Pemantapanhubungan yang dinamis, harmonis, dan produktif dengan teman sebaya, baiuk di sekolah yang sama, disekolah yang lain, diluar sekolah, ,aupun di masyarakat pada umumnya. Pemantapan pemahaman kondisi dan peraturan sekolah serta upaya pelaksanaannya secara dinamis dan bertanggung jawab. Orientasi tentang hidup berkeluarga. Leadership/Management Skills Leadership skills are soft skills essential for effective leadership so that supervisors know how to use the talents of their employees. Successful supervisors are careful to 'lead' their subordinates rather than 'boss' them. Accomplished supervisors motivate employees through a positive work climate where employees feel valued, where needed resources are provided, and where realistic goals are set and achieved. Productivity and quality are the results of an effective supervisor. An example of good leadership/management skills would be assigning a group of employees who have been ability-matched to work on a project together. This leader would design the team with a common purpose and empower them to accomplish the task. Communication Communication skills are soft skills that are crucial to a supervisor's success. Effective communication helps supervisors listen to the needs of both the organization and employees and create a clear, honest, and focused exchange of two-way communication. A good communicator fosters positive connections with employees and builds teamwork through convincing and confident verbal and non-verbal techniques. An example of good communication skills is listening to an employee's ideas or frustrations regarding feelings about a work situation. Collaboration Being open-minded and having the ability to communicate, organize, and remain flexible are positive characteristics of collaboration. Good supervisor skills embrace remaining open to new ideas from employees in order to foster a team spirit. This adaptability motivates employees to feel they are trusted and active participants in their work environment. Soliciting input for projects or long-term goals is an example of collaboration. Critical Thinking Solving problems through logic and research involves critical thinking. Supervisors with solid critical thinking skills have the ability to develop processes that are streamlined and effective for employees. These skills also help supervisors work through employee disputes, work independently and operate collaboratively when developing long-term goals. Critical thinking also occurs when supervisors need to strategize fix problems in order to make the company consistently productive. Critical thinking is a soft skill that supervisors use in almost every aspect of employee interaction. Financial Skills Most of the supervisors' decisions can make or cost a business a lot of money. For this reason, financial skills are identified as hard skills as they usually are developed through education or on-the-job experience. Financial skills enable supervisors to evaluate data to determine effectiveness for production, cost-saving measures, developing or balancing budgets. Most supervisors prepare financial data and reports for upper management to report progress or develop solutions. Project Management Project Management involves the process of planning, organizing, and controlling resources in order to achieve a task. This soft skill combines many of the other supervisory skills, such as effective communication and leadership/management skills. In project management, supervisors communicate the vision and mission of a project and use interpersonal skills to develop a compatible team so that a project can be completed in a timely and cost-saving manner. A good example of project management skills would be leading a new group to develop the design of a new car. Time/Priority Management This skill involves the process of planning, organizing, and controlling resources in order to achieve a task. Planning a project or developing fair employee schedules would require a supervisor to possess this soft skill. With this skill, supervisors are able to recognize effective multi-tasking, effective delegation, plan the length it would take to reach goals, and schedule tasks at the proper pacing. They also know how to streamline procedures in order to reduce waste, cost, To unlock this lesson you must be a Member. Create your account Having a solid balance of supervisory skills is important for an effective supervisor. While supervisors are not experts in all soft and hard skills, they do possess strengths in these areas that are enhanced through time and workforce professional development. Since supervisors typically are on the working end of management, they are the ones that have the most contact with employees and are responsible for reporting to upper management. Supervisors are also the ones on the ground level observing employees for potential advancement. A good supervisor is always willing to do anything they ask of their employees. Good supervisors are reflective practitioners in leading by example and setting the tone for the workplace; they also enable success in one's department via these skills. Without proper leadership, an organization becomes vulnerable as its employees lose confidence in the company and fail to produce or meet the company's goals. This could leave an organization financially vulnerable. A good supervisor spends time with employees. To unlock this lesson you must be a Member. Create your account A supervisor is a front-line manager that is on the ground and working alongside the employees. Good supervisor skills are a mix of soft and hard skills. Soft skills are social skills and consist of leadership/management, communication collaboration, critical thinking, project management, and time/priority management. Hard skills, such as financial skills, are technical skills that one learns through education or job experiences. To unlock this lesson you must be a Member. Create your account Management & LeadershipSupervisors may be on the lowest end of the management totem pole, but their leadership and management skills are absolutely essential to the success of any organization. Melissa is where the rubber hits the road; where the business of the business is done. She's on the production room floor making sure that her employees are getting the toys produced. She needs to be able to set goals and prioritize. She also has to be able to delegate tasks to capable subordinates. Melissa must also be able to develop and coach her employees. CommunicationMelissa also needs to have effective communication skills. She needs to be able to inspire and persuade. She also needs to be an active listener, which is being able to understand not only the content of a message, but also its intent and the circumstances that the message is being communicated. She also needs to be able to read non-verbal communication cues, such as hand gestures and facial expressions. CollaborationMelissa needs collaboration skills that allow her to work with others to accomplish group goals. This skill gives her the ability to form alliances and teams, establish rapport with superiors and subordinates and effectively negotiate. Critical ThinkingSupervisors need to be able to solve problems, and this means they must possess critical thinking skills. Melissa must be able to use logic and research to solve problems. She must be able to identify and avoid bias and errors in reasoning. She must also be able to come up with acceptable solutions to problems. She often must be able to do this under a high degree of pressure. Skill SetMeet Melissa. She's a supervisor at a company that manufactures toys. Her job is to oversee employees engaged in their assigned tasks and projects. Supervisors are front line mangers, which