美国中小学校长专业化政策研究
摘要
社会的发展和基础教育改革的深化迫切需要中小学校长实现专业化。作为学校的教育者、领导者和管理者,中小学校长是决定学校教育教学质量乃至学校发展的关键。目前,中小学校长专业化问题已经成为世界各国共同关注的课题之一,校长的专业化发展要求这一职业的从业主体必须不断提高自己的从业水平,促进自身的专业发展。很多国家已经在理论研究和实践方面取得了显著的成就,我国对中小学校长专业化的研究还处于起步阶段,理论框架尚未清晰,还无法为我国中小学校长专业化的实践提供有力的理论支持。
本文在系统理解中小学校长专业化相关理论和概念的基础上,介绍了美国中小学校长专业化相关政策,通过比较、借鉴美国有关做法,旨在对我国中小学校长专业化提供有益经验。笔者采用文献法、历史法、比较分析法等研究方法,分别从五部分进行论述：第一部分阐述了美国中小学校长专业发展这一命题的研究方法和研究的理论基础。由当前的社会背景引出所要研究的问题与缘由、国内外研究综述、选题研究的价值、选题研究的思路与方法。第二部分从校长专业化的内涵、理论基础及必要性对校长专业化进行简要概述。第三部分从美国中小学校长职业的产生发展和变革介绍了美国中小学校长专业的发展历程。第四部分具体分析美国中小学校长专业化的基本政策。从专业资格、专业标准、专业评价、专业化方式等方面进行阐述。第五部分对美国校长专业化的评价以及总结其对中国的借鉴意义,主要强调我国关于中小学校长要重视校长专业化的价值,同时重建校长专业化的相关制度。
The Professionalization of Principals is required as our society develops and the reform of basic education deepens. As an educator, leader and administrator, the principal of a certain school is the key factor that determines the quality to what extent the school's teaching improves. At present, the issue of Principals'professionalization becomes one of the common focuses of attention worldwide. Professionalization of principals demands these relevant practitioners continually better their performance and advance in their expertise. Many countries have attained significant achievements concerning the theoretical study and practical application of professionalization on principals. Relevant study in this field in China is still at an inchoative stage, with neither explicitly-defined theoretical frame nor forceful theoretical underpinning for the practice of professionalization on domestic principals.
This article, based on systematically perception into the theories and concepts related to "Professionalization of principals", introduces policies concerning the professionalization of American principals and aims at proposals for principals' professionalization nationwide through comparing with and learning from that in the USA. The author adopts such approaches as literature search, historical research, comparatively analysis, etc. and divides the whole thesis into 4 chapters to elaborate the ideas on this subject. They are as follows:the first chapter expounds the approaches and theoretical underpinnings of the study on this very issue in the USA and introduces against current backdrop the "professionalization of principals" subject, the reasons why this subject comes into being, the overall review of this study home and abroad, the value or significance of this study, the author's approach and thought toward this study; the second chapter briefly generalizes the connotation, theoretical underpinning and necessity of "professionalization on principals"; the third chapter argues in three aspects the evolution of American policies concerning "professionalization on principals"; the fourth chapter analyses the basic policies concerning "professionalization on principals" in the USA, specifically from different aspects as professional qualification, professional criteria, ways of professionalization and professional evaluation; the fifth chapter is about the assessment and summary on American "professionalization on principals" as well as its significance to China's principal, while emphasizes that principal nationwide value the significance of "professionalization on principals" and reestablish institutions related to "professionalization on principals"
本文在系统理解中小学校长专业化相关理论和概念的基础上,介绍了美国中小学校长专业化相关政策,通过比较、借鉴美国有关做法,旨在对我国中小学校长专业化提供有益经验。笔者采用文献法、历史法、比较分析法等研究方法,分别从五部分进行论述：第一部分阐述了美国中小学校长专业发展这一命题的研究方法和研究的理论基础。由当前的社会背景引出所要研究的问题与缘由、国内外研究综述、选题研究的价值、选题研究的思路与方法。第二部分从校长专业化的内涵、理论基础及必要性对校长专业化进行简要概述。第三部分从美国中小学校长职业的产生发展和变革介绍了美国中小学校长专业的发展历程。第四部分具体分析美国中小学校长专业化的基本政策。从专业资格、专业标准、专业评价、专业化方式等方面进行阐述。第五部分对美国校长专业化的评价以及总结其对中国的借鉴意义,主要强调我国关于中小学校长要重视校长专业化的价值,同时重建校长专业化的相关制度。
The Professionalization of Principals is required as our society develops and the reform of basic education deepens. As an educator, leader and administrator, the principal of a certain school is the key factor that determines the quality to what extent the school's teaching improves. At present, the issue of Principals'professionalization becomes one of the common focuses of attention worldwide. Professionalization of principals demands these relevant practitioners continually better their performance and advance in their expertise. Many countries have attained significant achievements concerning the theoretical study and practical application of professionalization on principals. Relevant study in this field in China is still at an inchoative stage, with neither explicitly-defined theoretical frame nor forceful theoretical underpinning for the practice of professionalization on domestic principals.
