Publication of the Teacher Learning Foundation

It is not uncommon to find students who graduate from school still not ready to actively enter the community as a workforce. This is a concern that needs special attention. “Parents are also worried that their children will not be equipped to successfully navigate the transition,” Pepper Biannon McLoughlin, Director of Community and Internal Communication Teach For Australia in the international class of the X Archipelago Educator Gathering Week some time ago. Briannon said that there are students who have to grow in certain environments and conditions, for example low socioeconomic status. This makes it difficult for students to gain access to information, opportunity, or even role models who can give them an idea of ​​the variety of careers available. This lack of access also means that students' aspirations are limited. “As the saying goes, you can only be what you can see. So here the role of educators is needed to support students' career development,” said Briannon. Discussing Career Development Realistically As an initial step, need to ensure educators and students have the same view in defining career development. Usually students still have very simple thoughts, for example when getting your first job, then automatically they are able to continue to climb the peak of their career stably. “It could be that not everything will go smoothly. Ups and downs, left and right. For example, you have tried your best, but you feel like an impostor and insecure, have to change jobs. Maybe you will also be successful in getting a promotion. In practice, there are many possibilities that could happen,” Briannon elaborated. This fact can certainly be very intimidating for students. "To make it easier for educators to explain it realistically but easily understood by students, we have Four-L,"said Briannon. First, Briannon explained about climbing the ladder, namely when students have the opportunity to move up in their work, for example through department promotion. However, not all jobs have continuous upward structural career development. Like lattices, career journey can take a criss-cross path, there are times to move diagonally, for example changing jobs and adding skills. “Ada leadership, not everything results in formal promotion. Trusted to lead a project, become an organizer, and added responsibility, is also a development,” explained Briannon. Previous generations tended to stay working in the same place for life. “Today's younger generation prefers career variety. Launchpad, one job leads to the next job,” said Briannon. “Enterprise Skills” Framework After defining and explaining it properly, educators need frameworks in the classroom to help students navigate their future careers. “In Australia we used to know about work experience, visits to several corporations or organizations so that students can see the work environment there. Then there is a talent-test, to find out students' strengths so they know which career path is most suitable for them,” Briannon shared. However, it is less effective because after learning it once, students will tend to forget it afterwards. Therefore, a framework is needed that educators can use continuously. “Repetition is critical,Briannon reminded. Briannon explained whatever career the students would choose, It is important for them to have and master enterprise skills. What is meant is self-management, innovation, global citizenship, communication, emotional judgement, team collaboration, critical thinking, digital literacy, problem solving, and professional ethics. "Frameworks containing these skills can be installed in the classroom and educators can continue to link them to each lesson. As self-reflection, that way students are able to think about which skills they have and want to develop,” said Briannon. These skills will later be able to make students valuable employees, even though later they will have to change jobs. “Career Identities” Framework Next Brainnon explains, in class rather than asking students to choose one specific job, it is better to facilitate students to have a broader picture and consideration. “We have a career identities framework, which contains performers, mover, designer, technology, artist, athlete, informer, coordinator, carer, maker, hill climber,” explained Briannon. In today's era, change happened so quickly, including in areas of work. By categorizing through the career identities framework, Students can identify and develop their relevant skills without time limitations. “When educators can choose and use the right framework for their students, This can be a gift and provision for the student's future career,” concluded Briannon. Writer: Dasa Feby

