參訪建成國中

建成國中的校長和主任還有老師們親自到校門口來接我們，真的太熱情了，還有學生們用音樂傳達對我們的歡迎，還有大海報貼著政大同學來參訪，看上去真的很感動，建成國中看來很重視校外人士來參訪，連接待校外人士都非常用心，先用溫馨的音樂做開場，再帶到會議室，有別與其他學校，最感動的就是家長們準備手工狀元帽和桔子，有了家長的一針一線的愛心，我們一定可以大吉大利畢業，再回饋給社會，把這份幸福和愛傳出去。

    非常開心能夠在建國百年，來參訪建國百年的學校，看到很多感動的歷史故事和古蹟建築物，值得人們去了解和參訪，學校非常重視藝術教育，有很多關於藝術課程，還有拍電影，這是非常少數學校才有，真的不敢相信國中生，就會寫據本和拍成電影，有句話說:「沒有不可能的事，只是還沒發生而已」，有同感，孩子的濳力是無限的，試著給孩子學習環境，孩子也會做到。

Interstate School Leaders Licensure Consortium Standards for School Leaders

Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

標準3：學校行政者是教育領導者的一種，其透過提倡、培育以促進學生的成就，確保管理組織，運作和資源安全，高效率和有效的學習環境。

Knowledge 知識

The administrator has knowledge and understanding of:  行政人員必須瞭解:

·    theories and models of organizations and the principles of organizational development 理論和組織模式和校長組織發展

·    operational procedures at the school and district level 在學校和地區級別的運作程序

·    principles and issues relating to school safety and security 校長和有關學校的安全和保障問題

·    human resources management and development 人力資源管理與發展

·    principles and issues relating to fiscal operations of school management 校長和有關學校管理的財政運作問題

·    principles and issues relating to school facilities and use of space 校長和有關學校設施和利用空間問題

·    legal issues impacting school operations 有關法律問題影響學校運作

·    current technologies that support management functions 支援目前的技術管理功能

Dispositions 素質

The administrator believes in, values, and is committed to:  行政人員信念、價值觀與承諾於:

·    making management decisions to enhance learning and teaching 作出管理決策，以提高學習與教學

·    taking risks to improve schools 危險改善學校

·    trusting people and their judgments 相信人們和他們的判斷

·    accepting responsibility 承擔責任

·    high-quality standards, expectations, and performances 高品質的標準、期望和表現

·    involving stakeholders in management processes 利益相關者參與管理過程

·    a safe environment 一個安全的環境

Performances表現

The administrator facilitates processes and engages in activities ensuring that: 行政人員為利於過程與活動應確保:

資料來源:

http://wps.ablongman.com/ab_bacon_edadmin_1/0,6183,462533-,00.html

Professional Development of Principals

PRINCIPAL CENTERS 校長中心

      Just like teachers, principals' professional development must be planned, long-term, embedded in their jobs, focused on student achievement, and supportive of reflective practice. It needs to include opportunities to work, discuss, and solve problems with colleagues (Drake and Roe, 2002). Principal centers were designed to provide practicing and aspiring principals the chance to meet in settings to explore and reflect on current school and leadership topics. Their programs are varied and meet the unique needs of principals through conferences, forums, study groups, workshops, seminars, institutes, and grants to pursue self-designed school based projects. Many of the centers are modeled after The Principals' Center at the Harvard Graduate School of Education, the first of its kind dedicated to the professional development of school leaders. Founded in 1981, the Center is the springhead for 150 principal centers existing today throughout the United States. Many of these centers are connected to the International Network of Principals' Centers, where members are also linked with educators throughout the world.

校長中心

    就像教師一樣，校長的專業發展，他們的工作必須整合長期性的計劃，側重于學生成就與支持反思性實踐。它必需包括工作機會、討論、與同事一起解決問題（Drake and Roe, 2002）。校長中心提供一個探索和反思當前的學校和領導議題的機會，給有志願和實踐校長的人。有各式各樣的計劃來符合校長的獨特需求，例如透過研討會、論壇、研究團隊、工作坊、專題研討會、進修機構和補助金，以追求自我風格的學校為基底的方案。許多這些中心仿照校長中心在哈佛教育研究學院，它是第一個學校領導專業發展中心。成立於1981年，該中心在美國各地現有150個校長中心。許多校長中心連接形成一個校長中心國際網路，在成員也與世界各地的教育工作者聯繫在一起。

School fashions: What’s hot, what’s not

心得:

    隨著網路的發達，網路世界越來越普及化，為了符合宅文化，開始推出"不用出門也可購物商品(包括吃、喝、玩樂)"，只要有網路一切搞定，慢慢的又出現團體購物的行銷，對學生、上班族非常吸引，店家有推出超過多少金額可以享有免運費。例如，10-20個人一起購買衣服、鞋子、吃的等等，寄到某個學生宿舍，會比一個人買，來得便宜，其他學生就跟那個學生面交商品，在學校非常方便，透過bbs版招集大家一起來團購，網路世界比外面世界來得真實，這已經形成一種新的經濟型態和新的消費型態。

    現代的老師，不僅要有專業知識，還要了解社會變遷所帶來的新文化，例如，網路世界，宅文化，同性戀議題等等，這些都是老師所要面臨的挑戰。

WHAT WE KNOW ABOUT SUCCESSFUL SCHOOL LEADERSHIP

WHAT WE KNOW ABOUT SUCCESSFUL SCHOOL LEADERSHIP

什麼是我們所知道的成功學校領導

    從表面上看一間傑出的學校，很可能會找到一位優秀的校長，窺探一間失敗的學校，你會發現領導不足，雖然領導者被認為是高品質教育是不可缺的，事實的確如此，如果有的話，究竟如何領導?

