BLOGGER and HISTORY part II

BLOGGER  and History (Continues)

Available designs

Blogger allows its users to choose from various templates and then customize them. Users may also choose to create their own templates using CSS. The new design template, known as "Dynamic View", was introduced on 31 August 2011 with Dynamic Views being introduced on 27 September 2011. It is built with AJAX, HTML5, and CSS3. The time for loading is 40 percent shorter than traditional templates, and allows user to present blog in seven different ways: classic, flipcard, magazine, mosaic, sidebar, snapshot, and timeslide. Readers still have the option to choose preferable views when the blog owner has set a default view. Some of the widgets (e.g., Labels, Profile, Link List, Subscription Links, Followers and Blog Archive etc.) are available for Dynamic Views; other templates are chosen by the blogger.

In April 2013, Blogger updated its HTML template editor that has some improvements to make it easy for the users to edit the blog's source code. The editor was updated with syntax highlight, number line and jump-to-widget button for ease of editing the code.

For over half a year dynamic views users were suffering from a bug causing custom CSS and page navigation often not to load properly. This happened because a JavaScriptroutine rendered the page before it was loaded. A blogger user fixed the template and published the fix.

Integration

·         The Google Toolbar has a feature called "BlogThis!" which allows toolbar users with Blogger accounts to post links directly to their blogs.

·         "Blogger for Word" is an add-in for Microsoft Word which allows users to save a Microsoft Word document directly to a Blogger blog, as well as edit their posts both on- and offline. As of January 2007, Google says "Blogger for Word is not currently compatible with the new version of Blogger", and they state no decision has been made about supporting it with the new Blogger. However, Microsoft Office 2007 adds native support for a variety of blogging systems, including Blogger.

·         Blogger supports Google's AdSense service as a way of generating revenue from running a blog.

·         Blogger also started integration with Amazon Associates in December 2009, as a service to generate revenue.^[22] It was not publicly announced, but by September 2011 it appeared that all integration options had been removed and that the partnership had ended.

·         Windows Live Writer, a standalone app of the Windows Live suite, publishes directly to Blogger.

·         Blogger can be optionally integrated with Google+.

·         Google+ comments can be integrated with blogger comments.

·         The Campaigns tab in Blogger dashboard links to Adwords making it easier to create ads .

·         You may create and add HTML site map static page to your blogger BlogSpot blogs using Blogger JSON Feed API which helps both website live visitors as well as Search Engine bots.

Blogger on mobile devices

Blogger has launched mobile applications for users with mobile devices. Users can post and edit blogs, and also share photos and links on Blogger through their mobile devices. Not only advanced mobile devices, such as smartphones, are being considered, since users can also post blogs via traditional cell phones by SMS and MMS.

The major two mobile operating systems that Blogger focuses on are Android and iOS. Blogger allow users to edit blogs anywhere through the app and either publish the blogs or save them as drafts. Quick navigation from posts and drafts is accessible from a list. Users can attach photos by taking a picture with a Blogger app or selecting pictures from their photo galleries. Sharing current locations on posts is also possible by tabbing My Location bar and adding locations. Users can also share photos and links directly to Blogger. 

wikipedia.org

Blogger also provides dynamic mobile views for the blogging compatibility with mobile devices and smart phones.They enhance the readability accuracy on these smart devices.But still editing your blog on the blogger app remains an open issue for the users.

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BLOGGER and HISTORY Part I

BLOGGER  and History

On August 23, 1999, Blogger was launched by Pyra Labs. As one of the earliest dedicated blog-publishing tools, it is credited for helping popularize the format. In February 2003, Pyra Labs was acquired by Google under undisclosed terms. The acquisition allowed premium features (for which Pyra had charged) to become free. In October 2004, Pyra Labs' co-founder, Evan Williams, left Google. In 2004, Google purchased Picasa; it integrated Picasa and its photo sharing utility Hello into Blogger, allowing users to post photos to their blogs.

On May 9, 2004, Blogger introduced a major redesign, adding features such as web standards-compliant templates, individual archive pages for posts, comments, and posting by email. On August 14, 2006, Blogger launched its latest version in beta, codenamed "Invader", alongside the gold release. This migrated users to Google servers and had some new features, including interface language in French, Italian, German and Spanish.^[8] In December 2006, this new version of Blogger was taken out of beta. By May 2007, Blogger had completely moved over to Google-operated servers. Blogger was ranked 16 on the list of top 50 domains in terms of number of unique visitors in 2007.

