TEACHER'S COMPETENCY ASSESSMENT (TCA) IN INDONESIA: A NEW FRAME WORK
Teacher competency has an important role in maximizing student potential and improving the quality of education. The aims of Teacher Competency Assessment (TCA) in Indonesia is implemented a teacher certification. This study develope a teacher competency assessment models that aims to provide an overview or profile of teacher competencies that are useful for teacher self-development, and not related to teacher certification programs. The competencies assessed are professional and pedagogical
... and pedagogical competencies. The TCA models has been validated by six professors of learning, assessment, and psychometrics using the Content Validity Ratio (CVR) formula. The validation results indicated resources to the level of the model validity is 0789. Therefore, the TCA enable the model to be used to develop TCA instruments. We develop TCA instruments based on 6 Basic Elements (BEs) of teacher competencies: formulating indicators of learning outcomes, mastering teaching materials, designing and implementing learning programs roomates supported by applying the principle of integrating knowledge (teaching materials), pedagogics, and information and communication technology, evaluating the input, process and learning outcomes, the course, and developing themselves in a sustainable manner. The six BEs are translated into 60 Substantial Indicator Descriptors (SID), consisting of 37 professional competency indicators, and 23 pedagogical competency indicators. Respondents in this study were 957 Indonesian Junior High Schools teachers of 15 province in Indonesia, consisted of Languages, English and Mathematics teachers. The results of Cronbach's Alpha analysis indicated resources that the instrument's reliability was at a fairly high level, which is 0826. So it can be concluded that the models with this assessment can be implemented a TCA instrument as a teacher competency assessment models in Indonesia.