Trends in School Leadership. ERIC Digest.
學校領導的趨勢
by Lashway, Larry
Within the last five years, policy-makers and practitioners have confronted the challenge of replacing many retiring educational leaders. Districts have fewer qualified applicants to fill positions requiring an increasingly sophisticated set of skills to deal with everything from school safety to standards-driven accountability.
在過去的五年，政策制定者和實施者面臨了許多退休教育的領導者替換的挑戰。學區有較少的符合資格的申請人去填補職位空缺，那個個職位需要經驗豐富技能，去處理一切的事情從學校的安全到標準為導向績效責任。
The recent passage of the No Child Left Behind Act has turned up the heat even more by putting the full weight of federal policy behind the accountability movement, mandating that schools bring all children-including racial minorities, English-language learners, and students with disabilities-to an adequate level of progress.
最近通過了不讓一個孩子落後法案，發現聯邦的政策將全部的權重放在績效責任運動上，要求學校把所有兒童，包括少數族裔、英語學習生(English-language learners)、殘疾學生，讓這些孩童達到適當進步的程度。
In response, policymakers, researchers, and school leaders themselves have scrutinized the job, asking what skills are most essential and formulating recommendations for reshaping the profession. While consensus remains elusive, several persistent themes have emerged.
在回應中，決策者、研究人員和學校領導者為了重塑這個職業，要求要有一些技能和提出一些想法，他們本身工作已有檢查的性質在裡面。雖然共識的意見仍然難以達到，一些持久性的主題已經出現。
WHAT STANDARDS GUIDE THE WORK OF SCHOOL LEADERS?
什麼是學校領導者工作的標準指標？
With the nationwide emphasis on standards-based accountability, it was inevitable that reformers would propose standards for educators themselves. In recent years, consensus has been building around the standards of the Interstate School Leadership Licensure Consortium (ISLLC), which have guided certification reform in many states (1996). In addition, the National Council for Accreditation of Teacher Education (NCATE) recently aligned its accreditation standards for leadership-training programs with ISLLC (National Policy Board for Educational Administration 2002).
隨著全國重點放在標準本位的績效責任制，這是不可避免的，改革者將提供一些標準給教育工作者他們。近年來，州際間的學校領導證照協會（ISLLC）已建立各地標準的共識，其中指導許多州的認證改革（1996）。此外，全美師資培育認證委員會（NCATE）最近與ISLLC（跨州學校領導者證照聯合會2002）密切的結盟針對領導培訓方案的認證標準。
The ISLLC standards are premised on the centrality of student learning as the measure of educational success. Each standard begins with the phrase, "An administrator is an educational leader who promotes the success of all students by..." The expectations themselves focus on nurturing a vision, sustaining a growth-oriented school culture, managing the organization effectively, collaborating with families and community, acting with integrity, and participating in the larger social and cultural context.
ISLLC標準是建基於學生學習的中心作為衡量教育的成功。每個標準的開頭有個短語“行政人員是教育的領導者，他們是推動所有學生的成功……”這個期望他們著力培養願景，持續一個成長為導向的學校文化、有效的管理組織、與家庭和社區合作、誠信正直的行為，並加入更大的社會和文化脈絡。
Attention is also turning to advanced certification to recognize expert leadership. Using the model provided by the National Board of Professional Teaching Standards (NBPTS), a number of organizations have launched an effort to develop national certification for school leaders (Jeff Archer 2002).
注意力也轉向進階的認證去認可專家領導。使用美國國家教學專業標準委員會（NBPTS）提供的模式，對於學校的領導有些組織已經發起了一項努力發展國家的認證標準（Jeff Archer ,2002）。
Under the proposal, administrators would earn advanced certification through an exhaustive regimen of tests, simulations, portfolios, and self-analysis. As in the NBPTS model, this certification would not be directly tied to state licensure, but would offer a nationally recognized distinction and would send a strong signal that initial preparation is only the beginning of the learning process (David Mandel 2000).
根據建議，行政人員將獲取進階的認證方案透過一個詳盡的試驗、模擬、組合及自我分析的方案。正如NBPTS的模式，這種認證將不能直接連接到國家執證照，但是會提供一個全國性地認可的區別，以及有個強烈的訊號，這訊號是最初前期僅僅只是個學習過程的開始（David Mandel 2000年）。
Although current standards are having a significant impact on leadership preparation, they have critics. C. M. Achilles and William Price (2001) argue that the ISLLC standards fail to identify a distinctive, research-based body of knowledge that would help leaders decide what to do, not just how to do it. Fenwick English (2002) has leveled similar criticism concerning the NCATE standards, viewing them as an attempt to force-fit healthily diverse programs into a standardized model. Nonetheless, most policymakers and practitioners seem confident that judicious use of the standards can reshape school leadership.
他們評論家說，儘管目前在領導準備上標準化是有重大影響。Achilles和William Price（2001）認為，跨州學校領導者證照聯合會(ISLLC)標準未能去確定一個鑑別性的準則，以及研究為基礎的知識體系，這知識體系將有助於領導人決定該怎麼做，不只是如何做到這一點。Fenwick English（2002）有類似的批評有關全美師資培育認證委員會標準，查看他們是試圖去配合健康地各種方案納入一個標準的模式。儘管如此，多數決策者和實行者似乎有自信的，他們明智地使用這些標準可以改變學校領導。
文獻來源；
張德銳認為教學領導(Instructional Leadership)是：校長透過直接或間接的領導行為來制定和溝通學校目標、建立學生學習期望、協調學校課程、視導與評鑑老師的教學、增進學生學習機會、提昇教師專業成長的領導作為。
黃乃熒認為教學領導是：利用教育行政學的領導原理原則，引導與激勵老師致力於提昇學生學習成就與上課的意願。
De Bevoise認為教學領導係指校長為提高教師的教學品質和學生的學習效果，而由校長本身或授權他人所採取的相關措施。這些相關措施包括了擬定學校發展的目標、提供教師教學與學生學習的資源、視導與評量教師的教學、妥善規劃教師進修的課程，以及校長與教師間或教師與教師間和諧、互動的關係等。
九年一貫課程的核心理念為課程與教學的革新，也就是教師專業活動為主要的依據。成功與否，關鍵連繫在校長卓越的教學領導，因此，校長如何整合行政領導與教學領導，以建立校長專業權威的形象，確實是一項重要的課題。
然而行政也就是支持達到教育目標的手段，教與學的改進、促進學校系統運作與提升學生學習成果是行政之目的，在此校長教學領導的角色，即時扮演此種中介式的引領工作。
從學校的教師專業社群、教學輔導教師制度以及教師評鑑等，都是以教學領導之概念為主。所以校長執行教學領導實有其必要性，來帶領學校達到教育目標。
