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KOMPONEN UTAMA PELAN PEMBANGUNAN PENDIDIKAN MALAYSIA

Program Transformasi PPD 2013 Inisiatif PPPM 2013 – 2015 Perancangan Intervensi Lima Langkah. KOMPONEN UTAMA PELAN PEMBANGUNAN PENDIDIKAN MALAYSIA. 5 Aspirasi Sistem. Pengetahuan Kemahiran berfikir Penguasaan Kemahiran Dwibahasa Kemahiran Kepimpinan Identiti Nasional

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KOMPONEN UTAMA PELAN PEMBANGUNAN PENDIDIKAN MALAYSIA

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  1. Program Transformasi PPD 2013Inisiatif PPPM 2013 – 2015PerancanganIntervensi Lima Langkah

  2. KOMPONEN UTAMA PELAN PEMBANGUNAN PENDIDIKAN MALAYSIA 5AspirasiSistem • Pengetahuan • Kemahiranberfikir • PenguasaanKemahiranDwibahasa • KemahiranKepimpinan • IdentitiNasional • EtikadanKerohanian • Akses - 100% enrolmenmenjelang 2020 • Kualiti – kelompoksepertigateratasdalampentaksiranantarabangsa • Ekuiti – 50% penguranganjurangpencapaian • Perpaduan – menghargaikepelbagaian • Kecekapan– keberhasilanmaksimum 6AspirasiMurid 1. Menyediakankesamarataanakseskepada pendidikanberkualitibertarafantarabangsa 2. Memastikansetiapmuridmenguasaikemahiran dalamBahasaMalaysia danBahasaInggerisdan digalakkanmempelajaribahasatambahan 3. Melahirkanrakyat yang menghayatinilai 4. Mentransformasiprofesionkeguruanmenjadi profesionpilihan 5. Memastikankepimpinanberprestasi tinggi ditempatkan di setiap sekolah 6. Mengupaya JPN, PPD dan sekolah untuk menyediakanpenyelesaiankhususberasaskan keperluan • 7. Memanfaatkan ICT bagimeningkatkan • kualiti pembelajaran di Malaysia • Mentransformasikebolehandan • keupayaanpenyampaianKementerian • Bekerjasamadenganibubapa, komuniti, dansektorswastasecarameluas • 10. Memaksimumkankeberhasilanmuridbagi • setiap ringgit • 11. Meningkatkanketelusanuntuk • kebertanggungjawabanawamsecara • langsung 11Anjakan Gelombang 1 (2013-2015) Mengubahsistemdenganmenyokong guru danmemberikan tumpuankepadakemahiranutama Gelombang 2 (2016-2020) Memacupeningkatansistem Gelombang 3 (2021-2025) Menganjakkearahkecemerlanganmelaluipeningkatankeluwesanoperasi 3Gelombang

  3. 5 AspirasiSistemPendidikan Malaysia 100% enrolmenmerentassemuaperingkatpendidikandaripada Akses Prasekolahhinggamenengahatasmenjelangtahun 2020 Negara dalamkelompoksepertigateratasdalampentaksiran Kualiti Antarabangsa seperti PISA dan TIMSS dalam tempoh 15 tahun 50% pengurangan dalam jurang pencapaian Ekuiti (bandar-luarbandar, sosioekonomidan gender) menjelangtahun 2020 Sistempendidikan yang menawarkanperkongsianpengalamandannilaikepadakanak-kanakdenganmenghargaikepelbagaian Perpaduan Sistem yang memaksimumkankeberhasilanmuridmengikutperuntukansediaada Kecekapan 2

