Sabtu, 19 Januari 2008

GENDER DALAM PERSPEKTIF ISLAM

Pendahuluan

Berbicara mengenai permasalahan persamaan hak dan kewajiban antara laki-laki dan perempuan,atau istilah popularya persamaan "Gender" belakangan ini menjadi isu actual dan menjadi wacana public yang begitu mencolok.

Maraknya ketidakadilan dan ketidak setaraan berdasarkan perbedaan jeis kelamin menjadi topic utama dalam pembahasannya. Mereka bilang, bahwa perempuan adalah manusia yang diciptakan sama seperti laki-laki, perempuan diciptakan bukan mahluk pelengkap laki-laki, maka perempuanpun mesti memilii hak dan perlakuan yang sama dalamaspek sosialseperti halnya laki-laki.

Kelompok lain menyatakan, bahwa perempuan tidak seperti itu, perenpuan tidak memiliki kedudukan yang sama dengan laki-laki,dan mereka beranggapan bahwa perempuan sebagai pelengkap laki-laki, perempuan hanya bertugas mengurus rumah-tangga, mengatur keuangan rumah tangga,mengurus anak, mencuci, dan melayani suami.

Pembnahasan

1.Pengertian

Gender menurut para ahli berasal dari bahasa inggris yang mengandung arti "jenis kelamin"Menurut Muhammad Salik yang dikutip dari pernyataan Esha, gender merupakan perbedaan yang nampak antara laki-laki dan perempuan yang dilihat dari segi nilai dan tingkah laku.

Sementara umar menyatakan bahwa gender dapat dipahami sebagai suatu konsep yang digunakan untuk mengidentifikasi perbedaan antara laki-laki dan perempuan dari segi sosial budaya. Menurutnya, Gender dalam hal ini merupakan suatu bentuk rekayasa masyarakat (Social Contructions), bukannya sesuatu yang bersifat kodrati. Pendeknya, gender adalah jenis kelmin sosial dan bukan jenis kelamin yang terciptasecara kodrati.

Disisni jelas terlihat, bahwa gender secara umum digunakan untuk mengidentifikasi perbedaan antara laki-laki dan perempuan dari sudut sosial budaya. Dalam hal ini gender biasanya dikaitkan dengan pembagian atas dasar jenis kelamin dan klasifikasi berdasarkan jeniskelamin.

Menurut salik pembedaan seperti ini muncul dalam banyak lapangan kehidupan yang sangat mempengaruhi kehidupan sehari-hari, termasuk pembagian ruang public dan domestic antara laki-laki dengan perempuan.

2.Bentuk Ketidakadilan

Tidak bisa dipungkiri, bahwa dalam setiap permasalahan pasti ada yang pro dan ada yang kontra, dalam masalah ini, setidaknya ada dua pandangan yang saling tarik menarik. Pertama, mereka yang beanggapan bahwa, sistem hubungan laki-laki danperempuan telah sesuai dengan ajaran islam,karenanya tidak perlu diperbincangkan lagi.kelompok kedua menilai bahwa keum perempuan saat ini berada dalam keadaan diskriminatif, diperlakukan tidak adil, dan katanya harus diperjuangkan.

Dalam perspektif yang kedua,ketidakadilan yang ditimbullkan oleh perbedaan jenis kelamin antara laki-laki dan perempuan diantaranya:

a. Pemiskinan Ekonomi terhadap permpuan, ini terlihat dari banyaknya perempuan yang disingkirkan dan menjadi miskin disebabkan oleh program revolusi hijau yang memfokuskan pada petani laki-laki.

b. Suboprdinasi pada salah satu jenis seks, yang umumnya pada kaum perempuan. Dalam hal ini banyak hal dalam kehidupan berkeluarga, bermasyarakat, berbangsa dan bernegara yang tidak memandang perlu keberadaan perempuan.

c. Kekerasan terhadap jenis kelamin tertentu,umumnya peenpuan, baik kekerasan fisik, sampau pada kekerasan yang lebih halus.

d. Karena peran perempuan adalah mengelola rumah tangga, maka perempuan banyak menanggung beban domestic.

e. Dll.

Semua jenis ketidakadilan tersebut yang sering dijadikan sebagai alat untuk membahas dan memperbincangkan masalah-masalah semacam ini.

3.Gender Dalam Persfektif Islam

Sesuai dengan firman Allah dalam Al Qu`an yang artinya: "Sesungguhnya laki-laki dan perempuan yang muslim, laki-laki dan perempuan yang mukmin[1218], laki-laki dan perempuan yang tetap dalam ketaatannya, laki-laki dan perempuan yang benar, laki-laki dan perempuan yang sabar, laki-laki dan perempuan yang khusyuk, laki-laki dan perempuan yang bersedekah, laki-laki dan perempuan yang berpuasa, laki-laki dan perempuan yang memelihara kehormatannya, laki-laki dan perempuan yang banyak menyebut (nama) Allah, Allah Telah menyediakan untuk mereka ampunan dan pahala yang besar".

[1218] yang dimaksud dengan muslim di sini ialah orang-orang yang mengikuti perintah dan larangan pada lahirnya, sedang yang dimaksud dengan orang-orang mukmin di sini ialah orang yang membenarkan apa yang harus dibenarkan dengan hatinya.

Bertolak dari ayat tersebut, jelas bahwa al-Qur'an ditujukan kepada pria maupun wanita,walaupun seringkali digunakan kata ganti maskulin untuk merujuk pada semua orang.Al-Qur'an secara khusus menyebut dan membatasi kaum wanita dan priasebagai orang-orang mukmin dan orang-orang kafir.

Al-Qur'an berkali-kali menegaskan bahwa gender atau jenis kelamin sama sekali tidak berkaitan dengan status spiritual seseorang. Secara khusus kita di beri tahu bahwa Allah menciptakan pria dan wanita dari satu entitas tunggal. Kita semua,laki-laki dan perempuan berasal dari sumbeyang sama,dan inilah yang penting.

Selain itu kita harus mempertimbangkan bahwa Allah mempunyai nilai dan tujuan tertentu dengn membagi manusia kedalam jenis pria dan wanita.Jika tidak deikian, maka tidak ada tujuan dan nilai sama sekali. Keberadaan laki-laki dan perempuan sangatlah penting untuk memastikan kelangsungan hidup manusia. Masing-masing memiliki sifat-sifat yang berbeda tetapi sama-sama berharga dan bernilai. Masing-masing memiliki tugas yang berbeda tetapi sama-sama berharga dan harus saling menghargai. Seperti dinyatakan dalam al-Quran,yang artinya: …dan anak laki-laki tidaklah seperti anak perempuan…(Q.S 3;36).

Sebagaimana telah diketahui dalam sejarah, Islam sesungguhnya mempunyaiandil besar dalam meretas belenggu kultur arab Jahiliyyah yang telah menjerat harkat kemanusiaan. Islam adalah agama yang sangat mempedulikan dan mengajarkan prinsip-prinsip keadilan. Dalam hal ini "keadilan dalam perspektif Islam" Demikian menurut Baqirshahi yang dikutif Muhammad Salik. Hal ini, membuktikan bahwa islam merupakan agama yang penuh dengan cita-cita sosial. Sebagai gerakan cultural, Islam mendobrak keterbelakangan dan melepaskan bekenggu yang mengikat harkat kemanusiaan.

4. Hilmi tentang Gender

Ada banyak hal yang menarik yang saya temukan, disatu sisi perempuan meminta persamaan hak dalam asfek kehidupan, namun disisi lain perempuan justru sering menuntut perlakuan yang lebih ketimbang laki-laki. Perempuan lebih sering ingin diperhatikan oleh laki-laki ketimbamg laki-laki yang diperhatikan perempuan. Perempuan lebih sering minta diperlakukan manja oleh laki-laki, dalam banyak kesempatan perempuan selalu ingin didahulukan, ingin dilindungi, dan diprioritaskan. Termasuk dalam hal-hal kecil seperti dalam angkutan umum, dan lain-lain.

Menurut saya,ini merupakan hal yang justru bertentangan dengan apa yang mereka tuntut selama ini.

Andai para perempuan itu benar-benar ingin terwujud persamaan gender, kenapa minta didahulukan? Kenapa tidak bersaing saja? Bukankah mereka sendiri yang bilang kalau pada dasarnya, laki-laki dan perempuan adalah sama?laki-laki dan perempuan memiliki hak yang sama dan mesti diperlakukan sama,dalam setiap kesempatan,mulai dari hal-hal semacam naik bis misalnya,sampai pada masalah yang lebih besar,karier misalnya?.

Artinya perempuan Indonesia memang belum siap untuk menjalankan persamaan gender yang mereka bilang dapat meningkatkan harkat dan martabat perempuan. Justeru menurut asumsi saya dengan diperlakukannya perempuan seperti ini,sebelum menuntut persaman gender, perempuan merupakan mahluk yang paling mulia didunia ini, mereka selalu dihormati, mereka disayangi, mereka diprioritaskan dan banyak hal-hal lain yang sebenarnya dengan hal macam ini adalah bentuk dari penghormatan terhadap wanita.