The story of the Learning Teacher held a talk show "5 Strategies for Transforming the Role of School Supervisors" which was a series of events for the X Archipelago Educators Gathering Week. This online talkshow takes place on Sundays (8/10). This talk show presents educational practitioner speakers, Bukik Setiawan, Chairman of the Learning Teacher Foundation, and guided by Wahyu Ekawati, Jember Regency Department Supervisor and Chair of the Archipelago Learning Supervisor. Read too: Iwan Syahril: 3 Things that 21st Century Teachers Must Have on that occasion, Bukik said there was 5 principle strategy and 3 technical ways to improve the quality of supervisors. Regulations regarding the role of supervisors have been updated through the Directorate General of Teachers and Education Personnel (GTK) Kemdikbudristek No. 4381 year 2021. Five Supervisory Transformation Strategies “The five principle strategies are to humanize relationships, understand the concept, building sustainability, choose a challenge, and empowering context. Because this is a principle, it needs to be done throughout the year,said Buck. First, humanize relationships, This means building relationships and conversations not in the name of position. The reason, Conversations with job labels will make the relationship feel very formal and stiff. "When building relationships that humanize the relationship, it means paying attention to the characteristics of the person you are talking to,” explained Bukik. Second, understand the essential concept of learning transformation, not just the administrative aspects. Third, build sustainability by recognizing good practices that have been successful and making future improvements based on feedback from various parties. Read too: Framework to Make It Easier for Educators to Develop Students' Future Careers, choose a challenge, This means daring to aim for high targets but remaining realistic. Supervisors can independently determine their own targets that suit themselves. “There may be some things from the transformation that are compromised first. No father. But of course there must be new things, changes made," Final, empowering context, namely how supervisors must treat school residents as comrades in arms to realize the ideals of education that is pro-child. Three Ways to Improve Your Quality as a Supervisor If the strategy is more about concepts, The “how” is the technicality. The method can be implemented directly by supervisors. First, measure your own competence. Second, begin to introduce and introduce yourself in a more human way when visiting target schools. “When visiting, you can ask where to stay, favorite, hobby, and others. Simple but humanizing,” explained Bukik. Third, carry out mentoring simulations with one to two study friends. Bukik emphasized, Simulation is a powerful method but supervisors rarely do it. (Yosi)

Cerita Guru Belajar (AGM) supporting teachers develop protean careers. For example, becoming a teacher trainer, content creator teacher, and writing teacher. As a form of that support, CGB held a career class during the X Archipelago Educators Gathering Week series. Date 10 last October, there is 6 career class with total 27 speaker. One of them is a career class to become a writing teacher with five national speakers as follows: Jamilah Istiqomah (SDN 2 Tuko Kab. Grobogan) 2. Muhammad Rukhan Asrori (Darul Fikri Integrated Islamic Middle School, Kab. Sidoarjo) 3. Anita Taurisia Putri (BPP KGBN South Sulawesi) 4. Suhud Rois (Noble Human Civilization Elementary School) 5. Nurjanah Laila (SDN Kalibata 04 Morning) Jamilah explained, Writing is a form of charity. The reason, the reward from the writing will continue to flow even though the writer is gone. "As a teacher and writer, I believe that both have similar goals, namely spreading knowledge. When the knowledge presented is well received, provide benefits, and even applied by other people, then the reward that will be obtained will increase more and more,” said Jamilah. In the digital era, writing can be spread widely to many people. This makes him even more enthusiastic to continue improving his writing competence. He hopes, His writing can have a positive influence on readers. “What makes me consistent is, desire to do charity, share knowledge and benefits. Apart from that, there is ease of sharing in this digital era,"said Jamilah. Master Rukhan: Teaching Experience in Malaysia While Rukhan, starting his journey as a news contributor writer for the sake of his students. Year 2019 when he was a teacher at a private school in Surabaya, he writes news about the performance of the students he teaches. The article was then sent toklikmu.co and pwmu.co. “I want my school activities and students' achievements to go viral. So that it can be an inspiration for other students or schools," explained the teacher who won the good practice story writing competition of Guru Binar and PMM this year 2023 This. Previously, he once wrote a book about the struggles of the children of Indonesian migrant workers who were born in Malaysia. He wrote this book after five years of service at the Indonesian School Abroad (SILN) in Sabah, Malaysia. Rukhan invited educators to also actively share through writing. Thus, educators can benefit other educators throughout Indonesia. “I have a lot to be grateful for regarding what Allah SWT has given me and this can be something that is beneficial for all educators in Indonesia,” he said. “After writing, spread. Look for networks via social media and WhatsApp groups so that the news we write can go viral and become popular,” concluded Rukhan. Interested in developing a protean career? Listen to the rebroadcast of the career class from the Archipelago Educators Meeting week. 1. Teacher Trainer 2. Writing Teacher 3. Innovative Media Creator Teacher 4. Guru Content Creator 5. Teacher Entrepreneurship Writer: Muhammad Rukhan Asrori Editor: Yosinta Maharani Here

