991.12.30 The Principals' Center at the Harvard Graduate School of Education

The Principals' Center at the Harvard Graduate School of Education

Current Programs at The Principals' Center

Programs in Professional Education

National Institute for Urban School Leaders
July 18-23, 2011
http://www.gse.harvard.edu/ppe/programs/principals-center/portfolio/urban-school-leaders.html

National Institute for

Urban School Leaders

July 18-23, 2011 ApplyApplication deadlines:
Early decision: 2/25/11
Regular decision: 3/18/11

Tuition: $2,595

Contact Us Request a Brochure

What You Will Learn 你將學到什麼

Program Overview  課程方案概述

Program Objectives 目標

Who Should Attend 誰應該參加

Faculty Chair  計畫主持人

Enrollment Instructions 報名的說明

Fees  費用

Accommodations  住宿

Cancellation Policy  取消的說明

Contact  聯繫管道

For more information please call 1-800-545-1849
  or email principals@gse.harvard.edu.

991.12.22 英國教育部網站介紹

  in England  英國教育部

Children and young people兒童和青少年

http://www.education.gov.uk/childrenandyoungpeople

Early learning and childcare 早期學習和兒童保育http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare

Families 家庭

http://www.education.gov.uk/childrenandyoungpeople/families

Health and wellbeing 健康與幸福

http://www.education.gov.uk/childrenandyoungpeople/healthandwellbeing

SEN and disability 特殊教育和殘疾人

http://www.education.gov.uk/childrenandyoungpeople/sen

Safeguarding and social work reform 社會工作和保障改革http://www.education.gov.uk/childrenandyoungpeople/safeguarding

Young people's services 青年人的服務

http://www.education.gov.uk/childrenandyoungpeople/youngpeople

Strategy and working practice 戰略和工作實踐

http://www.education.gov.uk/childrenandyoungpeople/strategy

991.12.16 How to Become a Better Principal

Procedure During Observation
The most important thing about procedure is how people feel about what is being done. In classroom observation, everything the principal does should be motivated by interest, sincerity, kindliness, and professional purpose. If the principal’s motives are not of the highest, no rule of procedure will help him arouse a co-operative response in teacher and pupils. If his motives are genuinely good, then a little clumsiness now and then will not estrange those whom he proposes to help.

在程序中最重要的一件事就是如何讓人們感覺到什麼是已經完成的。在課室觀察中，校長所做的每件事必須藉由興趣，誠心，慈愛，和專業的目的所激發出來。如果一個校長的動機都不是最好的，在過程中就沒有任何的方法可以幫助他在老師和學生當中激發出一個合作的回應。如果他的動機大多是好的，真誠的，這樣現在就算一個小小的笨拙也不會讓那些提議要幫助的人遠離他。

The principal should arrange to be in the classroom before the lesson begins. Teachers and pupils usually expect a smile and a word of greeting, though a lengthy talk is out of place. The principal then goes to the back of the room, where he will not distract the pupils, and examines the lesson plan which the teacher has given him. The pupil records and a seating plan are also there, as well as the text and manual. The principal’s attention should be focused upon what the pupils are doing and what the teacher is doing, and not upon any mannerisms of traits peculiar to the teacher. The principal should be alert to what is going on, since both teacher and children react favorably to a responsive observer. A passive observer is annoying, as is one who seems to be oblivious of everything that is going on about him.