Kenapa justeru perempuan yang tidak setuju?. Kenapa justeru perempuan yang merasa dirugikan?.kenapa Justeru perempuan yang merasa diperlakukan diskriminatif?,dimarginalkan?,direndahkan?,.

Dengan asumsi persamaan gender, bukankah akan menjadi lumrah, kalau di suatu saat, para laki-laki minta dilindungi oleh kekasihnya, misalnya?

"Atau, yang lebih ekstrem, dalam dunia olahraga, tak ada lagi istilah tunggal putri, ganda putri, dan segala macam kelas yang didasarkan gender. Akan ada perempuan sebagai penjaga gawang di lapangan, di tengah-tengah gempuran Cristiano Ronaldo atau Lionel Messi. Laki-laki dan perempuan berada di satu arena yang sama".

Menurut asumsi saya, kalau selama ini perempuan menuntut keadilan denganmenuntut persamaan hak dalam bidang kehidupan, baik ruang lingkupnya individu,keluarga, masyarakat ataupun yang ada kaitannya dengan kebijakan-kebijakan negara.Justeru itu merupakan ketidakadilan, karena adil itu sendiri adalah menempatkan segala sesuatu sesuai dengan proforsinya, kalu dalam segala asfek perempuan minta disamakan haknya,itu tidak proforsional saya kira.

Sepengetahuan saya dalam hal ini Islam sudah dengan jelas menyatakan, bagaimana tugas seorang suami dalam keluarga, tugas istri dalam keluarga dan lain-lain.islam dalam hal ini telah secara proforsional dan adil dalam menentukan tugas perempuan sebagai istri dan tugas laki-laki sebagai suami. Dan banyak lagi contoh lainnya yang telah dengan jelas termaktub dalm ayat-ayat Allah. Kenapa perempuan mesti protes?.

Saya justeru lebih setuju,kalu perempuan dalam kapasitas seorang istri dan seorang ibu, focus terhadap segala aktivitas keluarga, selama suami masih ada dan mampu menghidupi keluarga. Perempuan sebagai seorang istri dan ibu berkewajiban unutk:

a. Mendidik anak,Karena keluarga(ibu) merupakan pendidik yang pertama dan utama. Ibu memiliki peranan kunci dalam hal mendidik anak. Menurut pandangan klasik (orang-orang tua terdahulu) menyatakan(walau mereka berbicara tanpa penelitian yang menggunakan metode seperti saat ini), bahwa air lur seorang ibu dapat menyembuhkan luka anaknya, air lur seorang ibu yang ditelah anaknya lebih mujarab dari obat-obat kimia rakita sekarang, bahasa ibu lebih dari sekedar bahasa yang dikenal anak saat ini. Dan saya termasuk salah satu yang percaya dengan hal semacam itu. Berhasil atau tidak pendidikan anak, sangat bergantung pada pendidikan seorang ibu di rumahnya. Dan seorang ibu yang baik adalah ibu yang ketika anaknya menangis,ia ada disampingnya, dan meninabobokannya,ia akan selalu ada didekat anak-anaknya ketika anak membutuhkannya.Ibu yang baik,bukan ibu yang kesehariannya,kegiatannya berada diluar rumah dan kewajiban mengurus dan mendidik anak diserahkan pada pembantu.

b. Menjaga diri

c. Menjaga kehormatan/nama baik keluarga

d. Menjaga harta suami

e. Dan lain-lain.

Penutup

Perempuan-perempuan (yang katanya) modern tak henti berteriak-teriak, menyuarakan persamaan gender, gerakan feminis, emansipasi, atau apalah. Mereka menuntut persamaan hak dan kewajiban setara dengan kaum laki-laki, dengan alas an bahwa pada dasarnya, laki-laki dan perempuan adalah sama.

Beragam sifat halus,pergulatan,peranan,konplk, dan definisi sosial tentang wanita dan pria dalam dunia material becorak fisik dan sekuler. Semua ini berubah sesuai dengan perjalanan waktu,budaya,dan lokasi geografis. Perbedaan tentang apa yang seharusnya dan tidak seharusnya dikerjakan oleh wanita biasanya berada padatataran yang rendah ini dan sering kali berkaitan dengan isu-isu politik,sosio-ekonomi serta upaya untuk mengendalikanya.

Dalam kaus ini perempuan Indonesia belumsiap untuk melaksanakan keinginan sebagian kecil wanita yang menuntut kesetaraan gender dalam berbagai asfek kehidupan.dengan ditemukannya hal-hal yang bertentangan dengan keinginan mereka, maka tak usah peempuan Indonesia mengikuti budaya barat yang justeru menurut asumsi saya tidak menghargai keberadaan wanita sebagai seorang perempuan yang memiliki hak istimewa,ketimbang laki-laki.

Selasa, 13 November 2007

TUGAS RESENSI

EVALUASI PROGRAM

Judul Buku : Evaluasi Program

Penulis : DR Farida Yusuf Tayibnapis M.Pd.

Penerbit : 2000,Jakarta.Rineka Cipta

Tebal : 195 halaman

Peresensi : Irpan Hilmi

Sebagaimana telah kita ketahui dan sadari bersama bahwa pendidikan merupakan sarana untuk memecahkan masalah-masalah sosial. Tidak dapat dipungkiri bahwa sampai sejauh ini kritikan-kritikan sering muncul menghujani sistem pendidikan bangsa ini.

Sampai saat ini Indonesia kelihatannya belum menemukan sistem pendidikan yang cocok untuk di terapkan di bangsa ini, sehingga lagi-lagi sistem pendidikannya diganti dan diperbaharui, walaupun esensinya hampir sama. Hal-hal seperti itu akan terus terjadi apabila para penentu dan pemegang kebijakan tidak serius menangani hal-hal seperti itu, tentunya hal tersebut biasa terjadi karena ada beberapa hal yang menyebabkannya, baik itu masalah tekhnis maupun nontekhnis.

Melihat kenyataan seperti itu penulis menyatakan bahwa program pendidikan perlu di evaluasi. Senada dengan pernyataan para pakar pendidikan bahwa mereka pun menyokong evaluasi program pendidikan harus dilakukan.

Evaluasi merupakan proses yang menentukan sampai sejauhmana tujuan pendidikan dapat dicapai (Tyler) dan masih banyak lagi devinisi mengenai evaluasi. Dalam hal ini evaluasi memegang peranan penting dalam membuat kebijakan dan keputusan, menilai hasil belajar, menilai kurikulum dn dalam hal-hal lain yang ada kaitannya dengan evaluasi pendidikan.

Dalam proses evaluasi penting sekali menentukan apa dan siapa yang akan dievaluasi kemudian aspek-aspek apa saja yang akan dievaluasi. Setelah merumuskan siapa dan aspek-aspek apa saja yang akan dievaluasi, maka ada beberapa cara atau model evaluasi yang biasa dipakai sesuai dengan kebutuhan dan disesuaikan denngan aspek apa yang akan dievaluasi. Model-model tersebut diantaranya ada: CIPP, UCLA, Brinkerhoff, Stake dan banyak lagi model-model lain dengan keunggulan dan kelemahan tersendiri.

Dalam model stake misalnya, ia menekankan adanya dua dasar kegiatan dalam evaluasi, yaitu Description and judgment dan membedakan adanya tiga tahap dalam program pendidikan yaitu antecedents, transaction dan outcomes.

Stake mennyatakan bahwa bila kita menilai suatu program pendidikan, kita melakukan perbandingan yang relatif antara satu program dengan yang lainnya. Kemudian penulis pun menyatakan bahwa ada beberapa pendekatan dalam mengevaluasi diantaranya; pendekatan experimental, artinya suatu pendekatan yang berorientasi pada penggunaan experimental science dalam program evaluasinya. Goal oriented approach yaitu pendekatan yang memakai tujuan program sebagai criteria untuk menentukan keberhasilan, dan ini merupakan pendekatan yang praktis. The decision Focused approach pendekatan ini menekankan peranan informasi yang sistematis untuk mengelola program dalam menjalankan tugasnya, dan pendekatan ini lebih memperhatikan pembuatan keputusan yang khusus dan pengaruhnya makin besar kepada keputusan program yang relevan. Dan disamping pendekatan itu masih banyak pendekatan lainnya.

Selanjutnya kita harus memfokuskan evaluasi, artinya kita harus mengkhususkan apa dan bagaimana evaluasi akan dilakukan. Apabila evaluasi telah terfokus maka proses dan desain bias dimulai. Mulai dari menentukan apa yang akan dievaluasi, bagaimana prosesnya, seperti apa kerangka pemokusannya?, elemen-elemen apa saja yang diperlukan dalam proses pemokusan ini, dan hal apa saja yang yang perlu diingat dalam pengumpulan data/informasi. Serta yang tak kalah pentingnya desain programnya seperti apa?. Baru setelah itu kita dapat merumuskan masalah-masalah umum dan mengimplementasikannya.

