7-1 Good Principals:What Traits Do They Share?

Good Principals:What Traits Do They Share?

好校長：他們有什麼特質？

Do you want to be a better principal? Maybe you're thinking about becoming a principal and wondering if you have what it takes. This week, Education World's Principal Files principals tell about the "principal qualities" that are most important to being a successful school leader. Included: Links to other resources that provide further insight.
你想要成為一位好校長嗎？也許你可以想想看！本週，世界教育的「校長檔案」（Principal Files）中的校長談論有關「校長特質」的議題，這對想要成為一個成功的學校領導者是很重要的。包括：可以提供長遠視野的其他資源。

Do you want to be a better principal? Maybe you're thinking about becoming a principal and wondering if you have what it takes. A few weeks ago, Education World asked our Principal Files principals, What, do you think, are the most important traits of a good principal, a strong school leader? This is what Ed World's P-Files principals had to say. BE A GOOD LISTENER

你想要成為一位好校長嗎？也許你可以想想看！幾週以前，世界教育詢問「校長檔案」Principal Files中的校長：你認為什麼是一位好校長或學校領導者最重要的特質？他們回答道：成為一位好的傾聽者。

"Listening and understanding what you have heard is one of the most important traits of a strong principal," said Steven Podd, principal at Islip (New York) Middle School. "By listening to others, I can find ways to solve problems, help kids and parents, and support teachers." A simple answer, it seems, added Podd. "But look around you. Notice how many people really listen to you when you speak. It's a critical skill!"

「傾聽和瞭解是成為一位卓越校長最重要的特質」一位中學校長Steven Podd這樣說到。「藉著傾聽他人，我可以找到方法去解決問題、幫助學生和家長以及支持教師。」這似乎是很簡單的答案，Podd又說，「但看看你周圍，有多少人是真的願意用心傾聽你說的話，這真的是一項關鍵能力。」

"Being a good listener is an important trait for administrators to possess," added Bonita Henderson, assistant principal at Pleasant Ridge School, a K-8 school in Cincinnati. "Children and teachers have important things to say, and a lot can be learned and gained from listening well to them."

「成為一位好的傾聽者也是行政管理者需要擁有的一項重要特質」一位學校的副校長Bonita Henderson說道。學生和老師所需要的資源或需求可以從傾聽他們的心聲中得到。

Principal Bill Meyers agrees. "People do not always expect a principal to solve their problems," said Meyers, principal at Lincoln Elementary School in Sterling, Illinois. "Many times, they just need someone who will listen to their concerns. An effective administrator knows when it is appropriate to shut up and just listen."

一位小學校長Bill Meyers說到：「人們通常不會期待校長去解決他們的問題。很多時候，他們只是需要一些人可以傾聽他們所在意的事情。一個有效率的行政管理者總是知道在適當的時候閉上嘴巴，專心傾聽。」

Being "able to listen objectively with sincere eye contact" is essential, said Lucie Boyadjian, principal at Glen Oaks School in Hickory Hills, Illinois. "Listening conveys a caring attitude, and caring is a building block for trust," added Boyadjian. "The ability to build trust is an essential human relations skill that greatly facilitates interpersonal communications."

「予以真誠的眼神且專心傾聽是很重要的」，一所學校的校長Lucie Boyadjian說道。Boyadjian又補充說明之：「傾聽傳達了關心，而關心正是信任的組成要素之一。建立信任能力是一個重要的人際關係技巧，它也促進了人際方面的溝通。」

Mary Ellen Imbo, principal at Westwood Elementary School in

Broken Arrow, Oklahoma, has been part of several committees charged with hiring administrators for Broken Arrow's 14 elementary schools. "As I've sat in on administrative interviews," said Imbo, "I've learned that listening skills are of utmost importance."

俄克拉荷馬州（Oklahoma）的部分委員會負責招聘Broken Arrow的14所小學的行政管理者（校長）。一所小學校長Imbo說：「如同我坐在行政面談中，我瞭解到傾聽是最重要的。」

"We have put aside the authoritarian leader," added Imbo. "Today's principal needs to develop teacher leadership, promote parent involvement, facilitate site-based decision making, and make decisions in the best interest of all children. In order to accomplish all those things, a strong principal must be a good listener and flexible."

Imbo又說：「我們要把獨裁領導方式放一邊。今日需要的是發展教師領導，促進家長參與及學校本位決策，並以學生利益為優先。為了完成這些目標，一個卓越的領導者必須要兼具傾聽力與柔軟力。」

文章來源：http://www.educationworld.com/a_admin/admin/admin113.shtml

6-2 Leadership Teams

Characteristics of a high-performance team:

高績效的特色團隊

• Participative leadership - creating an interdependence by empowering, freeing up and serving others.

參與式領導-透過授權、下放及服務他人的觀念建立一個互依互賴的團體。

• Shared responsibility - establishing an environment in which all team members feel responsibility as the manager for the performance team.

