Teacher can be regarded as the main player of education implementation. Teacher leads directly all activities of
learning-teaching in a class as the core activity of education. Therefore, teacher is the first person who is
responsible for the quality of education. The role of teacher is so important that he has to meet the demand of
high professionalism. Experts have proposed may kinds of ways to develop teacher’s professionalism; one of
them is by reflective teaching.
To improve teacher professionalism, the government imposes a regulation that teachers have to undergo Teacher
Performance Assessment that is done twice each year: Formative and Summative Assessment. Consequently,
since 2013 all teachers in Yogyakarta have been assessed by the Teacher Performance Assessment (TPA)
assessors in their schools. There are 14 (fourteen) competences are measured in TPA and one of them is
Competence Number 14 “developing teacher’s professionalism through reflective teaching”. Based on
the Summative TPA result among High School teachers of Yogyakarta in 2014, the average result of the
competence above is still unsatisfied. To solve this problem, the writer as a school supervisor made a mentoring
program to enhance teacher professionalism through reflective teaching.
The mentoring program could encourage teacher to do reflective teaching as a good habit that create academic
climate. Reflective teaching was done by looking at what they do in their classroom, thinking why they do it,
thinking about if it works, and collecting information from students and teachers. They identify what goes on in
the classroom, and analize and evaluate this information to improve their teaching.
Keyword: teacher professionalism, teacher professional development, reflective teachin
