The concluding statement mentioned “harmonious relations”. This catchy phrase is significant and has a great impact on teachers’ daily task, which is synonymous with professional harmony or collegiality among teachers.

Collegiality is critical to a school’s success. Successful and effective schools are ones in which there is a high level of collegiality among the staff. Therefore, teachers are expected to work closely with other teachers and school administrators. Schools cannot be improved without strong collegial environments. The traditional scenario where teachers work independently and alone in their classrooms should be a thing of the past.

In layman’s terms, collegiality refers to the cooperative and collaborative relationship among colleagues in a particular organisation. In the school context, collegiality is teachers’ involvement with their colleagues on any level, be it intellectually, socially, emotionally or more importantly, professionally. A collegial environment is one in which teachers are able to work with other teachers and teachers work well with administrators.

However, there might be small groups of teachers who are at odds with their colleagues and are united in hatred towards someone in the school. This scenario would hinder collegiality in such a school. Therefore, every teacher must be contributing to collegiality instead of presenting barriers to achieving it.

Collegiality is important for teachers, as they cannot work in isolation in order to sustain a professional and social contact among them to improve school performance. If such an atmosphere prevails, teachers enjoy much stronger support from their colleagues. Such a condition will encourage staff to contribute new ideas, suggestions and opinions. Teachers are more effective in such a scenario. In schools, where group commitment is high, teachers can work together effectively and put their efforts collectively into creating and sustaining opportunities for school improvement and students’ learning. This climate can also provide mental relaxation and a cheerful atmosphere, which is crucial in enhancing efficiency. Therefore, it is important for teachers to avoid isolation.

Collegiality among teachers is considered essential for a school’s improvement and success. The most promising strategy for sustained and substantive improvement is developing the ability among school personnel to function as collegial communities. Collegial communities create an environment that supports high levels of innovation, enthusiasm and energy among teachers.

If teachers enjoy working with their colleagues, mutual respect and trust develops among them. As such, school heads must encourage some collegial activities in their schools as these activities create a sense of belonging. They provide opportunities to involve many individuals in solving complex educational problems.

For schools to function effectively, collegiality is important as it can affect the performance of teachers, coordination of curriculum and the overall health of schools. In cases where unpleasant and abrasive working relationships exist, productivity is affected, student learning can be impacted negatively, the curriculum may become disjointed and fractured as teachers promote different philosophies and expectations of students.

School improvement programmes through introduction and implementation of changes can only be implemented if a high degree of collegiality exists among the staff members. Thus, schools with strong collegial environments are better able to implement changes than schools with weak collegial environments.

Although teachers spend nearly every working minute with students and have few opportunities for interaction with their colleagues, this claim should be no longer accurate. Collegiality, interaction, and collaboration among teachers are a must as this affects teachers’ morale, happiness, and satisfaction. Hence, collegial isolation should not be prevalent in schools though teaching itself is known for an “isolation of practice”. Thus, the level of collegiality must be sustained and be made to prevail.

Teachers must interact with each other more than ever before. A school cannot realise its full potential without cooperative interaction among its teachers. A teacher may choose to transfer out of a school for similar reason — the people they interact with, not the actual job. It is hard to be satisfied and happy in a teaching career when people do not get along. A successful school is built around teachers who work together as a team with high level of collegiality, collaboration, positive interaction, and cooperation. Teachers working together are more effective than a group of teachers working alone.

Read more: EDUCATION: Collegiality key to school success – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/education-collegiality-key-to-school-success-1.112406#ixzz21ahwzwXc

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2012, Arkib Berita, IPT, Kesedaran Alam Sekitar, Masalah Guru, Pembangunan Sekolah, Program

WWF to help new teachers on environment

Tuesday, July 24, 2012

Tuesday, July 24, 2012

PUTRAJAYA: The Education Ministry, along with the World Wide Fund for Nature-Malaysia (WWF-Malaysia), will set up committees and task forces in teacher training colleges nationwide to educate future teachers on the environment.

The ministry and WWF-Malaysia signed a memorandum of understanding yesterday to support the eco-institute programme in teacher training institutes.

Ministry secretary-general Datuk Dr Rosli Mohamed said the programme aimed to produce future teachers who were more focused on environmental issues.

“This agreement signifies the cooperation in the 27 teacher training colleges in the country.”

He hoped that both parties would work together to pool ideas and share their experiences in educating teachers who would, in turn, instil the same values in their students.

“It is part of the government’s initiative to transform the education system and expand environmental values with programmes such as the eco-insitute that will continue until 2014.”

The ministry also launched the eco-institute website which will be used to discuss and get feedback.