Developing leadership skills in students still faces real challenges. Data from Student Dialogue by Teach For Malaysia, year 2019, show, only 39% students who feel they are leaders. Besides that, 83% Students still think that leadership is only related to position rather than competence. Views like this can prevent individuals from bringing about change. Strategies for Developing Student Leadership Industrial revolution 4.0 requires individuals to have a leadership spirit. Patrick Emifiled, the Student Project Teach For Malaysia coordinator explained four strategies for developing it. Social and Emotional Learning Adults sometimes still have difficulty conveying emotions. Same when people ask our advantages, we don't really know how to answer it correctly. “We need to teach students competencies to better know and understand themselves and others from an early age. How they are more aware of themselves and their surroundings,” explained Patrick when he was a resource person for the international class of the X Archipelago Educators Meeting week on Monday (9/10). A simple strategy that can be done is to start the day by asking students to describe their feelings at that time using a scale 1-10. Communication “Students must be able to communicate effectively. The strategy that educators can use is through thinking, pair, and share,said Patrick. Educators need to give students space and time to think first before sharing opinions in front of the class. To increase students' self-confidence, Teachers can also ask other students to provide feedback. “You can share positive comments with each other, misal 'Hey, I like your idea’. This is where the pair works. When students feel confident and ready, then educators can start inviting them to share their thoughts in front of the class,” explained Patrick in the class held by the Learning Teacher Story. Resilience or Mental Strength "It is not easy for students to rise from adversity when facing failure. There is a contribution to the deep-rooted culture of Asian parents, how children are expected to be the best and not show struggle,said Patrick. This does not give students room to experience facing and processing failure. Teachers should give students the opportunity to be vulnerable while trying to face the risks. "A strategy that can be implemented is to invite students to play tongue twisters. It was interesting to see each other struggle and make mistakes when saying complicated funny sentences,said Patrick. Don't laugh at failure, but how do students accept the fact that it is safe and acceptable for them to make mistakes?. The important thing is that they continue to move to face and overcome it. Entrepreneurship For entrepreneurship, Patrick explained that the strategy that teachers can use is to assist students in determining their personal learning goals. “Setting goals is very important because it can help to be on track in determining student focus and energy. When students know what the goal is, they come to understand that they have to actually make it happen.” At the end of the session Patrick emphasized that teachers must first believe that their students have potential and are capable of doing great things. Whatever the conditions, challenge, and the conditions they face. “Don't forget to communicate with students first, what is the message of each game and the strategy used. So that they understand and the goals of developing their competencies can be achieved,” concluded Patrick reminded. Writer: Dasa Feby Editor: Yosinta Maharani Here

Teacher Learning Stories in collaboration with PT Nutrifood Indonesia held a webinar "Cultivating Green Behavior in Schools". Webinar held on Monday (9/10) This is part of a series of studies at the X Archipelago Educators Gathering Week. On this occasion, Arninta Puspitasari, Nutrifood's public relations and sustainability manager explains why green behavior needs to be fostered in schools and what teachers can initiate. He said, Green behavior or behavior that cares about the environment takes time to stick with someone. That also happened to him. “After five years after I joined the sustainability team at Nutrifood, Participate in the waste processing team, I just felt moved to apply it at home,said Arninta. Integrated in the Learning Process Teachers have an important role in fostering green behavior in students. One way that can be done is by integrating environmental care values ​​into the learning process. “This method is the most effective. We can start by actively discussing, reflection with students on cases that occur around them like smoke, flood, landslide. Then it can also be implemented through a profile project,” explained Arninta. To be known, the profile project is a curricular learning in the Merdeka Curriculum to instill the values ​​of Pancasila in students. Through the profile project, Students are expected to be sensitive to the problems around them and be part of the solution. The implementation of a profile project can not only be completed in one or two class hours, but rather one theme for one semester. Therefore, teachers and students have sufficient time for discussion and reflection together. Activating School Personnel at Nutrifood, ada program green champion, where staff with more awareness of green behavior are gathered and invited to become examples for other staff. This method can also be implemented in schools. “For example, it is made into a green committee, the content can be done by the teacher, school staff, and students who have an initiation into life that protects and cares for the environment. Or there are parents of students who are members of a waste management community, for example, can be invited to fill sessions at school,said Arninta. Collaboration with Stakeholders The commitment of school top management is also important to improve green behavior in schools. Schools can collaborate with surrounding communities who care about the environment. “Now there are so many green communities. Who knows, there might be one near your school. For example, a waste bank, Who knows, it could help to collect the waste at school that we have sorted,” explained Arninta. Currently, Nutrifood has a Nutrihub program which consists of various environmental care communities in various cities. If schools want to collaborate or are looking for the nearest green community, you can contact Nutrihub in their city. Writer: Yosinta Maharani Here