Kemudian langkah berikutnya adalah melaporkan hasil evaluasi. Hal ini perlu dilakukan karena berguna untuk memperbaiki dan mengembangkan program dan laporan harus diserahkan secepatnya. Dalam hal ini evaluasi memiliki peranan yang sangat penting dan memberikan kontribusi yang besar terhadap pendidikan, karena hasil evaluasi dapat menentukan sejauhmana tujuan dapat dicapai. Sebuah hasil evaluasi mesrinya dapat membantu pengembangan, implementasi, kebutuhan suatu program, dll.

Dengan adanya evaluasi diharapkan system pendidikan bangsa ini yang kerap berubah-ubah dapat diperbaiki. Hal ini merupakan sesuatu yang sangat penting karena pendidikan merupakan sarana yang dapat meningkatkan kualitas bangsa. Dan di Negara-negara maju pendidikan dianggap sebagai saran untuk mengatasi permasalahan-permasalahan social.

KOMENTAR:

Dalam beberapa buku tidak jarang para pembaca menemukan bahasa yang kurang enak dilapalkan, menemukan uraian yang kurang atau bahkan tidak jelas dan sulit dipahami, dan sering menemukan istilah-istilah asing tanpa arti yang membuat pembaca repot karena harus buka kamus atau bertanya pada temannya. Tetapi dalam buku literatur DR. farida Yusuf telah menyuguhkan uraian yang mudah dipahami dengan bahasa yang mearik dan dilengkapi dengan istilah-istilah asing dengan arti tersendiri.

Buku karya DR farida Yusup ini merupakan cetakan pertama. Kedepan semoga para pembaca bisa menikmati karyanya yang diramu dalam bahasa dengan kepiawaiannya sehingga mudah dipahami, untuk memperkaya pengtahuan kita.

Selasa, 06 November 2007

SYARAT DAN MACAM EVALUATOR

SYARAT YANG HARUS DIPENUHI SEBAGAI SEORANG EVALUATOR

1. MAMPU MELAKSANAKAN

Persyaratan pertama yang harus dipenuhi seorang evaluator adalah bahwa mereka harus mamiliki kemampuan untuk melaksanakan evaluasi yang di dukung oleh teori dan keterampilan praktik.

2. CERMAT

Dapat melihat celah-celahdan detail dari program serta bagian program yang akan di evaluasi.

3. OBJEKTIF

Tidak mudah dipengaruhi oleh keinginan pribadi, agar dapat mengumpulkan data sesuai dengan keadaannya, selanjutnya dapat mengmbil kesimpulan sebagaiman diatur oleh ketentuan yang harus di ikuti.

4. SABAR DAN TEKUN

Agar di dalam melaksanakan tugas dimulai dari membuat rancangan kegiatan dalam bentuk menyusun proposal, menyusun instrument, mengumpulkan data, dan menyusun laporan, tidak gegabah dan tergese-gesa.

5. HATI-HATI DAN BERTANGGUNG JAWAB

Yaitu melakukan pekerjaan evaluasi dengan penuh pertimbangan, namun apabila mash ada kekliruan yang diperbuat, berani menanggung risiko atas segala kesalahannya.

PERBEDAAN EVALUATOR INTERNAL DAN EVALUATOR EKSTERNAL

· EVALUATOR DALAM (INTERNAL EVALUATOR)

Yang dimaksud dengan evaluator internal (evaluator dalam) adalah petugas evaluasi program yang sekaligus merupakan salah seorang dari petugas atau anggota pelaksana program yang di evaluasi. Adapun kelebihan dan kekurangan dari evaluator internal adalah :

Kelebihan

1. evaluator memahami betul program yang akan di evaluasi sehingga kehawatiran untuk tidak atau kutang tepatnya sasaran tidak perlu ada. Dengan kata lain, evaluasi tapat pada sasaran

2. Karena evaluator adalah orang dalam, pengambil keputusan tidak perlu banyak mengeluarkan dana untuk membayar petugas evaluasi.

Kekurangan

1. adanya unsure subjektivitas dari evaluator, sehingga berusaha menyampaikan aspek positif dari program yang di evaluasi menginginkan agar kebijakan tersebut dapat di implementasikan dengan baik pula. Dengan kata lain, evaluator internal dapat dikhawatirkan akan bertindak subjektif.

2. Karena sudah memahami seluk-beluk program, jika evaluator yang ditunjuk kurang sabar, kegiatan evaluasi akan dilaksanakan dengan tergesa-gesa sehingga kurang cermat.

· EVALUATOR LUAR (EKSTERNAL EVALUATOR)

Yang dimaksud evaluator eksternal (evaluator luar) adalah orang-orang yang tidak terkait dengan kebijakan dan implementasi program. Mereka berada di luar dan diminta oleh pengambil keputusan untuk mengevaluasi keberhasilan program atau pelaksanaan kebijakan yang sudah diputuskan. Melihat bahwa status mereka berada diluar program dan dapat bertindak bebas dan sesuai dengan keinginan mereka sendiri maka tim evaluator luar ini bisa dikenal dengan nama tim bebas atau independent team.

Kelebihan

1. Oleh karena tidak berkepentingan atas keberhasilan program maka evaluator luar dapat berindak secara objektif selama melaksanakan evaluasi dan mengmbil kesimpulan. Apapun hasil evaluasi, tidak akan dapat respons emisional dari evaluator karena tidak ada keinginan untuk memperlihatkan bahwa program tersebut berhasil. Kesimpulan yang dibuat akan lebih sesuai dengan keadaan dan kenyataan.

2. Seorang ahli yang dibayar, biasanya akan mempertahankan kredibilitas kemampuannya. Dengan begitu, evaluator akan bekeraja secara serius dan hati-hati.

Kekurangan

1. Evaluator luar adalah orang baru, yang sebelumnya tidak mengenal kebijakan tentang program yang akan di evaluasi. Mereka berusaha mengenal dan mempelajari seluk-beluk program tersebut setelah mendapat permintaan untuk mengevaluasi. Mungkin sekali pada waktu mendapat penjelasan atau mempelajari isi kebijakan, ada hal-hal yang kurang jelas. Hal itu wajar karena evaluator tidak ikut dalam proses kegiatannya. Dampak dari ketidakjelasan pemahaman tersebut memungkinkan kesimpulan yang diambil kurang tepat.

2. Pemborosan, mengambil keputusan harus mengeluarkan dana yang cukup banyak untuk membayar evaluator bebas.

Perbedaan menonjol antara evaluator internal dengan evaluator eksternal adalah adanya satu langkah penting sebelum mereka mulai melaksanakan tugas. Oleh karena evaluator eksternal adalah pihak asing yang tidak tahu-menahu dan tidak berkepentingan dengan program, yang diasumsukan belum memahami seluk-beluk program maka terlebih dahulu tim tersebut perlu mempelajari program yang akan dievaluasi.

Selasa, 30 Oktober 2007

KONSORSIUM STANDFORD

Konsorium Evaluasi Pendidikan di Stanford

Standard 5: Faculty Qualifications, Performance, and Development Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

CCTC Common Standard 3: Faculty Qualified persons are hired and assigned to teach all courses and supervise all field experiences in each credential preparation program. Faculty reflect and are knowledgeable about cultural, ethnic, and gender diversity. The institution provides support for faculty development, and recognizes and rewards outstanding teaching. The institution regularly evaluates the performance of course instructors and field supervisors, and retains in credential programs only those individuals who are consistently effective.

Qualified Faculty
Stanford University, Stanford University School of Education (SUSE), Stanford Teacher Education Program (STEP), and Prospective Principals Program (PPP) take particular pride in their education faculty. Since the inception of US News & World Reports nearly thirty years ago, SUSE has been consistently ranked among the top institutions in the nation in research and scholarship. Candidates for SUSE’s professional preparation programs seek admission to SUSE in large part to work with the distinguished Stanford faculty who teach STEP and PPP courses. Some SUSE faculty hold joint appointments in other departments of the university and many more hold courtesy appointments.

Stanford University and SUSE observe most competitive standards in filling professorial positions expecting, beyond a doctoral degree, a record in excellence in publication in scholarly and professional books and periodicals, exemplary teaching, leadership in the academic community, and where appropriate, close connections to fields of practice. In order to obtain tenure status at Stanford University, candidates must demonstrate that they are among the very best scholars in their field of expertise nationally as well as internationally. Assistant professors are hired when they demonstrate significant potential to achieve this status (see
http://www.stanford.edu/dept/provost/faculty/policies/handbook).

SUSE fully supports the staffing of STEP and PPP with tenured and tenure-line faculty. Both professional preparation programs are a vital and central component of the SUSE design and mission, and faculty are as committed to teaching in the professional preparation programs as they are to teaching their doctoral and masters students and to their research. Of the 22 required STEP and PPP courses, 18 are taught or co-taught by tenure-line faculty. The paragraphs that follow provide highlights of several examples of faculty members whose teaching assignments include participation in either STEP or PPP.

