Interstate School Leaders Licensure Consortium

內容摘要與心得

標準 1：教育的領導者為促進所有學生能有效學習、課程有效的銜接與轉化，在行政管理的層面以共同的學習和連結學校社區的資源與互動關係為願景。

茲以知識、規則與性能三個架構來說明

知識

管理者需熟悉和了解：

1.      學習目標是在一個多元化的社會裡

2.      系統理論的運用

3.      訊息的來源、數據收集和分析策略

4.      有效的溝通

5.      有效建立共識和談判技巧

規則

管理者需建構價值觀和承諾：

1.      所有的價值觀與承諾須合乎教育性

2.      學校願景以學生學習為最高標準

3.      學校不斷持續改善教育品質

4.      確保學生在知識、技能和價值觀必須成為未來面對全球化競爭的人才。

5.      願意不斷自我省思、修練和自我實踐。

6.    對工作品質的自我提升和促進組織績效的達成。

性能

管理者從事有利於的活動過程和保證：

1.      有效地傳達願景和使命給所有成員。

2.      可透過符號、儀式、故事和類似的活動來傳達願景和使命

3.      學校願景的核心理念是為所有利益相關者所建構

4.      走向進步的理想和使命是傳達給所有利益相關者

5.      可評估學生學習相關的數據以用來發展學校遠景和目標

6.      以學生及其家庭有關的人口統計數據來發展學校的使命和目標

7.      可運用資源統整以實踐辦學理念和目標

8.      願景、使命和實施計劃，定期檢測、評估和修訂

心得:

教育的領導者為促進所有學生能有效學習、課程有效的銜接與轉化，在行政管理的層面除上述的幾項指標以外，在執行面上，以精緻、卓越、創新為核心價值，帶領行政人員及教師在觀念上求卓越、過程中求績效、方法上求科技、結果上求創新，才能達成願景與目標。

Professional Development of Principals. ERIC Digest.

首段重點與個人心得簡述：

1.      因應社會的變遷及多元社會的期待與刺激，學校領導者需面對後現代社會所期待教育品質是否提升的經營壓力。

2.      學校經營管理因應人口結構的改變，需重新定義學校與家庭的關係、責任與權力的關係，如此，才能建立與創造一個符合期望與互不相衝突的學校校長。

3.      當今學校改革的模式也承認是經營學校成功的主要手段。

4.      現在的校長已不再只是首席老師而已，而是一個日益複雜的組織經理人，他需重塑組織裡人與人之間的關係、人與組織的關係、資源的分配與外部資源的取得、促進教師專業發展、學生學習成效及與社區之間的關係連結等等。

5.      校長經營的效能，已不再是過去的行政官僚體制的經營思維，而是以扁平式組織的領導哲學經營思維，積極與教師、學生、家長及社區互動，藉由這之間的互動合作關係以提升教學效能與學習效能。

持續進行校長的專業發展，藉由專業發展的學習機會，以支持自己的教育理念與對學校社區家長的承諾，以改善學校與創造積極學習的學校文化。

文章來源：http://www.ericdigests.org/2004-1/principals.htm

教師天地投稿

教師天地》係臺北市教師研習中心出版之雙月刊，於71年9月創刊，原名教師研習通訊，75年8月更名為教師研習簡訊，77年10月改為教師天地，為國內少數針對教師社群，探究教育相關議題且理論與實務兼具徵稿審查發表的刊物，本刊每年依據臺北市重要教育政策進行主題企劃與邀稿，內容涵蓋人物專訪、專論、焦點話題、教育論壇、教學手札及教育有愛等專欄，提供教師及家長對教育議題有更進一步的認識。

School fashions: What’s hot, what’s not

學校中的潮流：有那些是熱門的？而那些不是？

追求有價值、提昇自己時髦、選擇名牌衣服是當今校園文化最熱門的！也是回學校上課季節必備的行頭，而往往都會透過知名的入口網站進行網路購物，而購物的方向與目標則以聞名的演員明星所流行的時尚意識及具有價值導向的品牌為他們購物的目標。

從學生校園生活中的行為、服裝、言語表達方式也反應出學生的次級文化及當今社會流行的方向，在進行課程安排與師生互動時也必須適時調整及導正正確的價值觀。

全文來源http://today.msnbc.msn.com/id/14232292

WHAT WE KNOW ABOUT SUCCESSFUL

全文來源自http://eric.uoregon.edu/pdf/whatweknow103.pdf

依據本文第三頁所述，成功的學校領導可以歸納為以下五個主張：

一、領導能力對學生的學習已有顯著影響，其次是影響課程的品質和教師的教學。

二、校長發揮領導能力，憑藉著不同領導能力的『模式』，包括轉型、教學、道德或參與式領導等，其重要的是對抗社會潛規則的領導能力。

三、領導者運用領導的知識論為基礎，才能合乎他的價值性與合認知性。

      成功的領導在所有的設置和組織，依他們設定的方向，帶領組織與成員一同朝願景目標發展，目標包括領導實踐的行動要旨和激勵他人具有未來的遠見。而訂定方向需掌握以下六項原則