means that they are down on the ground and in the trenches. Melissa, like all supervisors, needs a specific set of skills to successfully supervise. In fact, the American Management Association has identified six essential skills that Melissa needs to master. You can find more information on the association's website. Let's take a quick look at each of these skills. Management & LeadershipSupervisors may be on the lowest end of the management totem pole, but their leadership and management skills are absolutely essential to the success of any organization. Melissa is where the rubber hits the road; where the business of the business is done. She's on the production room floor making sure that her employees are getting the toys produced. She needs to be able to set goals and prioritize. She also has to be able to delegate tasks to capable subordinates. Melissa must also be able to develop and coach her employees. CommunicationMelissa also needs to have effective communication skills. She needs to be able to inspire and persuade. She also needs to be an active listener, which is being able to understand not only the content of a message, but also its intent and the circumstances that the message is being communicated. She also needs to be able to read non-verbal communication cues, such as hand gestures and facial expressions. CollaborationMelissa needs collaboration skills that allow her to work with others to accomplish group goals. This skill gives her the ability to form alliances and teams, establish rapport with superiors and subordinates and effectively negotiate. Critical ThinkingSupervisors need to be able to solve problems, and this means they must possess critical thinking skills. Melissa must be able to use logic and research to solve problems. She must be able to identify and avoid bias and errors in reasoning. She must also be able to come up with acceptable solutions to problems. She often must be able to do this under a high degree of pressure. To unlock this lesson you must be a Member. Create your account Pengertian, Tujuan,Peranan, Jenis dan Prinsip Supervisi Pendidikan Islam. 1. Pengertian Supervisi Pendidikan. Supervisi berasal dari Bahasa Ingris yang terdiri dari dua akar kata , yaitu super dan vision . Super berarti " di atas " dan vision mempnyai arti " melihat ", maka secara keseluruhan supervise diartikan dengan " melihat dari SUPERVISIONAR E ORIENTAR O QUE E QUEM? SUPERVISÃO E ORIENTAÇÃO COMO INSTRUMENTO DE CRESCIMENTO Yolanda Pereira Morel* RESUMO Este artigo destina-se a abordar a necessidade de haver um trabalho conjunto do supervisor escolar com o orientador educacional nos estabelecimentos de ensino, seja da rede privada ou pública. Apresenta um mínio de histórico das duas funções, os conceitos e as atribuições de cada uma no contexto da sociedade. Por que é necessária a presença de supervisores escolares e orientadores educacionais na atualidade? Que importância há na presença destes profissionais nos estabelecimentos de ensino? Esta e outras questão serão brevemente abordadas, salientando que uma escola sem estes profissionais tornará muito difícil o pleno e regular funcionamento e o alcance da tão sonhada qualidade de ensino. PALAVRAS-CHAVE Supervisor Escolar. Orientador Escolar. Educação. RESUMEN Este artículo se dirige a abordar la necesidad de un trabajo conjunto del supervisor escolar con el orientador educativo en los centros de enseñanza, ya sea de la red privada o pública. Presenta un mínimo de histórico de las dos funciones, los conceptos y las atribuciones de cada una en el contexto de la sociedad. ¿Por qué es necesaria la presencia de supervisores escolares y orientadores educativos en la actualidad? ¿Qué importancia hay en la presencia de estos profesionales en los centros de enseñanza? Esta y otras cuestiones se abordarán brevemente, subrayando que una escuela sin estos profesionales hará muy difícil el pleno y regular funcionamiento y el alcance de la tan soñada calidad de enseñanza. PALABRAS CLAVE Supervisor Escolar. Orientador Escolar. Educación. INTRODUÇÃO É importante ser/ter um supervisor escolar e um orientador educacional trabalhando juntos nos estabelecimentos de ensino? Desde que o mundo é mundo, toda e qualquer ação precisa ser planejada, orientada e supervisionada para que a mesma tenha êxito. Nos primórdios, todos eram orientados e supervisionados por alguém que possuía ou se autodeterminava certa capacidade e habilidade para fazê-lo com autoridade. O marido orientava e supervisionava sua mulher, as mães o faziam com seus filhos, os patrões com seus empregados, reis com seus lacaios e assim por diante. Passaram-se muitas gerações e a humanidade foi se modernizando, se aprimorando no seu pensar e fazer, mas nunca se deixou de orientar e supervisionar algo ou alguém. Surgiu a escola e, com ela, a orientação e a supervisão foram intensificadas com relação a professores e alunos. No início o diretor de escola ou inspetor de ensino desempenhava estas funções, porque não existia cursos de formação específica para o exercício destes cargos. Depois surgiu a figura do Auxiliar do Diretor contribuindo nas tarefas, muito mais no intuito de fiscalizar do que assessorar. Era o tal de “vigiar e punir”, que aborda o problema da institucionalização do poder citado por Michel Foucault em 2007. A seguir teremos um mínimo de histórico das duas funções. REFERENCIAL TEÓRICO A história da educação informa que A supervisão no Brasil surgiu a partir da Reforma Francisco Campos, com o Decreto de 1931. Ainda no século XIX, com o PA-AEE Programa Americano-Brasileiro de Assistência ao Ensino Fundamental foram formados os primeiros supervisores, com vista na sua atuação no ensino primário, conhecido por “elementar”. A finalidade desta atuação, segundo o que se pregava, era a modernização do ensino e o preparo do professor leigo. A formação ofertada aos supervisores pioneiros dava ênfase aos métodos e técnicas de ensino, “sendo a supervisão a ação necessária ao controle do trabalho docente” GIANCATERINO, apud LAGAR et al., 2013, p. 44. Assim, a Supervisão Escolar incorporou os pressupostos e a linguagem teórica da administração de empresas, implementando um serviço técnico desconectado política e ideologicamente, isto é, uma prestação de serviço neutra que escondia as forças que buscavam enfraquecer a participação social LAGAR et al., 2013, p. 45. A Orientação Educacional também tinha uma representação neutra com o destino no auxílio aos alunos com relação à sua formação moral, religiosa e cívica duvidosamente comprometida com o pedagógico e a formação da cidadania. Nas escolas onde foi implementada a Orientação Educacional tinha característica de Orientação Vocacional. No Brasil, ela surgiu na década de 20 na ânsia de que todos os problemas, em que os alunos estivessem envolvidos, fossem resolvidos. Para atender as demandas, foi preciso estabelecer conceitos para realizar uma reflexão séria sobre cada profissional da educação no intuito de esclarecer o que compete à cada um e as consequências. Desta maneira, foi preciso ter uma outra visão daquela estabelecida no século IX e XX. Uma visão para além do horizonte na tentativa de enxergar o impossível, ultrapassar o que os olhos veem. Mas, quem são estes profissionais? São profissionais da educação que trabalham com e não para alguém, aquele que se qualifica/habilita/capacita na Pedagogia com habilitação em Supervisão Escolar ou Orientação Educacional ou que, depois da licenciatura, se especializa em nível de pós-graduação lato sensu. Para melhor entender, é preciso ater-se às atribuições que cada um possui. Assim sendo, a Orientação Educacional tem como deveres fundamentais que orientam sua prática, conforme Dobjensk 2013, Pontuar aspectos ligados à sua conduta como