This article, based on systematically perception into the theories and concepts related to "Professionalization of principals", introduces policies concerning the professionalization of American principals and aims at proposals for principals' professionalization nationwide through comparing with and learning from that in the USA. The author adopts such approaches as literature search, historical research, comparatively analysis, etc. and divides the whole thesis into 4 chapters to elaborate the ideas on this subject. They are as follows:the first chapter expounds the approaches and theoretical underpinnings of the study on this very issue in the USA and introduces against current backdrop the "professionalization of principals" subject, the reasons why this subject comes into being, the overall review of this study home and abroad, the value or significance of this study, the author's approach and thought toward this study; the second chapter briefly generalizes the connotation, theoretical underpinning and necessity of "professionalization on principals"; the third chapter argues in three aspects the evolution of American policies concerning "professionalization on principals"; the fourth chapter analyses the basic policies concerning "professionalization on principals" in the USA, specifically from different aspects as professional qualification, professional criteria, ways of professionalization and professional evaluation; the fifth chapter is about the assessment and summary on American "professionalization on principals" as well as its significance to China's principal, while emphasizes that principal nationwide value the significance of "professionalization on principals" and reestablish institutions related to "professionalization on principals"
引文
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[1]吴江.张秀阁.校长职业化的思考[J].辽宁教育研究.2003(8)：44-45
[2]贾汇亮.中美中小学校长任职资格制度与标准比较分析[J].广东教育学院学报.2005(1)：81-85
[3]华华.美国中小学校长的选拔、培训与启示[J].世界教育信息.2001(11)：35-36
[4]姚霞.影响美国校长培训发展的因素分析[J].外国教育研究.2003,30(1)：60-64
[5]梁伟.美国中小学校长专业标准及其启示[J].教学与管理.2006(25)：59-62
[6]张东娇、胡松林.英美中小学校长胜任特征模型对中国校长管理制度的启示[J].[7]比较教育研究.2006,27(4)：50-55
[8党亭军.美国农村中小学校长成长模式的变革及启示[J].河北师范大学学报(教育科学版).2008,10(4)：122-124
[9]李儒新.何录兰.苏庆永.体育教练员专业化研究的意义及内容构想[J].湘南学院学报.2007(2)：102-104,116
[10]褚宏启.对校长专业化的再认识[J].教育理论与实践.2005(1)：11-16
[11]范莉莉.职业化——校长队伍建设的价值趋向[J].教学与管理.2004(36)
[12]游清泉.教育的改革和创新呼唤职业化校长[J].湖北函授大学学报.2004(1)
[13]吴江,张秀阁.新课程呼唤校长职业化[J].中小学管理.2004(10)：14-14
[14]王合金.教育也需要经营[J].四川教育.2003(6)：14-14
[15]杨海燕.中小学校长专业发展的影响因素[J].教育理论与实践.2003(3)：14-19
[16]吴开华.国内“校长专业化”研究述评[J].广东教育学院学报.2004(3)：35-41
[17]颜丽红.校长职业化与校长专业化[J].教育科学研究.2006(4)：24-16
[18]褚宏启.校长专业化及其制度保障[J].教育理论与实践.2002(11)：20-26
[19]陈天红.校长职业化的科学定位[J].当代教育科学.2004(21)：26-28
[20]鲁春霞.论我国社会工作从业人员的专业化建设[J].北京科技大学学报：社会科学版.2004(3)：10-13
[21]刘川.校长专业化的现实意义[J].四川教育.2005(5)
[22]王秀云.农村校长培养途径的探索[J].中小学管理.2001(12)
[23]唐纳德C·奥立奇.李皖生.影响美国教育目标的若干社会因素[J].外国中小 学教育.1995(1)
[24]杨东升.关于小学校长专业化所面临的问题及对策研究[D].西北师范大学硕士学位论文.2005.8
[25]程晋宽.试析当代美国中学校长的选拔制度[J].苏州大学学报.1995(3)
