Educational Profession

SCHOOL PRINCIPAL & PROFESSIONAL ORGANIZATION

A. SCHOOL PRINCIPAL

1. An Overview of School Principal

The school principal is the highest-ranking administrator in an elementary, middle, or high school. Principals typically report directly to the school superintendent, but may report to the superintendent's designee, usually an associate superintendent, in larger school districts. The highest-ranking school level administrator in some private schools is called the head master. Head masters have many of the same responsibilities as principals, but they may engage in additional activities such as fund-raising. In some school districts, a single person functions as superintendent and principal. Principals, head masters, and others who are responsible for the overall operation of a school are often called school leaders. In an era of shared decision-making and site-based management, the term school leader may also be used in reference to other school administrators and leaders within the school such as assistant principals, lead teachers, and others who participate in school leadership activities.

Schools have not always had principals. Around the beginning of the twentieth century, as schools grew from one-room schoolhouses into schools with multiple grades and classrooms, the need arose for someone to manage these more complex organizations. This need was filled initially by teachers, who continued to teach while also dealing with their school's management needs. These teachers were called principal teachers. As schools continued to grow, principal teachers became full-time administrators in most schools. Most principals soon stopped teaching because of the many demands their management responsibilities placed on their time. As managers, principals were responsible for financial operations, building maintenance, student scheduling, personnel, public relations, school policy regarding discipline, coordination of the instructional program, and other overall school matters. The management role included some curriculum and instruction supervision, but overall school management was the primary role principals played until the early 1980s. As the accountability movement gained momentum, the role of the principal changed from school manager to school instructional leader and then to the school reform leader. With this shift in role focus, principals retained their management roles. Principals currently play multiple roles: school manager, instructional leader, and the leader of school reform.

2. How to Become School Principal

Becoming a principal requires passion for higher education and strong leadership skills. Most principals start out as teachers and complete graduate degree programs in education administration before pursuing advancement into school administration positions.

The last group have explained about school principal in Indonesia. Here, we will explain some steps how to become school principal in other countries like United State. It is important to add our knowledge about school principal and we can compare the system or all things related to school principal in our country, Indonesia with other countries like US.

Step 1: Earn a Bachelor's Degree

School principals usually begin their careers serving as teachers, a profession, which generally requires a bachelor's degree in education. Many colleges and universities offer degree programs in elementary, secondary and special education, which typically take 4-5 years to complete. Curricula are structured according to the grade levels and subjects that students are training to teach; however, most degree programs include courses in educational philosophy and a student-teaching internship. Some states allow graduates of any bachelor's degree programs to become teachers once they complete a fellowship, teacher corps program or other approved training.

Step 2: Obtain a Teaching License

While private school teachers don't need to be licensed, all states require public school teachers to be licensed before they can start teaching. Licensing requirements vary by state, but most licensing boards require candidates to complete a bachelor's degree and supervised classroom training. Candidates must also pass a state licensing exam that tests literacy, teaching ability and subject knowledge. Licensure typically expires after 3-5 years, and teachers can renew licenses by earning a state-determined quantity of continuing education credits.

Step 3: Gain Experience as a Teacher

Before advancing into school administration positions, principals gain leadership, communication and motivational skills as teachers. Teachers instruct students by applying various education techniques according to students' needs. They're also responsible for developing curricula, evaluating students' work and maintaining a safe learning environment. Teachers' workdays go beyond in-class instruction; they generally arrive before class to prepare lessons and stay late to grade papers, plan for the next school day and participate in school activities.

Step 4: Attend Graduate School

Teachers prepare for advancement into school principal positions by earning master's or doctoral degrees in education leadership and administration. Master's degree programs in education administration, for example, typically take two years to complete and may require students to hold teaching licenses prior to enrolling. Courses may include instruction supervision, curriculum development, administrative leadership, school law and educational research. Students may be required to complete internships and thesis projects for degree completion.

Step 5: Obtain a School Administrator License

The majority of U.S. states require school principals to have a school administrator license. To be eligible for licensure, most states require applicants to hold graduate degrees. Candidates are often required to sit for a state licensing exam and may be required to complete on-the-job training under the supervision of a mentor. Principals or headmasters employed by private schools are not required to obtain state licensure.

