BLOG PENDIDIKAN DAN BEASISWA

            The future principals are those who are ready to stand at the forefront in leading teachers and students to increase their competence in the global perspective on society. Whitehead, Boschee, and Decker (2013) asserted, “Principals who are leaders of schools in a global society are expected to increase teacher quality and effectiveness and must become proficient in their ability to become instructional leaders” (p.277). In line with this, Educational Leadership Constituent Council ( ELCC) 1 standards number 2.2 states that school leaders need to be able to provide effective instructional programs.   Therefore, principals are expected to understand their role as instructional leaders. One of the important roles as an instructional leader is supervising teachers in order to improve professional practice and student achievement. One method of supervising teachers is classroom observation. In this article, I will discuss: Class Observation as a Clinical Supervision Process,

            “Race is still real; it still exists. We may question its necessity, the right of anyone to establish such markers and its validity as a scientific concept” (Rosenblum and Travis, 2012, p. 240). Race is becoming the biggest issue of social justice in today’s world. Furthermore, in their book Rosenblum and Travis (2012) write about some other issues related to social justice such as social status differences, gender, class lines, disability, and other situations of unequal power that engender oppression. There have been some approaches to dealing with social justice issues, but these issues seem to be difficult to address. However, I believe social justice issues can be deconstructed. In this paper, I discuss: social justice issues, anti-oppressive education, social justice leadership and its impact to my school in Indonesia. Social Justice Issues Lucas, Henze & Donato (1990) focused their study on the language of minority students as a social justice issues tha