教育領(lǐng)導(dǎo)與學(xué)校效能(完整版)
【正文】 uwait and the United Arab Emirates, women can neither stand for election nor vote”.(The Hutchinson Encyclopedia, 2021, 1151) ? In the three counties of Shanxi Province, there were no women head teachers in the 89 secondary schools( Coleman, Qiang, and Li, 1998). 多元社會(huì)中的教育領(lǐng)導(dǎo) (3) ? That the government had made great attempts to create more and more opportunities in recent decades, the therefore, gender discrimination does not exist in China”(Li) ? “That women can be good teachers, but their professional and body quality proves that they are no better than men, or even that they are not as good as men. They are therefore unfit for higher level posts” (Ma), ? “That it was not worth fostering women cadres because women are troublemakers (Zheng, Z). ? “ The government does not pay serious attention to the issue of using women cadres”( Qiang, the only female head teacher) ? The women of Peoples’ Republic of China are entitled to the same rights as men in politics, the economy, culture, society, family life, etc. The state protects the rights and benefits of women, and ensures men and women engage in the same professions and receive the same pay. And it fosters and selects women cadres.(Article 49, Chapter 2 of the Constitution of PRC). 學(xué)校領(lǐng)導(dǎo)的范圍 ?就學(xué)校領(lǐng)導(dǎo)而言，領(lǐng)導(dǎo)者的范圍不僅包括校長(zhǎng)，副校長(zhǎng)， 還應(yīng)包括教務(wù)主任，年級(jí)組長(zhǎng)等中層管理人員，乃至教師及學(xué)生。 People prosper with trust, encouragement and praise. (Wasserberg, 1999, 155) – （援引自英國(guó)學(xué)校領(lǐng)導(dǎo)國(guó)家學(xué)院資料） 領(lǐng)導(dǎo)的視野 (1) ? ―杰出的領(lǐng)導(dǎo)都對(duì)自己的學(xué)校有一種視野 —對(duì)未來(lái)美景的精神勾勒 ,這種視野是與所有員工共享的 ” .‖(Beare, Caldwell, and Millikan, 1989). ? ―成功的領(lǐng)導(dǎo)基于個(gè)人及專業(yè)的價(jià)值為自己的學(xué)校發(fā)展一種視野 .他們利用任何機(jī)會(huì)來(lái)闡述這種視野和影響員工及其他利益關(guān)系人來(lái)共享這種視野 .學(xué)校的辦學(xué)理念 ,組織和活動(dòng)都是朝向這種共享視野而緊密聯(lián)系在一起的。這本來(lái)是件好事，因?yàn)檫@些批評(píng)體現(xiàn)了多元思維的特色。巴勒斯坦與以色列爭(zhēng)奪耶路撒冷就是明證。從另一角度，不管張的文化底蘊(yùn)，審美，藝術(shù)修養(yǎng)如何怎樣。 (The Commonwealth Secretariat, 1996). “杰出的 ,堅(jiān)強(qiáng)的 ,堅(jiān)定的 ,專業(yè)的領(lǐng)導(dǎo)是提高學(xué)校效能的主要因素”。 clarity of purpose, structured lessons, adaptive practice) 高效能 /優(yōu)質(zhì)學(xué)校的 11個(gè)特點(diǎn) /要素 (2) ? ―高的期望值 ” High expectations( all round) ? ―積極強(qiáng)化 ” Positive reinforcement(clear and fair discipline,feedback) ? ―追蹤進(jìn)度 ” Monitoring progress ? ―學(xué)生的權(quán)利和責(zé)任 ” Pupil rights and responsibilities(raising pupil selfesteem) ? ―家庭 學(xué)校合作關(guān)系 ” Homeschool partnership(parental involvement in their children’s learning) ? ―學(xué)習(xí)化的組織 ” A learning anization :schoolbased staff development.(Sammons et al, 1995, IOL, OFSTED) 薄弱學(xué)校的形成原因 ?―缺乏視野 ” .―Lack of vision‖ ?―領(lǐng)導(dǎo)行為混亂 ” .―Unfocused leadership‖ ?―教職工之間 ‘ 內(nèi)耗 ’” .Dysfunctiona
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