profissional envolvido com a educação, respeitar os direitos da pessoa humana em todos os aspectos e lutar pela expansão da orientação profissional assim descreve o código de ética elaborado em 1979. Também deve construir um ambiente escolar de alegria, satisfação e confiança, num clima descontraído, sem medos, frustrações e humilhações. Da mesma forma deve desempenhar as funções de assistência ao professor, aos pais, às pessoas da escola com as quais os alunos mantêm contatos significativos, no sentido de que estes se tornem mais preparados para entender as necessidades dos alunos, tanto com relação aos aspectos cognitivos, como afetivos. De acordo com Grinspun 2001, a Orientação Educacional, hoje, busca a totalidade do aluno, no sentido de ampliar o conhecimento dele enquanto ser humano, na construção da personalidade para ser partícipe consciente e ativo da sua própria história de vida, investindo na valorização da realidade de cada aluno. Segundo oDecreto no de 26 de setembro de 1973queregulamenta a Lei nº de 21 de dezembro de 1968, que provê sobre o exercício da profissão de Orientador Educacional, tem-se que Art. 8º São atribuições privativas do Orientador Educacional a planejar e coordenar a implantação e funcionamento do Serviço de Orientação Educacional em nível de 1 - Escola; 2 - Comunidade. b planejar e coordenar a implantação e funcionamento do Serviço de Orientação Educacional dos órgãos do Serviço Público Federal, Municipal e Autárquico; das Sociedades de Economia Mista Empresas Estatais, Paraestatais e Privadas. c coordenar a orientação vocacional do educando, incorporando-o ao processo educativo global. d coordenar o processo de sondagem de interesses, aptidões e habilidades do educando. e coordenar o processo de informação educacional e profissional com vista à orientação vocacional. f sistematizar o processo de intercâmbio das informações necessárias ao conhecimento global do educando. g sistematizar o processo de acompanhamento dos alunos, encaminhando a outros especialistas aqueles que exigirem assistência especial. h coordenar o acompanhamento pós-escolar. i ministrar disciplinas de Teoria e Prática da Orientação Educacional, satisfeitas as exigências da legislação específica do ensino. j supervisionar estágios na área da Orientação Educacional. l emitir pareceres sobre matéria concernente à Orientação Educacional. Art. 9º Compete, ainda, ao Orientador Educacional as seguintes atribuições a participar no processo de identificação das características básicas da comunidade; b participar no processo de caracterização da clientela escolar; c participar no processo de elaboração do currículo pleno da escola; d participar na composição caracterização e acompanhamento de turmas e grupos; e Participar do processo de avaliação e recuperação dos alunos; f Participar do processo de encaminhamento dos alunos estagiários; g participar no processo de integração escola-família-comunidade; h realizar estudos e pesquisas na área da Orientação Educacional. Tomou-se conhecimento da Orientação Educacional, agora ver-se-á um pouco da Supervisão Escolar. Supervisionar é dinamizar. Instituição que não possui uma supervisão ou uma Coordenação Pedagógica, possui um nó cego. Os professores se sentem sem referência a partir do momento em que outra pessoa não habilitada tenta conciliar funções administrativas, financeiras, pedagógicas como o diretor, por exemplo. O Supervisor Escolar é fundamental para “selecionar, agregar, reunir e transformar todo conhecimento gerado no ambiente escolar, na dinâmica atual. Senão, não há aprendizagem e planejamento que se sustente por nenhum tempo” COLUNISTA PORTAL EDUCAÇÃO, 2012. Ser Supervisor Escolar é ibidem * superar visões fragmentadas * unir conhecimento * potencializar o profissional * entender as com vivências no cotidiano escolar * retomar os pontos de aprimoramento * visionar a relação professor e aluno * ordenar o planejamento e sua implantação * reorganizar propostas anteriores Desta maneira, a cada mudança ocorrida na educação e no mundo, novos desafios surgem para o professor e, consequentemente, para a Supervisão Escolar. Cada vez mais é maior a necessidade de o professor ser assessorado por este profissional da educação pois ele integra os elementos da estrutura organizacional. De acordo com a Lei n°. 7132, de 13 de janeiro de 1978, verbis “Síntese dos Deveres”, quando da criação dos cargos no Quadro de Carreira do Magistério Público Estadual, no Governo de Sinval Guazzelli, aprovada pela Assembleia Legislativa do Estado do Rio Grande do Sul, tem-se que o Supervisor Escolar deva • Assessorar os sujeitos hierárquicos em assuntos da área da supervisão escolar; • Participar do planejamento global da escola • Coordenar o planejamento do ensino e o planejamento do currículo; • Orientar a utilização de mecanismos e instrumentos tecnológicos em função do estágio de desenvolvimento do aluno, dos graus de ensino e das exigências do Sistema Estadual de Ensino do qual atua; • Avaliar o grau de produtividade atingido à nível de Escola e à nível de atividades pedagógicas; • Assessorar aos outros serviços técnicos da escola, visando manter coesões na forma de se permitir os objetos propostos pelos sistema Escolar; • Manter-se constantemente atualizado com vistas a garantir padrões mais elevados de eficiência e de eficácia no desenvolvimento do processo, de melhoria curricular em função das atividades que desempenha. Traçar as diretrizes das metas prioritárias a serem ativadas no Processo de Ensino, considerando a realidade educacional do sistema face aos recursos disponíveis e de acordo com as metas que direcionam a ação educacional; - Participar do planejamento global da Escola, identificando e aplicando os princípios de supervisão na Unidade Escolar, tendo em vista garantir o direcionamento do Sistema Escolar; - Coordenar o planejamento de ensino, buscando formas de assegurar a participação atuante e coesiva da ação docente na consecução dos objetivos propostos pela Escola; - Realizar e coordenar pesquisas, visando dar um cunho científico e ação educativa promovida pela Instituição; - Planejar as atividades do serviço de Coordenação Pedagógica, em função das necessidades a suprir e das possibilidades a explorar, tanto dos docentes e alunos, como da comunidade; - Propor sistemática do fazer pedagógico condizente com as condições do ambiente e em consonância com as diretrizes curriculares; - Coordenar e dinamizar mecanismos que visam instrumentalização aos professores quanto ao seu fazer docente. Assim sendo, Supervisores Escolares e Orientadores Educacionais, são profissionais que devem trabalhar juntos, em equipe e não carregar a escola nas costas, nem ficar “apagando incêndios” no cotidiano porque são profissionais pesquisadores, articuladores, mediadores do fazer pedagógico e que, também, ensinam. São profissionais da educação que buscam o conhecimento para alimentar a prática e fornecer subsídios para a ação-reflexão imprescindíveis na formação tanto docente quanto deles próprios. Devem estar, sempre, antenados, abertos para o que acontece à sua volta na escola e na sociedade. Possuem liderança e não contornam os obstáculos, e, sim os ultrapassa. São profissionais que creem onde ninguém mais acredita. São aqueles, que, quando observam, enxergam o geral, as minúcias e as entrelinhas. São profissionais que se reúnem com toda equipe diretiva para discutir, refletir e tomar conhecimento do que cada um tem em suas funções e atribuições, respeitando seus espaços e competência de forma que o trabalho possa ser executado harmoniosamente. Supervisores Escolares e Orientadores Educacionais precisam ter uma identidade pedagógica. Devem se questionar QUEM SOU EU? Porque cada um tem uma forma peculiar de ver o mundo, a educação, a