While not an exhaustive list of their accomplishments, these examples illustrate the depth and expertise that SUSE faculty bring to their teaching in its professional preparation programs and their many scholarly contributions to the field of education.

Myron Atkin has recently been designated a National Associate of the National Academy of Sciences, in honor of distinguished service to the National Academies. He is also the principal investigator of a National Science Foundation supported research project that focuses on how teachers modify their teaching practices to conduct the kinds of assessments in their own classrooms that contribute directly to improved student learning. Among his recent publications is “The OECD Study of Innovations in Science, Mathematics, and Technology Education,” in the Journal of Curriculum Studies.

Arnetha Ball is the co-principal investigator for Preparing Tomorrow’s Teachers for Technology, a nationwide federal program to promote technology integration in teacher education programs. She is chair of the American Educational Research Association’s Nominating Committee and is integrating literacy and technology into schools in East Palo Alto, California. Her research interests focus on linking social, cultural, and linguistic theory to investigate the oral and written literacy patterns of marginalized students and the practices of their teachers in poor, urban and inner-city schools, community-based organizations, and cross-national learning contexts in South Africa and the United States. She recently published a chapter entitled “Preservice Teachers’ Perspectives on Literacy and Its Use in Urban Schools,” in Lee and Smagorinsky’s, Worlds of Meaning: Vygotskian Perspectives on Literacy Research.

Jo Boaler directs the National Science Foundation funded Stanford Mathematics Teaching and Learning Project, which provides Northern California teachers with valuable case studies of different teaching approaches in high school mathematics. She is also president of the International Organization for Women in Mathematics Education and recently published Multiple Perspectives on Mathematics Teaching and Learning and Experiencing School Mathematics: Traditional and Reform Approaches to Teaching and their Impact on Student Learning.

Ed Bridges is the founder and former director of the Prospective Principals Program. PPP candidates established the Edwin M. Bridges Educational Leadership Fund in his name to provide scholarship assistance for students. He is also the former coordinator of the Superintendents’ Roundtable group and recipient of the Roald F. Campbell Lifetime Achievement Award in Educational Administration. A scholar in the field of educational leadership, he has contributed two important books to the field: Problem-Based Learning for Administrators and Problem-Based Learning in Leadership Development.

Elizabeth Cohen, a leading sociologist of education well-known for her work to design and study equitable classrooms, is the former director of the Program for Complex Instruction at Stanford and former principal investigator for several grants focused on strengthening teaching and learning in heterogeneous, untracked classrooms. Her Designing Groupwork: Strategies for Heterogeneous Classrooms is widely used by teachers and teacher candidates in the United States, Canada, and overseas.

Larry Cuban has been voted “Teacher of the Year” six times by SUSE students. He has recently published the books How Can I Fix It? An Educator’s Guide to Solving Problems and Managing Dilemmas, and Oversold and Underused: Computers in Classrooms. A former social studies teacher and school superintendent, he contributes to both STEP and PPP his experience in schools and the research he has done on school reform and the making of “good schools.” He is also well known for his classic text with David Tyack, Tinkering Towards Utopia, and is a former president of the America Educational Research Association.

Linda Darling-Hammond, the Charles E. Ducommun Professor of Education and faculty sponsor of STEP, recently received the Jason Millman Memorial Award from the Consortium for Research on Educational Accountability and Teacher Evaluation. The award is given for outstanding scholarship, leadership, and public voice on teacher evaluation. Among other professional activities, she served as the founding executive director of the National Commission on Teaching and America’s Future and principal author of its report, What Matters Most: Teaching for America’s Future and as a past president of the American Educational Research Association. She has recently spearheaded the creation of a University education/business school partnership to develop educational entrepreneurs--school leaders who are prepared to design and launch new model schools--and a California Schools Redesign Network. Her most recent books include Learning to Teach for Social Justice, Teaching as the Learning Profession, and The Right to Learn.

Elliot Eisner, the Lee L. Jacks Professor of Education, has published extensively on the practical uses of critical qualitative methods from the arts for the description, interpretation, and evaluation of schools, classrooms, and teaching processes, including Cognition in Curriculum and The Education Imagination. The National Art Education Association recently selected Elliot Eisner to receive the 2002 Manuel Barkan Memorial Award. This annual award is presented to an individual, who through published work in either art education or studies, has contributed a product of scholarly merit to the field. He has also received numerous awards for his works, including the Palmer O. Johnson Memorial Award from the American Educational Research Association, a John Simon Guggenheim Fellowship, a Senior Fulbright Fellowship and the Jose Vasconcelos Award from the World Cultural Council. He has recently published the book The Arts and Cognition, and is past president of both the John Dewey Society and the American Education Research Association.

Pam Grossman is involved in the Study of Teacher Education at the Carnegie Foundation for the Advancement of Teaching, where the goal is to construct a nuanced description of the internal workings of teacher preparation that will highlight how teacher education classes are taught, how students learn, and how learning is documented and judged. She has also worked extensively with school district administrators on the effect of district curriculum policy on teachers. She is an expert in English education and teacher education, and has contributed a seminal text to the field with her book, The Making of a Teacher: Teacher Knowledge and Teacher Education. She is the former holder of the Boeing Chair of Teacher Education at the University of Washington.

Kenji Hakuta is the Vida Jacks Professor of Education. He recently testified to the United States Commission on Civil Rights regarding language minority students. He is on the board of the Educational Testing Service and is chair of the National Educational Research Policy and Priorities Board. He also serves on the board of the Spencer Foundation. Known for his work on second language acquisition and work in public policy, he has published Improving Schooling for Language Minority Children.

Michael Kirst is co-director of Policy Analysis for California Education, a research consortium including Stanford University, the University of California at Berkeley, and the University of Southern California whose agenda is to provide analysis and assistance to California policymakers in building an on-going picture of California education, including information on student enrollment, performance, curriculum, human and fiscal resources, and school reform. He holds appointments in the School of Education, Business Administration, and in the department of Political Science and has recently published the second edition of his book Political Dynamics of American Education with Fred Wirt.

Rachel Lotan serves as STEP director. In her previous position as co-director of the Program for Complex Instruction at Stanford University, she worked on the development, research, and worldwide dissemination of complex instruction, a pedagogical approach to creating equitable classrooms. She has co-edited Working for Equity in Heterogeneous Classrooms: Sociological Theory in Action, and Groupwork in Diverse Classrooms: A Casebook for Educators. She is also the principal investigator for a project supported by the Spencer Foundation entitled “Language Acquisition and Mastery of Content for English Language Learners in Heterogeneous Classrooms.”

Ray McDermott was awarded the George and Louise Spindler Award at the 2001 American Anthropology Association meeting. The award is given annually by the Council on Anthropology and Education for contributions to the field of educational anthropology. His investigations of schools focus on inequality in education and he recently co-authored Successful Failure: The School America Builds.

Na’ilah Nasir is a cognitive psychologist who studies learning. Her recent research examines the development of youth mathematical reasoning and strategic thinking, showing that the culture of basketball provides a unique context in which math learning can take place for certain children. She recently co-edited a special issue of Mathematical Thinking and Learning.

Amado Padilla received the Carolyn Attneave Award at the 2nd Annual National Multicultural Conference and Summit. The award was given in honor of his longstanding dedication to learning the importance of knowing and respecting diversity and the differences therein, and his ability to mobilize networks across cultures. He is highly involved with the California Foreign Language Project, a program that assists California teachers in foreign language instruction, and is chair of the Committee on Foreign Language Education for the California Department of Education. He writes, among many other topics, on the education of immigrant children, and has recently published a chapter on “Quantitative Approaches in Educational Research” in the Handbook on Research on Multicultural Education.

Robert Roeser was named one of the six William T. Grant Foundation Faculty Scholars and awarded funds for his study, “Studies in School Experience and Patterns of Motivation and Achievement among Diverse Samples of Adolescents.” His research focuses on the relation between adolescents’ motivation to learn in school and their achievement, mental health, and behavioral conduct in and out of school. He wrote “Schooling and Mental Health Issues” as an introduction to the special issue of the Journal of School Psychology.

Carl Thoresen is the principal investigator of the Fetzer Institute’s “Treatment Effects of Spiritual and Religious Factors on Health Outcomes for Depressed and Isolated Post-MI Patients” and former director of the Stanford Forgiveness Project, a research study that
demonstrated the benefits of forgiveness. He co-authored the books Behavioral Counseling and Counseling Techniques with J. Krumboltz.

