9.校長的學校文化塑造
Whole-School Reform
WHAT GOVERNS THE SUCCESS OF WHOLE-SCHOOL REFORM?
什麼是影響全校改革的成功？
As with all efforts to improve schools, success is not automatic. A Rand Corporation researcher told Olson, "We're basically, in our analysis, providing a cautionary tale about how difficult it is to grow reform quickly." She went on to say, "We want to have a 'buyer beware' sign out there. Don't think you can just buy this off-the-shelf technology, plug it into a school, and then things are going to improve."
如同所有努力去改善學校，成功不是自然而然的。Rand公司研究員告訴Olson說“在我們的基本分析上，提供了一個有關改革的警戒訊息，改革迅速成長它是多麼的困難。”她接著說，“我們希望有個''買家小心''的標誌在那裡。別以為你可以只買這個現成的科技，將其連接到一所學校，然後一切都將得到改善。 “
Two factors are critical to success, states the RAND report: "Schools where educators felt that they adopted a design without fully understanding it or that they were forced to adopt a design showed lower levels of implementation than schools that were well-informed and had freedom of choice" (Glennan and colleagues).
有兩個因素是成功的關鍵， Rand報告指出：“學校教育工作者認為，他們採取的目的未經完全理解它，或者他們是被迫採取學校的目的，發現實施的下層非常了解學校，並有自由選擇“（Glennan和同事）。
Measurable success, the report noted, came in districts that "had stable leadership that strongly supported the designs, were free of political crisis, had a culture of trust between schools and the central office, provided some school-level autonomy in such matters as budgets and hiring, and provided more resources for professional development and planning."
RAND報告指出成功的改革包括，“穩健的領導，強烈的支持系統，以免於政治危機，學校和中央辦公室有信賴的文化，以提供學校層級的自主性，如預算和僱用等事宜，並提供更專業發展和計畫的資源。
Failure of reform, as well, can be traced to several issues: (1) financing; (2) leadership; (3) commitment to the program; (4) perceptions of the general public, parents, and students; (5) staffing; (6) curriculum; (7) political pressures; (8) racial problems; (9) insufficient facilities; and (10) problems of management and scheduling students and staff communication (Schaffer and colleagues).
另外改革失敗的原因，有：（1）資金、（2）領導、（3）對該方案的承諾、（4）知覺廣大市民，家長和學生、（5）工作人員、（6）課程、（7）政治壓力、（8）種族問題、（9）缺乏設施、及（10）管理和調度問題的學生和員工的溝通等向度。
Success, then, depends on many factors. Patricia Wasley and her colleagues (1997) say that the school's staff must share a common image of a different, more rigorous kind of schooling, be able to deal directly with difficult and often controversial issues, and be willing to receive and act on critical feedback from external sources. In addition, the faculty must have or develop self-analysis skills to monitor data on student achievement, as well as be able to deal simultaneously with multiple aspects of school redesign-curriculum, pedagogy, assessment, and school culture. Involvement of parents is also crucial.
學校如果要成功，那麼，取決於許多因素。Patricia Wasley和她的同事（1997）說，學校的行政人員必須要有一個不同的普遍意識，更嚴格的學校教育，能夠直接處理困難，以及往往有爭議的問題，並願意接受和處理批評性意見從外部來源。此外，教師必須擁有或發展自我監測數據分析技巧對學生的成就，以及能同時處理多個方面重新設計的學校，課程，教學，評估和校園文化。家長的參與也至關重要。
- 心得：
學校改革，不只需要新的計畫，更需要嶄新的教育觀，全新的教育願景。校長是領導者，老師是凝聚者，而團隊的文化和精神是凝聚來的，不是靠領導來的，凝聚出來的文化才會是健康永續的文化。在學校改革的道路上，全體師生應深刻體會到要建立健康永續發展的文化，這才是學校改革真正的核心價值所在。教育理應幫助學生掌握難理解的未來，然而過去的學校教育內容、教學方式、領導方法，都要因應現在的社會，未來，唯一不變的就是變遷，除了開始大步走上改革之道，並沒有其他的選擇。身為一名新世紀的領導者，更需具備足夠的「新世紀專業領導能力」，才有資格成為教育改革中的領航員。
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