escola, a docência, os alunos e, principalmente, de enfrentar situações inesperadas no ambiente educacional. Estes profissionais filtram tudo a partir das lentes das experiências, da personalidade, das formas de perceber, de sentir e avaliar-se e aos outros. Na construção da identidade pedagógica é importante observar como se veem, como sentem, como se situam com relação a escola e seu contexto. É importante reconhecer as qualidades, valorizá-las, destacá-las e buscar formas de colocá-las em prática, escolhendo situações em que estas sejam mais necessárias. Estar atentos ao que acontece e ir antecipando, prevendo, testando, avaliando. Estes profissionais zelam pela formação dos alunos como cidadãos, ajuda os professores a compreender os comportamentos das crianças e cuida das relações com a comunidade. Zelam pelo processo de ensino-aprendizagem e formação dos estudantes por meio do auxílio ao docente na compreensão dos comportamentos das crianças. Ou seja enquanto o Supervisor Escolar se ocupa com o planejamento, com o processo ensino-aprendizagem, no cumprimento do currículo, o Orientador Educacional se preocupa com o chamado currículo oculto. Nele, entram aspectos que as crianças aprendem na escola de forma não explícita valores e a construção de relações interpessoais e tanto um como o outro interferem no pleno e regular desenvolvimento do ser humano que precisa aprender. Aprender a aprender é o grande desafio da escola de hoje. Mais que acumular informações, é preciso aprender a aprender, porque a toda hora surge um conhecimento novo. A toda hora, nesse mundo de mudança, é preciso desenvolver habilidades que conectem as pessoas. Com relação ao aprender a conviver, a possibilidade de acesso à informação aumenta, mas a habilidade relacional diminui e quando fala-se em habilidade relacional, inclui-se a família que precisa ser aliada da escola. Eis o grande paradoxo do mundo moderno SOBREIRA, 2015. Tínhamos certeza de como as famílias funcionavam. Atualmente, com diferentes constituições familiares e ritmos de vida diversos, talvez, a família seja um grupo de pessoas que têm a chave da mesma casa. E, continuamos professores/educadores enviando tarefas para casa que exigem tempo e participação integral da família. Aliado a isto também, não conseguimos estabelecer o diálogo necessário ibidem, p. 12. Com isso, a escola precisa mudar seus conceitos. No século XX dizia-se, para a família, que a escola era extensão dela. Era importante este conceito. Mas foi o que mudou as relações, que deturpou o papel da escola. Se a escola é a segunda casa do indivíduo, então, a casa precisa ser a primeira escola. Escola e família são duas instituições que se completam, mas não são as mesmas. Escola é espaço plural, família é espaço individual. É importante que as pessoas entendam que a escola é somente um dos pontos de aprendizagem e, que, quanto mais diálogo houver, mais seguro será o processo de formação principalmente com relação a quais valores orientam o agir humano. E, para que isso aconteça, se faz necessária a presença do Supervisor Escolar e do Orientador Educacional porque supervisionar e orientar requer Superação dos desmandos Superação do desrespeito Superação da desvalorização Superação da desqualificação... Assim, é preciso ter a coragem de denunciar tudo isso por respeito às crianças e jovens que estes profissionais representam, enquanto educadores que são. E é por isso que o Supervisor Escolar e o Orientador Educacional tem que ser um profissional de excelência, que, junto com seus colegas regentes de classe, “não deixa nenhum aluno para trás” ou que “não perde nenhum aluno” ou que garante a todos, sem exceção, a aprendizagem de tudo o que todas as crianças e jovens precisam e podem aprender, no seu tempo e no seu ritmo, para serem os melhores e mais felizes cidadãos do mundo. É inadmissível que estes profissionais sejam reféns do novo, escravos do velho, porque educa-se hoje com valores recebidos ontem, para pessoas que são do amanhã. Os valores de ontem são conhecidos, os de hoje são percebidos alguns, os de amanhã não se sabe. Se for usado só os de hoje não se educa, complica-se. Se for usado só os de ontem, também não se educa, condiciona-se. Se for usado os de amanhã não se educa, faz-se experiências à custa das crianças e jovens. Se forem usados os três sofre-se, mas educa-se. Por isso, educar é perder sempre, sem perder-se. Educa quem for capaz de fundir ontens, hojes e amanhãs, transformando-os em um presente onde o amor e o livre arbítrio sejam as bases. E educar, quanto mais o mundo muda e quanto mais informações se tem, ainda é um ato de amor, conforme cita Fernanda Sobreira Diretora Geral de Inovação e Linguagem do Grupo RBS, no 13º Congresso do Ensino Privado Gaúcho do SINEPERS, 2015. CONCLUSÃO O ser humano necessita de plenas condições para se desenvolver física, psicológica e socialmente com qualidade e, é no contexto escolar, que existe esta possibilidade. Para que isso fosse viável foi necessário que a Orientação Educacional saísse da área da Psicologia mudando seu enfoque, atendendo os paradigmas das Ciências Humanas e as atuais necessidades do mundo contemporâneo de maneira clara e transparente. Além disso, foi preciso que a Supervisão Escolar deixasse de ser uma ação meramente fiscalizadora. Agora, o olhar é para a construção de um novo cidadão participativo, consciente e comprometido com seu tempo e com os seus. Isso só é possível na ação conjunta entre Supervisão Escolar e Orientação Educacional que possui o mesmo objeto de trabalho o aluno. Para tanto é necessária a presença de Supervisores Escolares e Orientadores Educacionais na atualidade educacional, assim como é importante ser/ter estes profissionais da educação trabalhando juntos nos estabelecimentos de ensino. REFERENCIAS DOBJENSKI, Silmara Marcela. Atribuições do Orientador Educacional. 2013. Disponível em Acesso em 15/08/2017 LAGAR, Fabiana; SANTANA, Bárbara Beatriz de; DUTRA, Rosimeire. Conhecimentos Pedagógicos para Concursos Públicos. 3. ed. – Brasília Gran Cursos, 2013. PORTAL EDUCAÇÃO, Colunista. O que é atuar como Supervisor Escolar. Disponível em Acesso em 18/08/2017 SOBREIRA, Fernanda. Educar hoje novas posturas diante dos
JURNAL PENDIDIKAN DAN KONSELING VOLUME 4 NOMOR 6 TAHUN 2022 12597 Mekanisme Kegiatan Pengawasan/Supervisi Bimbingan dan Konseling Yulia Roza1, Husni Aini2, Dasril3 Pascasarjana UIN Mahmud Yunus 1, Guru BK SMK Padang Panjang2 Pascasarjana UIN Mahmud Yunus 3 Email : yuliaroza1989@gmail.com1, husniaini10@gmail.com2, dasril@iainbatusangkar.ac.id3 Abstrak
Daftar Isi Pengertian Supervisi Jenis-jenis Supervisi 1. Supervisi Akademik 2. Supervisi Administrasi 3. Supervisi Lembaga 1. Supervisi Konvensional 2. Supervisi Artistik 3. Supervisi Pendidikan 4. Supervisi Klinis Tujuan Supervisi Manfaat Supervisi - Secara umum, supervisi adalah istilah pengawasan, pemeriksaan, serta inspeksi. Dalam hal ini, orang yang melakukan kegiatan supervisi disebut dari oleh R Mida Hayati, secara etimologis istilah supervisi berasal dari bahasa Inggris yaitu "supervise" yang artinya mengawasi. Sementara beberapa sumber lainnya menyatakan supervisi berasal dari dua kata "superior" dan "vision" yang digabung menjadi "supervision".Lalu, apa itu supervisi dan tugasnya? Ketahui jenis, tujuan hingga manfaat supervisi berikut ini. Menurut Cambridge Dictionary, supervisi adalah aktivitas untuk memastikan bahwa semuanya dilakukan dengan benar, aman, dan lain-lain. Dalam dunia pendidikan, supervisi merupakan proses untuk menerapkan pekerjaan apa saja yang sudah dilaksanakan, menilainya, hingga yang didefinisikan Purwanto dalam oleh R Mida Hayati, arti supervisi adalah pengawasan berupa suatu aktivitas pembinaan, yang direncanakan untuk membantu para guru dan pegawai sekolah lainnya dalam