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Reflective Teacher

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Reflective Teacher

An interesting experience from his duties as principal and director at Sukma Bangsa School (SSB) is recruiting teachers. The SSB version of the teacher is a teacher who is not only good personally and professionally, but also who is willing to learn and reflect on what he has done in the classroom.

According to F Oviyanti (2017), improving the professional, pedagogical, personality, and social competencies of teachers is a must for the advancement of the world of education. Personally, good teachers have attitudes including democratic, kind, patient, fair, consistent, open, helpful, humorous, mastering content, flexible, and motivated to help students learn (Darajat, 2015). Meanwhile, professional quality requires several things such as being competent in science, moral credibility, dedicated, mature, and mastering learning skills (T Situmorang, 2019).

SSB initial concept

It is not easy to sow good seeds in SSB according to the initial concept contained in the blueprint and guides. SSB started with the philosophy of education, which is exemplary, so it started by recruiting teachers who were good mentally and of course academically. Teachers who are able to carry out the school’s vision, which is to create a positive and sustainable educational environment for learning citizens to improve the quality of Indonesian human resources who are academically capable, skilled, and have noble character (SSB Blueprint, 2006), complete with standard operating procedures for effective school management , school-based conflict management (MKBS) and integrated school information systems on line (SISTO) which is the main media for recording all information flows in schools.

Inspirational quotes from Peter Senge, a school that learns, became the motto of SSB. The motto demands and encourages all learning citizens in schools to continue to develop their reflective capacity in daily activities. This means that all activities in schools must be of learning value for SSB residents. The sentence is then concretized into a school culture by applying 4 nothat is no cheating (honest), no bullying (nonviolence), and no smoking (not smoking), and recently to anticipate global warming appeared no the new one, that is no littering (cleanliness).

Along the way, these sentences have become a school culture that all school members continue to carry out. According to Dodi Wibowo (2020), school culture can be one of the factors that can help teachers learn about education (peace). The implementation of the school culture was quite successful, partly because SSB recruited the best teachers with good affective, cognitive, and psychomotor abilities.

However, in general, the most sought after is the most affective figure who can be a role model for students. SSB believes that teachers must be selected, assisted, and evaluated so that only teachers who have a good commitment and are in accordance with the qualifications and school culture will become new learning citizens at the school.

Teacher selection

SSB invites the best teachers to participate and join SSB to advance education, especially in Aceh, through the teacher recruitment process. Teachers can come with any background, diverse cognitive, psychomotor, and affective abilities. However, what is most important is the conformity of the philosophy that prospective teachers believe in with the vision and mission held by the school. There are several stages that a prospective Sukma School teacher must go through, before he is contracted to become a permanent teacher, namely file selection, written tests, interviews, teaching practices, internships and mentoring, and finally the contract.

The initial stage is file selection, where the school administration sorts files according to school needs and the suitability of the experience and teacher education based on the files sent. After passing that stage, prospective teachers who pass the file selection will be invited to school to take a written test that has been developed to map the cognitive abilities of prospective teachers. The tests they have to pass are language tests (Indonesian and English) and the field of study they are applying for.

Participants who pass the written test are then invited back for an interview. Aspects of the assessment in the interview from cognitive abilities in the field of study, dress style, communication style, delivery method, diction of words used, class management, to the style of interacting with students were carefully evaluated. The interview process was carried out by the school management and several senior teachers.

In the session, prospective teachers will be asked in depth about their values ​​in life, their philosophies, and of course their commitment to education. The panelists will explore the psychological, personal, and fighting power of teachers in carrying out their careers in the future. At that stage, it is hoped that the personal and professional side of a teacher will be revealed (Fachrurrazi, 2021).

Prospective teachers who pass the interview are then invited back to undergo a teaching test in a teaching practice format. All aspects of personal, professional, social, and pedagogical will be the points of assessment. After going through all these processions, a teacher has become the school’s newest recruit and is entitled to undergo the next procession, namely the internship period. During that period, the school will periodically confirm the assumptions that the prospective teacher has built.

In a period of 6 months to 2 years, a teacher will periodically undergo the process directly interacting with students with the assistance of senior expert teachers (senior master teacher). After going through the mentoring period and being declared good by the senior teacher, the prospective teacher can proceed to the next stage, namely the contract stage.

All of the above efforts are carried out by school management as a system. However, in the end, the most important of all is the willingness and ability of the teacher to carry out the reflective process thoroughly and continuously while making improvements, deepening, and learning. Dialogue, discussion, interaction, and reflection on a regular basis with fellow teachers, students, learners, and the school environment is an important core activity. The teacher’s reflective ability is the main key that shows someone has become an adult. SSB believes that students can come from anywhere with any background, but teachers must be selected and prepared as well as possible. Wallahualam.


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