IMPROVING THE SUPERINTENDENTS' AND PRINCIPALS' PROFESSIONAL DEVELOPMENT PROGRAMS UNDER THE EDUCATIONAL ACCOUNTABILITY SYSTEM REFORM IN THE U.S.

在美国教育问责制改革下改善校长和校长的专业发展计划

基本信息

批准号：
14510274
负责人：
TSUBOI Yoshimi
金额：
$ 2.3万
依托单位：
HOKKAIDO UNIVERSITY (2004)Aichi University of Education (2002-2003)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-14510274/
关键词：
SUPERINTENDENT PRINCIPAL PROFESSIONAL DEVELOPMENT EDUCATIONAL ACCOUNTABILITY AMERICAN EDUCATIONAL REFORM

项目摘要

The agenda of imperatives confronting urban schools and community is to rescue the spirit and talent of all at-risk children regardless of race and to realize their right to learn. The superintendent and the principal are key professionals in the current successful urban educational reform. Many universities have developed the unique and intensive programs for them. In 1990, the Harvard Graduate School of Education established the Urban Superintendents Program to respond to the nation's call for educational leadership. The unique doctoral program has three components : 12 months of course work, six-month internship and a dissertation. The program does stress upon his or her research capacity for developing the educational policy. The Principals' Leadership Academy of Nashville(PLAN) was officially birthed in the fall of 2000 as a formal partnership between Metro Nashville Public Schools, Peabody College at Vanderbilt university, and the Nashville Public Education Foundation. Its mission is to develop educational leaders who creatively and courageously propel teaching and learning.Through my observation and interview to those programs' leaders I realized the basic theory of these programs which is called 'distributed leadership.' The concept is described as follows :(1)All accountability relationships are necessarily reciprocal.(2)The chief policy leaders-elected officials (school board members)-are finally accountable to the public for providing the resources and authority necessary for improvement.(3)The chief administrative leaders-superintendents and principals-are accountable for using these resources and authority to guide improvement.(4)And leaders of practice-teachers-are accountable for developing the new knowledge and skill required for the demands of broad-scale improvement.Distributed leadership makes the reciprocal nature of these accountability relationship explicit. Each actor plays very important roles for improving the urban educational reform.

面对城市学校和社区的要求的议程是，无论种族如何，都要拯救所有高危儿童的精神和才华，并实现他们的学习权。校长和校长是当前成功的城市教育改革的关键专业人员。许多大学为他们开发了独特而密集的计划。 1990年，哈佛大学的教育学院建立了城市总监计划，以应对国家呼吁教育领导。独特的博士课程有三个组成部分：12个月的课程工作，六个月的实习和论文。该计划确实强调了他或她制定教育政策的研究能力。纳什维尔校长领导学院（计划）于2000年秋季正式出生，是纳什维尔公立学校，范德比尔特大学的皮博迪学院和纳什维尔公共教育基金会之间的正式合作伙伴关系。它的使命是培养教育领导者，他们创造性地勇敢地推动教学和学习。通过我的观察和访谈对这些计划的领导者，我意识到这些计划的基本理论，这些理论被称为“分布式领导”。该概念描述如下：（1）所有责任关系必然是互惠的。（2）首席政策领导人当选官员（校务董事会成员） - 最终对公众负责，以提供改善所必需的资源和权限。（（ 3）首席行政领导人 - 居民和校长 - 对使用这些资源和授权来指导进步。改进。分布的领导使这些问责关系关系的相互性质明确。每个演员在改善城市教育改革方面都扮演着非常重要的角色。