2.1 Teacher Professional Education (PPG)

2.1 Teacher Professional Education (PPG) Professional education is higher level education carried out after the undergraduate program and prepares students to have jobs with special skill requirements. Meanwhile, the Teacher Education Program is an educational program organized to prepare graduates of Strata 1 (S1) in Education and S1/D-IV non-education who have the interest and talent to become teaching staff (teachers) in order to master the competencies of teaching staff in full in accordance with national standards. education so that they are able to obtain a professional educator certificate in early childhood education, primary and secondary education. The Teacher Professional Education Program is based on the Regulation of the Minister of Education and Culture of the Republic of Indonesia No. 87 of 2013, which in article 2 explains the objectives of the Teacher Professional Education Program, including: 1) To produce prospective teaching staff (teachers) who have competence in planning, implementing and assessing learning; 2) Follow up on the results of the assessment by carrying out guidance and training for students; 3) Able to carry out research and improve professionalism on an ongoing basis. This program is organized by universities that have educational staff that meet the requirements and are determined by the Minister. In East Java itself, there are 4 universities on the list of organizers of the Teacher Professional Education program, including Surabaya State University, Jember University, Malang State University, Muhammadiyah University of Malang and IKIP PGRI Madiun [3]. 2.2 Teacher Professional Education and Training 1. IHT or In-House Training is training carried out internally at Teacher Working Groups (KKG) or Subject Teacher Conferences (MGMP), schools or other specified places. 2. The Internship Program is training carried out at a suitable institution in order to develop the professional competence of teaching staff. 3. School partnerships. Training through school partnerships carried out in collaboration with government/private institutions in specific expertise. 4. Distance learning. This training can be done without bringing supervisors and trainees in one place, but by carrying out a training system using the internet or something else. 5. Tiered training and special training. This training is carried out at the Center for Development and Empowerment of Educators and Education Personnel (P4TK) and/or the Education Quality Assurance Institute (LPMP) as well as other institutions that are given rights/powers, where this program is organized in stages starting from basic, intermediate, advanced and tall. 6. Internal development by the school. This coaching is carried out by the principal and teaching staff who have coaching rights, through official meetings, rotation of teaching assignments, discussions with peers, giving additional internal assignments, and so on. 7. Short courses at the Educational Personnel Education Institute (LPTK) or other institutions. Intended to train to improve the competence of teaching staff or teachers in several abilities such as carrying out classroom action research, planning implementation, compiling scientific work, assessing learning, and so on. 8. Further education. Through this coaching, it is also an alternative for coaching the teaching profession in the future. 2.3 Competencies of Teacher Professional Education (PPG) Graduates Quality provisions for Educational Personnel Education Institutions or commonly called LPTKs are increasingly strengthened by the Teacher Professional Education program. Educational Personnel Education Institutions have a major role in improving the quality of teaching staff. LPTK are asked to understand teacher professional development as an effort to develop teachers in the context of providing social and character competencies. Professional improvement, certificates and competencies are the links in efforts to develop the quality of teaching staff which can be mandated in Law No. 14 of 2005. To become an educator or teacher, you must fulfill the requirements for educators and teaching staff as described in Article 28 of the Draft Government Regulation on National Education Standards which contains the following: 1) First paragraph: Educators must have academic qualifications and competence as learning agents, be physically and spiritually healthy, and have the ability to realize national education goals. 2) Second Paragraph: Academic qualifications as referred to in paragraph (1) are the minimum level of education that must be met by an educator as evidenced by a diploma and/or relevant expertise certificate in accordance with applicable statutory provisions. 3) Third paragraph: Competence as a learning agent at primary and secondary education levels and as an early childhood educator includes: (a) pedagogical competence; (b) personality competence, (c) professional competence, and (d) social competence. 4) Fourth paragraph: A person who does not have a diploma and/or expertise certificate as intended in paragraph (2) but has special skills that are recognized and required can be appointed as an educator after passing a suitability and equality test. 5) Paragraph Five: Academic qualifications and competencies as learning agents as referred to in paragraphs (1) to (4) are developed by BSNP and determined by Ministerial Regulation. 2.4 Education and Training of School Principals and School Supervisors It is very important for prospective school principals and prospective school supervisors to carry out education and training. Because school principals and school supervisors have a strategic management role in dealing with matters related to the school. To become a prospective school principal and prospective school supervisor, there are several requirements that need to be met. One of the requirements is regarding the competencies they have. Then it is stated in Article 7 paragraph (2) of Minister of National Education Regulation Number 28 of 2010 that "education and training of prospective school/madrasah principals is the process of providing theoretical and practical experience to prospective school/madrasah principals who have passed the in-depth recruitment stage within a predetermined period of time, namely face-to- face activities for a minimum of 100 hours and practical field experience for a minimum of 3 months." Meanwhile, paragraph (5) in the same article states that "education and training activities end with an assessment to determine the competency achievements of prospective school/madrasah principals". Before carrying out training for prospective school principals, it is necessary to first understand the training preparation. 2.3 Competencies of Teacher Professional Education (PPG) Graduates Quality provisions for Educational Personnel Education Institutions or commonly called LPTKs are increasingly strengthened by the Teacher Professional Education program. Educational Personnel Education Institutions have a major role in improving the quality of teaching staff. LPTK are asked to understand teacher professional development as an effort to develop teachers in the context of providing social and character competencies. Professional improvement, certificates and competencies are the links in efforts to develop the quality of teaching staff which can be mandated in Law No. 14 of 2005. To become an educator or teacher, you must fulfill the requirements for educators and teaching staff as described in Article 28 of the Draft Government Regulation on National Education Standards which contains the following: 1) First paragraph: Educators must have academic qualifications and competence as learning agents, be physically and spiritually healthy, and have the ability to realize national education goals. 