On February 24, 2015, Blogger announced it will no longer allow its users in late March to post sexually explicit content, unless the nudity on offer "substantial public benefit," for example in "artistic, educational, documentary, or scientific contexts."^[10] On February 28, 2015, accounting for severe backlash from long-term bloggers, Blogger reversed its decision on banning sexual content, going back to the previous policy that allowed explicit images and videos if the blog was marked as "adult".

Redesign

As part of the Blogger redesign in 2006, all blogs associated with a user's Google Account were migrated to Google servers. Blogger claims that the service is now more reliable because of the quality of the servers.

Along with the migration to Google servers, several new features were introduced, including label organization, a drag-and-drop template editing interface, reading permissions (to create private blogs) and new Web feed options. Furthermore, blogs are updated dynamically, as opposed to rewriting HTML files.

In a version of the service called Blogger in Draft, new features are tested before being released to all users. New features are discussed in the service's official blog. In September 2009, Google introduced new features into Blogger as part of its tenth anniversary celebration. The features included a new interface for post editing, improved image handling, Raw HTML Conversion, and other Google Docs-based implementations, including:

ü  Adding location to posts via geotagging.

ü  Post time-stamping at publication, not at original creation.

ü  Vertical re-sizing of the post editor. The size is saved in a per-user, per-blog preference.

ü  Link editing in compose mode.

ü  ull Safari 3 support and fidelity on both Windows and Mac OS.

ü  New Preview dialog that shows posts in a width and font size approximating what is seen in the published view.

ü  Placeholder image for tags so that embeds are movable in compose mode.

ü  New toolbar with Google aesthetics, faster loading time, and "undo" and "redo" buttons. Also added was the full justification button, a strike-through button, and an expanded color palette.

In 2010, Blogger introduced new templates and redesigned its website. The new post editor was criticized for being less reliable than its predecessor.

Available languages

Blogger is available in these languages: Arabic, Bengali, Bulgarian, Catalan, Chinese (Simplified), Chinese (Traditional), Croatian, Czech, Danish, Dutch, English, Filipino, Finnish, French, German, Greek, Gujarati, Hebrew, Hindi, Hungarian, Indonesian, Italian, Japanese, Kannada, Korean, Latvian, Lithuanian, Malay, Malayalam, Marathi, Norwegian, Oriya, Persian, Polish, Portuguese (Brazil), Portuguese (Portugal), Romanian, Russian, Serbian, Slovak, Slovenian, Spanish, Swedish, Tamil, Telugu, Thai, Turkish, Ukrainian, Urdu Vietnamese. Nepali, Farashi.Bemba,Tonga,Tumbuka and Cewa. wikipedia.org

Country-specific blogger addresses

Starting in February 2013, Blogger began integrating user blogs with multiple country-specific URLs. For example, exampleuserblogname.blogspot.com would be automatically redirected to exampleuserblogname.blogspot.ca in Canada, exampleuserblogname.blogspot.co.uk in the United Kingdom. Blogger explained that by doing this they could manage the blog content more locally so if there was any objectionable material that violated a particular country's laws they could remove and block access to that blog for that country through the assigned ccTLD while retaining access through other ccTLD addresses and the default Blogspot.com URL. However it should be noted that if a blog using a country-specific URL was removed it is still technically possible to still access the blog through Google's No Country Redirect override by entering the URL using the regular Blogspot.com address and adding /ncr after the .com. Continues BLOGGER  and HISTORY (II)

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History of Aceh (Sultanate and Islam in Southeast Asia)

Sultanate of Aceh and Islam in Southeast Asia

Pre-Islamic Aceh

Not much has been uncovered about the pre-Islamic history of Aceh, however there are several artifacts that linked pre-Islamic era with Buddhism and culture from the Indochina region, as well as Old Malay custom. Historic names such as Indrapurba, Indrapurwa, Indrapatra, and Indrapuri gave some hint of Indian influence on this region. However, there are no archaeological findings (such as statues or temples) that link this region with Hinduism.