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[29]张德伟.美国校本管理背景下中小学校长的素质能力及其培养培训[J].外国教育研究.2007,34(2)：35-41
[30]杨孝堂.开放教育课程形成性考核情况述评[J].中国远程教育.2001(12)
[31]朱开炎.论中小学校长的专业化[J].教育评论,2003(2)：63-65
[32]冯大鸣.美国以问题为中心的教师培训模式[J].中小学教师培训.2002(1)：57-58
[33]冯大鸣,海林杰.21世纪校长培训的新特征—与美国范德比尔特大学海林杰教授的对话[J].教学与管理.2001(8)：3-5
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[40]褚宏启杨海燕等.走向校长专业化[M].上海教育出版社.2009：85-87
[41]冯大鸣.美、英、澳教育管理前沿图景[M].北京：教育科学出版社.2004：291
[42]张兆林.时代呼唤职业校长——对教育改革的思索与展望[N].光明日报,2000-12-29
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[54]Orlofsky, G. F., Olson. L. The state of states. Education Week,2001. (17))
[55]Rod Paige.,Susan Sclafani., Michael J. Jimenea. Performance Contracts for Principals. School Administerator.,1998.(5)
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[63]Goodwin, R., Cunningham, M., & Eager, T (, April). The changing role of the secondary principal in the United States:An historical perspective. Journal of Educational Administration and History.2005,37(4):1-17
[64]Judith Kafka. The Principalship in Historical Perspective. Peabody Journal of Education.2009,84(3):318-30
[65]UNIVERSITY of NORTHERN COLORADO(2002-2003). Undergraduate and Graduate Catalog, p170.
[66]CCSSO. Interstate School Leaders Licensure Consortium:Standards for School Leaders. Council of Chief State School Officers, Washington, DC,1996
[67]Leithwood K., Steinbach R. Towards a second generation of school leadership standards[J]. In Hallinger (ed).Reshaping the Landscape of School Leadership Development:a global perspective[J]. Lisse, The Netherlands, Swets and Zeitlinger,2003
[68]Anderson, M. E. Principals:How to train, recruit, select, induct, and evaluate leaders for America's schools[J]. New York:MCGKAW Hill,1991.79
[69]Larry Lashway. Improving Principal Evaluation[J]. ERIC Digest,2003
[70]Mason F. Shared Road or Separate Paths? A research project for M.Ed.Admin[J]. Massey University, Palmerston North,2001.5
[71]Jack McCurdy. Building Better Board-Administrator Relations[J]. Arlington, VA: American Association of School Administrators,1992
[72]Orlofsky, G. F., Olson, L. The state of states[J]. Education Week,2001. (17)
[73]Rod Paige,. Susan Sclafani,. Michael J. Jimenea. Performance Contracts for Principals. School Administerator.1998.(5)
[74]Douglas Trelfa. How the Nation's Second Largest School District Holds Educators Accountable. Thrust for Educational Leadership,1999. (28)
[75]Gronn, P., & Hamilton, A. (2002).'A bit more life in the leadership': Co-principalship as distributed leadership practice.Paper for the Commonwealth Council for Educational Administration and Management Conference[M], Umea, Sweden,September. p.1058
[76]Wilmore L.Elaine.Principal Leadership:Applying the New Educational Leadership Constituent Council (ELCC) Standards [M].Corwin Press, California,2002
②贾汇亮.中美中小学校长任职资格制度与标准比较分析[J].广东教育学院学报.2005(1)：81-85.
①Gorton, R. A. School administration. Dubuque, Iowa:Wm. C. Brown Publishers,1976.65.
②Beck, L,. Murphy, J. Understanding the Principalship:metaphorical themes 1920-1990s, New York, Teachers College Press,1993.32.