Guadalupe Valdés studies the sociolinguistic processes of linguistic acquisition by learners in different circumstances--those who set out to learn a second language in a formal school setting (elective bilingualism) and those who must learn two languages in order to adapt to immediate family-based or work-based communicative needs within an immigrant community (circumstantial bilingualism). Her research, which has made her one of the most eminent experts on Spanish-English bilingualism in the United States, focuses on methods of instruction, typologies, measurement of progress, and the role of education in national policies on immigration. She recently published Learning and Not Learning English: Latino Students in American Schools.

Decker Walker studies the use of computers, video and telecommunications, and other increasingly accessible information technologies in improving pre-college education. Using a combination of in-class observations, interviewing, and teacher testing, he studies what actually happens when teachers and students use technology. A broader aspect of his program includes field studies in educational settings about the application of computers, and policy analysis of the information of technology in secondary schools and in teacher education. He recently wrote Curriculum and Aims with J. Soltis. Beyond its professors, STEP and PPP value a diversity of clinical staff, including practicing secondary teachers and principals, retired teachers, doctoral candidates, doctorate-holding practitioners with subject-specific teaching experience, teaching scholars holding advanced degrees in education, and administrators and educators published in their fields. Many courses are co-taught by faculty and clinical staff to take advantage of the knowledge and skills they bring in combination. For the 2001-02 academic year STEP has employed six adjunct faculty and instructors who are expert field practitioners with scholarly training. The reputation for academic rigor in the STEP and PPP faculty extends to all participants in its educative mission. Clinical faculty are rewarded for their knowledge and expertise, and compensations for their contributions are part of the operating budget for STEP and PPP. Stanford’s academic reputation attracts clinical faculty of high qualification and considerable experience (see instructors’ curricula vitae and STEP budget).

From this pool, STEP is able to attend carefully to compatibility, matching all cooperating teachers, supervisors, and Curriculum and Instruction (C&I) instructors to their candidate charges by subject matter. Licensed teaching experience and strong expertise in teaching are requirements for all supervisors and cooperating teachers, and a significant consideration even at the level of hiring and assigning teaching assistants. Beyond licensure in the fields they teach, clinical staff share with our candidates and professors a value of continuing education, and seek work in STEP to further their own professional learning as well as that of the teacher candidates whom they instruct and mentor.

Modeling Best Professional Practices in Teaching As described earlier, each course of the STEP curriculum occupies one of the five organizing strands that define our mission: Foundations; Curriculum & Instruction; Language & Literacy; Pedagogical Strategies; and Practicum & Student Teaching. From this integrated base, faculty design coursework in cooperation with one another and with support staff, so that, for example, assessments build upon one another across subject matters and through the progression of the year, technology skills taught for one course are integrated into subsequent courses as well as the year-end portfolio, and all courses develop out of and feed back into the program’s central purpose of developing professional practice to bring about the success of all students. Faculty who teach in STEP meet regularly as a large group at least quarterly (see meeting schedules) and more frequently around courses and program links that define their shared work. A number of courses are co-taught by tenure-line faculty, who co-plan syllabi, assignments, and course activities. As a result of this careful planning, each course includes analyses and assignments that link directly to the classroom and are pursued as part of student teaching. A number of courses include the use and conduct of case studies that build sequentially upon one another. Central assignments such as the literacy case, the adolescent development case, and the curriculum case, are developed in, and reinforced by, work in other courses. During the summer, preparation in the use of educational technology supports candidates work on ED166X: The Centrality of Literacies in Teaching and Learning case study by teaching the skills and applications that are then used to present the case study in a multi-media format. During the fall, when students are writing their adolescent case, the ED246B: Secondary Teaching Seminar focuses upon developing and practicing methodological skills such as observing individuals and classrooms, interviewing, shadowing, and conducting student assessments. In the winter, when students are writing their case of instruction, in their C&I courses they are constructing a curriculum unit, teaching that unit in the spring, and then examining student learning in relation to their teaching goals. This tight integration is made possible by faculty collaboration in planning and creates a much more powerful curriculum than what would result from individual course offerings developed independently. In teaching their courses in STEP and PPP, faculty use a variety of instructional approaches and methods. In addition to the emphasis on case-based and problem-based learning described earlier, classes are designed to integrate lectures, large and small group discussions, simulations, video analyses, and role-plays. Often, STEP candidates experience in their university classes varied and highly complex pedagogical approaches that they are, in turn, encouraged to use with their high school students. These more sophisticated instructional strategies serve a dual purpose: they advance the learning of the candidates and they also provide a first-hand understanding of how they might be implemented. Experiencing, in addition to reading about, innovative pedagogy is an important predictor of candidates’ actual use of sophisticated instructional strategies. STEP and PPP comply with and welcome the Stanford University course evaluation policy, which requires that at the end of each course, students complete anonymous, two-page evaluations including both rated-scale and open-ended items. Results of these evaluations are tabulated by the Registrar’s Office and summaries are returned to the instructors as well as reported to the Dean of the School of Education. Instructors also receive the original forms completed by the students to be able to read the specific comments made by the students. The STEP faculty sponsor and director use these evaluation results to plan and adjust course offerings (see summaries of course evaluations).

Well beyond Stanford University’s end-of-quarter summative assessment system, STEP is committed to collecting formative assessments during the academic quarters, in order to learn how candidates learn as well as what they learn. Journal work allows instructors and candidates to communicate about their learning experiences as well as course subject matter. In several classes, such as ED166X: The Centrality of Literacies in Teaching and Learning and ED240: Adolescent Development and Learning, journals topics are designed as precursors to and scaffolding for later formal assignments, offering students opportunities to practice discussion and analysis of important topics, and offering instructors insight into students’ first impressions of learning these important topics. Large assignments, such as the case studies described above, are handed in one or more times to allow for student-instructor specific feedback and communication. Courses such as the C&I sequence and ED269: Principles of Learning for Teaching also set up peer response groups to allow students to hear feedback from a diverse audience in case conferences. Faculty and students communicate extensively via email, individual meetings during office hours, and many other formal and informal encounters. Beyond coursework-specific assessments, STEP gathers data from program-wide assessments. At mid-year, the STEP Director schedules advisory meetings with candidates in which she discusses with them their academic progress, study plans, and their student teaching placements. Program-response surveys are distributed at critical points during the academic year, and the majority of STEP courses administer mid-quarter feedback surveys. Feedback about the work of cooperating teachers and supervisors is solicited and reviewed by the director and the associate director of clinical work. Feedback is provided to the supervisors based on this review (see November Check-In, Placement Evaluation Form, and Supervisor Evaluation Form).

As research scholars, STEP professors demonstrate serious commitment to the craft and profession of teaching by investigating and publishing analyses of instruction and education within STEP. All faculty have published extensively in leading peer-reviewed journals and are known as leaders in their fields. Most publish on issues related to teaching and learning, and most participate in national panels and task forces related to policy, research, and practice in their fields. Their extensive experience is documented in their curricula vitae. For their efforts in educational practice and scholarship, STEP professors are awarded. Each year SUSE awards one or two Excellence in Teaching award at its commencement ceremony; in the past five years six STEP or PPP-affiliated professors have won this award (Professors Elizabeth Cohen, Larry Cuban, Linda Darling-Hammond, Ray McDermott, Rob Roeser, and Guadalupe Valdés).

Modeling Best Professional Practices in Scholarship Stanford University is a research institution and its faculty follows their research mission down a number of paths important to effective education. SUSE faculty are well known for their scholarship and research that significantly contributes to knowledge generation and questioning, and in some cases defining their field of expertise. Research on the effectiveness of various educational reforms, teaching approaches, and curricular advances are important topics explored by faculty members connected with STEP and PPP. A brief sampling of their publications is included on the previous pages and is augmented in the collection of curricula vitae in the documents room. A number of studies have been conducted on the outcomes of STEP and PPP by faculty, research fellows, and doctoral candidates. A special volume of Issues in Teacher Education will be devoted to studies of STEP that illuminate various methodologies for examining teacher education and means of using research to develop and evaluate program reforms. Several of these studies were presented at the American Association of Colleges for Teacher Education annual meeting in 2001 and at the American Educational Research Association annual meeting in 2002. As SUSE’s collection of curriculum vitae shows, STEP and PPP faculty are active, engaged scholars. They are invited to be keynote speakers and active participants at national and international meetings of scholars, at professional conferences, and on numerous advisory committees. They occupy significant positions in professional organizations and serve as expert witnesses in various debates. They publish in prestigious journals of research and they author and edit volumes, many of which have become canonical texts for the field and are widely used in other professional preparation programs. It would be impossible to list briefly all of the contributions to the field of this faculty.

Modeling Best Professional Practices in Service In addition to their extensive scholarly work, members of the faculty contribute significantly to discussions and shaping of policy about current educational issues and concerns. For example, a number of STEP and PPP faculty have served as presidents of AERA. The following examples illustrate this point rather than provide exhaustive evidence.

