2010年9月29日 星期三

The Principals Identify Top Ten Leadership Traits

http://www.educationworld.com/a_admin/admin/admin190.shtml
WALK-AROUND MANAGEMENT
走動管理
Being visible -- getting out of the office and being seen all over the school -- was the most frequently identified quality of a strong school leader. All but two of the 43 principals surveyed included this quality on their top ten lists.
走出辦公室和看見全部的學校是一個好的領導者最常見的特質,在四十三位校長的調查裡,這項名列在他們的前十大特質中。
"Getting out of the office and seeing what's going on in the school is very important to the welfare of everybody -- the students, the parents, and the staff," said Dee Anna Manitzas, principal at the Accelerated Learning Middle School, in San Antonio. "By getting out of the office, a principal is able to take the 'pulse' of what is actually happening inside and outside the classroom. By being visible to all, everybody feels a part of the quest for education. "
Dee Anna Manitzas校長說:「走出了辦公室,看到正在發生的事情在學校是非常重要的每個人的權利 包含 學生、家長和職員。」「藉著走出辦公室,校長能夠掌握實際發生在教室內外的脈動。在一切都是顯而易見的情形下,大家都會覺得自己是教育所追求的一部分。
"Communication is a two-way street," added Manitzas. "On so many occasions, I have been able to provide answers to teachers' and students' questions by popping in on classes and [by being a presence] around the school."
Manitzas補充說:「交流是雙向的。在這麼多的場合裡,我已經能夠針對教師和學生的問題提供答案,藉著在教室和學校走動
Visibility is an extremely important characteristic of a strong school leader and one of the most difficult to accomplish, according to principal Steven Podd.
Steven Podd校長認為,在一個好的學校領導中,可見性是一個極其重要的特徵,也是最難以完成的一項。
"Interruptions, crises, phone calls, paperwork .... They are all excuses to stay behind the desk," said Podd, of Smithtown Middle School, in St. James, New York. "But I solve more problems and head off many others by being in the cafeteria, hallways, and classrooms. I always make sure I get out of the office as frequently as possible, and then I visit my assistant principals and drag them around with me too!"
Podd 說:「中斷、緊急事情、電話、文書工作......這些都是讓人留在辦公桌上的藉口。」「但我藉著去到餐廳、走廊和教室走動,能解決更多的問題以及阻止其他問題發生。我總是確保盡可能頻繁地走出辦公室,然後我會邀請副校長和我一起。」
"It's also good exercise if you have a large school like mine!" added Podd.
Podd 補充說:「這也是很好的運動,如果你有一個像我這樣的大學校!」。
"The students seem to be able to 'sniff' when the principal is out of the building," observed principal Marie Kostick, of Goodwyn Junior High School in Montgomery, Alabama. "By being visible, the principal communicates a message that students and teachers are expected to maintain high standards, not only with academics but with behavior."
Marie Kostick觀察到:當校長走出建築物時學生似乎能夠發覺。藉著可見性,校長主要傳達一個信息,學生和教師在學術和行為上都必須保持高水準。
"High visibility is also a natural expression of interest and concern," added Kostick.
Kostick補充說:校長讓自己有高的能見性也自然的表達了對學校師生關心。

發展理想師傅校長特質檢核協助校長支持系統之建立

本研究之目的期望從理想師傅校長特質的相關理論為研究取向,來發展一套適切的理想師傅校長特質檢核表,做為我國發展理想師傅校長特質檢核協助校長支持系統建立之參考。首先,經由分析理想師傅校長特質的相關文獻歸納研究向度,歸納理想師傅校長特質之研究內涵,包括:師傅教導態度、個人自我要求、人際關係技巧、主動學習意願與經營實務素養等五個向度,發展理想師傅校長特質檢核表為研究工具。隨後抽樣台灣地區23縣市之現任國民小學校長為研究對象,驗證本研究所發展之的理想師傅校長特質檢核表的建構情形,分析本研究工具的信度與效度。研究結果如下:1.理想師傅校長特質檢核表的信度分析考驗結果佳。2.理想師傅校長特質檢核表的驗證性因素分析考驗結果佳。3.理想師傅校長特質檢核表中,以「經營實務素養」向度得分最高。4.理想師傅校長特質之焦點團體座談結果與調查研究結果相符應。經由本研究結果分析,建議理想師傅校長特質檢核表可做為我國發展理想師傅校長特質檢核協助校長支持系統建立之參考。

http://nccur.lib.nccu.edu.tw/handle/140.119/38126

2010年9月22日 星期三

台灣中小學校長專業發展與校長培訓改革芻議

首先,本文從校長專業發展模式建構,歸納校長專業能力發展的三個階段:
(一)校長學階段:校務發展、行政管理、教學領導、公共關係、專業責任;
(二)學校長階段:專題講座、問題解決、標竿學習、實作演練、師徒傳承、討論發表;(三)長學校階段:績效評估、策略管理、創新經營、永續經營。

其次,分析我國未來國小校長培訓課程之規劃,內涵包括:目標、儲訓對象、校長專業能力標準、正式課程、潛在課程、成績評量及校長資格證書授予等細目的展望,對於我國校長專業發展與校長培訓改革,具有重要的啟示意義。

綜合而言,本文期望藉由回顧與展望校長學→學校長→長學校的專業發展模式經驗的累積與傳承,找出一條可循的理路,作為我國未來辦理國民中小學校長專業發展模式的參考。