After participating in several KREASI activities, one of the training participants—a madrasah supervisor—began to feel a change. This included a shift in mindset about how to interact and guide the madrasah principals in her area of duty.
Nadera, a madrasah supervisor from the Ministry of Religious Affairs Office in Pesisir Barat, is one who felt this transformation. She realized that being a supervisor is not just about ensuring smooth administration and school achievements. More than that, a supervisor can be a partner for schools, engaging in dialogue to support schools in reflecting on effective school management and in considering the fulfillment of children’s rights.
KREASI strengthened Nadera’s role through several workshops—ranging from the joyful PAUD-to-primary transition workshop, a report card data utilization workshop for supervisors and principals, an effective school management workshop, to the TPPK (Child Protection Task Force) workshop. These training sessions helped Nadera gain a deeper understanding of her role as a supervisor.
“I’ve just started coordinating and gathering information. Hopefully, this will lead to more focused support,” said Nadera.
For Nadera, the training encouraged her, as a supervisor, to better understand the conditions and challenges in the schools she oversees. She has since started strengthening discussion spaces for joint reflection with madrasah principals, aiming for a relationship that is not only instructional but also dialogical. Nadera believes that building open relationships is essential for effective school management.
One of the follow-up actions after participating in the KREASI workshop was initiating coordination with her supervised schools regarding the implementation of a joyful PAUD-to-primary school transition during the School Orientation Period (MPLS).
Nadera is now actively exploring new approaches to school supervision. She views activities such as the PAUD-to-primary transition not merely as ceremonial events, but as opportunities to promote education that is oriented toward the needs and abilities of children.
This step marks the beginning of a shift in her perspective. Her role as a supervisor can be strengthened through collaboration and by opening space for dialogue with the schools she guides. Going forward, Nadera hopes to be able to support schools’ needs in a way that is relevant to their specific contexts.
Text and Photo: Putri Lalitaningtyas/KREASI/Yayasan Guru Belajar/Save the Children