melakukan pekerjaan secara supervisi adalah usaha yang bertujuan untuk memberikan layanan kepada guru-guru agar mampu memperbaiki pengajaran dan kurikulum. Fungsi supervisi pendidikan adalah untuk penelitian, penilaian, perbaikan dan itu supervisi pada guru? supervisi pada guru merupakan usaha memberi pelayanan, agar guru menjadi lebih profesional dalam menjalankan tugas melayani peserta hanya sekedar pengawasan fisik tapi juga terhadap material. Misalnya, seperti pengawasan terhadap kegiatan akademik proses belajar mengajar, pengawasan terhadap guru dalam mengajar, pengawasan terhadap situasi belajar dan supervisi bisa dibilang untuk membantu guru. Namun, dalam konteks yang luas juga menyangkut tentang komponen sekolah yang lain, seperti komponen tata usaha, sarana, serta lingkungan sekolah. Pihak yang melakukan supervisi yaitu kepala sekolah sebagai supervisor. Kegiatan supervisi bisa dilakukan secara efektif, seperti kunjungan kelas, diskusi kelompok, pembinaan individual, serta simulasi SupervisiMenurut Suhardan dalam suatu jurnal ilmiah dari laman secara umum, jenis-jenis supervisi, yaitu1. Supervisi AkademikSupervisi akademik adalah jenis supervisi yang berfokus tentang pengamatan supervisor pada masalah-masalah akademik. Dalam hal ini, terkait hal-hal yang langsung berada dalam lingkungan kegiatan pembelajaran proses pembelajaran2. Supervisi AdministrasiSupervisi administrasi yaitu supervisi yang menitik beratkan pada pengamatan supervisor terhadap aspek-aspek administrasi, yang berfungsi sebagai pendukung terlaksananya Supervisi LembagaSupervisi lembaga merupakan kegiatan pengamatan supervisor terhadap aspek- aspek yang berada di sentral. Kalau kita lihat, supervisi akademik dimaksudkan untuk meningkatkan pembelajaran, sedangkan supervisi lembaga dimaksudkan untuk meningkatkan nama baik sekolah atau kinerja menurut Sahertian ada beberapa jenis supervisi pendidikan, yaitu1. Supervisi KonvensionalSupervisi konvensional merupakan jenis supervisi yang beranggapan bahwa supervisor sebagai seseorang yang memiliki kekuatan untuk menentukan nasib kepala sekolah serta guru. Model jenis supervisi ini yaitu supervisor selalu mencari kesalahan orang yang di dalam menjalankan tugasnya cenderung sewenang- wenang. Bahkan, ada juga yang tidak menerima masukan dari orang yang disupervisi meskipun usulan yang disampaikan itu Supervisi ArtistikDalam melaksanakan tugasnya supervisi ini harus berpengetahuan, berketrampilan, dan memiliki sikap yang baik. Adapun salah satu ciri model supervisi artistik yaitu memerlukan perhatian untuk lebih banyak mendengarkan daripada Supervisi PendidikanSupervisi pendidikan atau ilmiah adalah supervisi yang dilaksanakan pengawas atau kepala sekolah, untuk menilai kinerja kepala sekolah maupun guru, dengan cara memberikan angket. Cirinya yaitu kegiatannya dilaksanakan secara berencana serta berkesinambungan berkelanjutan.4. Supervisi KlinisSupervisi klinis merupakan supervisi yang dilakukan berdasarkan keluhan dari guru yang disampaikan kepada supervisor. Supervisi klinis berfokus pada peningkatan pembelajaran dengan melalui siklus yang sistematik, yang bertujuan mengadakan perubahan menggunakan cara yang SupervisiTujuan kegiatan supervisi adalah untuk memastikan pelaksanaan pekerjaan sesuai dengan rencana serta memperbaiki proses dan hasil belajar mengajar. Dalam laman disebutkan beberapa tujuan supervisi setidaknya dalam dunia pendidikan untuk para guru adalah sebagai berikutMembina guru untuk lebih memahami tujuan pendidikan, serta membantu peranan sekolah mencapai tujuan kesanggupan guru untuk mempersiapkan peserta didik, menjadi anggota masyarakat yang guru mengadakan diagnosis dengan kritis, serta dalam kesulitan kesadaran guru dan warga sekolah tentang tata kerja yang demokratis dan guru untuk bisa mengevaluasi aktivitasnya, untuk tujuan aktivitas perkembangan peserta 'esprit de corps' guru, yang menjadi rasa kesatuan dan persatuan antar komunikasi dan saling mengawasi di dalam suatu SupervisiSupervisi bermanfaat untuk meningkatkan mutu pendidikan, yang dilakukan melalui kerjasama antara guru, peserta didik, hingga warga menjadi penggerak terjadinya perubahan pada unsur-unsur terkait pendidikan agar lebih kemampuan guru dalam hal memimpin serta membimbing peserta tadi penjelasan tentang artinya supervisi, proses ataupun usaha untuk memberi pelayanan supaya guru menjadi lebih profesional dalam menjalankan tugasnya kepada peserta didik. Semoga penjelasan tadi bisa menambah pengetahuan detikers ya! Simak Video "Pesona Wisata Sumenep Pantai, Sejarah, dan Tradisi" [GambasVideo 20detik] khq/fds
Gurumestinya menyadari bahwa dengan adanya supervisi, maka kualitas dan kuantitas kinerjanya dapat ditingkatkan. Oleh karena itu, guru mestinya sangat terbuka dalam menerima supervisi. Namun yang terjadi adalah sebaliknya, yaitu guru menutup diri dari pelaksanaan supervisi atau bahkan guru takut dengan adanya supervisi tersebut.
UNIVERSITAS PENDIDIKAN INDONESIA FAKULTAS ILMU PENDIDIKAN JURUSAN PSIKOLOGI PENDIDIKAN DAN BIMBINGAN SILABUS 1. Identitas Mata Kuliah Kode mata kuliah Nama mata kuliah Bobot / SKS Semester Kelompok mata kuliah MKKBS Prasyarat Dosen Supervisi Bimbingan dan Konseling 2 dua 5 lima Mata Kuliah Keahlian Bidang Studi Lulus Manajemen BK dan Program BK Drs. Agus Taufiq, 0610 Ipah, Saripah, 2. Indikator Kompetensi dalam SKKI Mengembangkan kecakapan professional dan kualitas pribadi secara berkelanjutan 3. Tujuan Pembelajaran Mahasiswa menguasi konsep dasar supervisi kinerja konselor guru BK dan mengembangkan sikap positif terhadap supervisi Bimbingan dan Konseling. 4. Deskripsi Isi Pokok-pokok bahasan mata kuliah ini meliputi 1. Konsep dasar Supervisi BK 2. Metodologi supervise BK 3. Pendekatan-pendekatan 4. Relasi supervisor dan supervisee 5. Supervisor yang efektif 6. Manajemen program supervisi BK 5. Pendekatan Pembelajaran Pendekatan Pembelajaran orang dewasa Metode Ceramah, Diskusi dan Observasi Tugas Kuis, Paper kelompok dan paper individual Media/Alat Perangkat LCD 6. Penilaia% dari 16 x tatap muka sebagai prasyaratn 1 Kehadiran tatap muka sebanyak 80 2 Tugas penyusunan dan penyajian paper kelompok pada tengah semester bobot 1 3 Aktivitas dalam perkuliahan, terutama dalam diskusi dan simulasi bobot 2 4 Ujian tengah semester bobot 2 5 Tugas individual pada akhir semester bobot 2 6 Ujian akhir semester bobot 3} 7. Topik/Materi Perkuliahan Pertemuan 1 Orientasi perkuliahan tujuan umum dan khusus serta rute perkuliahan Pertemuan 2 Pengertian, dan tujuan Supervisi BK Pertemuan 3 Supervisi dan mutu layanan profesional BK Pertemuan 4 Peranan dan Fungsi supervisi BK Pertemuan 5 Jenis-jenis dan orientasi supervisi BK Pertemuan 6 Proses Supervisi BK Pertemuan 7 Supervisi, konsultasi, evaluasi dan konseling Pertemuan 8 Pendekatan-pendekatan supervisi Pertemuan 9 Ujian Tengah Semester UTS Pertemuan 10 Metode dan Teknik langsung Pertemuan 11 Metode dan Teknik tidak langsung Pertemuan 12 Relasi Supervisor dan Supervisee konselor Pertemuan 13 Manajemen Program Supervisi BK Pertemuan 14 Supervisor BK yang Efektif Pertemuan 15 Supervisi Kelompok, Rekan Sebaya dan Self Supervision Pertemuan 16 Ujian Akhir Semester UAS 8. Kepustakaan 1. Bernard, and Goodyear, 1992, Fundamental of Clinical Supervision, Boston, London, Sydney, Tokyo, Singapore Allyn and Bacon. 2. Boyd, J., 1978, Counselor Supervision, Washington Sage Publications 3. Geraldine Shimpton, 2000, Supervision of Psychotherapy and Counseling, Buckingham – Philadelphia, Open University Press. 4.. Hawkins, P. and Shohet, R., 1997, Supervision in the Helping Professions, Milton Keynes – Philadelphia, Open University Press 5. Proctor, B., 2000, Group Supervision, London, New Delhi Sage Publications 6. Kaiser, 1997, Supervisory Relationships, Washington Brooks/Cole Publishing Company.