B. PROFESSIONAL ORGANIZATION

1. Definition Of Professional Organization

A Professional organization or Professional association is an organization formed to unite and inform people who work in the same occupation. The roles of these professional associations have been variously defined:

©       A group of people in a learned occupation who are entrusted with maintaining control or oversight of the legitimate practice of the occupation

©       also a body acting to safeguard the public interest

©       organizations which represent the interest of the professional practitioners, and

©       act to maintain their own privileged and powerful position as a controlling body.

Many professional bodies are involved in the development and monitoring of professional educational programs, and the updating of skills, and thus perform professional certification to indicate that a person possesses qualifications in the subject area. Sometimes membership of a professional body is synonymous with certification, though not always. Membership of a professional body, as a legal requirement, can in some professions form the primary formal basis for gaining entry to and setting up practice within the profession.

There are many opinions are promoted to the understanding of the organization. As follows:
1. According to Stoner Organization

Organization is a pattern of relationships through which people areunder the direction of the manager to pursue a common goal.

2. According to James D.Organization Mooney

Is a form of union organization every human being to achieve a common goal.

3. Chester I. According to  Bernard

Organization is a system of cooperation activities carried out by twopeople or more.

Organization is also divided into two parts, namely the formal organizations and non-formal organizations.

·         formal organization is a collection of two or more persons whobind themselves with a common goal consciously and with areasonable working relationship. 

Example: Limited liability company, school, state, and so forth.

·         informal organization is a collection of two or more people those involved in an activity as well as common goals are not realized.

Example: Arisan mothers compatriot, studying with elementary school children, a camper to the mountains Pangrango-do withfriends, and others.

2. Kind of Professional Organizations Principal in Indonesia

In carrying out its functions, the principal would have encountered various problems and challenges. All the problems and challenges should be able to be addressed by the paradigm of achievement of objectives in an optimal and significant. All this boils down to achieving national education goals.

Thus it is necessary forged a harmonious, well planned, organized, determined and professional so that the full potential of the principal can actually be optimally empowered, siding with the truth, honesty, punctuality and the importance of education. In addition, to eliminate the communication barrier between the principal TK / RA, SD / MI, SMP / MTs, SMA / MA / SMK, SLB, share experiences, and most importantly, become the principal strategic role to maintain the quality of school education.

Principals are teachers who have additional duties as head of the school. (Sudarman 2002: 145). Although as a teacher who had the additional task, the principal is the person most responsible for the application betanggung principle - the principle of innovative educational administration at the school. Thus, the principal professional organization is also concerned about the professional organizations of teachers, both of which are part of professional educational organizations in Indonesia.

There are several types of professional organizations for school, most of which are directly related to the principal is AKSI (Principal Association of Indonesia). Other principal organizations which have concerns about the school's head teacher who had additional duties as PGRI (Teachers Association of the Republic of Indonesia), FGII (Independent Teachers Federation Indonesia), FSGI (United Federation of Teachers Indonesia), and the IGI (Teachers Association of Indonesia). All types of organizations described above will be the principal at the point below.

2.1.AKSI (Association of School Principals Indonesia)

Problems encountered by Indonesia in relation to education is a paradigm shift due to globalization and free trade. The main paradigm shift is a change-oriented comparative advantage (Comperative advantage) be a competitive advantage (competitive advantage). This paradigm is not only the idea that if our country with all its resources in comparison with other countries then we will be superior in comparison. This paradigm provides an explanation and also reminds us of the reality and the problems we will face in the future, namely Indonesia kompetensisumber human resources in the free competition, winning or loser.
Another thought was appointed as the establishment of the issue of AKSI is a significant contribution of education and the advancement of the nation state. This means that the principal members of the AKSI think of how that education can make a significant contribution to the advancement of society. Size and its parameter is the Human Development Index (HDI), the purchasing power, health status, and length of education does not include legal awareness and mastery of information technology. In fact, since Indonesia's independence, since education is managed solely by this nation, education has not been able to contribute significantly to the advancement of the nation and the State, even though education has lasted 62 years.

In addition, the desire school heads of the various levels can be assembled in a bond that is not compartmentalized kotaksesuai with each level. The need to come together not only for the establishment of an intimate relationship, but much more importantly than that to put education starts from kindergarten through high school / vocational school as important and has a very important role and significant contribution to the establishment of resource . Between kindergarten to middle school principal is the same level and degree, which are both principal. There is no separation, no discrimination and no class distinctions, but rather the same, which are both principal.

