教學領導和合作是否能共存?
James Weber (1989) identified five main functions of instructional leadership: defining school mission, promoting a positive learning climate, observing and giving feedback to teachers, managing curriculum and instruction, and assessing the instructional program.
James Weber（1989）提出了教學領導五項主要功能：界定學校發展目標、提升積極學習氣氛、觀察並給予教師回饋，課程與教學管理和評估教學計畫。
This new direction, which emphasizes organizational culture rather than technical tasks, creates a dilemma for school leaders. On the one hand, collaborative approaches hold the promise of ultimately transforming teaching and learning. On the other hand, principals face daily demands for quick action on a host of issues: goals must be established, textbooks must be chosen, programs must be evaluated. Seemingly, they must choose between long- and short-term payoffs.
這個新方向，它著重組織文化，而不是技術性工作，引起學校領導者的困境。一方面，這次合作可以確保未來轉換為教學相長的環境。另一方面，校長每天面對在很多問題上須快速採取行動的需求：建立目標，選擇教科書，計劃必須進行評估。表面上看，他們必須選擇長期和短期的回報。
Karen Prager (1993) argues that this is a false dichotomy, and that "the optimal solution would support collegial, empowering processes aimed toward specific instructional goals." She notes that while instructional excellence is most likely to be achieved through faculty ownership, collegiality does not automatically lead to improved student learning. School leaders must be able to translate the ambiguities of collaboration into the clarity of tangible goals.
Karen Prager（1993）認為，這是一個錯誤的二分法，而且“最理想解決方式將支持合議，在過程中授權能達到特定的教學目標。”她指出，雖然教學卓越是最有可能取得通過教師的資格，聯合領導並不會自動改善學生的學習。學校領導者必須能夠將不明確的合作轉化為實際的目標。
As yet, the literature has not provided comprehensive models that smoothly integrate facilitative processes with instructional tasks. But recent work indicates that the tasks of instructional leadership are being approached in more collaborative ways.
到目前為止，文獻沒有提供全面的模型可以順利地結合促進教學作業的過程。但最近研究指出，教學領導轉變為以合作方式進行。
資料來源:http://www.ericdigests.org/1996-1/leaders.htm