  4. Program transformasidaerahakandilaksanakandalamtigagelombang Gelombang1 (2013 - 2015) Gelombang 2 (2016 - 2020) Gelombang 3 (2021 - 2025) • Memperkukuhkeupayaanpengurusannegeridandaerah • Mengurangkanbilangansekolah Band 6 & 7 kepadasifar • Mengurangkanjurangbandar-luarbandarsebanyak 25% • Meningkatkankehadiranmuridkepada 95% • Memberilebihkebebasankepimpinandalamnegeri, daerahdansekolah, danfleksibilitioperasikeatasperuntukanbajet, penggunaankakitangansertapenjadualankurikulum • Kebanyakansekolahtelahbersediauntukmelaksanakanpengurusanberasaskansekolahsecaraefektif Hasilutama: Memberipelbagaisokongankepadasekolahberasaskan band pencapaiansekolah; Menyediakanintervensibagisekolah yang bersesuaiandengankontekskhusussetiapsekolah; Menjadikan JPN dan PPD bertanggungjawabterhadappencapaiankeseluruhansekolah. SUMBER: Malaysia Education Blueprint

  5. PPD Dashboard Program transformasidaerahmelibatkanempatperkara AKAUNTABILITI SOKONGAN 1 2 Memberi sokongan kepada organisasi yang paling memerlukan Mengupaya kepimpinan tempatan Perubahanperanan JPN dan PPD memberitumpuandansokongankepadasekolah Sokongandanintervensi yang menjuruskepadasekolahdidorongolehdaerahdandiupayakanolehnegeri Dashboard dan ranking barumemberitumpuankepada KPI terpenting (dari JPN hinggakesekolah) Dialog prestasidisemuaperingkatmemastikansekolah, daerahdannegeribolehmencapaisasaran Berdisiplin dalampemantauan, penyelesaian masalah, dan pengambilan tindakan Menambat akses, kualiti, dan ekuiti 3 4 5

  6. PERANAN BAHARU PPD terkandungdalamPiagampelanggan yang bakalditandatanganiolehsemua PPD 6

  7. SEKOLAH Dashboard Yang MempunyaiFokus Yang Sama di semuaperingkat • NASIONAL • NEGERI • DAERAH • MURID • HasilmetrikberfokuskepadaAkses, KualitidanEkuiti • Input metrikberfokuskepadafaktor yang mendorongkepadapeningkatkankualitipengajaran 7

  8. Sabah monthly scorecard, Feb 2013 CONTOH SOURCE: Program initiative owners; DMO 8

  9. Komponenutamadalam dialog pencapaian DTP melibatkanprosesmembuatkeputusanberpandukan data disemuaperingkatorganisasi MenjejakiPencapaian • Pelaksanaantindakan(dalam PPD, negeri, atausekolah) • Pengumpulan data pencapaianbaginegeri, PPD, atausekolah • Dashboarddaninisiatifkeutamaan Pelaksanaan Pengumpulan data • Mengutamakan tindakan dan intervensi – termasuk tanggungjawab dan tarikh akhir • Menganalisisdanmenyediakanlaporan • Memantaupembangunanmetrikutama Perancangantindakan Analisis & Laporan Punca • Memahamipuncabagipencapaiankurangbaikatauisu • Mengenalpastiisuyang dibayangkandalam data Isu Dialog Pencapaian 9

  10. Apakah dialog prestasi? Objektifdialog prestasi Dialog prestasiialah.. • Fokus dan akauntabiliti: Memastikan organisasi fokus kepada penyampaian dan memastikan akauntabiliti (positif dan negatif) • Memantau prestasi: Memastikan sistem berada pada landasan yang betul untuk mencapai aspirasi • Mengenal pasti masalah: Mengemukakan isu-isu yang menghalang kemajuan dan menganalisis data untuk menentukan punca • Penyelesaian masalah dan sokongan: Menyediakan forum untuk membincangkan cara untuk mengatasi cabaran dan berkongsi amalan terbaik • Memajukan isu: Memajukan isu-isu yang perlu diselesaikan kepada pihak pengurusan atasan yang lebih tinggi • Merancangjadualpemantauan (checkpoint) yang kerapantarapihakatasandanbawahanuntukmenilaidanmemastikanpenyampaianberadapadalandasan yang betul. Mengekalkanrutin (tidakkiraapa) adalahpenting • Forum untukmenyemakprestasiberdasarkan data danfakta, danmengakhirinyadengansatu set konkrittindakanseterusnyauntukdilaksanakanoleh JPN/PPD/Sekolah 10

