建立一個有承諾的團隊

 

Excerpted from a presentation given at NCREL's Urban School Leadership Mini-Conference in July 1993. A text transcript is available.

摘自1993年7月NCREL市政府學校領導小型會議簡報。文字稿文本可以使用。

Transformational leadership skills can help in developing such high-performing teams. Leaders of school transformation must be able to inspire, motivate, and support teams. Engaged and high-performing teams thrive in a "learning organization," where colleagues support each other in learning, risk-taking, innovation, and change (Senge, 1990).

轉型領導技術可以幫助發展高績校隊。學校領導者必須能夠 轉型成為鼓舞，激勵和支持團隊。 從事於“學習型組織”的高績效團隊能茁壯成長，那裡的同事互相支持的學習、冒險、創新和改變。

GOALS: School leaders (including administrators, teachers, and parents) should help nurture and build highly committed teams for accomplishing school activities and goals, which may include school improvement planning, site-based management , budget and personnel decisions, and implementing programs or plans.

目标：學校領導（包含行政人員，教師和家長）應該幫助培樣和建立堅定的團隊以完成的學校的活動和目標，包括促進學校進步的計劃， 在地管理，預算和個人的決策和 實施方案或計劃。

Former kindergarten teacher from Joyce Elementary School in Detroit, Diana Langlois, talks about how her principal supports team building and learning at the school and the benefits that have resulted (QuickTime slide show, 487k).

在Detroit, Diana Langlois 的 Joyce 小學前幼兒園老師，談起她的校長如何支持團隊建設和在學校學習，以及所獲得的好處。

Excerpted from NCREL's urban school leadership case studies (1992).  A text transcript is available.

摘自NCREL市政府學校領導領研究案例 。 文字稿文本可以使用。

Effective team functioning requires finding time, selecting team members, empowering team members, providing training in relevant skills and knowledge, developing shared goals, and facilitating team functioning - particularly in the early stages of the team's work.

有效的團隊運作需要花費時間，選擇團隊成員，賦予團隊成員權力，提供培訓，相關技能和知識，發展共同的目標，促進團隊運作 -尤其是在初期階段的團隊的工作。

Kent Peterson, professor of educational administration, University of Wisconsin-Madison, challenges administrators to support team-building and collaboration by providing time and resources, in order to reap the benefits effective teams can bring to schools (audio comment, 313k). Excerpted from a presentation given at NCREL's Urban School Leadership Mini-Conference in July 1993. A text transcript is available.

Kent Peterson是美國威斯康辛大學麥迪遜分校的教育行政教授，他挑戰行政管理者藉由時間及資源的提供來支持團隊建設及合作，進而獲得有效能的團隊來對學校產生益處。

WHAT IS NECESSARY WHEN IMPLEMENTING SBM?

什麼是必要在實施校本管理（ school-based management，SBM）

From the beginning, the school board and superintendent must be supportive of school-based management. They must trust the principals and councils to determine how to implement　the district's goals at the individual schools.

從一開始，學校委员會與 管理者必須支持學校本位(SBM)的管理。

他們必須信任校長與校務會議來決定如何施行個別學校的區域目標

It is important to have a memorandum of agreement that specifies the roles and responsibilities of the school board, superintendent, principal, and SBM council.

這是重要的一個協議備忘錄對於枝定的角色與學校委员會，院長，校長，與 校本位管理（school-based management，SBM）議會之責任。

The agreement should explicitly state the standards against which each school will be held accountable.

該協議應明確國家標準對每個學校將被追究責任。

James Guthrie (1986) states that each school should produce an annual performance and planning report covering "how well the school is meeting its goals, how it deploys its resources, and what plans it has for the future."

James Guthrie (1986) states每所學校要產生年度業績與規劃報告書"好學校是為了達到目標，如何分配資源與有任何未來的計畫。＂

Training in such areas as decision-making skills, problem-solving, and group dynamics is necessary for all participating staff and community members, especially in the early years of implementation. To meet the new challenges of the job, principals may need additional training in leadership skills.

在執行初期時候，對所有參與的工作人員或是社團成員，決策能力、解決問題(能力)還有團體動力學這些能力的訓練都是必要的。 為了迎接這些新的工作挑戰，校長需要額外的領導技能訓練。

WHAT ARE THE LIABILITIES OF SBM?