Myron Atkin serves on the National Commission for Excellence in Teacher Education and has been for many years a senior advisor to the National Science Foundation, Directorate for Science and Engineering Education. He is a member of the National Research Council, National Academy of Sciences and the Mathematical Sciences Education Board. He is also Co-Chair of the International Steering Committee, OECD Study of Innovations in Science, Mathematics, and Technology Education in Member Countries, and co-principal investigator for the U.S. phase of the study. He participated on the Consensus Planning Committee, National Assessment of Education Progress in Science, and the National Committee on Science Education Standards and Assessment. He is a member of the National Research Council and the National Academy of Sciences.

Arnetha Ball is Co-Chair of the Assembly on Research of the National Council of Teachers of English and a Mentor sponsored by the NCTE Research Foundation for Cultivating New Voices in the Academy. She is an Editorial Board Member of The Journal for the Conference on College Composition and Composition Editorial, the American Educational Research Journal section on Social and Institutional Analysis, and the Educational Researcher.

Jo Boaler is currently President of the International Organization for Women in Mathematics Education, a sub-committee of the International Congress for Mathematics Education. She belongs to the following organizations: Psychology of Mathematics Education; The Royal Society of Arts, selected fellow; British Society into the Research and Learning of Mathematics; American Educational Research Association; British Educational Research Association; The British Psychological Society, graduate member; Research into Social Perspectives in Mathematics Education; Gender and Mathematics Association National Council for Teachers of Mathematics; Association of Teachers of Mathematics; and the European Association for Research on Learning and Instruction. She is on the editorial board of the following journals: Journal for Research; Mathematics Education Research Journal; Journal of Mathematical Behavior; British Educational Research Journal; British Journal of Educational Psychology; and the Gender in Equity: Gender and Education & Mathematics Education Research Journal.

Linda Darling-Hammond serves on numerous committees and boards. She is currently co-chairing the National Academy of Education’s Committee on Teacher Education and the California Professional Development Task Force of the California Department of Education. She serves as a member of many different advisory boards and councils such as the Carnegie Foundation for the Advancement of Teaching and the George Lucas Education Foundation. Her focus on the advancement of teaching and learning is evident in her membership in this partial list of organizations: Technical Review Panel for the Schools and Staffing Survey; U.S. Department of Education; the National Academy of Education Executive Board; and the National Board for Professional Teaching Standards. She also acted as Chair of the Council of Chief of State School Officers, Interstate New Teacher Assessment and Support Consortium Standards Drafting Committee. Furthermore, Professor Darling- Hammond is active in the following organizations: the National Academy of Education; American Educational Research Association; National Society for the Study of Education; American Education Finance Association; Politics of Education Association; and National Urban Education Association; and serves on the editorial board of numerous professional journals.

Pamela Grossman is at present Member-at-Large of the American Educational Research Association Council and Co-Chair, Assembly for Research, National Council of Teachers of English. She is also a member of the following three editorial boards: Educational Researcher; American Educational Research Journal; and Research in the Teaching of English.

Michael Kirst is the Co-Chair for the Technical Advisory Committee, California High School Exit Exam, and Chairman of the Board of International Comparative Studies in Education. He is a member of the National Academy of Education, the International Academy of Education, and the National Research Council. He is a Fellow at the Center for Advanced Study in the Behavioral Sciences, a Visiting Professor for Stanford at Oxford, and has received research travel grants from the German Academic Exchange Service, United States-Japan Foundation, and the United States State Department.

Amado Padilla is a member of the American Psychological Society, the International Association for Cross-Cultural Psychology, the American Educational Research Association, and the American Evaluation Association. He is active in language organizations such as: the Linguistics Society of America; Linguistics Association of the Southwest; American Association for Applied Linguistics; International Association for Intercultural Communication Studies; Teachers of English to Speakers of Other Languages; and the American Council of Teachers of Foreign Languages. He is also a fellow of the American Psychological Association and of the American Association for the Advancement of Sciences.

Robert Roeser is a member of the American Psychological Association, the Society for Research on Adolescence and the Society for Research on Child Development. He served as guest editor for the Educational Psychologist, the Journal of School Psychology, and on the Editorial Board of the Journal of School Psychology.

Collaboration STEP begins its participation in the educational community at the local level and builds from there to state, national, and international levels using its faculty as key ambassadors. Collaboration with School Organizations With local schools, we collaborate on the design of the core C&I courses being co-taught by Stanford University professors and credentialed, expert teachers. We depend as well on experienced teachers to work with us as supervisors and as cooperating teachers. We call on our administrative and teaching colleagues from participating clinical and professional partnership schools to advise and evaluate our program, and to participate in our research and evaluation of ourselves as an educational unit. In the surrounding San Francisco Bay Area, SUSE faculty can be found in classrooms and school districts through the numerous research and professional development projects (their specific, current commitments are detailed in the Preconditions Report to the CCTC). STEP shares SUSE’s firm belief that creating a profession of teaching—and a professional preparation program—depends upon the widespread availability of knowledge and standards for practice that provide a basis for teacher development and for program decisions. One source of such standards is the National Board for Professional Teaching Standards certification process. In 1998-99, Stanford launched the Bay Area’s first support group for National Board Certification. As of September 1998, there were only six Board-certified teachers in the Bay Area. All six accepted the invitation to serve as support providers, along with a group of teacher educators, for Bay Area teachers who wanted to pursue Board certification. Three years later, more than 120 teachers are meeting in this support group, and other support groups have been launched with Stanford University’s assistance by colleges, districts, and county offices in this area. This process has begun to develop a community of teachers armed with deeper knowledge and greater certainty about practice, more articulate about both their own practice and instructional policy, and able to provide leadership to the profession. Some of these teachers have started new schools, some have mobilized the use of standards in their districts and departments, some have served as Beginning Teacher and Support Assessment (BTSA) mentors, and some have begun to serve as cooperating teachers, supervisors, and teacher educators for STEP and elsewhere.

The planting of these seeds allows the cross-pollination that helps good practice spread across the educational community. These spillover effects are key to attaining STEP’s goal is to create multiple pathways to productive professional learning for educators so that self-sustaining communities of practice can emerge. We also pursue these goals through work on school reform and redesign. SUSE and STEP together have embarked upon a unique educational effort as of fall 2001 by helping to launch a new public high school in East Palo Alto (EPAHS), which also serves as a professional development high school with Stanford. The school, which is the first public high school in this community since Ravenswood High was closed for desegregation in 1976, enrolled 80 ninth graders in the fall of 2001 and will add one grade each year.

The school demographics reflect the community: about 60% of the students are Latino, 30% are African American, and 10% are Pacific Islander and other. The school features a project-based curriculum tied to rigorous standards and performance assessments. Highly qualified teachers are well trained to serve the needs of all students. All are fully credentialed and all will pursue National Board Certification. The school also offers its students computer access, training, and support. EPAHS supports student teachers and provides a demonstration site for the development of other schools and teachers in the area. We intend this model of new school creation to be the source of professional development school partnerships in the future. In the development of EPAHS, SUSE and STEP faculty and staff are engaged in dialogue, design, and delivery of instruction with local educators, administrators, community activists, and families. Faculty are also working with other new small schools that are being developed in the Bay Area (Silicon Valley Essential School in Palo Alto, Evergreen in San Jose, Eastside Prep in East Palo Alto) and schools that are redesigning themselves to support greater equity, personalization, and achievement for all of their students (Hillsdale High School, Fremont High School, and the school redesign projects in San Francisco and Oakland, among others.) Collaboration Between STEP and Other Units of the University As candidates in a graduate level program, STEP candidates are expected to have completed an undergraduate program of study (usually a major) closely related to the field they will teach. Thus, the design of STEP assumes that much of the initial grounding in subject matter is acquired during the undergraduate years. However, to attract well-qualified candidates and to open new pathways to teaching, STEP has recently developed a Coterminal Teaching Program that relies on close collaboration with several departments in the Humanities and Sciences at Stanford. In establishing relationships with the English, Spanish, Physics and Biology departments as well as the Urban Studies Program among others, STEP has begun to co-advise undergraduates interested in a teaching career. STEP and departmental faculty are co-designing subject matter programs to be submitted for approval to the California Commission for Teacher Credentialing. Such combined advisement helps undergraduate students prepare a course of that provides thorough subject matter preparation as well as introduction to educational theories and research, and to professional practice (see STEP Coterminal Teaching Program documentation). This process also encourages dialogue about the teaching of content and content pedagogy in the STEP curriculum and the university departments. Collaborative efforts also have been initiated linking teacher education and administrator programs. For example, in the summer of 2000, a new PPP course ED354X: Redesigning School: Systems and Structures for Success developed by Michael Copland and Linda Darling-Hammond, focused on structures and practices that have emerged from recent research as common to successful schools. The course was open not only to current PPP candidates, but also to an invited list of teacher leaders in the Bay Area, all of whom have had connections to the STEP program as cooperating teachers, and all of whom were involved in school-wide change efforts. The course provided future administrators and teacher leaders a window into the possibilities associated with distributed forms of leadership in the context of school renewal.

