Ken Robinson says schools kill creativity
學校教育扼殺創意？？？
肯．羅賓森爵士(Sir Ken Robinson)以生動活潑的案例來談教育制度。他深切希望教育制度能培育而非扼殺學生的創意。
※中文翻譯版
2010年10月23日
6.校長的校務發展能力
Town schools in top 10 improved心得感想
校長為一校之長對學校的發展與成敗影響深遠，關鍵任務如老師在課堂上所提及的，學校是讓每位學生成功的地方。從此篇的新聞中，可以得知學校發展是否需要改進，可以從學生的學習成就、學校學習的文化以及對學習的態度，可見校長進行校務的發展時必須以學生為主體的規劃，經營一所高成就感的學校，而且要有辦學的理念才能展現出學校的特色。
現今校長遴選制度，任期為四年一任，可連任一次。四年一任的任期中，導致許多的校長會因四年的關係，在訂定校務的發展時將較注重短期的發展和結果，而忽略學校的長遠計畫發展，因此很難有重大的計畫即改變。
校長在經營一所學校時，在進行校務發展的計畫時應以高瞻遠矚的方向訂定，最重要的是現今以學校本位為導向，校長要有辦學的理念，發展學校特色，學校是以教學為主，讓學生在充滿學習的環境下學習。
2010年10月20日
5.校長的評鑑與甄選
Recruiting and Selecting Principals. ERIC Digest Series Number EA27.
校長聘任及遴選
It is predicted that half of all current U.S. principals will retire within the next four or five years. Aware of the difference effective leadership can make, many school districts are reviewing unsystematic hiring practices that have emphasized image over skill, and are beginning to embrace a more comprehensive and well-thought-out principal recruitment and selection process.
據預測，在未來的四、五年美國目前的校長將有要一半退休。意識到可以進行有效的領導作用的差異，許多學區正在檢討強調圖像多餘技巧亂無章法的聘任做法，而且開始接受更全面和深思熟慮的校長聘任和甄選過程。
WHAT CRITERIA SHOULD SCHOOL DISTRICTS CONSIDER WHEN SELECTING A PRINCIPAL?
當臨選校長時學區應考慮需要什麼的準則？
A list of competencies for principals recommended by a National Association of Secondary School Principals' task force includes problem analysis, organizational ability, decisiveness, effective communication skills, and stress tolerance.
全國中學校長協會(NASSP)提出一個校長能力建議的清單， 包括問題分析、組織能力、做決策能力、有效的溝通技巧、講求寬容。
In addition to traditional requirements such as these, personal qualities must also be given consideration to counter what Richard Ihle (1987) calls a disturbing trend "toward greater weight being given to academic credentials." The NASSP has developed a statement of ethics for principals that recognizes their important professional leadership role in the school and community.
除了傳統的要求，如其中個人素質也必須加以考慮進去Richard Ihle（1987）說到一個令人不安的趨勢“學歷證明越來越被重視。” NASSP發展一個校長的道德聲名，在學校和社區認為校長的專業領導的角色被認為是極重要的。
Principals must articulate a vision and values that they can use to transform or revitalize a school's atmosphere, according to the Office of Educational Research and Improvement's Principal Selection Guide (1987). They should be determined, creative, and enthusiastic--willing and able to confront problems and seek out opportunities to inspire their school communities toward beneficial change. This growth needs to occur, Richard DuFour and Robert Eaker (1987) state, through empowerment rather than coercion, by "delegating, stretching the ability of others and encouraging educated risk." The principal must be the catalyst and champion of school improvement.
校長必須清楚說明願景和價值觀，他們可以用它來改造或恢復學校的氣氛，根據官方教育研究與改進校長遴選指南（1987）。他們應該要有決心、創造性和熱情 --- 願意並能夠面對問題，並且尋找機會去激發他們學區朝向有益的變化。出現這些的增長需求，Richard DuFour 和 Robert Eaker（1987）說明，透過增能賦權，而不是強迫，以“授權委託、展開他人的能力，並且鼓勵訓練的風險。”校長必須是催化劑和學校改善的聲援者。
2010年10月13日
4.校長的專業實踐促進
Global advice for head teachers
(last paragraph)
Sharing ideas意見交流
There would be individual national networks, plus access to common international heads network.