This is another issue that made the establishment of AKSI is no dichotomy between the private and public not only the level but also in the concept of levels of reality. AKSI puts the same principals, both public and private. If a meeting of the principal, then the question is not a meeting meeting of the principal chief state school.The role and position of head of state and private schools are the same, it is enough to mention as well as the principal, not the head of a public school and private school principals.

The concept below that encourage school heads gathered in Bandung, on October 3, 2003 to form and declare the establishment of ACTION, the Association of Principal Indonesia starting from kindergarten level / RA, SD / MI, SMP / MTs, SMA / MA , SMK including the Special School. With based on the "Declaration Lembang" which breaks down as follows.

1. indonesia is an associate principal of the unity of the republic of indonesia unifying pancasila and under the law of 1945.
2.  associate principal is indonesia is independent and containers gathered principal and secondary education level to improve quality of education in indonesia.
3.  associate principal indonesia committed giving quality education.

The use of the term 'ASSOCIATION' are based on sociological and cultural considerations. In sociology, the Association dimaknakan as associations of people who have similar interests, for the sake of it can be realized. The Association is a social unit based on the bond interest such as the rational interests of Employers, Workers, Teachers, Lecturers, Traders, five feet, Lawyers, including the Principal Manager. These social groups are groups that have the same job or profession. Association is more directed to social groups that have the same profession, ie those who have a profession that saa want it upgraded to professional profession.

Law No. 14/2005 on teachers and lecturers in Chapter I, General Provisions Article 1 paragraph (6) stated that "Professionalism is a job or done by someone and be a source of livelihood that requires skill, expertise or skills that meet certain quality standards or normsand require a formal education "Principal is the teachers who have additional duties as the principal (lead school). There are two principal positions, namely as a school teacher as a leader ddan (additional duty), which are both professions. As a teacher and school leader at the same time, principals have an interest in increasing its ability to effectively lead the school can take place and the learning process in grade school.

With this container, it can forge solidarity among school principals from various levels, developing and implementing the National Education system, improve the professionalism of the school principal, a quality education, all that was listed in the statutes and laws of the AKSI. AKSI for the membership of West Java, according to the secretary of the AKSI Council of West Java, Drs. Saputra grandchildren who also served as headmaster of SMAN 4 Bandung is still in a consolidation phase, which will be planned ahead rakerda in Tasikmalaya in the near future, the Council will consolidate membership to the DPC-DPC District / City-West Java because there is strength AKSI district level / City.

The number of members and trustees of West Java AKSI approximately 80 head of school. He hoped that this membership will continue to increase significantly from time to time and to realize the mission of AKSI which refers to the Charter Lembang determined to give them quality education and the best service for users of educational services elementary and secondary education.When asked for a response QUANTUM ACTION secretary of the rotation of the principal in the city of Bandung and the education budget is sourced from the national budget / budget he proposed that the rotation of the head of the school in Bandung are common as well as other agencies instituted rotation and this rotation is not panismen but refers to performance appraisal principals set out in regulations the Mayor of Bandung. About the education budget, he hopes to improve the quality of education is proper government to realize a budget of 20% pure without entering the regular budget item (salary) into it.

Meanwhile, according to the secretary of West Java II DPD Nani Sulistiani SPd, in principle approved the view of West Java AKSI secretary, but she added as a field secretary of the organization will attempt to accommodate all school principals both under the auspices of the Department of Education, Ministry of Religious Affairs and Special School, the very welcomed the presence of AKSI, can be seen from the structure of the organization who are obese. Actual organizational structure is a formality, we are all the same, just a teacher who was given additional duties as head of the school. Nani insists, is needed now is to improve the quality of education, school principals should be professionally appropriate duties and functions, the togetherness of the principals in creating a quality educational output will be achieved, he said.

2.2.PGRI (Teachers Association of the Republic of Indonesia)

PGRI was born on 25 November 1945, after 100 days of the proclamation of the independence of Indonesia. PGRI forerunner organization is preceded by the name of the Dutch East Indies Union of Teachers (PGHB) in 1912, later changed its name to the Teachers' Association of Indonesia (PGI) in 1932.