  11. DIALOG PRESTASI : Untuk mewujudkan momentum transformasi dan membudayakan dialog prestasi merentasi seluruh organisasi Dialog JPN Dialog PPD PPD Cabaran dan sokongan Dialog Kebangsaan Cabaran dan sokongan KPM Cabaran dan sokongan JPN Menyedia dan menyampaikan Cabaran dan sokongan Menyedia dan menyampaikan Dialog Sekolah Pengetua / Guru Besar Menyedia dan menyampaikan Guru Menyedia dan menyampaikan 11

  12. Date: May 2012 Primary: 3.0 MM students Secondary: 2.3 MM students DATA COLLECTION IN PROGRESS CONTOH National dashboard Current Cycle Previous Cycle Current Cycle Previous Cycle On/off target INPUTS OUTCOMES Benchmark Target Students Access Student attendance P n/a n/a - Student discipline n/a n/a 2.04% S n/a n/a - Student enrolment P n/a n/a 98% Teachers LS n/a n/a 90% Teacher time out of school US n/a n/a 85% n/a n/a 90% Quality P 2.27 2.28 - GPS (national examinations only) % schools meeting min teaching quality – SKPM Std 4 for T&L 86.3% n/a 100% S 4.99 5.07 - P 72.4% 69.6 % - Composite score Principals/school leadership S 59.2% 58.4 % - % schools meeting min leadership quality – SKPM Std for leadership 79.6% n/a 100% Schools in Band 1/2 P 33% (2554/7707) 21% (1627/7707) - S 7% (162/2326) 8% (187/2326) - Equity PPD P n/a n/a - Students failing one or more critical subjects Schools coached at least once this year n/a n/a 100% S n/a n/a - Schools in Band 6/7 P 1% (90/7707) 3% (209/7707) - Band 5/6/7 schools coached at least once in past 2 months n/a n/a 100% S 8% (195/2326) 10% (241/2326) - Urban/rural gap P 4% 4% - S 5% 5% - 1 GPS calculated as average of all schools Gred Purata Sekolah for UPSR/SPM in the district, weighted by number of students 2 Critical subjects include BM, BI, Maths and Science (science stream students are only counted if failing all 3 sciences Biology, Chemistry, Physics) 3 Baseline calculated as existing SKPM Std 4 for teaching and learning. Once new teacher evaluation instrument is introduced, will be % of teachers in all schools SES gap P 8% 9% - S n/a n/a -

  13. Date: May 2012 Primary: 220K students Secondary: 179K students DATA COLLECTION IN PROGRESS CONTOH JPN dashboard: Kedah Current Cycle Previous Cycle On/off target Current Cycle Previous Cycle OUTCOMES INPUTS Target Benchmark Students Access Student attendance P 92.2% n/a - Student discipline 3.1% n/a 0.1% S 90.7% n/a - Student enrolment P n/a n/a 98% Teachers LS n/a n/a 90% Teacher time out of school US n/a n/a 85% 4.5% n/a 90% Quality P 2.24 2.24 - GPS (national examinations only) % schools meeting min teaching quality – SKPM Std 4 for T&L 86.3% n/a 100% S 5.15 5.25 - P 72.2% 69.1% - Composite score Principals/school leadership S 58.1% 56.0% - % schools meeting min leadership quality – SKPM Std for leadership 79.6% n/a 100% Schools in Band 1/2 P 26% (140/537) 15% (79/537) - S 8% (14/184) 9% (16/184) - Equity PPD P n/a n/a - Students failing one or more critical subjects Schools coached at least once this year 50% n/a 100% S n/a n/a - Schools in Band 6/7 P 0.4% (2/537) 0.6% (3/537) - Band 5/6/7 schools coached at least once in past 2 months 50% n/a 100% S 11% (20/184) 14% (26/184) - Urban/rural gap P 2% 2% - 1 GPS calculated as average of all schools Gred Purata Sekolah for UPSR/SPM in the district, weighted by number of students 2 Critical subjects include BM, BI, Maths and Science (science stream students are only counted if failing all 3 sciences Biology, Chemistry, Physics) 3 Baseline calculated as existing SKPM Std 4 for teaching and learning. Once new teacher evaluation instrument is introduced, will be % of teachers in all schools S 5% 5% - SES gap P 8% 9% - S n/a n/a -