③Kagan, S.L. Leadership:rethinking it- making it happen. Young Children.1994 (5).
④Reeves, J., Moos. L., and Forrest, J. The School Leader's View. In J. Macbeath, (Ed.) Effective School Leadership. London:Paul Chapman/Sage,1998.
⑤K. Leithwood. P. Hallinger, G. Furman, P. Gronn, J. MacBeath, B. Mulford, K. Riley. (eds.) Second international handbook of educational leadership and administration. Norwell, MA:Kluwer.2002.1071-1101.
⑥Leithwood K.. Steinbach R. Towards a second generation of school leadership standards. In Hallinger (ed). Reshaping the Landscape of School Leadership Development:a global perspective. Lisse, The Netherlands, Swets and Zeitlinger,2003.
⑦Anderson, M. E. Principals:How to train, recruit, select, induct, and evaluate leaders for America's schools. New York:MCGKAW Hill,1991.79.
①Larry Lashway. Improving Principal Evaluation. ERIC Digest,2003.
②Mason F.,Shared Road or Separate Paths? A research project for M.Ed.Admin. Massey University, Palmerston North,2001.5.
③Orlofsky, G. F., Olson. L. The state of states. Education Week,2001. (17).
④Rod Paige.,Susan Sclafani., Michael J. Jimenea. Performance Contracts for Principals. School Administerator., 1998.(5).
⑤Douglas Trelfa. How the Nation's Second Largest School District Holds Educators Accountable. Thrust for Educational Leadership,1999. (28).
⑥West, M and Jackson, D,2002, Developing school leaders:a comparative study of leader preparation programmes. Paper presented at the AERA Annual Conference, New Orleans, April 2002.
⑦Danzig. A B, The contribution of stories to leadership development, International Studies in Educational Administration,1999 (1).
①Gronn, P., & Hamilton, A. (2002).'Abit more life in the leadership':Co-principalship as distributed leadership practice.Paper for the Commonwealth Council for Educational Administration and Management Conference, Umea. Sweden,September, p.1058.
②Stephen Sawchuk. NGA Report Urges Tougher Standards for Educators. EDUCATION WEEK-MAY 20,2009.
①华华.美国中小学校长的选拔、培训与启示.世界教育信息.2001(11)：35-36.
②姚霞.影响美国校长培训发展的因素分析[J].外国教育研究.2003.30(1)：60-64.
③梁伟.美国中小学校长专业标准及其启示[J].教学与管理.2006(25)：59-62.
④张东娇、胡松林.英美中小学校长胜任特征模型对中国校长管理制度的启示[J].比较教育研究.2006,27(4)：50-55.
⑤党亭军.美国农村中小学校长成长模式的变革及启示[J].河北师范大学学报(教育科学版).2008,10(4)：122-124.
①李儒新.何录兰.苏庆水.体育教练员专业化研究的意义及内容构想[J].湘南学院学报.2007(2)：102-104,116.
①褚宏启.对校长专业化的再认识[J].教育理论与实践.2005(1)：11.16.
②范莉莉.职业化——校长队伍建设的价值趋向[J].教学与管理.2004(36).
③游清泉.教育的改革和创新呼唤职业化校长[J].湖北函授大学学报.2004(1).
④吴江,张秀阁.新课程呼唤校长职业化[J].中小学管理.2004(10)：14-14.
⑤王合金.教育也需要经营[J].四川教育.2003(6)：14-14.
①杨海燕.中小学校长专业发展的影响因素[J].教育理论与实践.2003(3)：14-19.
②吴开华.国内“校长专业化”研究述评[J].广东教育学院学报.2004(3)：35-41.
③颜丽红.校长职业化与校长专业化[J].教育科学研究.2006(4)：24-16.
①褚宏启.校长专业化及其制度保障[J].教育理论与实践.2002(11)：20-26.
①陈天红.校长职业化的科学定位[J].当代教育科学.2004(21)：26-28.
①克雷曼.孙非等译.人力资源管理[M].北京：机械工业出版社.1999：47-354.
②克雷曼.孙非等译.人力资源管理[M].北京：机械工业出版社.1999：47-354.