WWF-Malaysia chief executive officer Datuk Dr Dionysius S.K. Sharma said the committees would ensure the smooth running of the programme.

“The committees will be tasked to organise programmes and activities on environmental issues.”

The eco-institute was launched by Deputy Prime Minister Tan Sri Muhyiddin Yassin in April.

Read more: WWF to help new teachers on environment – General – New Straits Times http://www.nst.com.my/nation/general/wwf-to-help-new-teachers-on-environment-1.111835#ixzz21UjW8Ci8

2012, Arkib Berita, Masalah Guru, Pembangunan Sekolah, Persatuan

JPA lengah naik gred guru

400 tamat pengajian lima tahun lalu masih di takuk lama

Kuala Lumpur: Empat ratus guru yang memperoleh ijazah menerusi program Pendidikan Jarak Jauh (PJJ) di institusi pengajian tinggi awam (IPTA) belum menerima kenaikan gred sejak lima tahun lalu. Maklumat itu diperoleh Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP) daripada kesatuan guru di seluruh negara, selain aduan disalur guru terbabit.
Mula pengajian 2003

Kebanyakan mereka mengikuti pengajian pada 2003 dan menamatkannya empat tahun kemudian.

Presiden NUTP, Hashim Adnan, berkata selepas tamat pengajian mereka memohon kenaikan gred kepada Jabatan Perkhidmatan Awam (JPA) dan Kementerian Pelajaran, namun belum diluluskan sehingga sekarang.

2012, Arkib Berita, Masalah Guru, Pembangunan Sekolah, Pendidikan Awal

Pertingkat taraf guru Kemas

20 Julai 2012, Jumaat

http://www.utusan.com.my/info.asp?y=2012&dt=0720&pub=Utusan_Malaysia&sec=Pendidikan&pg=pe_01.htm
Oleh Shahrinnahar Latib
nahar.latib@utusan.com.my

HASAN Malek (dua dari kanan) beramah mesra dengan sebahagian guru Kemas pada majlis Anugerah Perkhidmatan Cemerlang Kemas Negeri Pahang, di Kuantan, semalam. – UTUSAN/MAHATHIR ALI

KUANTAN 19 Julai – Jabatan Kemajuan Masyarakat (Kemas) menaja seramai 3,621 guru tadika jabatan itu mengikuti pengajian Diploma Perguruan Prasekolah dan Diploma Pendidikan Awal Kanak-Kanak secara kursus sepenuh masa dan dalam cuti, sejak 2006.

Timbalan Menteri Kemajuan Luar Bandar dan Wilayah, Datuk Hasan Malek berkata, langkah itu diambil untuk meningkatkan taraf profesionalisme golongan tersebut.

“Sehingga kini, bilangan pelajar di bawah tajaan Kemas yang masih mengikuti pengajian di bawah kendalian Institut Pendidikan Guru Malaysia (IPGM) dan Universiti Pendidikan Sultan Idris (UPSI) adalah seramai 2,429 orang.

“Kesemua mereka kini masih lagi menyandang jawatan Gred N11 dan N17 yang berkelayakan hanya Sijil Pelajaran Malaysia (SPM).

“Habis sahaja pengajian dalam diploma ini, mereka akan dinaikkan jawatan kepada Gred S27,” katanya pada sidang akhbar selepas majlis Anugerah Perkhidmatan Cemerlang Kemas Negeri Pahang, di sini hari ini.

Hadir sama, Timbalan Ketua Pengarah Kemas, Amiruddin Ariffin dan Pengarah Kemas negeri, Halimah Ton Mansor.

Menurut beliau, seramai 800 guru tadika Kemas akan ditawarkan untuk mengikuti program Diploma Perguruan Prasekolah yang akan memulakan pengajian pada November ini.

“Semua ini adalah usaha kerajaan yang menyasarkan kesemua guru tadika Kemas di seluruh negara akan memiliki diploma menjelang 2015,” katanya.

Sementara itu, katanya, di bawah Bidang Keberhasilan Utama Negara, seramai 1,634 guru tadika Kemas berkelulusan diploma pelbagai bidang telah mengikuti Kursus Asas Sijil Pendidikan Awal Kanak-Kanak yang dilaksanakan secara kursus jangka pendek sejak 2010.

“Mereka ini akan menjalani kursus selama tiga bulan kerana sebelum ini diploma mereka tidak berkaitan dengan pendidikan awal kanak-kanak. Jadi, dengan adanya kursus ini secara tidak langsung dapat meningkatkan mutu pengajaran mereka,” katanya.

Sehingga pertengahan tahun ini, sebanyak 10,781 buah tadika Kemas telah dibuka dengan jumlah kanak-kanak adalah seramai 212,454 orang di seluruh negara.