ORIENTASI LAYANAN Bimbingan dan Konseling (BK) Orientasi Tentang Sekolah - Lanjutan; ORIENTASI UJIAN NASIONAL(UAN) PENAMPILAN CERMIN KEPRIBADIAN pada REMAJA; PENGARUH PERGAULAN PADA REMAJA; Pengaruh Perkembangan Teknologi - Kehidupan Sosial; PENGENDALIAN DIRI MELALUI (EQ) NILAI DAN NORMA; Peranan Keluarga Berlandaskan Nilai-Nilai Agama
Deciding which type of supervision can be puzzling, until you learn what the difference between the three is. I decided to give a short description of each type of supervision, as well as the pros and cons so you can do your own evaluation by the end of this blog post. Hope this helps you narrow down the type of supervision that is right for you! What are the types of supervision? There are three options of supervision for pursuing your BCBA or BCaBA Supervised Independent Fieldwork Practicum Intensive Practicum. 1. What is Supervised Independent Fieldwork? Supervised Independent fieldwork is the most common supervision that requires 1500 experience hours required to qualify for applying for the BCBA exam, and 1000 hours to qualify for the BCaBA exam. This type of supervision is done with an experience setting and is the most common. One benefit to supervised independent fieldwork is you often can find a work placement that offers supervision, so you can get paid for restricted hours. The only downside to this type of supervision is it takes the longest. Sometimes, taking longer can work out better if it corresponds with your school program. You can also take this time to study for the exam! What are some experience settings? Well, if you have a BCBA available in your area, you may be looking at a clinic or home setting for ABA. If you are a behavioral aid in the school system, you may have a BCBA in your district that is willing to meet with you for supervision. All of these experience settings would allow you to successfully complete your supervision, with an available BCBA who is willing to supervise you. If you are working in a school district, or at a clinic that has limited supervisor availability, it might be beneficial to contract a BCBA in your area, look at remote supervision, or look at practicum options. 2. What is Practicum? The second type of fieldwork is Practicum which requires 1000 experience hours and requires more supervision of all hours supervised instead of 5% along with more contacts. Practicum is always through an accredited university approved by the BACB. Practicum has benefits, as it allows you to move quickly through supervision, although it requires a more intensive approach. Depending on availability, it can be difficult to find practicum placements. Benefits to practicum include being able to finish your hours sooner, and guaranteed hours. I had experience teaching practicum and found the supervision to be very effective. All of the supervisee’s hours were remote. Our practicum was structured to include an hour of group sessions per week, which was a great way to collaborate on task list concepts and experience setting scenarios. 3. What is Intensive Practicum? Lastly, the third option is intensive practicum which is similar to regular practicum but requires 8 contacts per supervisory period, 750 hours, and 10% of all hours must be supervised. This is the most intensive and is offered through universities approved by the BACB. Though a benefit can be finishing hours sooner, the intensive practicum may be difficult to juggle if you are also working on your coursework simultaneously. What is available? Depending on what is available to you in your current area, depends on the type of supervision to select. If you do not have a supervisor in your area and are looking for remote supervision, we provide online supervision. Our online supervision encompasses an individualized track that will give you the opportunity to develop the skills required to become a BCBA/BCaBA. This includes detailed concept reviews, practice with designing and implementing behavior analysis programs for clients, in-depth discussion about current ethical considerations. Including test preparation in our supervision sets us apart from others. If you are looking for in-person supervision, you can search qualified supervisors on the BACB website. Conclusion Overall, I successfully completed my supervised independent fieldwork and felt that the 1500 hours gave me the time I needed to fully complete my Master’s program, along with gain the clinical experience needed. Taking the full two years to finish my independent fieldwork also gave me plenty of time to study and prepare for the exam. It worked for me! Feel free to comment below your input, and email me with questions! Katherine
evaluasi pelaporan dan tindak lanjut untuk mahasiswa 1. PRINSIP-PRINSIP EVALUASI PROGRAM BK Menurut Gibson and Mitchell (1981), Depdikbud (1993) mengemukakan beberapa prinsip yang semestinya diperankan dalam penyelenggaraan evaluasi pelaksanaan peogram BK, sebagai berikut : 1. Evaluasi yang efektif menuntup pengenalan terhadap tujuan2 program 2.
