RECENTLY, our nation celebrated its 79th Independence Day. One of the goals enshrined in the Preamble of the 1945 Constitution is to educate the nation. Based on this goal, all citizens should have equal opportunities to receive education.
Unfortunately, the goal of enlightening the nation has not yet been fully realized as many citizens still drop out of school. In addition, we still face issues with low education quality, access, and uneven services, along with inadequate infrastructure, especially in remote areas.
Our education sector is also faced with new learning methods due to the advancement of digital technology. Therefore, to address these educational issues, we need the right leadership. Educational leadership is a key factor in advancing the education sector.
Taking on the mantle of leadership is not easy. Besides having good leadership skills, an educational leader must also have a broad understanding of various aspects of education, from management and policy to curriculum development. Educational leaders must also possess excellent communication skills to build collaborations with relevant parties.
Jejen Musfah in his “Educational Policy Analysis” (2016) asserts that the key to an educational institution’s success is the quality of its leadership. We cannot judge it based on the educational backgroundwhether domestic or internationalor past experiences, but rather on the actual work during their leadership period. History will prove whether they are true leaders or merely nominal ones.
Teacher Movers
Currently, education in Indonesia is entering a new era with the emergence of ‘teacher movers,’ key to transforming education at school and regional levels. Teacher movers in the independent learning curriculum are individuals capable of directing students to develop comprehensively, fostering critical thinking, and creative innovation. In independent learning, teacher movers must be able to implement student-centered learning processes.
The presence of teacher movers ensures the continuity of the independent learning curriculum. This curriculum differs from previous ones, which aimed to produce a generation of believers, productive, creative, innovative individuals contributing to the nation. The independent curriculum involves a more diverse intracurricular learning, optimally designed so that students have enough time to deepen concepts and strengthen competencies tailored to their learning needs and interests.
According to Dahlia Sibagariang et al. (2021), a teacher mover is a learning leader in independent learning who can mobilize the educational ecosystem to realize student-centered education. Becoming a teacher mover requires passing a selection process and participating in a nine-month education and training program.
As teacher movers, there are at least four important roles. First, as learning leaders, teacher movers should demonstrate a willingness to take initiative in managing and guiding the learning process at school. They do more than just teach skills and knowledge; they are responsible for creating a motivating, inclusive, and empowering learning environment.
Second, as community movers, teacher movers should be able to make changes within the teacher community, both at school and in their region, where ideas and experiences in the learning process can be exchanged.
Third, as mentors, apart from transferring knowledge, teacher movers are also expected to guide other teachers towards greater professionalism. Through this approach, teacher movers foster a collaborative culture among teachers to address various learning challenges.
Fourth, realizing student leadership. Teacher movers should be able to develop leadership qualities in students. In this context, teacher movers encourage students to develop leadership skills, responsibility, and understanding of their roles in learning.
These roles form a unity that needs to be implemented by teacher movers. Therefore, educational leadership in the era of teacher movers should promote a collaborative culture so that these roles can be effectively executed. This collaborative culture provides space for all stakeholders to actively participate in decision-making that leads to educational quality improvement.
In conclusion, teacher-based educational leadership plays a strategic role in realizing quality education. Teacher movers must be able to develop a leadership model that adapts to the advancements in science and technology so they can optimally contribute to advancing the educational world.
Kusai Murroh, S.Pd., S.H., M.H., Academician and Legal Advisor of LPPH-BPPKB Banten
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