The main objective is the establishment PGRI:

1. Defend and preserve the Republic of Indonesia (fighting organization)
2. Advance the education of all the people based on populist (professional organizations) Establishment PGRI with EI: "education as public service, not a commodity"
3. Defend and fight for the fate and the fate of workers, especially teachers in general (labor organization).

Currently, PGRI has become an established professional organization of teachers and has been solid both financially and organizationally. But, not a few professional organizations of teachers innocent of PGRI, often disalahmengertikan, some say splinter, or even counter-opposition. This ignorance sometimes legitimized by statements that do not teach from a handful of bureaucrats or the unscrupulous steward PGRI PGRI stated the only professional organization of teachers who legitimit and recognized government. In addition to national, is also part of an international professional organization of teachers. This unfounded statement must be quits. PGRI teachers and other professional organizations, sit together to formulate an agreement, establishing a commitment to improve the quality of education and the dignity of teachers.There are three main problems, which must be completed by PGRI and other teachers' organizations, namely:

1)      Professional Equality

Different well-being, development, and this career, became one of the factors causing the uneven quality of education. Teachers categorized as a civil servant, when newly appointed've enjoyed 80% of basic salary which amount equivalent to the predicate non-civil servant teachers who have worked 15 years, and sometimes even non-civil servant teachers' salaries do not reach above the KHL. In addition to salary, they also routinely receive education and training and technical guidance of the teaching profession on a regular basis, while non-civil servant teachers to wait years to get an education and training and technical guidance of the government-run teacher training. So is a career problem, the teachers are very obvious level career civil servant, while non-civil servant teachers do not have a clear career path.

2)      School of Ownership

Almost all of the non-civil servant teachers working in schools owned capitalist foundation. Minus the quantity of teachers who founded the school, causing teachers to be a prisoner in her own home. At the beginning of the school was founded, all the teachers concerned and the work prosecuted to the maximum, when the victorious school, wallowing in material and popularity, not least the teachers are pioneers sought a mistake to be deported. Tempest is often repeated, but not many teachers who take a lesson and a revolutionary act.

3)      Head of Education

Although the appointment of department heads is the prerogative of the head region, does not mean ignoring the aspirations of the regional head of education and authoritarian acts. It is appropriate, when the governors, regents and mayors are raised heads of those who have the competence and understanding of education and teacher training.

2.3.FGII (Independent Teachers Federation Indonesia)

FGII Indonesia is the Independent Teachers Federation, which is declared by many teachers and teacher organizations from all over Indonesia on January 17, 2002. The organization is expected to be a means for the intellectual life of nations and freeing teachers and students of duping structurally, captivity to the profession, then it is in the era of reform are now teachers must rise to be "The Liberator" and make education a vehicle for enlightenment and liberation, so that education is no longer a place pengkerdilan duping and science, but rather as a vehicle for personal development of students and teachers in a professional, independent, creative, innovative, and responsible. It is important for the presence of the Organization of Independent Teachers and freedom from interference from the state / government.

2.4. FSGI (United Federation of Teachers Indonesia)

In the reform era, the political consciousness of the teachers began to grow and develop. Especially in this era of education matters more complex, for example, the problem of welfare, justice / discrimination, distribution, quality and development of teachers is a problem that did not go well resolved.

In this era, the problems of teachers and education more dynamic and sporadic. Very reasonable, if the government issued Law No. reform era. 14/2005 on Teachers and Lecturers. Where in one clause, ie Article 41 paragraph 1 asserts a teacher can establish an independent professional organization. Law no. 14/2005 is a legal basis for teachers of young-spirited and progressive and revolutionary anti-establishment, the organization declared a consciously organized teaching profession, both locally and nationally. This article went on to become the door for some activist teachers across Indonesia that has been felt not accommodated the vision and mission in a single container, began to establish teachers' professional organization established and maintained by the teacher. Both the local level (regional) and national scale. One is the United Federation of Teachers Indonesia (FSGI).