Additional work for the leaders of redesigning schools is being launched between SUSE and the Stanford Graduate School of Business (GSB). The Stanford Educational Leadership Institute will enable the SUSE and GSB to bring the knowledge and resources of these two enterprises together to assist education leaders and managers--superintendents, principals, and teacher leaders--in designing, redesigning, and managing school organizations that are more powerful sites for teaching and learning and for the production of equitable educational outcomes. A Stanford Scholars program is being designed to support on-going development of content knowledge for practicing teachers, and to offer pedagogical institutes around such areas as the use of group work, literacy development, and technology integration. SUSE and STEP offer ED231: Developing and Supporting Teachers, to current and potential cooperating teachers, current and potential supervisors, and graduate students. In addition, professional development workshops are offered to the same audience during the academic year.

Dr. Charla Rolland, SUSE Consulting Associate Professor, serves as Director for Professional Enhancement. She initiates and organizes extensive activities of outreach to the field and coordinates collaboration efforts between STEP and its surrounding community, as well as other institutional partners. These kinds of efforts are particularly important to support teacher education by developing settings in which teachers can learn and can continue to learn to teach effectively. Collaboration with Other Institutions While Stanford University’s focus begins at the local level, its identity as a research institution broadens the scope to the state, national, and international levels. Stanford professors hold membership in the widest variety of professional organizations and are called to participate in a diverse array of task forces, conferences, and colloquia on the state and progress of education as a field. SUSE and STEP faculty are routinely consulted by the legal, political, and media systems to speak on topics of current and pressing importance to education (see http://ed.stanford.edu/suse/index.html for latest about faculty in the news). In December 1999, Stanford University President Gerhard Casper hosted a meeting of California college and university presidents to discuss the importance and improvement of teacher education. The goals of this first-ever summit were to: discuss with presidents what is known about teacher education best practices; to evaluate strategies for improving teacher quality and addressing teacher supply needs; and to secure commitments to the ongoing improvement of teacher preparation through investments in programs and engagement in policy.

Unit Evaluation of Professional Education Faculty Performance SUSE’s faculty submit an annual report to the Dean for evaluation. This report documents faculty members’ activities and achievements in the following areas: scholarship, teaching, contributions to the field, and participation in professional activities. The Dean meets with each faculty member individually to review the annual report and to gather further information about his or her work. Faculty salary increases are based on documented achievements. Letters to faculty state that merit increases are based on the following criteria: 1) scholarly productivity; 2) teaching, including advising and mentoring; 3) service, outside of Stanford as well as to the university; and 4) external support for research and related activities.

The Dean also reviews course evaluations by students. The frequent, scheduled, and formal conversations as well as many informal ones among STEP faculty about curriculum, instruction, and assessment of candidate work are important vehicles for improving the quality of teaching. From co-planning major assignments to sharing information about particularly successful classroom activities, STEP faculty constantly make candidate learning the focus of their work. The planning and the constant examination of the STEP curriculum by STEP faculty as a whole and the coordination among the various courses contribute to strengthening quality of instruction. There is also a feedback loop in place to evaluate the performances of clinical faculty. Frequent feedback is solicited from candidates on the quality of their placements and the work of the supervisors (see discussion of program assessment in Standard 2). The Associate Director for Clinical Work regularly conducts site visits and meets with supervisors both as a whole group and individually. Feedback about the work of cooperating teachers and supervisors is solicited and reviewed by the director and the associate director of clinical work. Feedback is provided to supervisors based on this review (see November Check-In, Placement Evaluation Form, and Supervisor Evaluation Form).

Unit Facilitation of Professional Development With her arrival to SUSE a year and a half ago, Dean Stipek put extra attention to the support and development of new faculty. She established a process by which assistant professors in the beginning of their academic careers are appointed a three-member team of more senior faculty to guide them in their academic progress and provide and support for developing their scholarly work around teaching, inquiry, and service. As noted earlier, faculty are actively involved in professional conferences and meetings. SUSE provides resources through a faculty account to support this participation. STEP also takes the professional development of the clinical faculty very seriously. Supervisors meet monthly (see Supervisor Meetings and Curriculum) and attend day-long workshops at the beginning of each quarter. Many participate in the STEP seminar on Developing and Assessing Teaching. STEP has also invested generously in sending faculty and supervisors to conferences and workshops. For example, a large number of faculty and supervisors attend conferences of the California Council for the Education of Teachers. Recently ten of the 17 supervisors attended the University of California at Santa Cruz conference on mentoring “Launching the Next Generation of New Teachers.” Supervisors are also encouraged to attend STEP courses and receive a stipend of $750 for each course they attend. Quarterly workshops and monthly meetings are designed to discuss standards, strengthen observation and feedback skills, and analyze video feedback. The Director of Professional Enhancement and the Associate Director for Clinical Work also attended and participated in several conferences and workshops related to their work. For example, during the summer of 2001, they participated with faculty from partner schools in institutes sponsored by the California Network for School Redesign. Evidence for participation in professional development activities for clinical faculty and staff is provided in the documents room.

Selasa, 02 Oktober 2007

Macam-macam Validitas

Face validity. Adalah validitas yang menunjukan apakah alat pengukur/instrumen penelitian dari segi rupanya nampak mengukur apa yang ingin diukur, validitas ini lebih mengacu pada bentuk dan penampilan instrumen. Menurut Djamaludin Ancok validitas rupa amat penting dalam pengukuran kemampuan individu seperti pengukuran kejujuran, kecerdasan, bakat dan keterampilan

Construct Validity adalah validitas yang berkenaan dengan kualitas aspek psikologis apa yang diukur oleh suatu pengukuran serta terdapat evaluasi bahwa suatu konstruk tertentu dapat dapat menyebabkan kinerja yang baik dalam pengukuran.



Concurrent Validity adalah validitas yang berkenaan dengan hubungan antara skor dengan kinerja.


Empirical Validity adalah validitas yang berkenaan dengan hubungan antara skor dengan suatu kriteria. Kriteria tersebut adalah ukuran yang bebas dan langsung dengan apa yang ingin diramalkan oleh pengukuran.





Content Validity adalah validitas yang berkenaan dengan baik buruknya sampling dari suatu populasi.


Curricular Validity adalah validitas yang ditentukan dengan cara menilik isi dari pengukuran dan menilai seberapa jauh pengukuran tersebut merupakan alat ukur yang benar-benar mengukur aspek-aspek sesuai dengan tujuan instruksional.





Intrinsic Validity adalah validitas yang berkenaan dengan penggunaan teknik uji coba untuk memperoleh bukti kuantitatif dan objektif untuk mendukung bahwa suatu alat ukur benar-benar mengukur apa yang seharusnya diukur.


Predictive Validity adalah validitas yang berkenaan dengan hubungan antara skor suatu alat ukur dengan kinerja seseorang di masa mendatang.

Selasa, 25 September 2007

Format Rapot

DINAS PENDIDIKAN KABUPATEN TANGERANG
SMP NEGERI 4 CIPUTAT
Jln. Yaktapena Raya No. 08 Pondok ranji ciputat Tangerang. Tlp. (021) 7425213


Nama : Tri Solehatun
Nomor Induk : 213 Tahun Pelajaran : 2006-2007
No Mata Pelajaran Standar Ketuntasan Belajar Minimal Nilai Hasil Belajar
Pengetahuan dan Pemahaman Konsep Praktik Sikap
Angka Angka Huruf Angka Huruf Predikat
1 Pendidikan Agama 60 60 - B
2 PPKn 65 86 - B
3 Bahasa Indonesia 65 75 65 B
4 Bahasa Inggris 60 76 68 B
5 Matematika 60 67 - -
6 Biologi 60 83 70 B
7 Fisika 50 36 80 B
8 Sejarah 60 80 - B
9 Geografi 62 80 - B
10 Ekonomi 60 72 65 B
11 Penjaskes 64 80 68 B
12 Tekhnologi Informasi dan Komunikasi 60 48 69 B
13 Seni Rupa 64 78 60 B
14 Seni Musik 64 70
Ciputat, 19-04-2007

tercapaian Kompetensi Siswa
No Mata Pelajaran Keterangan
1 Pendidikan Agama
2 PPKn
3 Bahasa Indonesia
4 Bahasa Inggris
5 Matematika
6 Biologi
7 Fisika
8 Sejarah
9 Geografi
10 Ekonomi
11 Penjaskes
12 Teknologi Informasi dan Komunikasi
13 Senu Rupa
14 Seni Musik

Ekstra Kurikuler
No Jenis Kegiatan Keterangan
1 Paskibra -
2 Pramuka B
3 PMR -
4 Olahraga B
Ketidakhadiran
No Alasan Ketidakhadiran Lama
1 Sakit 2 hari
2 Izin 1 Kali
3 Tanpa Keterangan -
Keprribadian
No Kepribadian Keterangan
1 Kelakuan Baik
2 Kerjinan/Kedisiplinan Baik
3 Kerapian Cukup
4 Kebersihan Cukup
Catatan Wali Kelas :
Keterangan Kenaikan Kelas : Lulus / Tidak Lulus – Coret yang tidak perlu(Berlaku untuk semester 2 Kelas VII)
Ciputat, 19-04-2007
Orang Tua/Wali Siswa(Purwanto) MengetahuiKepala Sekolah(………………………) Wali Kelas(Siti Khadijah)