sejarah 1998 mengemukakan supervisi merupakan pe- layanan profesional bagi guru-guru dengan tujuan untuk memperbaiki pro- ses belajar mengajar dan meningkatkan kualitas hasil. Menurut Sahertian 2000 19 yang dimaksud supervisi adalah Memberikan layanan dan bantuan kepada guru-guru baik secara individual maupun secara kelompok dalam usaha memperbaiki pengajaran. Berdasarkan berbagai pendapat di atas, maka dapat disimpulkan bahwa supervisi yaitu upaya membantu dan melayani guru, melalui mencipta- kan lingkungan yang kondusif bagi peningkatan kualitas pengetahuan, keterampilan, sikap, kedisiplinan, serta pemenuhan kebutuhan dan kesejahteraan guru agar guru mempunyai kemauan dan kemampuan berkreasi dan usaha untuk selalu meningkatkan diri dalam rangka meningkatkan kualitas proses belajar mengajar dalam rangka mencapai keberhasilan pendidikan. Supervisi Bimbingan dan Konseling Pengertian Abimanyu 20052, mengemukakan bahwa supervisi bimbingan dan konseling BK adalah usaha untuk mendorong, mengkoordinasikan dan menuntun pertumbuhan guru pembimbing secara berkesinambung- an baik secara individual maupun secara kelompok agar lebih me- mahami dan lebih dapat bertindak secara efektif dalam melaksanakan layanan bimbingan dan konseling, sehingga mereka mampu mendorong dan menuntun pertumbuhan setiap peserta didik klien secara ber- kesinambungan agar dapat berpartisipasi secara cerdas dan kaya didalam kehidupan masyarakat demokratis. Supervisor bimbingan dan konseling pengawas bertugas melakukan pengawasan bimbingan dan konseling di sekolah dengan melaksanakan penilaian dan pembinaan dari segi teknis bimbingan dan konseling serta administrasi pada satuan dasar dan menengah. Sukardi 2003 151-152 mengemukakan supervisor bimbingan dan konseling kepala sekolah dalam melakukan tugasnya harus bersifat membimbing dan mengatasi masalah, bukan mencari kesalahan, maka supervisi yang dilakukan oleh kepala sekolah harus menfokuskan perhatian kepada usaha mengatasi hambatan yang dihadapi oleh guru pembimbing ,dan tidak semata- mata untuk mencari kesalahan. Kegiatan supervisi seyogyanya dilakukan secara periodik artinya pengawasan yang dilakukan tidak menunggu sampai terjadi hambatan. Jika tidak hambatan, sebenarnya kehadiran supervisor kepala sekolah akan dapat menumbuhkan dukungan moral bagi guru yang sedang me-ngerjakan tugas. Pendapat lain yang disampaikan oleh Prayitno 2001 24 mengemukaakan bahwa supervisi dapat dimengerti sebagai kegiatan pengawas sekolah yang menyelenggarakan kepengawasan dengan tugas pokok mengadakan penilaian dan pembinaan melalui arahan, bimbingan, contoh, dan saran kepada guru pembimbing guru kelas dan tenaga lain dalam bimbingan dan konseling di sekolah. Apabila supervisi dimengerti sebagai kegiatan pengawasan, maka pengawasan adalah kegiatan yang amat penting dalam menilik, dan mengarahkan fungsi- fungsi manajemen lainnya. Sukardi 2003150. Pengawasan juga dimaksudkan untuk menemukan hambatan yang terjadi, sehingga dapat segera diatasi dan untuk mengukur tingkat efisiensi penggunaan metode atau alat tertentu untuk mencapai tujuan Depdiknas 199932 Terdapat dua kecenderungan konsep dan praktik supervisi bimbingan dan konseling, yaitu supervisi bimbinga dan konseling secara otokratis, dan yang kedua supervisi bimbingan dan konseling secara demokratis. Supervisi bimbingsn dan konseling yang otokratis sering kali disebut dengan istilah “Inspeksi” atau supervisi tradisional, sedangkan supervisi bimbingan yang demokratis disebut supervisi bimbingan dan konseling modern. Perbedaan kedua jenis supervisi tersebut menurut Abimanyu 20053 dituliskan pada tabel Tabel PERBEDAAN ANTARA SUPERVISI BIMBINGAN KONSELING TRADISIONAL DAN SUPERVISI BIMBINGAN KOSELING MODERN Supervisi BK Tradisional Supervisi BK Modern 1. Inspeksi 2. Berfokus kepada konselor guru pembimbing 1. Studi pragmatis dan analisi 2. Berfokus kepada tujuan, material, teknik, metode, konselor, peserta didik klien, dan lingkungan 3. Kunjungan dan penemuan 4. Perencanaan yang jelek dan rencana formal sedikit sekali 5. Menghukum dan otoriter 6. Biasanya oleh satu orang 3. Berbagai macam cara disamping kunjungan dan pertemuan 4. Terorganisasi dan terencana dengan baik 5. Menemukan sebab kelemahan dan kooperatif 6. Oleh banyak orang Tujuan dan Fungsi Supervisi Bimbingan dan Konseling BK Menurut Abimanyu 20053, tujuan supervisi bimbingan dan konseling di sekolah adalah “1 Mengendalikan kualitas, dalam hal ini supervisor BK bertanggung jawab memonitor pelaksanaan kegiatan bimbingan dan konseling dan hasil-hasilnya yang berupa kehidupan dan perkembangan peserta didik klien yang lebih baik 2 Mengembangkan profesionalisme guru pembimbing, yaitu supervisor BK membantu guru pembimbing un- tuk tumbuh dan berkembang secara profesional, sosial dan personal. 3 Memotivasi guru pembimbing agar dapat secara ber- kelanjutan melaksanakan kegiatan-kegiatan bombingan dan konseling, menemukan dan memperbaiki kesalahan dan kekurangan.” Sedangkan fungsi supervisi bimbingan dan konseling yakni sebagai berikut 1 kordinasi usaha-usaha individual sekolah dan masyarakat, 2 Menyediakan kepemimpinan,3 perluasan kepemimpin- an, 4 Dorongan Terhadap Usaha-usaha Kreatif, 5 Penyediaan Fasi- litas Perubahan, 6. Analisis Terhadap Layanan BK, 7. Sumbangan Kepada Terintegrasinya teori dan praktek, 8. Pengintegrasian Tujuan Dan Daya. Abimanyu 2005 menjelaskan fungsi-fungsi tersebut sebagai berikut 1. Koordinasi usaha-usaha individual, sekolah dan masyarakat. Usaha individual antara dua orang guru pembimbing atau lebih dari sekolah yang sama, ataupun dengan guru pembimbing dari sekolah lain dalam memecahkan masalah-masalah yang mereka hadapi di d alam tugas mereka secara bersama-sama membutuhkan koordinasi dari supervisor. 2. Penyediaan Kepemimpinan Supervisi bimbingan dan konseling hendaknya berfungsi sebagai penyedia kepemimpinan bagi guru pembimbing. Paling tidak ada lima segi kepemimpinan yang penting artinya bagi super- visor, yaitu a Pengambilan inisiatif, b Bantuan dalam penyusun- an tujuan, c Dorongan dan perwujudan bakat anggota, d Mem- bantu anggota sementara perubahan berjalan dan pada kesepakatan. Seorang supervisor bimbingan dan konseling harus mampu “Tut wuri handayani, ing madya mangun karso, ing ngarso sung tulodo” 3. Peluasan Pengalaman Supervisor bimbingan dan konseling hendaknya dapat ber- fungsi membantu guru pembimbing dalam memperoleh pengetahu- an dan pengalaman baru. Untuk itu dapat ditempuh melalui kegiatan Inservic Training, kunjungan ke sekolah lain yang bimbingan dan konselingnya maju, mengikuti pertemuan profesional, pembuatan jurnal, penelitian dan usaha-usaha untuk mengenal kebutuhan peserta didik, dan lain-lain. 4. Dorongan Terhadap Usaha-usaha Kreatif. Supervisi bimbingan dan konseling hendaknya mampu mendorong guru pembimbing konselor agar dapat melakukan usaha-usaha kreatif dalam memberi pelayanan kepada peserta didik dalam melakukan koordinasi dengan guru, kepala sekolah, dan lembaga-lembaga terkait diluar sekolah. guru pembimbing konselor yang kreatif antara lain ditandai oleh pendekatan yang fleksibel terhadap masalah, mampu melakukan problem-solving, mencobakan ide-ide baru, mampu memandang jauh tentang akibat sesuatu, dan mempunyai toleransi yang tinggi. 