Beginnings of Islam in Southeast Asia

Map of Pasai, the first Islamic kingdom in South East Asia

Evidence concerning the initial coming and subsequent establishment of Islam in Southeast Asia is thin and inconclusive. The historian Anthony Reid has argued that the region of the Cham people on the south-central coast of Vietnam was one of the earliest Islamic centers in Southeast Asia. Furthermore, as the Cham people fled the Vietnamese, one of the earliest locations that they established a relationship with was Aceh.^[7] Furthermore, it is thought that one of the earliest centers of Islam was in the Aceh region. When Venetian traveller Marco Polo passed by Sumatra on his way home from China in 1292 he found that Perlakwas a Muslim town while nearby 'Basma(n)' and 'Samara' were not. 'Basma(n)' and 'Samara' are often said to be Pasai and Samudra but evidence is inconclusive. The gravestone of Sultan Malik as-Salih, the first Muslim ruler of Samudra, has been found and is dated AH 696 (AD 1297). This is the earliest clear evidence of a Muslim dynasty in the Indonesia-Malay area and more gravestones from the thirteenth century show that this region continued under Muslim rule. Ibn Batutah, a Moroccan traveller, passing through on his way to China in 1345 and 1346, found that the ruler of Samudra was a follower of the Shafi'i school of Islam.

The Portuguese apothecary Tome Pires reported in his early 16th-century book Suma Oriental that most of the kings of Sumatra from Aceh through Palembang were Muslim. At Pasai, in what is now the North Aceh Regency, there was a thriving international port. Pires attributed the establishment of Islam in Pasai to the 'cunning' of the Muslim merchants. The ruler of Pasai, however, had not been able to convert the people of the interior.

Sultanate of Aceh

 

Map of Aceh Sultanate during the reign of Sultan Iskandar Muda

The Sultanate of Aceh was established by Sultan Ali Mughayat Syah in 1511.

In 1584–88 the Bishop of Malacca, D. João Ribeiro Gaio, based on information provided by a former captive called Diogo Gil, wrote the "Roteiro das Cousas do Achem" (Lisboa 1997) – a description of the Sultanate.

Later, during its golden era, in the 17th century, its territory and political influence expanded as far as Satun in southern Thailand, Johor inMalay Peninsula, and Siak in what is today the province of Riau. As was the case with most non-Javan pre-colonial states, Acehnesepower expanded outward by sea rather than inland. As it expanded down the Sumatran coast, its main competitors were Johor andPortuguese Malacca on the other side of the Straits of Malacca. It was this seaborne trade focus that saw Aceh rely on rice imports from north Java rather than develop self sufficiency in rice production.

After the Portuguese occupation of Malacca in 1511, many Islamic traders passing the Malacca Straits shifted their trade to Banda Acehand increased the Acehnese rulers' wealth. During the reign of Sultan Iskandar Muda in the 17th century, Aceh's influence extended to most of Sumatra and the Malay Peninsula. Aceh allied itself with the Ottoman Empire and the Dutch East India Company in their struggle against the Portuguese and the Johor Sultanate. Acehnese military power waned gradually thereafter, and Aceh ceded its territory ofPariaman in Sumatra to the Dutch in the 18th century.

By the early nineteenth century, however, Aceh had become an increasingly influential power due to its strategic location for controlling regional trade. In the 1820s it was the producer of over half the world's supply of black pepper. The pepper trade produced new wealth for the Sultanate and for the rulers of many smaller nearby ports that had been under Aceh's control, but were now able to assert more independence. These changes initially threatened Aceh's integrity, but a new sultan Tuanku Ibrahim, who controlled the kingdom from 1838 to 1870, reasserted power over nearby ports. Wikipedia

Under the Anglo-Dutch Treaty of 1824 the British ceded their colonial possessions on Sumatra to the Dutch. In the treaty, the British described Aceh as one of their possessions, although they had no actual control over the Sultanate. Initially, under the agreement the Dutch agreed to respect Aceh's independence. In 1871, however, the British dropped previous opposition to a Dutch invasion of Aceh, possibly to prevent France or the United States from gaining a foothold in the region. Although neither the Dutch nor the British knew the specifics, there had been rumors since the 1850s that Aceh had been in communication with the rulers of France and of the Ottoman Empire.

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PRINSIP-PRINSIP SUPERVISI AKADEMIK

Konsep dan tujuan supervisi akademik, sebagaimana dikemukakan oleh para pakar supervisi akademik di muka, memang tampak idealis bagi para praktisi supervisi akademik (kepala sekolah). Namun, memang demikianlah seharusnya kenyataan normatif konsep dasarnya. Para kepala sekolah  baik suka maupun tidak suka harus siap menghadapi problema dan kendala dalam melaksanakan supervisi akademik. Adanya problema dan kendala tersebut sedikit banyak bisa diatasi apabila dalam pelaksanaan supervisi akademik kepala sekolah menerapkan prinsip-prinsip supervisi akademik.

