DEVELOPING AN ALTERNATIVE MODEL OF EDUCATIONAL MANAGEMENT FOR EXCELLENCE SCHOOLS by

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DEVELOPING AN

ALTERNATIVE MODEL OF

EDUCATIONAL

MANAGEMENT FOR

EXCELLENCE SCHOOLS

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OUTLINE

 Firstly, we will talk about the School Based

Management (SBM) in Indonesia

 Secondly, we will look at the development and

implementation of SBM in Yogyakarta

 Finally, you will know the results of the development

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OBJECTI

VES

 Firstly, students understand the School Based

Management (SBM) in Indonesia

 Secondly, students can explain the development and

implementation of SBM in Yogyakarta

 Finally, students can mention the results of the

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PRELIMINARY (1)

 In 2004, the Indonesia Government implemented the regional

autonomy as the realization of the Law Number 32 of 2004 on

Regional Government. The majority of central government authority delegated to the local government.

 With autonomy and decentralization, hoped each region including

the communities will be encouraged to develop their respective areas in order to increase their competitiveness.

 Consequences of autonomy and decentralization also occurred in

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PRELIMINARY (2)

 Various programs to overcome the education issues have been carried out by the Indonesia government

 The various programs have given expectations for the sustainability and controlled quality during the crisis

 However, because of so rigid and centralized

management, the programs did not have a positive impact. It is believed because of mismanagement

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PRELIMINARY (3)

 The concept of school-based management is one of the

national policy as outlined in the Law Number 25 Year 2000 on National Development Strategic Plan 2000-2004, and clearly set in the Law of National Education System

Number 20, 2003.

 The approaches and school management using the

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SCHOOL–BASED

MANAGEMENT (1)

 School Based Management, is a political approach that aims

to redesign school management by providing power to the principal and increase community participation in efforts to improve school performance including teachers, students, principals, parents, and community.

 The School Based Management changes decision making

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SCHOOL–BASED

MANAGEMENT (2)

 School –based management is a management

model based on uniqueness, potency, and the

needs of school.

 With these limits, then the SBM ensures diversity in

the management of the school, but must remain in the corridors of national education policy. With

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THE ESSENCE OF

SBM

AUTONOMY

EMPOWERING

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ASSUMPTIONS OF SBM (1)

 Updates are planned and implemented centrally are often not able to fx the core of school

activities, that is a learning and teaching process.

 Schools need an educational resource support that steady and consistent, but the central

government, provinces, and districts were not able to meet this demand.

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ASSUMPTIONS OF SBM (2)

 Schools are not only a sub-ordination or the

doer of the programs of the government, but they are as the front line that must be

empowered in decision making and management independently.

 School knows much more their problems and

needs

 Decision making by school will be appropriate

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THE OBJECTIVES OF SBM

 To improve the school performance using the

good principles of SBM.

 The school performance consists of quality,

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THE PRINCIPLES OF SBM

 Participation  Transparency  Accountability

 insight toward the future  inforcement of law

 Justice  Democracy  Prediction  Sensitivity  Professional

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IMPLEMENTATION OF SCHOOL–BASED

MANAGEMENT (1)

 Multiply school partner and involve them in school

operating

 Formulate school determination, role of the school

components, custom, and relationship between school components

 Implement the priciples of SBM

 Clarify the functions of management (planning,

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THE IMPLEMENTATION OF SCHOOL–BASED

MANAGEMENT (2)

 Improve school capacity, both human resources

and remaining resources (infrastructure, money, tools, material, management information system, etc)

 Distribute authority, responsibilty, accountability,

and ability.

 Make plan of comprehensive school development

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SB

M

How?

Student achievement Independence

Participation Openness Accountability

Sustainability Cooperation

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SCHOOL–BASED MANAGEMENT

NEEDS PARTNERSHIP WITH SOCIETY



There is a common objective



Need openness



Respect each other

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KINDS OF SOCIETY



Group of parents



Group of associations



Group of practitioners



Group of academicians

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SOCIETY SUPPORTS



Financial support



Moral support



Service support

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SBM NEED CHANGE

IN:



System or structure



Culture or habit



Figure



Relationship

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The DOER of SBM

A = Affective C = Cognitive AT=Attitude

I = Individual G= Group S= School

Resource (Slamet)

ADMINISTRATOR TEACHER STUDENT

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PARTICIPATION

A. Background

 Participation objective is to improve

sense of

belonging



Sense of belonging will improve

sense of responsibilty



Sense of responsibility will improve

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B. The Meaning Of Participation

 Participation is the process where stakeholders

are involved actively in decision making, policy making, planning, implementation, and

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C. The Objectives of Participation

The main goals of participation improvement are:

 Improve contribution

 Empower potency of stakeholders

 Improve role of stakeholders

 Guarantee so that each decision reflect

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D. Efforts to improve participation

 Make regulation and guidance procedures of

participation

 Provide infrastructure of participation and

communication channel

 Perform (advocation, publication, transparancy,

realization) respect to stakeholders

 Involve stakeholders in accordance with the relevance,

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E. Successful Indicators

of participation

 Improvement of stakeholders contribution

 Improvement of stakeholders trust to school

 Improvement of responsibility and concern

 Improvement of quality and quantity

 Decision to really express the aspirations and

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TRANSPARENCY

A. Background

 School is a public service organization in the

field of education that is given mandate by the society so transparency is the right of the public