  14. Date: May 2012 Primary: 37,080 students Secondary: 27,618 students CONTOH PPD dashboard: Kulim/Bandar Baru Current Cycle Previous Cycle On/off target Current Cycle Previous Cycle OUTCOMES INPUTS Target Benchmark Students Access May-Jun Mar-Apr May-Jun Mar-Apr Student attendance P 94.42% - - Student discipline 3.52% n/a 2.05% S 90.28% - - Teachers May-Jun Mar-Apr Quality 2011 2010 Teacher time out of school 97% n/a 90% P 2.34 2.31 - Gred Purata Sekolah1(national examinations only) S 5.35 5.35 - % teachers meeting min teaching quality3 – 80% SKPM Std 4 for T&L 86% n/a 100% P 73.03% 69.80% - Composite score S 57.23% 57.11% - School leadership 2011 2010 Schools in Band 1/2 P 29% (24/83) 10% (8/83) - % schools meeting min leadership quality – 80% SKPM Std for school leadership 79% n/a 100% S 4% (1/28) 4% (1/28) - Equity 2011 2010 PPD May-Jun Mar-Apr P - - - Students failing one or more critical subjects2 S - - - Schools coached at least once this year 62% n/a 100% Schools in Band 6/7 P 0% (0/83) 1% (1/83) - Band 5/6/7 schools coached at least once in past 2 months 17% n/a 100% S 21% (6/28) 18% (5/28) - 1 GPS calculated as average of all schools Gred Purata Sekolah for UPSR/SPM in the district, weighted by number of students 2 Critical subjects include BM, BI, Maths and Science (science stream students are only counted if failing all 3 sciences Biology, Chemistry, Physics) 3 Baseline calculated as existing SKPM Std 4 for teaching and learning. Once new teacher evaluation instrument is introduced, will be % of teachers in all schools

  15. PROGRAM INTERVENSI LIMA LANGKAH (PILL)

  16. Date: May 2012 Primary: 37,080 students Secondary: 27,618 students CONTOH PPD dashboard: Kulim/Bandar Baru Current Cycle Previous Cycle On/off target Current Cycle Previous Cycle OUTCOMES INPUTS Target Benchmark Students Access May-Jun Mar-Apr May-Jun Mar-Apr Student attendance P 94.42% - - Student discipline 3.52% n/a 2.05% S 90.28% - - Teachers May-Jun Mar-Apr Quality 2011 2010 Teacher time out of school 97% n/a 90% P 2.34 2.31 - Gred Purata Sekolah1(national examinations only) S 5.35 5.35 - % teachers meeting min teaching quality3 – 80% SKPM Std 4 for T&L 86% n/a 100% P 73.03% 69.80% - Composite score S 57.23% 57.11% - School leadership 2011 2010 Schools in Band 1/2 P 29% (24/83) 10% (8/83) - % schools meeting min leadership quality – 80% SKPM Std for school leadership 79% n/a 100% S 4% (1/28) 4% (1/28) - Equity 2011 2010 PPD May-Jun Mar-Apr P - - - Students failing one or more critical subjects2 S - - - Schools coached at least once this year 62% n/a 100% Schools in Band 6/7 P 0% (0/83) 1% (1/83) - Band 5/6/7 schools coached at least once in past 2 months 17% n/a 100% S 21% (6/28) 18% (5/28) - 1 GPS calculated as average of all schools Gred Purata Sekolah for UPSR/SPM in the district, weighted by number of students 2 Critical subjects include BM, BI, Maths and Science (science stream students are only counted if failing all 3 sciences Biology, Chemistry, Physics) 3 Baseline calculated as existing SKPM Std 4 for teaching and learning. Once new teacher evaluation instrument is introduced, will be % of teachers in all schools