FSGI is a professional organization of teachers nationwide. FSGI declared by 11 local teachers on January 23, 2011 in the ICW. To-11 organization is a Jakarta Teachers Consultative Forum (FMGJ), Indonsia Teachers Union (terms) Medan, Brebes Teachers Union (SBS), Commission on Teacher Struggle (KPG) Purwakarta, Teachers Union Attack (SGS), the Society of Teachers Lebak (seal) , U.S. Master Cilegon (jug), Teacher Discussion Forums Pandeglang (FDGP), Tangerang City Teachers Union (SiGAT), Tangerang District Teachers Union (SGT), and the Alliance of Teachers Struggle (APG) Muna. Local organizations had been established several years ago, was between 5-6 years, the exception FMGJ (Jakarta) and FDGP (Pandeglang) who just turned 2 years old.

2.5. IGI (Indonesian Teachers Association)

Teachers Association of Indonesia (IGI) is a professional organization of teachers established under Law No. 15 of 2005 on Teachers and Lecturers. IGI is registered in the Ministry of Justice and Human Rights by SK Depkumham No.AHU-125.AH.01.06.Tahun 2009, dated 26 November 2009.

IGI as a professional organization is an independent, neutral, andindependent with a vision to fight for quality, professionalism andwell-being of teachers in Indonesia, as well as actively participateintellectual life of the nation.

In order to realize the vision above the IGI asked the teachers, principals, education observers, as well as all components of society who have concern for education, are willing to expand their horizons and share experiences together to promote education IGIIndonesia. Each member of the IGI will have identity cards as aMember of membership.

Card issued by the Executive Memberand applies throughout the lifetime of the organization comply withregulations. Membership is voluntary and open IGI. IGI has members which consist of:

·         Members of the ordinary, which is an Indonesian citizen who belongs to the teacher education and other educational backgrounds who work as teachers.

·         Members of the extraordinary Indonesian citizens who have a background in teacher education and / or does not have a background in teacher education and the teaching profession is notrunning and / or other educational personnel

·         Members of the honorary citizen of Indonesia and foreigners who are considered deserving of teacher education and Indonesia or the world

3. Kinds of Principal Professional Organizations in Other Countries

Not only in Indonesia has the principal professional organization, in other countries also have the same thing. As a comparison, the authors will describe briefly some of the principal types ofprofessional organizations that exist in other countries. The aim is that readers know the extent to which professional organizationsevolve and as reference material.

3.1. United State of America (USA)

The most well-known professional organization in America is “AWSP (Association of Washington School Principals)”. The Association of Washington School Principals (AWSP) is the state's preeminent professional association for public and private building principals, assistant principals and principal interns. Formed in 1972, the mission of the Association is to support principals and the principalship in the education of all students. AWSP now includes more than 3,500 members from elementary, middle and high schools statewide. Membership also includes central office administrators, state policymakers and other K-12 representatives. It is headquartered in Olympia, Washington.

Membership in AWSP ensures access to professional development seminars, award-winning leadership publications, networking events and volunteer opportunities that will increase your development as a school leader. Our affiliation with the National Association of Secondary School Principals (NASSP) and the National Association of Elementary School Principals (NAESP) also provides members with news and information about national trends, policy issues and events.

In addition to supporting the leadership development of adults, AWSP provides nationally-recognized leadership programs for K-12 students. It is also the only principals' association in the country that owns and operates two full-time outdoor education centers: Cispus in Randle and Chewelah Peak in Chewelah. Student programs and facilities are operated through the Association's 501(c)(3) non-profit foundation, the Washington School Principals' Education Foundation (WSPEF).

3.2. Mexico

New Mexico Association of Secondary School Principals is one of professional organization for school principal in Mexico. The purpose of this Association shall be to bring together all those concerned with the administration, direction and supervision of secondary education, to study problems common to these schools in this rapidly changing society, to encourage, provide for, and share in research, and to foster a wholesome professional spirit.  In addition, the Association will support the National Honor Society and members of the National Student Council Association as the state affiliate of the National Association of Secondary School Principals, founder and sponsor of these organizations.