    在表面看似肯定，領導的問題，還有許多我們還不瞭解有效的教育領導。但是，有關領導的知識基礎不斷的在增加。這種知識可以用來引導有信心的領導者去實踐政策和研究。

為什麼再度強調教育領導？

關鍵是結果

所有角色，從學生自己到教師，校長和督學都有壓力。由於對學生學習成就的高度關注，學校領導者必須為教師教得如何以及學生學習了多少負責任。

環境變得更複雜

教育領導者必須引導他們的學校通過一個日益複雜的環境所帶來的挑戰。課程標準、實現基準、方案要求以及許多其他來源的政策與指示，對學校產生複雜和難以預料的要求。校長必須應對學生的特點，包括文化背景和移民狀況、收入差距、身體和精神殘疾以及學習能力變化的多樣性。他們必須管理與其他兒童的社會服務機構的新合作。在教學和通信技術的迅速發展，要求在學校的內部工作調整。這些只是其中的條件，使學校教育更具挑戰性和領導能力更重要一些。

資料來源:
http://eric.uoregon.edu/pdf/whatweknow103.pdf

Can Instructional Leaders Be Facilitative Leaders?

CAN INSTRUCTIONAL LEADERSHIP AND COLLABORATION COEXIST?

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

Successful K-12 Technology Planning: Ten Essential Elements

9. PLAN FOR ONGOING MONITORING AND ASSESSMENT 計劃進行監督和評估

        The plan must address ongoing monitoring and assessment. Plan to collect data using rubrics, student artifacts, surveys and tests. Develop benchmarks and timelines for all components of the plan. Some questions the plan should address are: 

        該計劃必須著重在持續進行中的監督和評估。計劃資料蒐集使用成規(rubrics)、學生作品(student artifacts)、調查報告和進行測驗。發展基準點和時間安排所組成的規劃。這些計劃應該要強調的問題是：

* Is the technology being used effectively? 科技是否被有效地使用？
* What elements are missing? 缺少什麼要素？

* What needs to be added? 需要增加什麼？

The plan should address how the results of this assessment will be communicated to all stakeholders. 
這個計劃應著重於評估的結果怎麼樣，這些結果將傳達給利害相關者。

10. PREPARE FOR TOMORROW    為明天準備
       While planning for today, keep an eye on tomorrow by allowing for new and promising practices and technologies. Remember back ten years ago when "www" didn't mean the World Wide Web, laptop computers were big and called "luggables" by those who owned them, and when 48 k and a 24-baud modem were fast?    

    雖然為今天規劃，但是也要為明天準備，考慮到最新的和有希望的科技。還記得十年前當"www"並不意味著全球資訊網，筆記型電腦又大又稱為"勉強可攜帶的電腦"被那些擁有它們的人所稱呼的，當48K和24鮑(一種資料處理的速度單位) 什麼時侯是這個數據機最快的?

      Would you have predicted back then the hardware, networks, and software you Have in your schools now? Probably not. Ten years from now will computers even Look like the computers we use now? How will Personal Digital Assistants (PDAs) And other handhelds change the way we organize and learn? And, finally will we All be totally wireless, able to communicate at anytime, anywhere? 
        你曾預測過在你們的學校有硬體、網絡和軟體，現在在你們的學校嗎？可能沒有，從現在之後的十年，那電腦還會像我們現在看到的電腦一樣嗎?如何將（PDAs）和手上拿的數位(3C)，他們會如何改變我們學習方式和組織?以及，最後我們可以完全無線上網，可以在任何時間和任何地點聯繫溝通？

       In preparation for the future, set some funds aside to encourage teachers to try new applications and determine what value, if any, these applications have for your program before you purchase items only a techie could love. 
        在為未來籌備，設置某些預留資金，鼓勵教師嘗試新的應用程式以及決定他的價值，如果有的話，在你買(3C)之前，是科技人員所喜愛的產品，你買了之後你也會喜愛(3C)產品。

      Technology can improve teaching and learning when a school or district develops a plan that incorporates these essential elements and provides appropriate funding to make its vision a reality. 
        科技可以改善教學和學習，當一個學校或一個地區的發展計劃，結合這些重要素，並提供適當的資金，讓遠景實現。

資料來源: http://www.ericdigests.org/2002-2/ten.htm