KONSEP COMPETENCY-BASE PERFORMANCE MANAGEMENT

(UNTUK GURU)

 Pembinaan dan Pengembangan Guru Perfomance Management

Konsep Kompetensi
Kompetensi Guru

OUTLINE

PROSES SERTIFIKASI

PEMBINAAN PASCA SERTIFIKASI

PROMOSI

NAIK PANGKAT

SERTIFIKASI GURU DALAM JABATAN

YHA PENGUKURAN KINERJA GURU FORMATIF GURU PROFESIONAL PENGUKURAN KINERJA GURU SUMATIF
ANGKA KREDIT CUKUP ?

TIDAK

SERTIFIKASI GURU PRAJABATAN

BELUM

SDH PEMBI NAAN 2 TH ?

SUDAH

PEMBINAAN

SANKSI

KERANGKA PEMBINAAN DAN PENGEMBANGAN GURU

Performance Planning/ Agreement

Performance Review

Performance pay (punishment)

Performance Development

Performance Rating

PERFORMANCE MANAGEMENT CYCLE

January Ratings confirmed with employees

March Skills gap communicated to corporate

January Executive discuss proposed ratings

Mid-May End of cycle performance review

Ongoing Feedback
December 24 Mid-cycle review

Performance Management Cycle

1 July Variations to remuneration effective 31 August Performance agreements finalized

Ongoing Feedback

July Cycle commences

CONTOH APLIKASI PERFORMANCE MANAGEMENT CYCLE

Competency/ Performance Agreement

Competency/ Performance Review

Competency/ Performance pay (punishment)

Competency/ Performance Development

Competency/ Performance Rating

COMPETENCY-BASE PERFORMANCE MANAGEMENT CYCLE

Basis dari semua tahapan adalah......kompetensi

A competency is an underlying characteristic of a person (skill, knowledge, attitude) which enables him/her to deliver superior performance in a given job, role or situation

DEFINISI KOMPETENSI

Motive Trait Self Concept

HIDDEN COMPETENCE

Knowledge Skill
VISIBLE COMPETEMCE

Outcome

PERFORMANCE

COMPETENCY is about.....

PERFORMANCE is about

KNOWING

DOING

Waktu ditanya bisa jawab: she likes dancing

Waktu pidato: she like dancing

COMPETENCY vs PERFORMANCE

UTAMA (IV/d, IV/e) MADYA (IV/a, IV/b, IV/c) MUDA (III/c, III/d) PERTAMA (III/a, III/b)
INDUCTION PROGRAMME Career Step CERTIFICATED GRADUATE

CPD focus on development of profession CPD focus on school development CPD focus on improving student achievement & management CPD focus on improving professional competencies

Bagaimana Manajemen Kinerja Guru Dikembangkan?

No

RANAH KOMPETENSI

JUMLAH KOMPETENSI INDIKATOR

1 2

Pedagogik Kepribadian

7 3

45 18

3
4

Sosial
Profesional

2
2 14

6
9 78

JUMLAH

KOMPETENSI GURU KELAS/MATA PELAJARAN

No. 1

KOMPETENSI Menguasai karakteristik peserta didik

CARA MENILAI Pengamatan dan pemantauan

2
3

Menguasai teori belajar dan prinsip-prinsip pembelajaran yang mendidik

Pengembangan kurikulum

Pengamatan
Pengamatan

4
5

Kegiatan pembelajaran yang mendidik

Pengembangan potensi peserta didik

Pengamatan
Pengamatan dan pemantauan

6
7

Komunikasi dengan peserta didik

Penilaian dan evaluasi

Pengamatan
Pengamatan

KOMPETENSI PEDAGOGIK GURU

No. 8 9 10

KOMPETENSI Bertindak sesuai dengan norma agama, hukum, sosial, dan kebudayaan nasional Menunjukkan pribadi yang dewasa dan teladan Etos kerja, tanggung jawab yang tinggi , rasa bangga menjadi guru

CARA MENILAI Pengamatan dan pemantauan Pengamatan dan pemantauan Pengamatan dan pemantauan

No. 11 12

KOMPETENSI Bersikap inkulsi, bertindak objektif, serta tidak diskriminatif Komunikasi dengan sesama guru, tenaga kependidikan, orang tua, peserta didik, dan masyarakat

CARA MENILAI Pengamatan dan pemantauan Pemantauan

KOMPETENSI KEPRIBADIAN DAN SOSIAL GURU

No.
13

KOMPETENSI
Penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu Mengembangkan keprofesionalan melalui tindakan tang reflektif

CARA MENILAI
Pengamatan

14

Pengamatan

KOMPETENSI PROFESIONAL GURU

No

RANAH KOMPETENSI

JUMLAH KOMPETENSI INDIKATOR

1 2

Pedagogik Kepribadian

3 4

9 14

3
4

Sosial
Profesional

3
7 17

10
36 69

JUMLAH

KOMPETENSI GURU BIMBINGAN KONSELING

No

RANAH KOMPETENSI

KRITERIA

1 2 3 4 5 6

Kepribadian dan Sosial Kepemimpinan Pengembangan Sekolah/Madrasah Pengelolaan Sumber Daya Kewirausahaan Supervisi Pembelajaran