2) Second Paragraph: Academic qualifications as referred to in paragraph (1) are the minimum level of education that must be met by an educator as evidenced by a diploma and/or relevant expertise certificate in accordance with applicable statutory provisions. 3) Third paragraph: Competence as a learning agent at primary and secondary education levels and as an early childhood educator includes: (a) pedagogical competence; (b) personality competence, (c) professional competence, and (d) social competence. 4) Fourth paragraph: A person who does not have a diploma and/or expertise certificate as intended in paragraph (2) but has special skills that are recognized and required can be appointed as an educator after passing a suitability and equality test. 5) Paragraph Five: Academic qualifications and competencies as learning agents as referred to in paragraphs (1) to (4) are developed by BSNP and determined by Ministerial Regulation. 2.4 Education and Training of School Principals and School Supervisors It is very important for prospective school principals and prospective school supervisors to carry out education and training. Because school principals and school supervisors have a strategic management role in dealing with matters related to the school. To become a prospective school principal and prospective school supervisor, there are several requirements that need to be met. One of the requirements is regarding the competencies they have. Then it is stated in Article 7 paragraph (2) of Minister of National Education Regulation Number 28 of 2010 that "education and training of prospective school/madrasah principals is the process of providing theoretical and practical experience to prospective school/madrasah principals who have passed the in-depth recruitment stage within a predetermined period of time, namely face-toface activities for a minimum of 100 hours and practical field experience for a minimum of 3 months." Meanwhile, paragraph (5) in the same article states that "education and training activities end with an assessment to determine the competency achievements of prospective school/madrasah principals". Before carrying out training for prospective school principals, it is necessary to first understand the training preparation. Minister of National Education Regulation Number 12 of 2007 is; personality competence, managerial supervision competence, academic supervision competence, educational evaluation competence, research and development competence, and social competence. Not just anyone can take part in school supervisor training. There are several criteria that need to be considered, including paying attention to the career development plans of the civil servant teachers concerned. Then, functional training participants for prospective school/madrasah supervisors are civil servant teachers who are given additional duties as deputy principals of schools/madrasahs or teachers who are assigned as principals of schools/madrasahs who will occupy the functional position of School/Madrasah Supervisors. The training stages for supervisory candidates are different from those for school principal candidates. The training stages for supervisory candidates include: 1. OJT 1 (on the job training 1) OJT-I is a series of training activities for prospective school/madrasa supervisors for civil servant teachers who have been given additional duties as deputy principals of schools/madrasas and/or civil servant teachers who have been given the task of being principals of schools/madrasas carried out by the provincial/district/city government/Ministry of Religion offices in accordance with their authority in the form of nonface-to-face activities at their respective places of duty and designated places. Then the activities include; core competency testing of prospective supervisors, preparation of supervisory action plans, and assessment of attitudes and behavior 2. IJT (in the job training), is a series of training activities for prospective school/madrasah supervisors in the form of face-to-face activities carried out by the provincial/district/city government/Ministry of Religion Office according to their authority. And the activities include providing materials such as government policies regarding the functional position of school supervisors, management of the main duties and ethics of supervisors, management of managerial supervisors, management of academic supervision, educational evaluation, professional development and assessment of civil servant work performance, preparation of follow-up plans for supervisory practices, tests supervision and final tests, and training evaluation. 3. OJT 2, OJT-II is a series of training activities for prospective school/madrasa supervisors carried out by the provincial/district/city government/religious ministry office in accordance with their authority in the form of non-face-to-face activities in the educational units where they are assigned and other educational units that has been appointed together with a mentor appointed by the Education Service or Ministry of Religion according to authority. OJT-II is carried out no later than one week after completing IJT. And at this stage also regarding the implementation of the RTL (follow-up plan) including; program preparation practices, teacher development practices, SNP monitoring practices, PKG and PKKS practices, teacher professional guidance and training practices, implementation and planning practices for evaluation reports on the implementation of teacher professional guidance and training, PTS plan preparation practices. Then proceed to the stage of competency testing of prospective school supervisors through RTL reporting, and competency testing of prospective supervisors through training presentations [5]. 2.5 Education and Training of School Administrative Personnel The urgency of the role of school administration staff is true. Because school administration staff have an important role in helping with school administration and developing schools to be advanced and high quality. Then school administrative staff are also concerned with managing student data, data on educators and education staff, correspondence, archives, administration of facilities and infrastructure, and financial administration. Not only that, school administrative staff also play an active role as providers of administrative services to all interested parties [6]. However, to become a good school administrator, it is necessary to develop their competency skills as a TAS so that they can further develop the school and themselves as a TAS. Therefore, there are several things you need to know regarding the education and training of school administrative staff, including increasing TAS competency, including: a. Personality competencies include: competency to have integrity and noble character, work ethic, self-control, self-confidence, flexibility, thoroughness, discipline, creativity and innovation, and responsibility. b. Social competence includes: competence to work in a team, provide excellent service, organizational awareness, communicate effectively, and build working relationships. c. Technical competence includes: competence in carrying out personnel administration, finance, infrastructure, school relations with the community, correspondence and archiving, student administration, curriculum administration, special service administration, and application of Information and Communication Technology (ICT). d. Managerial competencies (specifically for heads of school administrative staff) include: competencies to support the management of national education standards, prepare work programs and reports, organize staff, develop staff, make decisions, create a conducive work climate, optimize resource utilization, develop staff, manage conflict, and compiling reports.