  17. BidangKeutamaanDalamTransformasi Daerah Rasional Mempertingkatkualitikepimpinan PGB Sekolah band 6 and 7 dansekolahBand 5 yang berisikoturun band Mempertingkatkehadiranmurid Keutamaankepadasekolahluarbandar Mengawalmasa guru beradadisekolah Merentaskebanyakansekolah Mempertingkatkualiti guru Merentaskebanyakansekolah Mempertingkatdisiplinmurid Merentaskebanyakansekolah Mempertingkatpenglibatanibubapa/penjaga Mempertingkatbilangansekolah yang dibimbingoleh PPD Memberifokuskepadakeperluankemudahanasassekolah Memastikanpematuhankepadaprosedurkewangan

  18. Setiap PPD menyediakanPerancanganIntervensi Lima Langkah (PILL) Memahamipuncamasalah Menyenaraikancadanganintervensi Membuatprioritiintervensi MenyediakanPelanTindakan Mengenalpastisekolahsasaran 1 2 3 4 5 • Kenalpastisekolah-sekolahbermasalah yang perludiberikeutamaan • Senaraidisokongdengan data/KPI • Apakahpuncakepadamasalah yang dihadapidisekolah-sekolah yang dipilih? • Senaraikancadangan-cadanganuntukmenanganipuncamasalah yang hendakditangani • Bincangkanamalanterbaikdisekolah/ daerah/negeri • Buatpriorititerhadapintervensi yang disenaraikan – adakahiamudahdilaksana, adakaniaberimpaktinggi? • Buatpelantindakandenganterperinci • Nyatakanpegawaibertanggungjawabdantarikhpelaksanaan Rujuk data pencapaian / prestasidaerahdanmaklumat lain

  19. Interventions Plan : 5-step process Rujukkepadafokus/masalah/isu yang inginditangani…. Understand root causes List interventions Prioritise interventions Create action plan Identify target groups 1 2 3 4 5 • Prioritise and sequence potential interventions based on impact and ease of implementation • Identify target group with issue and requiring action using relevant data/KPIs • For groups identified, understand the root causes to be addressed • Create detailed action plan – identify owners and deadlines • Outline potential ideas/ interventions suited to address root causes • Draw on best practice examples from schools, districts or states Rujuk data pencapaian / prestasidaerahdanmaklumat lain

  20. Fokus 1 : Mempertingkatkehadiranmurid 1 Identify target groups Langkah 1 : Tentukan / Kenalpastikumpulansasarandengantepat Sekolahmanakah yang menghadapimasalah? Siapa yang menghadapimasalah/isuberkaitan? Apakahmaklumatdan data yang menyokong? Berapasekolahingindiberifokus? Kemampuan? Pastikankumpulansasaranadalahbetul

  21. Understand root causes Prestasisekolahdalamdaerah List interventions Prioritise interventions Create action plan Identify target schools 1 2 3 4 5 EXAMPLE

  22. Video JURAN Rujukkepadasenaraisekolah yang dipilih / sekolahsasaran Memahamipuncamasalah Menyenaraikancadanganintervensi Membuatprioritiintervensi MenyediakanPelanTindakan Mengenalpastisekolahsasaran 1 2 3 4 5 Langkah 2 : Tentukan / Kenalpastipuncakepadamasalahberkaitan Kenapaprestasimerekabegitu? Mengapamerekamenghadapimasalahsepertiitu? Apakahfaktor-faktor yang mempengaruhikeadaantersebut? Bagaimanakahpandanganmurid, ibubapaatau guru berkaitanisuberkaitan? Adakahitupuncasebenar? Alat-alat : TulangIkan Ishikawa, 5W2H, Cause & Effect dan lain-lain Terokaisegalakemungkinan

  23. 1. Mengapaprestasiakademiksekolahrendah?2. Mengapapencapaianmuridrendah?3. Mengapaprestasimatapelajaran …… rendah?4. Mengapamuridtidakmenjawabsoalan?5. Mengapamuridtidursemasapeperiksaan?6. Mengapa………?7. Mengapa……….?