什麼是校本管理的責任/義務？

Participatory decision-making sometimes creates frustration and is often slower than more autocratic methods.

參與決策有時會產生沮喪，而且往往低於更專制的方法。

The council members must be able to work together and concentrate on the task at hand.

SBM成員必須能夠共同努力，集中。

Council members must spend time on planning and budget matters, leaving principals and teachers less time to devote to other aspects of their jobs.
SBM成員必須花時間指定規劃與預算事項使校長和教師更短的時間投入到其他方面的工作。

Not all teachers will be interested in the budget process or want to devote time to it. Those teachers and community members who participate in the councils may need training in budget matters.

並不是所有的老師都對預算過程感興趣或是想要投注時間在上面。這些參與議會的老師及社群成員可能需要如何編列預算的訓練。

Members of the school community must beware of expectations that are too high.

學校社群成員必須要意識到過高的期待。

According to the AASA/NAESP/NASSP task force, districts that have had the most success with SBM have focused their expectations on two benefits: increasing involvement in decision-making and making better decisions.

根據 AASA/NAESP/NASSP特别委員會会, 地區擁有最好的成功，校本管理重點是他們期望兩方面的好處：增加參與決策與做更好的決策。

PRINCIPALS ARE 'LONE RANGERS'
A big problem many school principals face is what Sue Maguire calls the "lone ranger" conditions of the job. Principals are often on their own in their schools, with few opportunities to communicate and commiserate with fellow principals about job issues. That is one reason Maguire recently left her Washington principalship to pursue another career path.
大學校長大多專注在職務上，很難有機會與其他人交流，Maguir因此離職。

Having a co-principal, somebody to bounce ideas around with and share day-to-day trials with, might help relieve some of the isolation of the job, Maguire commented. Hiring a co-principal would also help lighten the workload.
如果可以增聘一位co-principal可讓校長有交流的對象，也可以減輕工作負擔。

"There really should be two people in every school where there is now one principal," said Lolli Haws, principal at Avery Elementary School, in Webster Groves, Missouri. "In schools where there are assistant principals, elevate them to an equal status with principals and let them be in charge of curriculum and instruction or student services."
Lolli Haws指出，學校有好幾位首長，協助校長處理很多學校的事務。

School districts also need to provide more growth and support opportunities once principals are on the job, added Tim Messick. Principals need to know they aren't alone and that others are having the same kinds of experiences they are having, he said.
"School districts need to offer in-service workshop and conference opportunities so administrators will continue to share and grow in their professional knowledge," said Messick. "Districts need to provide training in developing teamwork and co-leadership models that will help create a positive and supportive school environment."
學校除了重視校長的部分以外，也要多重視行政人員，讓他們有交流的機會、開設職業訓練課程，增加他們的專業知識。

PRINCIPAL TRAINING PROGRAMS ARE KEY
校長培訓課程是關鍵

"Administrative preparatory programs at many local universities are not adequate," Marie Kostick, principal at Goodwyn Junior High School, in Montgomery, Alabama, told Education World. "Those programs place too much emphasis on theory and not enough on practical applications and challenges."
Marie Kostick認為學校的訓練都太偏向理論，沒有注重實務。

Many universities are adding mentoring components to their programs as a way to provide much-needed practical experience to better prepare principals for the demands of the job.
很多大學已經在課程設計上做修正，讓行政人員可以得到較多的實務經驗。

Future school administrators should have the opportunity "to step into assistant or associate positions in which they can work closely for a year with a school administration team in order to gain insight and knowledge about their chosen field," added Tim Messick.
未來學校的新進人員應該先和資深人員共同工作一年，以取得必須的知識。

Former principal Susan Maguire is now a personal and executive coach. "I help busy professionals -- including many school principals and other school personnel -- find balance and satisfaction in their everyday lives," she told Education World. "I believe graduate schools need to build resiliency components into their principal preparation programs," Maguire added.