這個校長必須在課程開始之前就安排到一間教室裡。老師和同學們通常都會期待一個笑容和一段話語的問候雖然一段很長的演講是不合適的。然後這個校長走到教室的後方，在那裡他將不會影響到學生們，然後又可以檢查老師給他的教學計畫。在後方學生的學習記錄和座位的配置也在那裡，就像課本和手冊一樣的好。這個校長的注意力必須集中在學生和老師正在做的事，而不是任何特別針對這位老師矯揉造作的特點。這個校長必須留神在現在在進行的事，因為這樣身為一個有責任感的觀察者對老師和學生們做出適宜地反應。一位被動的觀察者是很惱人的，就好像一位似乎關於他所有的事都被觀察一樣。

During the class, the lesson plan can be used as a guide in following the presentation of the teacher and the text. Pupil records help in interpreting the pupils’ answers and activities. It is usually best not to take any notes during the lesson, because note-taking seem to make most teachers uneasy. However, if the notes are shown to the teacher after the lesson and discussed with him, few teachers mind note taking during observation. Mental notes are necessary, however, as guides to the conference following the lesson. Particularly one should notice how the teacher realizes the objectives of the lesson, and how the lesson leads on to the next day’s work.

在課程期間，教學計畫可以被用來當作是一份導引來注意老師的教學演講和主要內容。學生的記錄在學生的回答和活動中可以加以幫助和說明。在課程中通常最好是不要做任何的筆記，因為做記錄似乎會讓大部分的老師很擔心。然而，如果這些筆記在課程之後給老師看還有和他討論，有一些老師還是會介意在觀察中作筆記這件事。內心的筆記是很必要的，然而，內心的筆記就好像針對課程所出現的會議的準則一樣。校長必須特別注意到老師對於課程的目標了解多少，還有課程如何被引導到下一天的工作。

Should the principal "take over" when the lesson seems to be going badly? The teacher is making mistakes in presentation of factual information; or he is floundering and not able to get his presentation across; or pupils are noisy and inattentive, or merely listless. The principal may be tempted to take over the class, and show the teacher how it should be done. Except in extreme cases, this temptation should be resisted. If the teacher is unorganized during observation, he probably is at other times also, and intervening will not remedy the condition. More good will result in the long run by an analytical conference afterward, and perhaps a planned demonstration lesson. When a teacher is ineffective, the rule here is the same as for other problem situations: When in doubt, do the kindly thing. Exposing a teacher before his class will not improve his teaching; instead it will remove one prop he may have counted on ―the principal’s regard for him. An extremely weak teacher should be removed from service, but only after a consistent supervisory program has failed to develop him adequately. So, in visiting a classroom, the principal should consider himself an observer, a visitor, and should not have a mental set which says, "If he can’t do better than that, he should be shown." By all means, in the conference following the lesson, the principal should be frank in his appraisal of weakness, and should make specific plans for helping the teacher.

當課程進行的很糟的時候，校長應該應該要“移交主權”嗎？當老師在事實的資訊講解中犯錯時，或者是他正在掙扎無法使他的講解遍及各處，

When the lesson is over, the principal again nods to the teacher, perhaps makes a single pleasant remark to the class, and leaves the room unobtrusively. If the lesson is running overtime, the principle should feel free to leave at the scheduled time, but without interrupting the class, if possible.

當課程結束時校長再次和老師點頭，也許對這個班級作一個單一愉悅的評論，然後不引人注意地離開教室。如果課程進行到有些超過時間，校長應該在計畫好的時間內自在地離開，但是如果可以的話不要打斷這個班級。

Report on Observation and Conference

關於觀察和會談的報告

Teacher Grade Subject
老師  年級 科目
Observation (date) Time to Observer
觀察 (日期) 對觀察者的時間

1. Type of lesson       課程的類型
2. Materials used       使用的教材
3. Activities            活動
4. Purposes achieved    要達到的目的
5. Notes for conference 針對會談的記錄

Conference (date) Time to  

會談 (日期)  對於時間

1. Topics discussed (other than the above) 討論的議題 (其他不是以上提到的)
2. Comments and suggestions  評論和建議
3. Principal    校長
4. Teacher       老師
5. Proposed follow-up    提議所要跟進的事項

觀後心得:

我負責的部分提到的是，校長在課室觀察中該有的程序和注意的事項，以及校長的工作是要填補老師的需求，成為幫助老師的角色。

在大部分的西方國家，校長和老師的關係比較是平等的，所以當校長和老師進行課室觀察會談時，校長比較可以用一個像對待同事的態度和老師對談，而不是一個較權威式的態度，反之，在大部分的東方國家，校長通常會以權威的角色，用較指使的方式和老師溝通，所以我看完這篇文章之後，希望可以讓校長和老師之間的溝通方式可以已更平等的方式進行，校長也可以站在老師的立場一起發展研究如何提升教學品質，以便達到一個互助互信和一起合作努力達成教學目標的境界，我想這是這篇文章所要表達很重要的關鍵。

991.12.9 Sasha Strike, Newcastle綜合醫院的護士

Sasha Strike, staff nurse at Newcastle General Hospital

Sasha Strike, Newcastle綜合醫院的護士

"[Privatisation] brings poorer quality for our patients. We've seen the private sector brought in for our domestic staff and we've seen the quality dramatically reduce.

「『私有化』為我們的病人帶來更差的品質，我們看到私營部門引進國內的員工，同時我們也看到品質急劇下降

"It's cheaper for them to have one member of staff doing the job of three people.

「引進這些員工的成本較便宜，他們一個人可以做三個人的工作。

不該只為了利益和賺錢，應該要照顧好病人 。

護士 Sasha Strike

"Also in our catering services we've seen the quality of food reduced after closing our kitchens down and bringing in private firms that offer cooked chilled food.

「此外，在飲食服務方面，關閉我們原來的廚房，引進民營企業後，它所提供的熟食冷藏食物，讓我們看到食物的品質比起以前降低。

"The quality of that has also dramatically reduced, and we're forever getting complaints from our patients about the poor quality of food that's provided for them.

「急劇降低的品質，使我們不斷接收到來自病人對於飲食品質的抱怨。

"It does matter who provides the service.

「但病人不管是誰提供了這些服務。

"It shouldn't be about profit, it shouldn't be about making money, it's about caring for people."

「不應該只考慮利益和賺錢，應該要照顧好病人。」

991.12.2 The Changing Role of School Boards.

HOW WOULD PROPOSED CHANGES AFFECT THE POWER OF SCHOOL BOARDS?  研議中的變革如何影響學校委員會的權力？

Since the 1980s school boards have been experiencing erosion of power. State regulations have eaten into school board authority from above, while teacher unions and school-based management have worn away at it from below. Instead of viewing recent increased state involvement as usurping school board authority, Conley (1993) sees it as an opportunity for schools to focus their attention on "issues of internal coordination and quality control."

自1980年代以來，學校委員會的權力漸漸被侵蝕。州的規定從上「吃掉」學校委員會的權力，而教師工會和學校本位管理則由下磨損學校委員會的權力。Conley (1993)認為，對於近年來州政府的涉入而侵佔學校委員會權力的現象，要把它視為一個機會，學校可以將對他們的注意力集中在「內部協調」和「品質管制」的議題。

Some proposed innovations in governance might actually provide a welcome respite for school boards. Ted Kolderie, of the Minneapolis-based Center for Policy Studies, sees boards associated with charter schools as having greater flexibility as buyers of education (Harrington-Lueker).

一些研議中的管理創新作法，實際上可能會提供一個的學校委員會所歡迎的休養生息機會。明尼阿波利斯(Minneapolis)政策研究中心的Ted Kolderie認為，委員會與特許學校(charter school)有更大的彈性，如同教育的買方(Harrington-Lueker)。

In general, school boards and administrators believe they work best together when there is flexibility between the policy-making and administrative arms of governance (McCurdy). This appears to be in conflict with many recent proposals that advise eliminating any administrative board functions.

一般來說，學校委員會和行政人員相信，當在政策制定和行政管理之間有很大的彈性時，他們可以一同將工作做到最好(McCurdy)。這似乎與最近許多減弱委員會行政職權的建議有所衝突。