  24. ROOT CAUSE ANALYSIS – MENGENAL PASTI PUNCA MASALAH

  25. “What do struggling schools report?” Memahamipuncamasalah Menyenaraikancadanganintervensi Membuatprioritiintervensi MenyediakanPelanTindakan Mengenalpastisekolahsasaran 1 2 3 4 5 1 Latarbelakangkeluargakurangmenekankanpendidikan 2 Masalahpengangkutankesekolah 3 CONTOH Muridkurangmotivasiatautidakberminatuntukbersekolah Puncamasalahmungkinbanyakdanpelbagai. Pilih yang utama

  26. Di manamasalahnya…..

  27. “What do struggling students say?” “Why they cannot perform as expected” Memahamipuncamasalah Menyenaraikancadanganintervensi Membuatprioritiintervensi MenyediakanPelanTindakan Mengenalpastisekolahsasaran 1 2 3 4 5 CONTOH 1 Kualitipengajarankurangmemuaskan 2 Kemahiranasasmuridlemah 3 PersekitaransekolahkurangmenyokongPdP Puncamasalahmungkinbanyakdanpelbagai. Pilih yang utama

  28. Menyelesaikanmasalah…….

  29. Rujukkepadapuncamasalah Memahamipuncamasalah Menyenaraikancadanganintervensi Membuatprioritiintervensi MenyediakanPelanTindakan Mengenalpastisekolahsasaran 1 2 3 4 5 Langkah 3 : Senaraikancadanganpenyelesaianuntuksetiappunca yang diberikeutamaan Buatsumbang saran. Apakah yang bolehdilakukanuntukmenanganiisu? Lihatsemula program/intervensi yang laludannilaiimpaknya. Apakahpendekatan lain yang mungkinberkesan? Bolehkah program-program yang lepasmenjadilebihberkesandengansedikitpenambahbaikan? Senaraikansemuacadanganintervensi. Terimadahulusemuacadangan. Berifokuskepada program / aktiviti yang didalamkawalankita

  30. Rujukkepadapuncamasalah Memahamipuncamasalah Menyenaraikancadanganintervensi Membuatprioritiintervensi MenyediakanPelanTindakan Mengenalpastisekolahsasaran 1 2 3 4 5 Senaraikancadanganintervensiuntukmenanganipuncamasalah yang dihadapi Kolaborasidenganpemimpinmasyarakat Program guru penyayang Asramadesa Kaunselingkepadaibubapa / penjaga Mendapatkansokonganpolitik Kunjungankerumah Pengangkutanmurid CONTOH Berifokuskepada program / aktiviti yang didalamkawalankita

  31. Kehadiranmurid Memahamipuncamasalah Menyenaraikancadanganintervensi Membuatprioritiintervensi MenyediakanPelanTindakan Mengenalpastisekolahsasaran 1 2 3 4 5 • Impak • Program Guru penyayang • Asrama desa • Pengangkutanmurid • Kolaboratifdenganpemimpinmasyarakat • Kunjungankerumah • Mendapatkansokonganpolitik • Kaunselingpenjaga CONTOH • Mudahuntukdilaksana

  32. Memahamipuncamasalah Menyenaraikancadanganintervensi Membuatprioritiintervensi MenyediakanPelanTindakan Mengenalpastisekolahsasaran 1 2 3 4 5 Sediakanpelantindakan yang terperinciuntuksetiapkeutamaandanpuncamasalah Apa yang perludilaksanakan? Siapakan yang akanmelaksanakannnya (pegawaibertanggungjawab) Tarikhmuladanakhirpelaksanaansesuatuaktiviti Buatcarta Gantt Rujuk template excell

  33. ContohIntervensi: Kehadiranmurid Understand root causes List interventions Prioritise interventions Create action plan Identify target schools 1 2 3 4 5 • 15 schools within district identified that have particularly low student attendance rates • 3 root causes were identified: • Inaccessibi-lity of school • Family background • Lack of student motivation or interest • 7+ actions determined to directly address the root causes • 3 prioritised actions for implementation • Guru Penyayang programme • Village leader support • House visits • Action plan created with single owners and deadlines assigned

