School Self-Evaluation Practices underthe School BoardAccountability Systems in the American Urban School Districts

美国城市学区学校董事会问责制下的学校自我评价实践

基本信息

批准号：
11610259
负责人：
TSUBOI Yoshimi
金额：
$ 2.43万
依托单位：
Aichi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2001
项目状态：
已结题

项目摘要

1. Until the late 1980s many urban school districts developed further more decentralized administrative systems. In Chicago local school councils were mandated for each school site to assure local school autonomy. In the late 1990s and early 21st century the new tendency in school governance is to make those school councils work as the school self-evaluation organization under the school board accountability system.2. Quality education in the school and classroom, school accountability, shared control, and educational integrated governance are basic elements for the school self-evaluation and assessment. Liberty/choice, equality/equity, effectiveness/efficiency, and educational quality are 4 important values in school self-evaluation and assessment practices. The research analyzed and reached the conclusion that the followings are the most important indicators:(1) To develop and implement a system of review, analysis, and evaluation of each school performance: School Improvement Plan in Chicago, Comprehensive Educational Plan in New York State and Site Action Plan in Los Angeles.(2) Principal leadership and annual principal evaluation.(3) Instructional excellence (curriculum development and many types of assessment).(4) Staff development (cooperative teacher group work and peer evaluation).(5) School based fiscal management.(6) Parent and community involvement: Local School Council in Chicago, School Leadership Team in New York City and School Site Council in Los Angeles).3. Each school district has developed the support system for the schools which have failed to make adequate progress: Re-Engineering Program in Chicago, SURR(Schools Under Registration Review) in jNew York State, and II/USP(Intermediate Intervention/Underp erforming Schools Program) in California State.

1。直到1980年代后期，许多城市学区都开发了进一步的分散行政系统。在芝加哥，当地学校理事会被要求为每个学校地点确保当地的学校自治。在1990年代末和21世纪初，学校治理的新趋势是使这些学校理事会在学校董事会问责制系统下作为学校自我评估组织工作。2。学校和课堂上的质量教育，学校问责制，共享控制和教育综合治理是学校自我评估和评估的基本要素。自由/选择，平等/公平，有效性/效率和教育质量是学校自我评估和评估实践中的4个重要价值观。该研究分析并得出了结论，即以下是最重要的指标：（1）开发和实施每种学校绩效的审查，分析和评估系统：芝加哥的学校改善计划，纽约州的全面教育计划（2）洛杉矶的现场行动计划。（2）首席领导和年度主要评估。（3）卓越教学（课程发展和许多类型的评估）。（4）员工发展（合作教师小组工作和同行评估）。（5 ）基于学校的财政管理。（6）父母和社区参与：芝加哥的地方学校理事会，纽约市的学校领导团队以及洛杉矶的学校现场委员会）.3。每个学区都为未能取得足够进展的学校开发了支持系统：在芝加哥进行重新设计计划，Jnew York State的SURS（在注册审查的学校审查）和II/USP（中级干预/下层学校计划计划））在加利福尼亚州。