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).

Descriptions and Photographs of 23 School Examples from 11 Countries on 5 Continents

This section presents 23 innovative schools from 11 different countries on  5  continents, including those discussed in the various chapters. A glance at the case descriptions will complement our view of innovative features of schools of the future. Hardly any of the examples is meet all our expectations simultaneously, but there are many that come close to the ideal. The examples contributed by Henry Sanoff are closest to the concept of participation. Kaname Yanagisawa’s schools are especially focused on the require­ ments of information technology but he also describes how the circumstance of having a zoo nearby was integrated into a school’s concept.

The schools contributed by Jef­ fery A. Lackney illuminate the concepts of “learning landscapes,” learning suites and communities. The examples described by Rotraut Walden refer to “home-like” schools with innovative ecological concepts; here, schools designed by Peter Hübner should be mentioned, who understands “design as a social process.” A very artistic school created with the help of the students is the “Hundertwasser House” of the Luther Melanch­ thon High School in Wittenberg, described by Simone Borrelbach. The features of all these schools were integrated into the list of important features for building innovative schools presented in chapters 7 and 8. The vital character of all these school examples demonstrates that not all of the desirable features we listed necessarily have to be met in a given school at the same time. A concept for a school that integrates many of these characteristics and supports clear teaching and learning styles in a given context will be sufficient. Schools of the future are varied!

從5大洲11個國家23所學校的照片例子來說明

本節介紹了從5大洲11個不同國家的23所創新的學校，包括那些在各章節討論的部分。瀏覽這些案例的說明並且補充我們對這些創新學校的特色及未來的觀點。幾乎沒有任何的例子是同時滿足我們所有的期望，但也有很多是接近我們的理想。由Henry Sanoff例子的貢獻是最接近參與到的概念。Kaname Yanagisawa的學校都特別聚焦在資訊技術的方式取得上，但他還描述了如何將動物園附近的環境集成一個學校的概念。

該學校的貢獻是藉由傑夫闡明了『學習景觀』中學習套房和社區的概念。這個例子的描述藉由Rotraut Walden以參考『家庭式』學校創新生態的概念，在這裡， 藉由Peter Hübner提到學校設計，應理解『設計像一個社會的歷程』。“ 一個非常藝術學校的創建是需要學生的幫助且是在『Hundertwasser房子』的是Melanch路德在Wittenberg高中（http://www.wittenberg.edu/）藉由西蒙娜 Borrelbach的描述。所有這些學校的特徵匯集成建造創新型學校重要特徵的清單集錄在章節7和8。這些學校例子的重要特質說明了並不是所有的的理想特性我們一定會在同一時間在某一學校列出看見了。一個概念，對於一個學校在一個特定範圍內將是足夠的集成了這些許多的特點和支持及清晰的教學和學習風格。學校在未來是變化的！


附註：

Hundertwasser房子建於1983年和1986年由建築師Univ. -教授。 約瑟夫Krawina和彼得伯利坎。 其特點是起伏的地板（“一個不平衡的地板是一個神聖的旋律到腳”^[2]），屋頂覆蓋著大地，草，樹木生長的大，從裡面的房間，從窗戶與肢體延長。 洪德特瓦瑟沒有採取任何付款的設計的房子，聲稱它是值得的，醜惡的東西，以防止從持續上升，它的位置。
家內有52個公寓，四個辦事處，16個私人露台和三個公共平台，並共250樹木和灌木。 該Hundertwasser房屋是一種維也納訪問量最大的部分建築，並已成為奧地利的文化遺產（http://en.wikipedia.org/wiki/Hundertwasserhaus）

Wittenberg