Susan Maguire：在看過忙碌的校長、教授、其他學校的人員後，認為預備課程應該要設計得更活潑一點，才有幫助。

標題：Trends and Issues: Role of the School Leader(趨勢議題：學校領導者的角色)

Gender Issues(性別的議題)

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Journal Articles (CIJE)(下面都是以性別為主的領導研究文章)

Taking Risks: A Requirement of the New Superintendency

冒險的精神: 管理者的要求

Abstract: Risk-taking is a critical leadership factor neglected in educational literature. A four-year national study explored risk-taking in the narratives of 12 women superintendents. These women had life circumstances (community and challenge) and personal characteristics (courage and curiosity) that helped them relax and take risks. (60 references) (MLH)

大綱：冒險的精神是一個很重要的領導要素，但常常被教育忽略。一個四年的研究計畫描述在12位女性校長之中發現的冒險精神。這些女性具有生活環境(社群和挑戰)以及個人特質(勇氣和好奇心)來幫助他們勇於冒險嘗試和感到放鬆自在大致上是這樣簡單來說就是在教育文學中 冒險的精神是一個常被忽視的領導要素 然後一個四年的研究計畫研究了12位女性院長。 這些院長有冒險的精神而他們背後有生活環境和個人特質來驅使他們勇於冒險嘗試。

Feminine Faces of Leadership: 女性領導風格:

Abstract: Reviews four philosophical leadership perspectives: structural-functionalism, constructivism, critical theory, and feminism. Explores the leadership phenomenon through the eyes of six women principals. Although the behaviors of all six fall within a structural-functionalist perspective, each is attempting to construct inclusive, positive, and enabling leadership practices. (39 references) (MLH)

大綱：探討四個領導觀點：結構功能主義、建構式主義、批判理論以及女權主義。透過六個女校長來探討這些領導現象。雖然這六種行為全部落在結構功能觀點，但每個觀點都試圖來建構出包容、積極以及例行性的領導。

Power in the Principalship: Four Women's Experiences.校長的權力: 四位女生的經驗

Abstract: Explores four women elementary principals' experiences with power in their working lives. Themes emerging through in-depth interviews included empowerment and positive, negative, and traditional power. These are discussed through three lenses: dominance, facilitation ("power through"), and "power with." All interviewees actively employed facilitative and "power with" leadership practices. (41 references) (MLH)

四位小學女校長的探索在她們工作生活的經驗與權力。主題出現通過深度採訪,包括 給你權力、 肯定,否定與傳統的力量。這個3個方面進行探討: 主力,引導與同時使力所有採訪的人領導能力。

Abstract: Hall and four colleagues review "Dancing on the Ceiling: A Study of Women Managers in Education" (Paul Chapman, 1996). Reviewers agree that Hall's profiles of six British elementary and secondary women headteachers should improve readers' understanding of female managers' development and their preference for "soft," collaborative leadership styles. (MLH)

大綱：Hall和四個同事檢視"Dancing on the Ceiling(在天花板上跳舞): A Study of Women Managers in Education(女性管理者的教育研究).關於研究女性管理人的教育"這片論文。這些檢視人員同意HALL的檔案關於六個英國小學和中學的女性教師領導者必須改善讀者對於女性經理人發展以及他們偏好軟性管理的領導風格的了解。

WALK-AROUND MANAGEMENT (走動管理)

Top Ten Traits of School Leaders

學校領導者十大特色

Last month, 43 of the Education World Principal Files principals participated in a survey. The result of that survey is this list of the top ten traits of school leaders, presented in order of importance.

上個月，來自教育世界校長檔案的43位校長參加一項調查。

以下是調查结果的重要的内容

調查結果是這個名單十大特色學校領導，提出按順序的重要性。

1. Has a stated vision for the school and a plan to achieve that vision.

為學校提出階段性的願景希望， 並計劃實現這一目標。

2. Clearly states goals and expectations for students, staff, and parents.

界定明確目標，並對學生，教職員及家長有所期望。

3. Is visible -- gets out of the office; is seen all over the school.

是可見的，校長要走出辦公室，要讓全校師生都能夠看到校長。

4. Is trustworthy and straight with students and staff.

學生與教職員對校長是值得信賴和坦誠的。

5. Helps develop leadership skills in others.

幫助別人發展領導技能 。

6. Develops strong teachers; cultivates good teaching practice.

培養強力的教師開發良好的教學訓練。

7. Shows that he or she is not in charge alone; involves others.

明學校領導並非單獨負責而是一起負責。

8. Has a sense of humor.

有幽默感。

9. Is a role model for students and staff.

是學生和教職員的榜样。

10. Offers meaningful kindnesses and kudos to staff and students.

對教職員與學生提供有意義的善意與榮譽

"Getting out of the office and seeing what's going on in the school is very important to the welfare of everybody -- the students, the parents, and the staff," said Dee Anna Manitzas, principal at the Accelerated Learning Middle School, in San Antonio. "By getting out of the office, a principal is able to take the 'pulse' of what is actually happening inside and outside the classroom. By being visible to all, everybody feels a part of the quest for education.