The New Mexico Association of Secondary School Principals embraces the following goals for our organization:

• Unite Principals Statewide for the purposes of creating a secondary leadership network (professional learning committee)
• Increase our membership numbers statewide which has a direct correlation to the importance of leadership (the prinicpalship) in our schools
• Provide a comprehensive professional development platform that ensures consistent delievey of current state and national reform effeorts (ex. Breaking Ranks II and Breaking Ranks in the Middle)
• Share best practices throughout the state
• Support practicing leaders and encourage aspiring leaders

3.3. Australia

South Australian Special Schools Principal's Association (SSPA) is a group of professional special educators with a common aim of delivering relevant and meaningful curriculum and offering the best opportunities for students with special needs, whilst meeting the system criteria for all educators.  They are committed to a high standard of planning and professional development, and research where applicable, to promote best practice, facilities, programs, and shared expertise. The constitution allows for full membership for site leaders, and associate membership for other professionals working in the field of disabilities, and systems other than DECD.

Each executive member has the role of managing a focus group, and all members are encouraged to join a focus group relating to their interest area. They aim for a high profile within DECD, and in line with other Associations, are represented on many reference and planning committees, offering our range of expertise in the field of special education. As SSPA members, they become members of the National Association which holds membership from all States and Territories Special Principals' Associations

C. ORGANIZATION TIPS FOR SCHOOL PRINCIPAL

Being a school principal is a job that requires great organizational skills in order to be truly effective. With deadlines to meet and people constantly requiring your presence and intervention, you need a way to prioritize and keep track of all the responsibilities coming your way. Organization is a daily, ongoing process that can save you an enormous amount of time and energy as you go about completing the tasks set before you.

1. Personal Planner

A personal planner is an invaluable tool to a school principal. Purchase a planner that is small enough to carry around comfortably with you at work. Find a planner that has a section for daily activities as well as monthly events. Use highlighters to color code the events you write in your planner. For instance, you might mark notes about meetings in yellow, sporting events in blue and so on. This allows you to find and categorize activities quickly when you need to refer to them. You may want to use a desk or wall calendar as well. This calendar should essentially contain the same activities notated in your planner; the calendar can function as an extra method for reinforcing what you write in your personal planner.

2. Daily Agenda

Take time each morning to write or type a personal agenda for the day. Your personal agenda should be more detailed than your planner. List all activities, along with step-by-step tasks for accomplishing them. Write in the form of a checklist so that you can mark off items as they are completed. Indicate with a symbol or a color-coding system tasks that are of higher priority in order to ensure that they receive proper attention. Placing your daily tasks in writing frees your mind so that you don't have to keep trying to remember what needs to be done during the day.

3. Filing

Every principal must have an effective system of filing in order to remain organized. Use three small plastic desktop bins for daily filing. Label or color code them as follows: "To Do," "In Progress," and "File." "To Do" indicates paperwork that has not yet been started. "In Progress" is for work that was begun but still needs attention. "File" indicates paperwork that has been completed and needs to be filed in longer-term storage. Use a sturdy filing cabinet with multiple drawers for longer-term filing. Place individual files in to sections such as "PTA" or "Parent Communication." Alphabetize individual files within larger sections. Be sure to mark all files and sections clearly and neatly. Keep a copy of everything! File often so that your desk doesn't become cluttered and you don't lose important records. Periodically go through your file cabinet to make any necessary revisions and to get rid of outdated material.

CONCLUSION

The school principal is the highest-ranking administrator in an elementary, middle, or high school. Becoming a principal requires passion for higher education and strong leadership skills. Most principals start out as teachers and complete graduate degree programs in education administration before pursuing advancement into school administration positions.

School principal also has a professional organization. A Professional organization or Professional association is an organization formed to unite and inform people who work in the same occupation. In Indonesia, the professional organization of school principal is AKSI (Association of School Principals Indonesia). principal members of the AKSI think of how that education can make a significant contribution to the advancement of society. Size and its parameter is the Human Development Index (HDI), the purchasing power, health status, and length of education does not include legal awareness and mastery of information technology. Actually, principal also involved in other organization teacher like PGRI, FGII, FSGI and IGI, because principal is laso include as a teacher but they have the other responsibility as a principal. So, they also have a role in the other professional organization of teacher.

REFERENCES

Akhmad Sudrajat. (2009). Sebuah Catatan Tentang Rencana Sertifikasi Pengawas Sekolah

Ikatan Konselor Indonesia (2008). Arah Pemikiran Pengembangan Profesi Konselor. Padang: IKI

Soetjipta dan Kosasi  Raflis. 2007. Profesi Keguruan . Jakarta: Rineka Cipta

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