①Sykes, G. Public Policy and the Problem of Teacher Quality:The Need for Screens and Magnets[A]. In L.Shulman& G Sykes (Eds.). Handbook of Teaching and Policy [M]. New York, NY:Longman,1983:97-125.
②鲁春霞.论我国社会工作从业人员的专业化建设[J].北京科技大学学报：社会科学版.2004(3)：10-13.
③褚宏启杨海燕等.走向校长专业化[M].上海教育出版社.2009：85-87.
①刘川.校长专业化的现实意义[J].四川教育.1005(5).
②刘川.校长专业化的现实意义[J].四川教育.2005(5).
①Pierce, P. R. The origin and development of the public school principalship. Chicago:University of Chicago Press. 1935.39.
①Pierce, P. R. The origin and development of the public school principalship. Chicago:University of Chicago Press. 1935.39.
②Rousmaniere, K. Go to the principal's office:Toward a social history of the school principal in North America. History of Education Quarterly.2007,47(2):11.
①王秀云.农村校长培养途径的探索[J].中小学管理.2001(12).
①唐纳德C·奥立奇.李皖生.影响美国教育目标的若干社会因素[J].外国中小学教育.1995(1).
②Goodwin. R., Cunningham, M., & Eager, T (. April). The changing role of the secondary principal in the United States:An historical perspective. Journal of Educational Administration and History.2005,37(4):1-17.
①Judith Kafka. The Principalship in Historical Perspective. Peabody Journal of Education.2009,84(3):318-30.
②杨东升.关于小学校长专业化所面临的问题及对策研究[D].西北师范大学硕士学位论文.2005.8.
①程晋宽.试析当代美国中学校长的选拔制度[J].苏州大学学报.1995(3).
①K. Leithwood, P. Hallinger. G. Furman. P. Gronn, J. MacBeath, B. Mulford, K. Riley. (eds.) Second international handbook of educational leadership and administration[M]. Norwell. MA:Kluwer,2002.1071-1101.
②王铁军.中小学校长培训的比较研究[J].江苏教育学院学报(社科版),1997.(2).
③王铁军.中小学校长培训的比较研究[J].江苏教育学院学报(社科版),1997.(2).
④UNIVERSITY of NORTHERN COLORADO(2002-2003). Undergraduate and Graduate Catalog, p170.
①杨海燕.建立和完善我国中小学校长管理制度——校长专业化的制度分析[J].教育理论与实践.2005(1)：17-21.
①郭景扬.中小学校长资格证书制度研究[J].河北师范大学学报(教育科学版).2002(4)：34-38.
①张德伟.美国校本管理背景下中小学校长的素质能力及其培养培训.外国教育研究.2007.34(2)：35-41.
①CCSSO. Interstate School Leaders Licensure Consortium:Standards for School Leaders. Council of Chief State School Officers, Washington, DC,1996.
①Leithwood K., Steinbach R. Towards a second generation of school leadership standards[J]. In Hallinger (ed). Reshaping the Landscape of School Leadership Development:a global perspective[J]. Lisse, The Netherlands, Swets and Zeitlinger,2003.
②张德伟.美国校本管理背景下中小学校长的素质能力培养培训.外国教育研究.2007,34(2)：35-41.
①张德伟.美国校本管理背景下中小学校长的素质能力及其培养培训.外国教育研究.1007,34(2)：35-41.
②杨孝堂.开放教育课程形成性考核情况述评[J].中国远程教育.2001(12).
①Anderson, M. E. Principals:How to train, recruit, select, induct, and evaluate leaders for America's schools[J]. New York:MCGKAW Hill,1991.79.
②Larry Lashway. Improving Principal Evaluation[J]. ERIC Digest,2003.
①Mason F. Shared Road or Separate Paths? A research project for M.Ed.Admin[J]. Massey University, Palmerston North,2001.5.
②Jack McCurdy. Building Better Board-Administrator Relations[J]. Arlington, VA:American Association of School Administrators,1992.
③王如哲.校长评监制度：以美国为例[OE/BL]http://www.edpl.tku.edu.tw/1-13.doc
①王斌华.国外校长评价法[J].中小学管理.1996.7-8.
②Orlofsky, G. F., Olson, L. The state of states[J]. Education Week,2001. (17).
①Rod Paige,. Susan Sclafani.. Michael J. Jimenea. Performance Contracts for Principals. School Administerator.1998.(5).