2012, Arkib Berita, Masalah Guru, Pembangunan Sekolah

‘Luluskan segera kenaikan Gred DG41’

Batu Pahat: Kementerian Pelajaran meminta Jabatan Perkhidmatan Awam (JPA) segera meluluskan permohonan 9,051 guru lepasan Program Perkhidmatan Perguruan Siswazah (PPPS) ke Gred DG41.

Timbalan Menteri Pelajaran, Dr Mohd Puad Zarkashi, berkata kelewatan itu bukan mengecewakan pendidik terbabit, malah melemahkan semangat guru lain untuk mengikuti program berkenaan. “Oleh itu, kita meminta JPA mempercepatkan kelulusan perjawatan baru ini supaya mereka dapat disahkan ke Gred DG41,” katanya selepas majlis penyerahan komputer riba 1Malaysia Parlimen Batu Pahat di Dewan Majlis Perbandaran Batu Pahat (MPBP) di sini, semalam.
Mohd Puad mengulas keluhan lebih 9,000 guru lepasan PPPS, termasuk ada yang tertangguh sejak dua tahun lalu.

2012, Arkib Berita, ICT/Teknologi, Masalah Guru, Masalah Pelajar, Pembangunan Sekolah

Majoriti guru tak setuju

Hasil negatif benar pelajar bawa gajet ke sekolah 

Kuala Lumpur: Lebih 90 peratus guru dan 80 peratus pemimpin sekolah tidak bersetuju cadangan Kementerian Pelajaran membenarkan pelajar membawa telefon bimbit ke sekolah. Keputusan hasil kaji selidik membabitkan kira-kira 2,000 responden di seluruh negara itu dimaklumkan Yang Dipertua Majlis Pengetua Sekolah Menengah (MPSM), Muhamad Khailani Abdul Jalil kepada BH, semalam.
Muhamad Khailani adalah Ahli Jawatankuasa Induk Menangani Gejala Disiplin Murid yang dipengerusikan Timbalan Menteri Pelajaran, Datuk Dr Wee Ka Siong.

Malah, kajian itu turut mendapati lebih 75 peratus ibu bapa dan 55 peratus pelajar sendiri turut menolak cadangan berkenaan.

Kajian dibuat Kementerian Pelajaran tahun lalu untuk mendapatkan pendapat pihak berkepentingan mengenainya.

Beliau berkata, rata-rata semua pihak kepentingan menegaskan keperluan pelajar untuk membawa telefon bimbit ke sekolah amat sedikit dan tidak mewakili suara majoriti.
“Kebimbangan utama semua pihak berkepentingan itu ialah ia lebih banyak membawa keburukan.

“Berdasarkan pengalaman sekolah, 60 peratus pelajar membawa telefon bimbit ke sekolah walaupun tidak dibenarkan ketika ini. Masalah berlaku apabila telefon bimbit hilang, pelajar menuduh rakan mencuri sehingga mencetuskan pergaduhan.

“Selain itu, pelajar membawa anasir berunsur lucah ke sekolah dan berisiko tinggi berlaku penyebaran yang boleh mempengaruhi rakan,” katanya.

2012, Arkib Berita, Bahasa, Forum, Masalah Guru, Masalah Pelajar, Pembangunan Sekolah, Rencana, Sistem, Subjek, Surat

ENGLISH TEST: Put through needless stress

Tuesday, July 17, 2012

By C.S, Skudai, Johor 0 comments

RECENTLY, English language teachers, like me, at government secondary schools were instructed to sit the Cambridge Placement Test online.

We were not told the purpose of this test. It was upon us even before we could comprehend the situation.

Haphazardly done, the test only served to demotivate us.

First, the teachers were clueless as to why they were subjected to the test by the Education Ministry. Some of us are going to retire in a year or two.

What effect it would have either on us or the education system, only the powers-that-be know.

Secondly, the trauma and the inconvenience we experienced while sitting through the online test were indescribable.

We were told to sit for the exam only at school and under the supervision of the senior assistant. Fine, but our ordeal began only after that.

We tried to enter the system with the password given to us but to no avail. Undeterred, we tried and tried for a good three hours.

It was only after 2pm that some of us could get through the system and sat for the test.

Imagine the stress it caused! We were exhausted

Mind you, in between we had to rush to our classes to teach. It was extremely exhausting.

The people responsible for this mess owe us an explanation. We should not have been subjected to this sort of harassment.

Teaching is already stressful. As if that is not enough, we were saddled with mind-boggling tasks like this. Can someone in the ministry provide us a suitable explanation?

Read more: ENGLISH TEST: Put through needless stress – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/english-test-put-through-needless-stress-1.108667#ixzz20wz3i463