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.

城市学校和社区面临的当务之急是拯救所有高危儿童的精神和才能，无论其种族如何，并实现他们的学习权利。学监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的强化课程。 1990年，哈佛大学教育研究生院设立了城市管理者计划，以响应国家对教育领导力的号召。独特的博士课程由三个部分组成：12 个月的课程、6 个月的实习和论文。该计划确实强调他或她制定教育政策的研究能力。纳什维尔校长领导力学院 (PLAN) 于 2000 年秋季正式成立，是纳什维尔都会公立学校、范德比尔特大学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。它的使命是培养创造性和勇敢地推动教学和学习的教育领导者。通过我对这些项目领导者的观察和采访，我认识到了这些项目的基本理论，即“分布式领导力”。这个概念描述如下：（1）所有问责关系必然是相互的。（2）首席政策领导人——当选官员（学校董事会成员）——最终要向公众负责，提供改进所需的资源和权力。（ 3）主要行政领导者——校长和校长——负责利用这些资源和权力来指导改进。（4）实践的领导者——教师——负责开发满足大规模需求所需的新知识和技能。改进。分布式领导使这些责任关系的相互性质变得明确。每个参与者对于推动城市教育改革都发挥着非常重要的作用。