  34. PRINCIPAL PEER LEARNING (PPL)

  35. Pegawai Pelajaran Daerah berjanji untuk … … membantu sekolah memahami masalah dan cabaran yang dihadapi serta punca kepada masalah dan cabaran … menjadi rakan penyelesai masalah terhadap cabaran yang dihadapi … menyediakan sokongan dan mensasarkan sumber untuk membantu sekolah menangani cabaran … melindungi sekolah daripada bebanan pentadbiran bagi membolehkan sekolah memacu peningkatan kualiti pengajaran dan pembelajaran … mengiktiraf dan menghargai amalan terbaik di sekolah dan menatarkannya merentas daerah “Setiap Sekolah Sekolah Cemerlang”

  36. INTERVENTIONS: PPDs will tailor support to schools depending on context and need Focus of this discussion Support to schools from PPDs PPDs designed solutions1 Centrally designed solutions2 Protect instructional time by strictly enforcing guidelines on maximum teacher time outside of school Full-time subject matter experts, focused on i) improving the roll-out of KSSR, SBA (incl. handbooks with lesson plans) and LINUS+; and ii) improving basic instructional practices (merges roles of existing coaches e.g., SISC and FASILINUS) TEACHERS Professional learning communities, led by a strong principal appointed by the district, or facilitated by a PPD officer (targeted at Band 1-4 school principals) Expanded school improvement partner (SI Partners) programmeswith full-time S1 Partner providing one-on-one support on instructional leadership (targeted at Band 5-7 school principals) PRINCIPALS Attendance and discipline interventions (e.g., transportation support, parent and community engagement) LINUS+: Roll-out of new English literacy programme, and revised Malay and process and content STUDENTS 1 Issues that have high degree in variability of root causes and that will require very tailored solutions by school 2 Issues that have high complexity of root causes and that require central support to resolve

  37. Peer-learning: Guidelines for effective peer-learning sessions 1 Sessions arefacilitated by experienced officers/PPD/JPN or good principal 2 Discussion isfocusedon specific, relevant issues that principals face 3 Session isaction-orientedand defines what principals will do differently in schools 4 Discussion isinformed by data where possible 5 Session consistently highlightsbest practices from other schools 6 Scheduled out of teaching hours

  38. Determine existing programs Test against guidelines Redesign and adapt to meet guidelines Implement and communicate 1 2 3 4 HOW: PPDs follow a 4-step process to design and implement improved peer-learning programmes • Identify all peer-learning activities already in action in district • Test these programs against the for effective sessions • Improve and adapt the programs to meet guidelines • Implement and communicate improved programs

  39. Perancangan PPL Senaraikansekolah-sekolah band 3 dan 4. Bentukkumpulansekolahmengikutlokasi / zon agar PGB tidakperlubergerakterlalujauh. Setiapkumpulanmengandungi 5 – 6 sekolah. Kenalpastidanlantikseorangfasilitatoruntuksetiapkumpulan. Fasilitatordipilihdarikalangan PGB berprestasitinggiataupegawaidi PPD. Pemilihanfasilitatorakanmenentukankeberkesanan program yang dilaksanakan. Rancang program danjadual PPL mengikutkumpulan yang ditetapkan. Pengisianutamaperingkatawalpertemuan PPL adalahsepertilangkah 1 – 4 : panduanPelaksanaan PPL Berkesan

  40. Implement and communicate Determine existing activities Test against guidelines Redesign or adapt to meet guidelines 1 2 3 4 EXAMPLE: Improved peer-learning program • All principal peer-learning programs in primary and secondary schools identified to understand current practices • Existing programs tested against guidelines • Adapted programs to meet guidelines: • Increased PPD involvement • Specific facilitator role • Data-driven session • Action plan for PPD Tenom to implement and communicate improved programs

  41. TerimaKasih PPD TunggakKecemerlanganSekolah

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