Akhir-akhir ini, beberapa literatur telah banyak mengungkapkan teori supervisi akademik sebagai landasan bagi setiap perilaku supervisi akademik. Beberapa istilah, seperti demokrasi (democratic), kerja kelompok (team effort), dan proses kelompok (group process) telah banyak dibahas dan dihubungkan dengan konsep supervisi akademik. Pembahasannya semata-mata untuk menunjukkan kepada kita bahwa perilaku supervisi akademik itu harus menjauhkan diri dari sifat otoriter, di mana supervisor sebagai atasan dan guru sebagai bawahan. Begitu pula dalam latar sistem persekolahan, keseluruhan anggota (guru) harus aktif berpartisipasi, bahkan sebaiknya sebagai prakarsa, dalam proses supervisi akademik, sedangkan supervisor merupakan bagian darinya.

Semua ini merupakan prinsip-prinsip supervisi akademik modern yang harus direalisasikan pada setiap proses supervisi akademik di sekolah-sekolah. Selain tersebut di atas, berikut ini ada beberapa prinsip lain yang harus diperhatikan dan direalisasikan oleh supervisor dalam melaksanakan supervisi akademik, yaitu sebagai berikut.

Read More : Pengertian Supervisi, Teknik Supervisi , Format Supervisi

1.       Supervisi akademik harus mampu menciptakan hubungan kemanusiaan yang harmonis. Hubungan kemanusiaan yang harus diciptakan harus bersifat terbuka, kesetiakawanan, dan informal. Hubungan demikian ini bukan saja antara supervisor dengan guru, melainkan juga antara supervisor dengan pihak lain yang terkait dengan program supervisi akademik. Oleh sebab itu, dalam pelaksanaannya supervisor harus memiliki sifat-sifat, seperti sikap membantu, memahami, terbuka, jujur, ajeg, sabar, antusias, dan penuh humor (Dodd, 1972).

2.       Supervisi akademik harus dilakukan secara berkesinambungan. Supervisi akademik bukan tugas bersifat sambilan yang hanya dilakukan sewaktu-waktu jika ada kesempatan. Perlu dipahami bahwa supervisi akademik merupakan salah satu essential function dalam keseluruhan program sekolah (Alfonso dkk., 1981 dan Weingartner, 1973). Apabila guru telah berhasil mengembangkan dirinya tidaklah berarti selesailah tugas supervisor, melainkan harus tetap dibina secara berkesinambungan. Hal ini logis, mengingat problema proses pembelajaran selalu muncul dan berkembang.

3.       Supervisi akademik harus demokratis. Supervisor tidak boleh mendominasi pelaksanaan supervisi akademiknya. Titik tekan supervisi akademik yang demokratis adalah aktif dan kooperatif. Supervisor harus melibatkan secara aktif guru yang dibinanya. Tanggung jawab perbaikan program akademik bukan hanya pada supervisor melainkan juga pada guru. Oleh sebab itu, program supervisi akademik sebaiknya direncanakan, dikembangkan dan dilaksanakan bersama secara kooperatif dengan guru, kepala sekolah, dan pihak lain yang terkait di bawah koordinasi supervisor.

4.       Program supervisi akademik harus integral dengan program pendidikan. Di dalam setiap organisasi pendidikan terdapat bermacam-macam sistem perilaku dengan tujuan sama, yaitu tujuan pendidikan. Sistem perilaku tersebut antara lain berupa sistem perilaku administratif, sistem perilaku akademik, sistem perilaku kesiswaan, sistem perilaku pengembangan konseling, sistem perilaku supervisi akademik (Alfonso, dkk., 1981). Antara satu sistem dengan sistem lainnya harus dilaksanakan secara integral. Dengan demikian, maka program supervisi akademik integral dengan program pendidikan secara keseluruhan. Dalam upaya perwujudan prinsip ini diperlukan hubungan yang baik dan harmonis antara supervisor dengan semua pihak pelaksana program pendidikan (Dodd, 1972).

5.       Supervisi akademik harus komprehensif. Program supervisi akademik harus mencakup keseluruhan aspek pengembangan akademik, walaupun mungkin saja ada penekanan pada aspek-aspek tertentu berdasarkan hasil analisis kebutuhan pengembangan akademik sebelumnya. Prinsip ini tiada lain hanyalah untuk memenuhi tuntutan multi tujuan supervisi akademik, berupa pengawasan kualitas, pengembangan profesional, dan memotivasi guru, sebagaimana telah dijelaskan di muka.