Accelerated Learning Middle School

（加速學習中學）校長Dee Anna Manitzas說：「對學生、家長和教職員而言，校長走出辦公室看看學校發生了什麼事，是非常重要的福利。走出辦公室，校長才能掌握學校的脈動，確實了解教室內外發生的事。被所有人看見，大家才會認為校長是共同追求教育發展的一份子。」

"Communication is a two-way street," added Manitzas. "On so many occasions, I have been able to provide answers to teachers' and students' questions by popping in on classes and [by being a presence] around the school."

Manitzas又說：「溝通是雙向的，因為我常出現在教室及學校的任何地方，所以可以及時回答老師和學生的疑問。」

Visibility is an extremely important characteristic of a strong school leader and one of the most difficult to accomplish, according to principal Steven Podd.

Steven Podd校長說：「對強力的學校領導人而言，常常被看見是格外重要的特質，但也非常難以達成。」

"Interruptions, crises, phone calls, paperwork .... They are all excuses to stay behind the desk," said Podd, of Smithtown Middle School, in St. James, New York. "But I solve more problems and head off many others by being in the cafeteria, hallways, and classrooms. I always make sure I get out of the office as frequently as possible, and then I visit my assistant principals and drag them around with me too!"

"It's also good exercise if you have a large school like mine!" added Podd.

Steven Podd校長說：「被打斷、危機、電話、文書作業等都只是留在書桌後的藉口，我常在餐廳、穿堂和教室等其他地方解決問題。我儘可能離開辦公室，同時也帶著副校長們【註：相當於臺灣學校的主任】一起到處巡視校園。如果你像我一樣，有個大學校，這也是很好的運動。」

"The students seem to be able to 'sniff' when the principal is out of the building," observed principal Marie Kostick, of Goodwyn Junior High School in Montgomery, Alabama. "By being visible, the principal communicates a message that students and teachers are expected to maintain high standards, not only with academics but with behavior."

"High visibility is also a natural expression of interest and concern," added Kostick.

Goodwyn國中校長Marie Kostick的觀察認為：「學生似乎能『嗅到』校長出現在校園，校長的能見度對學生和教師而言，不只在傳達校長對於學業成就的高標準，對於行為也是一樣的。校長的高能見度，也是自然表達出對學校的關心和感興趣。」

管理要感性理性兼具(Manage Emotionally as well as Rationally)

就像Maurer所說的”處理反對意見(反抗)是非常有壓力的，人們攻擊你、你珍貴的想法(點子)，有時他們感覺起來一點都不尊重你”

有人總是對於領導者感到不滿，Maurer建議，此時放鬆、運動、良好的身體狀態都會是有相當幫助的，讓自己從情境中抽離，忽略追求絕對公平的執著會是不錯的處理方式

具有情緒管理智慧的領導者也會幫助老師、同學、家長及其他人創造充滿支持的環境

當中的人不將所見的問題視為弱點而是當作一個待解決的議題。管理情緒代表將文化的重塑是為最重要的而非單純的進行(組織)結構重整

重整改變的是學校的正式結構也就是組織、時程(時間表)、角色，這樣的重整並不是透過直接的影響來改善教育與學習。相對地來說，文化的重塑包含了在組織裡的行為標準、價值、誘因、技能及關係的改變，來幫助產生一個不同的共同工作的方式。文化重塑真正在教學及學習上帶來不同。

Reculturing，由於他是關係到人與人之間的關係，需要許多的感情方面的的參與，但他同樣也帶來許多感情上的回饋，而在處理的時候也需要彈性。這也幫助人們在面對困難時解決問題，一起合作的文化會提升助力，但也同時升高期望。