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."

教育者回應這些外部的壓力，沒有積極支持的廣大民眾，包括家長，企業和政府機構，學校不能完成任務。Guthrie（1991）概述更多服務整合的這個呼籲，特別是與社會服務機構和學校之間：“現在是時候來看功能齊全的學校，學校被要求執行，並確定哪些學校最適合掌控的，最能提供給其他政府機構和教育機構，以及能夠最好共同努力一起完成。面臨的挑戰不是簡單地劃分責任，而是再概念化學校的角色以及學校、社區和整個社會之間的關係。新的安排方式必須設計，以致每個機構改變得是強調這些顧客：孩子們，而不是機構自己本身。“

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.

Hallinger及其他學者（1991）報告指出，“校長觀察組織再造的結果對自己的影響幾乎只有某些的權力。他們預測，新的角色少數由自己來決策，導致控制和權力的喪失。” Goldman和其他人學者（1991）發現校長他們在學校組織再造時學習重新界定自己，變成一個催化者的角色。其實，這些校長認為增加他們的權力和影響力，因為他們是採用新的技術，例如指導教師一些資訊，使他們發展願景和作出決策，創造新的領導角色和決策結構，並分配資源來實現願景。

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。

文獻來源：http://www.ericdigests.org/1992-4/five.htm