5. Penyediaan Fasilitas Perubahan. Supervisi bimbingan dan konseling hendaknya berfungsi penyedia fasilitas terhadap perubahan . Hal ini bisa dilaksanakan melalui a. Pelibatan guru pembimbing dalam pengadaan penyediaan material yang diperlukan untuk mencobakan pendekatan baru, b. penyamaan persepsi tugas guru pembimbing konselor tentang tujuan, c. Diberikannya bantuan emosional kepada guru pembimbing yang mencobakan langkah-langkah baru , misalnya dengan memberi senyum, pujian, dan sebagainya, d Terus menerus memberi informasi mengenai perkembangan dan hasil- hasil usaha kegiatan bimbingan dan konseling, e. Memberi kesempatan mengikuti in-servcetraining, f Memberi kesempatan sejawat untuk juga berubah serupa, dan g Menindaklanjuti perubahan dan kemajuan-kemajuan itu dengan perubahan jabatan atau perkembangan karier para guru pembimbing tersebut. 7. Analisis Terhadap Layanan Bimbingan dan Konseling Supervisor bimbingan dan konseling dapat membantu guru pembimbing menganalisa situasi layanan bimbingan dan konseling dalam rangka menemukan penyebab suatu kesukaran sehingga untuk selanjutnya dapat dilaksanakan perbaikan. Supervisor dapat pula membantu guru pembimbing menganalisis keberhasilan kinerja- nya untuk menemukan generalisasi tentang alasan atau sebab keberhasilannya itu. Dengan analisis situasi tersebut supervisor bombingan dan konseling dapat membantu guru pembimbing tumbuh dan berkembang secara profesional. 8. Sumbangan Kepada Terintegrasinya Teori dan Praktek Pencapaian tingkat profesionalisme yang lebih tinggi diperlu- kan adanya integrasi teori dan praktik. Supervisi menjalankan fungsi ini apabila ia menolong guru pembimbing untuk mengadakan pe- yelesaian factfinding mengenai sistem sekolah dan program bimbingan dan konseling mereka sendiri serta mengkatagorikan penemuan-penemuan itu sedemikian rupa sehingga berguna bagi mereka sendiri dan juga orang lain. Abimanyu 2005 mengatakan bahwa salah satu jenis riset yang sering dilakukan untuk maksud supervisi adalah action research”. Ciri-cirinya antara lain a. Secara khusus mulai dengan mendeteksi suatu masalah didalam situasi riil, b. Menggarap secara bersama oleh guru pembimbing yang me- manfaatkan penemuan itu, c. Hasilnya diharapkan segera digunakan untuk pemecahan masalah. Peranan supervisor bimbingan dan konseling disini antara lain a. Sebagai instrumental yang menggerakkan dorongan ingin tahu atau ketidak puasan b. Sebagai orang yang pertama kali sensitif terhadap adanya per- masalahan khusus. c. Membantu guru pembimbing konselor merumuskan pertanyaan dan hipotesis tindakan bagi penelitian yang sistematis. d. Membantu dalam memperoleh biaya dan sarana penelitian, bantuan konsultan, dan implementasi rekomendasi. 8. Pengintegrasian Tujuan Dan Daya Supervisi hendaknya membuat guru pembimbing menghayati tujuan program dan kegiatan layanan bimbingan dan konseling secara jelas, sebab penghayatan yang jelas tentang tujuan tersebut memungkinkan guru pembimbing bertindak untuk melaksanakan kegiatan bimbingan dan konseling dengan rasa senang hati. Dikatakan bahwa supervisi membantu mengintegrasikan tujuan dan daya jika guru pembimbing baik perorangan maupun kelompok menyadari nilai-nilai, mampu menjalankan tujuan jangka panjang dan mencapai kesepakatan tentang langkah-langkah yang akan dilakukan. Dengan kata lain jika supervisi dapat menolong guru pembimbing menghubungkan tindakan spesifik dengan tujuan yang lebih besar, integrasi kegiatan dimungkinkan, dan daya kerja meningkat. Tugas Pokok dan Langkah Kegiatan Pengawasan BK a. Tugas Pokok Menurut Prayitno 200118, bahwa yang dimaksud tugas pokok pengawas bimbingan dan konseling di sekolah adalah pengawas yang mempunyai tugas, tanggung jawab, dan hak secara penuh dalam menilai dan membina penyelenggaraan pendidikan pada sejumlah sekolah lanjutan tingkat pertama dan sekolah menengah umum. b. Langkah-langkah Kegaiatn Langkah-langkah kegiatan pengawas bimbingan dan konseling secara umum meliputi 1 menyusun program, 2 Mengumpulkan data dan mengolah menilai; 3 menganalisis hasil penilaian; 4 melaksankan pembinaan, 5 menyusun laporan dan evaluasi hasil pengawasan. Prayitno 200133 Model Supervisi Bimbingan dan Konseling Piet A Sahertian Ida Aleida Sahertian 1990 mengemuka- kan tiga cara pendekatan supervisi pengajaran yaitu supervisi yang bersifat directive, collaborative dan non-directive. Sedangkan .Hariwung 1989 mengemukakan dua variasi supervisi yaitu inspeksi dan supervisi yang lebih bercorak demokratis. Bertolak dari pendapat tersebut, maka model supervisi bimbingan dan konseling meliputi in- speksi supervisi yang bersifat direktif, dan supervisi yang bersifat demokratis non-directivedan collaborative. 1. Model Inspeksi Model supervisi ini supervisor mengadakan ke guru pem- bimbing untuk memastikan apakah instruksi-instruksi supervisor sudah dipatuhi atau tidak. 2. Model Non Directive Dalam supervisi bimbingan dan konseling model non- directive asumsi dasar yang digunakan adalah, bahwa petugas bim- bingan dan konseling guru pembimbing mampu menganalisa dan memecahkan masalah yang berhubungan dengan tugasnya sendiri, dan supervisor bimbingan dan konseling berkedudukan sebagai fasilitator. Perilaku supevisor bimbingan dan konseling yang nampak adalah mendengarkan , menjelaskan, menyajikan, dan problem- solving. 3. Model Collaborative demokratik Model ini muncul oleh pengaruh pandangan “human rela- tion” yang berpendapat bahwa produktivitas pekerja dapat ditingkat- kan dengan melibatkan mereka pada proses pengambilan ke- putusan. Perilaku supervisor yang pendekatannya demokratis ada- lah mendengarkan, menyampaikan, memecahkan masalah, dan negosiasi. Hasil akhir yang diharapkan adalah adanya kesepakatan bersama antara supervisor dan guru pembimbing dalam mencipta- kan struktur, proses, kriteria untuk perbaikan layanan bimbingan dan konseling. Berdasarkan paparan di atas maka yang dimaksud dengan supervisi bimbingan dan konseling ini adalah supervisi yang dilakukan oleh supervisor kepala sekolah dan pengawas pendidikan dalam rangka melakukan 1 pengawasan dan penilaian kinerja guru pembimbing, 2 membantu meng- atasi hambatan dan melayani guru pembimbing; 3 melakukan Pembina- an dari segi teknis dan administrasi bimbingan dan konseling. Penelitian Yang Relevan
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jenis jenis dan orientasi supervisi bk