Selasa, 18 September 2007

PRINSIP PENGAMBILAN KEPUTUSAN DALAM SUDUT PANDANG ISLAM

I. Musyawarah
Sekilas tentang Musyawarah
Istilah musyawarah berasal dari bahasa arab yaitu musyawarat yang merupakan m\bentuk mashdar dari kata kerja Syawara, yusyawiru, berarti “menampakkan dan menawarkan dan mengambil sesuatu”. Makna terakhir terdapat dalam ungkapan Syawartu fulanan fi amri (artinya, saya mengambil pendapat si fulan mengenai urusanku.
Salah satu keterangan menyatakan bahwa bila orang mukmin hendak mengadakan perdamaian harus atas dasar persamaan dan adil diantara mereka, pernyataan ini mengandung konotasi bahwa untuk mengadakan perdamaian atau mengambil keputusan itu harus disepakati dan diterima bersama. Hal ini hanya bisa di lakukan dalam satu prosedur yaitu usyawarah diantara mereka. Tanpa musyawah persamaan dan adil itu sulit atau bahkan mustahil bisa dipenuhi, karena hanya dalam musaywarah setiap oran memiliki persamaan hak untuk mendapatkan kesempatan secara adil untuk mengungkapkan pendapat dan pandangan masing-masing terhadap masalah yang sedag dirundingkan.
Apabila dikaitkan dengan masalah Pendidikan, maka prindip musyawarah, saa kira sangat diperlukan terutam dalam setiap menentukan kebijakan mengenai hal-hal yang berkaitan dengan pendidikan. Pemerintah atau pihak sekolah dalam hal ini memiliki hak yang sama saya kira dalam menentukan peraturan atau sistem pendidikan yang akan dipakai disetiap lembaga pendidikan nantinya.
Dengan musyawarah saya kira masalah-masalah pendidikan yang terjadi seperti saat ini, bisa diminimalisir bahkan dihindari; sehingga pada khirnya akan mendapai satu kesepakatan bersama sesuai dengan harapan bersama dan tidak ada salah satu pihak ang merasa dirugikan atas keputusan bersama itu.


Allah dalam firman-Nya surat Al-Syura/42:38:
Yang artinya;Dan orang-orang yang menerima seruan Tuhannya, dan mendirikan salat,sedangkan urusan mereka (diputuskan)dengan musyawarah dan mereka membelanjakan sebaian rezeki yang telah kami berikan kepada mereka.
Kemudian Allah dalam surat ali-Airan ayat 159.
Artinya: “ Maka dengan sebab rahmat dari Allah engkau berlaku lemah lembut terhadap mereka. Sekiranya engkau bersikap keras dan berhati kasar , niscaya mereka akan menjauhkan diri dari sekelilingmu. Karena itu maafkanlah mereka dan mohon ampunan bagi mereka dan bermusyawarahlah dengan mereka dalam urusan itu . kemudian apabila engkau telah membulatkan tekad, maka bertawakallah kepada allah. Sesungguhnya allah menyukai orang-orang yang bertawakkal.
Al-Thabrani menafsirkan ayat diatas bahwa sesungguhnya Allah menyuruh nabi-Nya agar bermusyawarah dengan umatnya tentang urusan yang akan dilaksanakan supaya tahu hakikat urusan tersebut. Dengan bermusyawarah setiap orang dapat mengemukakan pendapatnya sehingga nantinya akan mendapatkan hasil atau keputusan yang sesuai dengan kehendak bersama.

II. Adil
Sekilas tentang adil
Adil (Al-Adl) dalam arti generik diartikan: Lurus, Sama,atau pertengahan. Sementara menurut Al-Maraghi adil diartikan ‘Menyampaikan hak pada peiliknya secara nyata” artinya, makna keadilan atau adil menekankan pada penetapan hak-hak yang menjadi milik seseorang. Sedangkan al-Raghib Mengartikannya dengan “Memberi penhargaan yang sama”. Sayyid Quthub menekankan atas dasar persamaan sebagai asas kemanusiaan yang dimiliki oleh setiap orang. Dalam hal ini ia menyatakan bahwa keadilan itu bersipat inklusif tidak eksklusif untuk golongan tertentu saja.Sekalipun yang menetapkan itu seorang muslim untuk non muslim atau sebaliknya.
Disamping pengertian itu banyak lagi definisi adil yang dinyatakan baik dalam al-Quran ataupun dalam hadist nabi,yang tidak saya tulis seluruhnya.
Sementara Adil menurut sepengatahuan saya adalah menempatkan sesuatu pada tempatnya. Misal memakai sepatu atau sandal di kaki itu adalah adil, memakai peci di kepala itu adalah adil, dan lain-lain.
Adapaun ayat-ayat Al-quran yang menyatakan mengenai keadilan, diantaranya:

1. Surat Ali Imron ayat 21

إِنَّ الَّذِينَ يَكْفُرُونَ بِآيَاتِ اللَّهِ وَيَقْتُلُونَ النَّبِيِّينَ بِغَيْرِ حَقٍّ وَيَقْتُلُونَ الَّذِينَ يَأْمُرُونَ بِالْقِسْطِ مِنَ النَّاسِ فَبَشِّرْهُمْ بِعَذَابٍ أَلِيمٍ

“Sesungguhnya orang-orang yang mengingkari ayat-ayat Allah dan membunuh para nabi tanpa hak (alasan yang benar) dan membunuh orang yang menyuruh manusia berbuat adil, sampaikanlah kepada mereka kabar gembira yaitu azab yang pedih”

2. Surat Annisa ayat 3

وَإِنْ خِفْتُمْ أَلَّا تُقْسِطُوا فِي الْيَتَامَى فَانْكِحُوا مَا طَابَ لَكُمْ مِنَ النِّسَاءِ مَثْنَى وَثُلَاثَ وَرُبَاعَ فَإِنْ خِفْتُمْ أَلَّا تَعْدِلُوا فَوَاحِدَةً أَوْ مَا مَلَكَتْ أَيْمَانُكُمْ ذَلِكَ أَدْنَى أَلَّا تَعُولُوا


“Dan jika kamu khawatir tidak akan mampu berlaku adil terhadap (hak-hak) perempuan yatim (bilamana kamu menikahinya), Maka nikhilah perempuan (lain) yang kamu senamgi, dua, tiga, atau empat. Tetapi jika kamu khawatir tidak akan mampu berbuat adil, Maka (nikahilah) seorang saja, atau hamba sahaya perempuan yang kamu miliki, yang demikian itu lebih dekat agar kamu tidak berbuat zalim”

3. Surat Annisa ayat 58

إِنَّ اللَّهَ يَأْمُرُكُمْ أَنْ تُؤَدُّوا الْأَمَانَاتِ إِلَى أَهْلِهَا وَإِذَا حَكَمْتُمْ بَيْنَ النَّاسِ أَنْ تَحْكُمُوا بِالْعَدْلِ إِنَّ اللَّهَ نِعِمَّا يَعِظُكُمْ بِهِ إِنَّ اللَّهَ كَانَ سَمِيعًا بَصِيرًا

“Sungguh, Allah menyuruhmu menyampaikan amanat kepaa yang berhak menerimanya, dan apabila kamu menetapkan hukum diantara manusia hendaknya kamu menetapkanya dengan adil. Sungguh, Allah sebaik-baik yang memberi pengajaran kepadamu. Sungguh Allah Maha Mendengar, Maha Melihat”

III. Amanah/Bertanggung Jawab
Amanah dapat diartikan bertanggungjawab atau tanggungjwab seseorang atas segala sesuatu yang diserahkan kepadanya. Jadi dalam hal ini Islam selalu menekankan bahwa setiap kita tidak boleh lari dari tanggungjawab.
Tanggung jawab ini saya kira erat kaitanna dengan prinsip yang lainnya yang telah disebutkan, terutama musyawarah, artina setelah kita mendapatkan sebuah kesepakatan dari masalah yang dimusyawarahkan, seseorang yang terlibat dalam hal ini harus bertanggungjawab terhada setiap keputusan yang telah disepakati bersama dalam musyawarah.
Dalam hal ini, banyak aat al-qr’an yang menyatakan masalah tanggungjawab atau amanah. Diantaranya:

1. Surat AlBaqoroh ayat176

ذَلِكَ بِأَنَّ اللَّهَ نَزَّلَ الْكِتَابَ بِالْحَقِّ وَإِنَّ الَّذِينَ اخْتَلَفُوا فِي الْكِتَابِ لَفِي شِقَاقٍ بَعِيدٍ