6.       Supervisi akademik harus konstruktif. Supervisi akademik bukanlah sekali-kali untuk mencari kesalahan-kesalahan guru. Memang dalam proses pelaksanaan supervisi akademik itu terdapat kegiatan penilaian unjuk kerjan guru, tetapi tujuannya bukan untuk mencari kesalahan-kesalahannya. Supervisi akademik akan mengembangkan pertumbuhan dan kreativitas guru dalam memahami dan memecahkan problem-problem akademik yang dihadapi.

7.       Supervisi akademik harus obyektif. Dalam menyusun, melaksanakan, dan mengevaluasi, keberhasilan program supervisi akademik harus obyektif. Objectivitas dalam penyusunan program berarti bahwa program supervisi akademik itu harus disusun berdasarkan kebutuhan nyata pengembangan profesional guru. Begitu pula dalam mengevaluasi keberhasilan program supervisi akademik. Di sinilah letak pentingnya instrumen pengukuran yang memiliki validitas dan reliabilitas yang tinggi untuk mengukur seberapa kemampuan guru dalam mengelola proses pembelajaran.

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TEKNIK-TEKNIK SUPERVISI AKADEMIK

TEKNIK-TEKNIK SUPERVISI AKADEMIK di SEKOLAH

Satu di antara tugas kepala sekolah adalah melaksanakan supervisi akademik. Untuk melaksanakan supervisi akademik secara efektif diperlukan keterampilan konseptual, interpersonal dan teknikal (Glickman, at al. 2007). Oleh sebab itu,  setiap Kepala sekolah harus memiliki keterampilan teknikal berupa kemampuan menerapkan teknik-teknik supervisi yang tepat dalam melaksanakan supervisi akademik. Teknik-teknik supervisi akademik meliputi dua macam, yaitu: individual dan kelompok (Gwyn, 1961).

Teknik supervisi akademik ada dua yaitu: individual dan  kelompok seperti gambar berikut.

1.   Teknik Supervisi Individual

Teknik supervisi individual adalah pelaksanaan supervisi  perseorangan terhadap guru. Supervisor di sini hanya berhadapan dengan seorang guru. Dari hasil supervisi ini dapat diketahui kualitas pembelajaran guru bersangkutan.

Teknik supervisi individual ada lima macam adalah sebagai berikut.

a. Kunjungan Kelas, (Classroom Visitation)

Kepala sekolah atau supervisor  datang ke kelas untuk mengobservasi guru mengajar. Dengan kata lain, untuk melihat apa kekurangan atau kelemahan yang sekirannya perlu diperbaiki.

 Tahap-tahap kunjungan kelas terdiri dari empat tahap yaitu:

(1)    tahap persiapan. Pada tahap ini, supervisor merencanakan waktu, sasaran, dan cara mengobservasi selama kunjungan kelas,

(2)  tahap pengamatan selama kunjungan. Pada tahap ini, supervisor mengamati jalannya proses pembelajaran berlangsung,

(3) tahap akhir kunjungan. Pada tahap ini, supervisor bersama guru mengadakan perjanjian untuk membicarakan hasil-hasil observasi, dan

(4)    tahap terakhir adalah tahap tindak lanjut.

   
Media Pendidikan,  Strategi Pendidikan

b.   Kunjungan Observasi (Observation Visits)

Guru-guru ditugaskan untuk mengamati seorang guru lain yang sedang mendemonstrasikan cara-cara mengajar suatu mata pelajaran tertentu. Kunjungan observasi dapat dilakukan di sekolah sendiri atau dengan mengadakan kunjungan ke sekolah lain. Secara umum, aspek-aspek yang diobservasi adalah: (1) usaha-usaha dan aktivitas guru-siswa dalam proses pembelajaran, (2) cara menggunakan media pengajaran, (3) variasi metode, (4) ketepatan penggunaan media dengan materi, (5) ketepatan penggunaan metode dengan materi, dan (6) reaksi mental para siswa dalam proses belajar mengajar.

Pelaksanaan observasi melalui tahap:  persiapan, pelaksanaan, penutupan, penilaian hasil observasi;dan tindak lanjut.

Dalam rangka melakukan observasi, seorang  supervisor hendaknya telah mempersiapkan  instrumen observasi,  menguasai masalah dan tujuan supervisi.

c.    Pertemuan Individual

Pertemuan individual adalah satu pertemuan, percakapan, dialog, dan tukar pikiran antara supervisor dan guru.