有各自的國際網絡，加上共同國際校長網絡的存取路徑。
And e-learning materials for head teachers, produced by the college, could be made available to an international educational community.
而且國家學校領導學院製作e化學習教材給校長學習，可以在這種國際性的教育社群中取得。
Tony Richardson, the college's director of online learning, says that there has been great interest in setting up a world forum for sharing best practice among heads.
"Whether it's raising standards, managing behaviour or tackling underachievement, schools are facing similar questions," he says.
Tony Richardson線上學習學院的主任，他說設立一個世界論壇分享校長最佳的實務經驗是有趣的。無論是提高標準、行為的管理或是處理低學業成就的學生，學校正面臨著類似的問題。
And he wants heads to be able to learn from the lessons discovered by other countries.
他希望校長能夠汲取其他國家已發現的經驗教訓。
Education has many common themes around the world. For instance, in the United States and the United Kingdom there have been many parallels in the shortages of teachers and the problems of low standards in deprived areas.
在世界各地教育都有遇到相同的問題，如：美國和英國有許多相類似的問題像教師短缺和貧困地區的低水準問題。
Debates over the use of private companies in state education and the funding of higher education are also common to many countries.
And political parties and education authorities are increasingly looking overseas for inspiration.
國家教育中的私人機構使用的爭論和高等教育資金募集在許多國家是很普遍的。而且政黨和教育當局越來越希望往海外尋找靈感。
Two years ago, the Department for Education took teachers from England to see examples of school systems in the United States.
And the Conservative party's education spokesperson has visited several countries in Europe to gather ideas.
兩年前，英國的教育部引領英國教師理解美國學校系統的例子。且保守黨的教育發言人已經在歐洲幾個國家訪問，收集各種意見。
2010年10月5日
3.校長的專業知能培訓
1.Five Key Issues in Restructuring
(paragraph 3.4)
SCHOOLS AS OPEN SYSTEMS學校開放系統
Restructuring is not occurring primarily because educators simply want to improve schools. External pressure and demands are important motivators. The business community, in particular, has become vocal and articulate in its call for fundamental change in education. Schools are not "closed systems" that can decide what they want to do and set their standards for success in isolation from their constituents.
轉型(再造)不是根本地發生，是因為教育工作者簡單地想要改善學校。外部壓力和需求是重要的驅使因素。企業界，特別是已成為聲響和清楚的說明在他們口中，並說明其要求在教育的根本轉變。學校不是“封閉系統”，他們可以決定他們想要做什麼，並從他們的參與人員中獨自設置其成功標準。
As educators respond to these external pressures, it becomes clear that schools cannot accomplish their mission without the active support of the community at large, including parents, businesses, and governmental agencies. Guthrie (1991) summarizes this call for greater integration of services, particularly between social service agencies and schools: "Now is the time to look at the full range of functions that schools are being asked to perform and identify which of those the school is best suited to handle, which can best be provided by other institutions and agencies, and which can best be accomplished by joint effort. The challenge is not simply to divide up responsibilities, but to reconceptualize the role of the school and relationships among the school, the community, and the larger society. The new arrangement must be designed so that it shifts the emphasis of each agency away from itself and toward the client: the child."
PRINCIPALS AND POWER校長和權力
Hallinger and others (1991) report that "principals viewed the effects of restructuring on themselves almost exclusively in terms of power. They forecast new roles with fewer decisions to make by themselves leading to a loss of control and power." Goldman and others (1991) found principals who were learning to redefine their roles in restructuring schools by becoming facilitators. These principals actually perceived an increase in their power and influence as they came to employ new skills such as directing data to teachers to enable them to develop a vision and make decisions, creating new leadership roles and decision-making structures, and allocating resources to achieve the vision.
The ability of principals to make this transition from one leadership style to another, to perceive power as something that is multiplied rather than reduced when it is shared, seems to be one of the key issues affecting the long-term success of restructuring. The issue is not solely governance structures, such as site councils, but the principal's leadership style in relation to such councils.
校長的能力，使這個領導作風，從一種轉變到另一種，覺知權力的東西是成倍增加而不是減少的當權力是共享的時候，似乎是一個關鍵問題影響長期組織再造的成功。這個問題不僅僅是管理方法結構，如諮詢委員會，但校長的領導風格與委員會有關。
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