②Douglas Trelfa. How the Nation's Second Largest School District Holds Educators Accountable. Thrust for Educational Leadership,1999.(28).
①朱开炎.论中小学校长的专业化[J].教育评论,2003(2)：63-65.
②冯大鸣.美国以问题为中心的教师培训模式[J].中小学教师培训.2002(1)：57-58.
①冯大鸣.美、英、澳教育管理前沿图景[M].北京：教育科学出版社,2004：291.
①冯大鸣.海林杰.21世纪校长培训的新特征—与美国范德比尔特大学海林教授的对话[J].教学与管理.2001(8)：3-5.
①张德伟.美国校本管理背景下中小学校长的索质能力素质培养培训.外国教育研究.2007,34(2)：35-41.
①张德伟.美国校本管理背景下中小学校长的素质能力及其培养培训[J].外国教育研究.2007(2)：35-41.
②张兆林.时代呼唤职业校长——对教育改革的思索与展望[N].光明日报,2000-12-29.
①杨海燕.中小学校长专业发展的影响因素[J].教育理论与实践,2003(3)：14-19.
②Gronn, P., & Hamilton, A. (2002).'Abit more life in the leadership':Co-principalship as distributed leadership practice.Paper for the Commonwealth Council for Educational Administration and Management Conference[M], Umea, Sweden,September. p.1058.
①应俊峰.王浩.建立完善校长管理制度促进校长专业发展[J].教育理论与实践.2004(1)：19-13.
②路娜.关于校长评价的校长访谈http://pdn.cea.bnu.edu.cn/training/xzft/xzhpj.php
①王明斌.李斌：国外中小学校长培训目标之比较[J].江苏教育学院学报(社会科学版).1998(4).
①崔继伟.中外校长培训的比较与思考[J].大连教育学院学报.1998(3).
①Wilmore L.Elaine.Principal Leadership:Applying the New Educational Leadership Constituent Council (ELCC) Standards [M].Corwin Press, California.2002.
[1]吴江.张秀阁.校长职业化的思考[J].辽宁教育研究.2003(8)：44-45
[2]贾汇亮.中美中小学校长任职资格制度与标准比较分析[J].广东教育学院学报.2005(1)：81-85
[3]华华.美国中小学校长的选拔、培训与启示[J].世界教育信息.2001(11)：35-36
[4]姚霞.影响美国校长培训发展的因素分析[J].外国教育研究.2003,30(1)：60-64
[5]梁伟.美国中小学校长专业标准及其启示[J].教学与管理.2006(25)：59-62
[6]张东娇、胡松林.英美中小学校长胜任特征模型对中国校长管理制度的启示[J].[7]比较教育研究.2006,27(4)：50-55
[8党亭军.美国农村中小学校长成长模式的变革及启示[J].河北师范大学学报(教育科学版).2008,10(4)：122-124
[9]李儒新.何录兰.苏庆永.体育教练员专业化研究的意义及内容构想[J].湘南学院学报.2007(2)：102-104,116
[10]褚宏启.对校长专业化的再认识[J].教育理论与实践.2005(1)：11-16
[11]范莉莉.职业化——校长队伍建设的价值趋向[J].教学与管理.2004(36)
[12]游清泉.教育的改革和创新呼唤职业化校长[J].湖北函授大学学报.2004(1)
[13]吴江,张秀阁.新课程呼唤校长职业化[J].中小学管理.2004(10)：14-14
[14]王合金.教育也需要经营[J].四川教育.2003(6)：14-14
[15]杨海燕.中小学校长专业发展的影响因素[J].教育理论与实践.2003(3)：14-19
[16]吴开华.国内“校长专业化”研究述评[J].广东教育学院学报.2004(3)：35-41
[17]颜丽红.校长职业化与校长专业化[J].教育科学研究.2006(4)：24-16
[18]褚宏启.校长专业化及其制度保障[J].教育理论与实践.2002(11)：20-26
[19]陈天红.校长职业化的科学定位[J].当代教育科学.2004(21)：26-28
[20]鲁春霞.论我国社会工作从业人员的专业化建设[J].北京科技大学学报：社会科学版.2004(3)：10-13
[21]刘川.校长专业化的现实意义[J].四川教育.2005(5)
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