Tujuannya adalah:

(1)   mengembangkan perangkat pembelajaran yang lebih baik,

(2)   meningkatkan kemampuan guru dalam pembelajaran, dan

(3)   memperbaiki segala kelemahan dan kekurangan pada diri guru

Swearingen (1961) mengklasifikasi empat jenis pertemuan (percakapan) individual sebagai berikut.

(1)   Classroom-conference, yaitu percakapan individual yang dilaksanakan 

        di dalam kelas ketika murid-murid sedang meninggalkan kelas (istirahat).

(2)   Office-conference, yaitu percakapan individual yang dilaksanakan di ruang

      kepala sekolah atau ruang guru, di mana sudah dilengkapi dengan alat-alat

        bantu yang dapat digunakan untuk memberikan penjelasan pada guru.

(3)   Causal-conference. yaitu percakapan individual yang bersifat informal, 

         yang dilaksanakan secara kebetulan bertemu dengan guru

(4)   Observational visitation. yaitu percakapan individual yang dilaksanakan

        setelah supervisor melakukan kunjungan kelas atau observasi kelas.

Hal yang dilakukan  Supervisor dalam pertemuan individu :

(5) berusaha mengembangkan segi-segi positif guru,

(6) mendorong guru mengatasi kesulitan-kesulitannya,

(7) memberikan pengarahan, dan

(8) menyepakati berbagai solusi  permasalahan dan menindaklanjutinya.

d.   Kunjungan Antar Kelas

Kunjungan antar kelas adalah guru yang satu berkunjung ke   kelas yang lain di sekolah itu sendiri. Tujuannya adalah untuk berbagi pengalaman dalam pembelajaran.

Cara-cara melaksanakan kunjungan antar kelas adalah sebagai   berikut.

(1)   Jadwal kunjungan harus direncanakan.

(2)   Guru-guru yang akan dikunjungi harus diseleksi.

(3)   Tentukan guru-guru yang akan mengunjungi

(4)   Sediakan segala fasilitas yang diperlukan.

(5)   Supervisor hendaknya mengikuti acara ini dengan pengamatan yang cermat.

(6)   Adakah tindak lanjut setelah kunjungan antar kelas selesai? misalnya dalam bentuk percakapan pribadi, penegasan, dan pemberian tugas-tugas tertentu.

(7)   Segera aplikasikan ke sekolah atau ke kelas guru bersangkutan, dengan menyesuaikan pada situasi dan kondisi yang dihadapi;

(8)   Adakan perjanjian-perjanjian untuk mengadakan kunjungan antar kelas berikutnya.

e.   Supervisi Kelompok

Teknik supervisi kelompok adalah satu cara melaksanakan program supervisi yang ditujukan pada dua orang atau lebih. Guru-guru yang yang akan disupervisi berdasarkan hasil analisis kebutuhan, dan analisis kemampuan kinerja guru, kemudian dikelompokan berdasarkan kebutuhan guru. Kemudian guru  diberikan layanan supervisi sesuai dengan permasalahan atau kebutuhan yang diperlukan. Dalam teknik supervisi  kelompok, terdapat  beberapa kegiatan yang dapat dilakukan antara lain adalah sebagai berikut.

(1)   Mengadakan pertemuan atau rapat (meeting), Seorang kepala sekolah menjalankan tugasnya berdasarkan rencana yang telah disusun. Termsuk mengadakan rapat-rapat secara periodik dengan guru-guru, dalam hal ini rapat-rapat yang diadakan dalam rangka kegiatan supervisi. Rapat tersebut antara lain melibatkan KKG, MGMP, dan rapat dengan pihak luar sekolah.

(2) Mengadakan diskusi kelompok (group discussions), Diskusi kelompok dapat diadakan dengan membentuk kelompok-kelompok guru bidang studi sejenis. Di dalam setiap diskusi, supervisor atau kepala sekolah memberikan pengarahan, bimbingan, nasihat-nasihat dan saran-saran yang diperlukan.

(3) Mengadakan penataran-penataran (inservice-training), Teknik ini dilakukan melalui penataran-penataran, misalnya penataran untuk guru bidang studi tertentu. Mengingat bahwa penataran pada umumnya diselenggarakan oleh pusat atau wilayah, maka tugas kepala sekolah adalah mengelola dan membimbing pelaksanaan tindak lanjut (follow-up) dari hasil penataran.

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