Abstract
This research was aimed at finding out the following focuses as universities guided models at thee high schools: (1) instructional leadership, (2) Teachers’ pedagogic competences, (3) instructional leadership behavior in the teachers’ pedagogic enhancement, (4) roles of the guiding universities in enhancing the instructional leadership and teachers’ peagogic competences. Data were collected by using three techniques including (1) indepht interview, (2) participative observation, and (3) documentation. Data were analized in two steps of individual case analysis and cross case analysis. The individual case analysis was done by (1) data reduction, (2) data display, and (3) conclusion, and the cross case analysis was done through constant comparative analysis. The validity and reliability was measured by examining the credibility, transferability, and confirmability. This research revealed that (1) the instructional leadership covered vission, mission, learning or instructional services, motivation, community relation, governmental relation, and the guiding universities relation, (2) the teachers’ competences covered ability to understand learners, instructional planning and implementation, instructional evaluation, and students’ potential development, (3) the instructional leadership behaviors covered management engineer, comunicator, clinical practitioner, role model, and high priest, (4) the roles of guiding universities covered guiding and developing: teachers, educational staffs, learners, parents, and schools’ committees
Highlights
Education plays primary roles in developing educated and characterized Indonesian human resources
Several prominent universities in Indonesia have involved in such program
The teachers’ competences turned out to cover: (1) pedagogic competence, which indicated the ability to manage instructional learning including understanding learners, planning and executing instruction, developing learners, and evaluating the instruction (2) personal competence, which indicated the charactesitics of teachers as being firm, stable, mature, wise, commanding, faithful, and exemplary, (3) professional competence, which was teachers mastery in knowledge of teaching, knowledge of subject studies, and skills of leading students to learn, and (4) social competence which indicated the ability to communicate and interact among educational entities
Summary
Education plays primary roles in developing educated and characterized Indonesian human resources. Qualified human resources can only be resulted from quality education with professional educators. The Law no 20, 2003 of the Indonesia Republic stated that educators are professional work forces having the key main duties to plan and execute learning processes, evaluate learning outcomes, guide and train learners, research, and work for community services. Professional, personal, and social competences have been expected to be the primary driving force of instructional and learning processes and to be open for changes. University guided schools are those immersing in the format of partnership education conducted by schools, universities, and government. Such partnership program is aimed at enahncing thr education quality and school effectiveness as expected by the community. In Malang City, East Java, there have been three high schools experiencing this program, which are Brawijaya Smart School Senior High School, State University of Malang Laboratory Senior High School, and Widyagama Senior High School
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