1、確定和闡明一個願景

2、創建共享的意義

3、創建高性能的期望

4、培養群體共識的目標

5、監控組織績效

6、溝通。

心得分享：

學校組織成員較為複雜，是屬於雙系統組織，校長之工作特性異於一般企業領導人，其工作充滿許多例行工作，也常被突如其來的工作打斷，校長被要求的認知與情感層面就極為複雜，與內外環境之關係也存有高度的不確定性，校長領導角色被祈以成為堅強的教學領導者、成為建構學校文化者及成為賦權與增能者等領導角色，如此，才能創建一定之績效。

Multilevel exploratory factor analysis: illustrating its surplus value

This paper illustrates the surplus value of multilevel exploratory factor analysis in
educational effectiveness research. Educational researchers often use measures for
process variables at the class or school level to explain differences in student
outcomes. Recently, van de Vijver and Poortinga (2002) have developed a
procedure for multilevel exploratory factor analysis which can be extremely useful
in this kind of application. Their procedure, which is based on the ‘‘multilevel
confirmatory factor analysis’’ framework of Muthe´n (1994), is demonstrated by
means of constructing measures for school process variables based on teacher
data. Every step of the procedure is nicely illustrated and commented on using
these data. Furthermore, the meaning of the findings and challenges when using
multilevel exploratory factor analysis are emphasized.

Keywords: multilevel exploratory factor analysis; school process variables;
educational effectiveness research

How Principals and Peers Influence Teaching and Learning

Abstract

This paper examines the effects of principal leadership and peer teacher influence on teachers’ instructional practice and student learning. Using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007, the study employs multilevel structural equation modeling to examine the structural relationships between student learning and theorized dimensions of principal leadership,teacher peer influence, and change in teachers’ instructional practice. The findings confirm previous empirical work and provide new contributions to research on the chain of hypothesized relationships between leadership practice and student learning. Both principal leadership and teacher peer influence were significantly associated with teachers’ instructional practices and English language arts (ELA) student learning. A major contribution of this research is the strong and significant indirect relationships which mediate education leadership and student learning. The results indicate the importance of principals work for student learning because of their indirect influence on teachers’ practices through the fostering of collaboration and communication around instruction.

Keywords

leadership impacts, distributed leadership, instructional improvement, student learning, multilevel structural modeling

1University of Pennsylvania, Philadelphia, PA

Corresponding Author:

Jonathan Supovitz, University of Pennsylvania, Graduate School of Education, 3700 Walnut

Street #404, Philadelphia, PA 19104

Email: jons@gse.upenn.edu

 

Can Instructional Leaders Be Facilitative Leaders? ERIC Digest, Number 98

原文全文http://www.ericdigests.org/1996-1/leaders.htm



本段重點：

依本文首段摘要整理的重點摘要如下：

1.      教學領導在學校組織系統裡是可以促進學校效能的領導方式。

2.      在80年代初，教學領導的概念改變了學校行政管理人員的思維。

3.      教學領導是賦予校長的一個專業學術的能力，可作為管理學校較務實的一個領導能力，且可提升學校效能與效率。

4.      主流觀點認為，校長行使教學領導應創造是一個共同決策的學校文化。

5.      經研究發現，高成就的學校是校長運用教學領導引領學校教師制定學術研究方案的目標、課程的審查及教師專業發展評鑑等，並可評估成果以作為日後修正及朝精進卓越的目標邁進。

 

個人心得：

學校是一個雙系統的組織，一為行政系統、另一為專業系統，行政系統採科層體制的管理方式，因行政系統的科層體制具有法令規章的力量，賦予某一職位具有某種的法定權威，故成員服從的是規範此職位的法規，而不完全是他個人，故校長領導只要依法行事，組織也較為穩定也較容易達成既定的目標。

另一個屬於教學部分的專業系統，屬鬆散結合系統，領導的方式就比行政系統的領導方式複雜的多，其需給予成員更多的專業自主，因此校長甚至行政管理人員在教學部分的專業系統的領導方面必須具備教學領導的能力，才可以促進領導效能。

校長需協助教師發現與發展專業知識與技能，直接協助教師教學、促進教師專業發展、進行課程發展與行動研究等。因此，校長必須具備教學領導的知能包括：教學領導、公共關係、行政管理等等，若要落實教學領導，校長本身必須具備優良教學知能，以便瞭解教師教學問題及給予專業協助。

Schools as living, Empowering Places

Schools should be places that empower their occupants to learn and live, by means of the kind of teaching offered and through the design of the buildings themselves. They should be places with a very special charisma, making a positive impact on enjoying learning and life itself.

There are places in buildings and towns that are especially captivating, impressive or stimulating. Unfortunately, such places are not usually to be found among the products of so-called modern architecture. Looking at any architecture magazine on the subject of building schools will horrify any real educationalist. A Swedish proverb says that the children are the first teacher, the teachers the second, and the school building the third. In other words, the school is the very place that should be designed to have those powerful qualities.