 Improvement of transparency is very important

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B. The meaning of transparency

 Transparency is a condition where each person

related with education can know process and result of decision making and school regulation

 Transparency is equal to honest, do not lie, and

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C. The Objective of Transparency

 Development of transparency aimed to build

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D. Efforts of Transparency Improvement

 Leverage various channels both direct or

indirect

 Prepare clear regulation about manner to get

information, type of information and comply procedure if information do not reach public

 Effort regulation which guarantee the public

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E. Successful Indicators of Tranparency



Improve belief and trust of public to school



Improve participation of public to school

management



Inrease insight and knowledge of public to

school management



Decreasing of trespassing to school

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ACCOUNTABILITY

A. Background

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B. The meaning of

accountability

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C. Objective of the

accountability

The main objective of accountabilty is to

encourage realization of school

performance accountability as one of

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D. Efforts to Improve Accountability

 Make a play rule of accountability

 Make a guidance of behavior and a controller system of

school management performance

 Make a school development plan and inform to public in

each early budget year

 Make clearly key performance indicators and inform to

public

 Measure achievements of school performance

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E. Successful Indicators of Accountability



Improvement of trust and satisfaction of

public to school



Growth of public right awareness to

evaluate educational management in

school



Improvement of relevant activity for the

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PRELIMINARY 1

1. This chapter describes developing educational

management of six Muhammadiyah schools in Depok, Sleman, Yogyakarta.

2. Those six schools are:

a. Condong Catur Muhammadiyah Elementary School, b. Kadisoka Muhammadiyah Elementary School,

c. Sleman Muhammadiyah Elementary School,

d. Prambanan Muhammadiyah Elementary School, e. Pakem Muhammadiyah Elementary School,

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PRELIMINARY 2

Formerly, teachers and other employees were

recruited by “the leader of Persyarikatan

Muhammadiyah” or schools, then proposed to

the government to be appointed as civil

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CLUSTER SYSTEM OF SCHOOLS 1

1. The six muhammadiyah schools developed school based management model with cluster system.

2. The six schools implemented the school based

management with cluster system for independent and excellence schools.

3. The leader and the initiator of the project was Achmad Solikin, principal of Condongcatur Muhammadiyah

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CLUSTER SYSTEM OF SCHOOLS 1

4. Once, Condongcatur Muhammadiyah Elementary School was an independent and excellence schools, while the

other five Muhammadiyah Schools were not good schools.

5. Mr. Achmad Solikin invited the other five muhammadiyah schools to implement the School Based Management with cluster system.

6. Solikin invitation was received very well by other five Muhammadiyah schools.

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PROBLEMS 1

1. Long time ago, many schools were lack of students both state and private schools, so many school were closed. On the other hand, new schools arise and they were luxuriant both number of teachers and students. Many new schools occupy the building of schools that have been closed.

2. There was no cadre formation in many schools.

3. Participation of society in development curriculum, building, and financial was not optimal.

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PROBLEMS 2

5. There was no financial and educational cost

standard

6. There was a lack of curriculum development

7. There was a lack of quality culture

development in schools

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SOLUTIONS

1. Recruit the appropriate educational and non educational human resources for schools.

2. Optimize people’s participation 3. Build discipline culture

4. Using information and technology in learning media

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RESULTS 1

1. Improvement of society trust

2. Equaity of quality

3. Independency of resources

4. Improvement of society investment

5. Innovation of learning media

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RESULTS 2

With the selection of competent teachers and always held a planned increase in human resources, SD Muhammadiyah Condongcatur has professional teachers:

With the selection of competent teachers and always held a planned increase in human resources, SD Muhammadiyah Condongcatur has professional teachers: (1) Four teachers have got teacher certification,

(2) Champion-1 in the national contest of teacher Creativity in 2006,

(3) champion 1 & 2 in academic writing competition in 2008, the district level. Sleman,

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RESULTS 3

Community participation in developing of SD

Muhammadiyah Condongcatur is optimal, it can be seen in:

(1) The involvement in building development, (2) The development of computer laboratories, (3) The human resource development,

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RESULTS 4

Culture of discipline teachers:

(1) teacher come at: 06:20 leave school at 14:00, (2) digitalization of syllabi, lesson plans and

instructional media.

(3) Manufacture of E-Learning instructional system, and intranet / internet school

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NO SCHOOLS DURA

SI BEFORE AFTER

1 Condnongcatur Muhammadiyah

Elementary School years13 125 977 2 Kadisoka Muhammadiyah

Elementary School years10 18 338 3 Sleman Muhammadiyah Elementary

School 9 years 27 652

4 Pakem Muhammadiyah Elementary

School 8 years 341

5 Prambanan Muhammadiyah

Elementary School 7 yeasr 238

6 Condongcatur Muhammadiyah

Secondary School 2 6 years 18 250

DESCRIPTION OF THE SCHOOLS

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NO SCHOOLS DURA

SI BEFORE AFTER

1 Condnongcatur Muhammadiyah

Elementary School years13 12 61 2 Kadisoka Muhammadiyah

Elementary School years10 1 25

3 Sleman Muhammadiyah Elementary

School 9 years 11 42

4 Pakem Muhammadiyah Elementary

School 8 years 25

5 Prambanan Muhammadiyah

Elementary School 7 years 23

6 Condongcatur Muhammadiyah

Secondary School 2 6 years 11 23

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