7 10 7 8 5 3 40

JUMLAH

KOMPETENSI KEPALA SEKOLAH

No

RANAH KOMPETENSI

KRITERIA

1 2 3 4 5 6 7 8 9 10

Perencanaan Kegiatan Perpustakaan Pelaksanaaan Program Perpustakaan Evaluasi Program Perpustakaan Pengembangan Koleksi Perpustakaan Pengorganisasian Layanan Jasa Informasi Perpustakaan Penerapan ICT Promosi Perpustakaan dan Literasi Informasi Pengembangan Kegiatan Perpustakaan sebagai Sumber Belajar Kependidikan Kepemilikan Integritas dan etos kerja Pengembangan profesional Kepustakaan

8 9 8 8 8 4 4 4 8 4 65

JUMLAH

KOMPETENSI KEPALA PERPUSTAKAAN

CONTOH STANDARD KOMPETENSI GURU PROFESIONAL

Graduate teacher
Graduate teachers are beginning their teaching career in NSW. They have undertaken an approved program of teacher preparation or its equivalent elsewhere, and possess the requisite knowledge, skills, values and attitudes to plan for and manage successful learning

Professional Competence Professionally competent teachers have demonstrated successful teaching experience. They have met the standards for professional competence. They effectively monitor, evaluate and plan for learning. They are able to tailor teaching programs to meet the needs of individuals and groups within the class.

THE STRUCTURE OF THE FRAMEWORK: KEY STAGES

Professional Accomplishment
They are highly accomplished and successful practitioners. They are recognised by other teachers as having in-depth subject knowledge and pedagogy. They keep abreast of and contribute to professional learning and educational discussions as well as contributing to the professional learning of others. They engage in educational and professional discussions and debates. They recognise their role in contributing to the professional learning of others including mentoring beginning teachers.

Professional Leadership
These teachers have a record of outstanding teaching and are committed to enhancing the quality of teaching and learning. They are committed educators who can articulate a vision of education to their students, peers, the profession and the wider community. They may be employed in formal leadership positions within schools.

THE STRUCTURE OF THE FRAMEWORK: KEY STAGES

Professional Knowledge This domain encompasses knowledge and understanding of the fundamental ideas, principles and structure of the subject/disciplines taught by teachers Professional Practice This domain focuses on the action or process of teaching as well as the knowledge and skills gained through experience as a teacher Professional Commitment The commitment domain encompasses the capacity of teachers to reflect critically on their own practice accompanied by a commitment to their own development.

THE STRUCTURE OF THE FRAMEWORK: DOMAIN

No

ELEMENTS

1
2 3 4

Teachers know their subject/content and how to teach that content to their students
Teachers know their students and how students learn Teachers plan, assess and report for effective learning Teachers communicate effectively with their students

5
6 7

Teachers create and maintain safe and challenging learning environments through the use of classroom management skills
Teachers continually improve their professional knowledge and practice Teachers are actively engaged members of their profession and the wider community

THE STRUCTURE OF THE FRAMEWORK: 7 KEY ELEMENTS

BEHAVIORAL INDICATOR

The competency model

 Atasan dan bawahan berdiskusi dalam suasana yang kooperatif Atasan mengapresiasi pencapaian yang telah dilakukan oleh bawahan (guru) selama ini Atasan dan bawahan mendiskusikan dan menyepakati kompetensi apa yang harus dipenuhi bawahan Atasan dan bawahan menyepakati level kompetensi yang harus dicapai Atasan dan bawahan mendiskusikan kendala apa yang dimiliki oleh bawahan yang menghambat pencapaian target kompetensi Atasan dan bawahan mendiskusikan dukungan/bantuan apa yang harus diberikan kepada bawahan agar mampu mencapai target kompetensi
TAHAPAN PEFORMANCE MANAGEMENT CYCLE: AGREEING ON COMPETENCY

 Atasan dan bawahan berdiskusi dalam suasan yang kooperatif Atasan dan bawahan mendiskusikan pencapaian target kompetensi oleh bawahan dan menyepakatinya Atasan dan bawahan mendiskusikan dan menyepakati development (training, mentoring, coaching) apa yang perlu diberikan pada bawahan Atasan dan bawahan mendiskusikan dan menyepakati teknis pelaksanaan development

TAHAPAN PEFORMANCE MANAGEMENT CYCLE: COMPETENCY REVIEW

 Pelaksanaan training Pelaksanaan mentoring Pelaksanaan coaching

TAHAPAN PEFORMANCE MANAGEMENT CYCLE: COMPETENCY DEVELOPMENT

Training
The provision of opportunities for people to gain NEW knowledge and skills Coaching It is the support and guidance given to allow people to use their EXISTING knowledge and skills more effectively to improve performance Mentoring Mentoring is about helping people develop more effectively. It is a relationship designed to build confidence and help the learner take increasing initiative for his/her own development

Training? Coaching? Mentoring?

360 degree feedback Seimbang antara akurasi dan objektivitas dengan kerumitan Bawahan mempelajari hasil rating Bawahan menerima atau banding Tindak lanjut atas banding

TAHAPAN PEFORMANCE MANAGEMENT CYCLE: COMPETENCY RATING

Fair and transparant Stimulate better performance Aware of dys-functional behavior Individual, team, organization??

TAHAPAN PEFORMANCE MANAGEMENT CYCLE: COMPETENCY PAY

Terimakasih
Alamat email : ukmp3@kemdikbud.go.id