Africa

case 22

Manarah School Compound, Cairo, Egyp

The unique constraints of the high-density urban population, climate and limited avai­ ability of land in Cairo created a challenge in designing an effective educational facility. The Manarah School is divided into four smaller building units with shady courtyard entrances and open space between buildings. The building design is compact, sensitive to site orientation and organized to limit travel between classrooms. All classrooms provide natural cross-ventilation.

Europe

case 13

This school is a private, pre-vocational school for over 1,000 pupils. The school is com­ posed of two parts: A five-story classroom tower and a one-story laboratories/gym build­ ing. There is a central, skylit open space between these two parts. It is used for lunch, performances, assembly, and artistic activities. According to Montessori’s concept, the school focuses on education for individuality by providing various learning and social spaces. The classroom tower has a huge atrium with a five-story height, and various classrooms for accommodating different-sized groups and learning styles. It also has many social and personal spaces such as coffee nooks, lounge, and cloakrooms. Round- shaped wide stairs in the atrium are used for performances, meetings, and individual learning. The education in this school is also very unique in focusing on learning with computers and other IT devices, allowing individuals to work at their preferred place, and offering many optional classes. Even though it is a private school, some facilities are open to the public after school hours (see de Vries, T. (2000, July/August). Montes­ son College Oost in Amsterdam: Ankerpunten in een verticaale stad [Montessori Col­ lege East in Amsterdam: Anchors in a vertical city]. Detail in Architectuur,  16—19)

Australia

case 11

The Reece Community School mission is to instill a love of learning in all students through an integrated project-based curriculum while recognizing and aiming to fulfill the learning needs of all members of the community. The plan for the Reece Campus was built around the creation of discrete 100-student small learning communities. One building on campus was designed in large structural bays specifically to be reconfigured for a variety of learning environments, from a single meeting of 500 people in the entire space to the division into smaller environments for distance learning programs, dance and music programs, and more long-term projects. Classrooms offer wireless computing and provide each student with their own individual workstation with lockable storage to support more independent learning. In addition, the school incorporates a diversity of settings and spaces to reflect different learning modalities of students.

ASIA

case study #9

Gunma International Academy, Ohta, Gunma, Japan

Architect: CAt + CAn, Planning Advisors: Jun Ueno and Kaname Yanagisawa. 2005. I st—9th grade; 970 students

(Author: Kaname Yanagisawa)

Gunma International Academy in Ohta city introduces “immersion  education,”  which uses English native teachers and Japanese teachers to teach  subjects in English as a team. Ohta city is authorized as a special ed­ ucational ward by the national government as a way to establish this  unique school. Students from 6 to 15 years old study ev­ ery subject in English, except Japanese lan­ guage classes and social science classes. The school building is specially designed to cor­ respond to this unique educational  system by grouping every three grades in “neigh­ borhoods.” Every “neighborhood” has three units called “houses” with 100 pupils in the same grade. Each “house” has a closed class­ room, an open classroom, an art and science area, three home bases, a quiet room, and a teacher station. The school is a one-story wooden building with many courtyards used for both learning and playing. Besides English-based learning and team teaching, the school also focuses on individual and diversified ‘learning using  IT.  There are many computers, not only in the media center, but also in each house’s common spaces and quiet rooms. There are also various social places inside and outside of the school. (see CAn+CAt. (2005). Gunma  KokusaiAcademy. Shinkenchiku, vol. 80, pp. 125—134. To­ kyo: Shinkenchiku, Inc.)

Rosa Parks Elementary School, Berkeley, CA, USA

Located in an ethnically diverse area of Berkeley, California, the Rosa Parks Elementary School (formerly the Columbus School) was declared seismically unsafe following the 1989 Loma Prieta earthquake. The Columbus School has been the  heart of the West Berkeley community for well over haIfa century. The decision to close the school after the 1989 earthquake was heartbreak and an opportunity to revitalize the aging center of the community. The Berkeley Unified School District supported the community’s vision of creating a model community-oriented urban school. Working closely with the school district, teachers and the community, the architects planned and designed a new K-S school that provides a preschool, before and after-school childcare programs, a learning resource center for students and parents, and a science center as well as space for family programs, counseling, and healthcare services.

The Rosa Parks Elementary School was the result of a long inclusive community planning process, which fostered the design of a human place, but also had an im­ pact on the community. Children and families can take advantage of various community services at the school, including health and coun­ seling services, and after-school activities. Community use of the facilities includes a multi-purpose room for public meetings, rehears­ als of the Berkeley Symphony Orchestra, and celebrations and performances. The community’s collaboration with the architects resulted in a place whose design fosters community connectedness and social goals.

The  Rosa Parks  School won the  Places! EDRA design award for demonstrating the connections between good participation, good design, and good consequences (Bressi, 2000).