共同承擔責任-建立一個環境讓所有的團體成員都能承擔管理的責任。

• Aligned on purpose - having a sense of common purpose about why the team exists and the function it serves.

結盟的目的-就是擁有一個共同的目的，為什麼團隊會存在及它所服務的功能。

• High communication - creating a climate of trust and open, honest communication.

高溝通管道-建立真誠開放的氣氛以及誠實的溝通。

• Future focused - seeing change as an opportunity for growth.

放眼未來-看見成長轉變的契機。

• Focused on task - keeping meetings and interactions focused on results.

聚焦工作-持續地討論和互動，並把焦點放在結果。

• Creative talents - applying individual talents and creativity.

創造才能-應用個人能力與創造力。

• Rapid response - identifying and acting on opportunities.

快速反應-確定機會並馬上行動。

Who is Part of Your Team and What Does The Team Do?

你的團體成員是誰？這個團隊都在做什麼？

• Management Team (Superintendent and Administration) plus Governance Team (School Board)

管理團隊（總監及行政）加治理團隊（學校董事會）

Vision (Planning)   視覺（規劃）

• School Board - creates, reviews and approves

學校董事會-創造、審查和批准。

• Administration - recommends process, develop and plans (decides what), and implements plans (decides how)

行政-建議的過程中，發展和計畫（決定何事？）以及實施計畫（決定如何）

• Structure (policy) 結構（政策）
• School Board - creates reviews and adopts

學校董事會-建立評價並採用。

• Administration - recommends and implements

行政-建議和實施。

• Advocacy (communication) 宣傳（溝通）
• School Board - represents public interest, seeks public input

學校董事會-代表公眾利益，尋求公眾意見

• Administration - acts in public interest, seeks and provides public information

行政-為公共利益奔走，尋找並提供公共資訊。

• Accountability (Evaluation) 責任（評價）
• School Board - monitors progress toward goals, evaluates the board standards and personnel in accordance

學校董事會-監督目標及過程，評鑑委員會標準及個人參照。

• Administration - implements evaluation of programs

行政-實施方案的評鑑

心得：本文談到一個高績效的特色團隊，需要參與式領導、溝通、共同承擔責任等元素，這是非常重要的。現今紅透半邊天的蘋果產品研發團隊，在設計過程中，每個設計師必定要互相互動，並溝通自己的設計構想與理念，與其他設計師融合與討論之後，才會有現在如此方便且功能強大的I-pad或I-Mac等產品。



資料來源:  http://www.nsba.org/sbot/toolkit/LeadTeams.html

5-3 School-Based Management

           What Are the Responsibilities of Stakeholders?

           什麼是利害關係人的責任？

Although there are many varieties of SBM, a review of studies on SBM and interviews with its practitioners led to the following generally accepted descriptions of stakeholders' roles and responsibilities.

雖然有很多SBM的類型，但之前SBM的研究以及和其實踐者訪談的結果，引導著一般可被接受的利害關係人角色與責任的描述

The NSBA recommends that district policies "should focus the attention of shared decision-making teams on developing and implementing a plan for improving student learning." This can be accomplished by the district setting "measurable goals linking the vision of the district's future with its action plan for getting there." Through such a plan, the school board can ensure "coherence and continuity throughout the district and over time."

NSBA建議區政策：應該把焦點放在發展團體分享作決策和實施改進學生學習的計畫。這可以藉著區域的環境來完成：可測量的目標與區域未來可達到的遠景互相連結。透過這個計畫，學校董事會應該確保：地區政策一致性和連續性。

The key word that describes the administration's role in SBM is facilitate. The district office facilitates instead of controls schools' actions by formulating and defining the district's general polices and educational objectives. The superintendent and district office also provide professional development opportunities, encourage risk-taking and experimentation in teaching methods, serve as models by using SBM themselves, and create communication links between the school and district staff (David 1989).

關鍵字是描述SBM在管理上的角色是有幫助的。區政府機關的幫助代替了藉著規劃和定義區政策和教育目標來控制學校的行動。監督者和區政府機關也提供了專業發展的機會，鼓勵老師們嘗試教學方法，藉著利用SBM本身成為一種模式和創造學校和區全體職員之間的溝通連結。

At the building level, the principal is usually the key figure in fostering shared governance within the school. Principals not only have increased responsibility and authority in school program, curriculum, and personnel decisions, but also increased accountability for student and program success. Principals must be excellent team leaders and delegators.

校長通常是治理學校的關鍵人物。校長不只是在學校計畫、課程和個人決策方面的責任與權力增加，而且對學生和方案的成功也負有責任。校長必須是一位卓越的團體領導者與代表。

Teacher empowerment and accountability are major ingredients of SBM. Teachers influence decisions by participating in planning, developing, monitoring, and improving instructional programs within the school.

老師的增權和責任是主要SBM主要的關鍵因素。老師藉著參與計畫、發展、監督和改善學校內教學方案來影響決策。

Involvement of parents is essential to successful implementation of SBM. Ultimately, the argument for parent involvement rests on two benefits to children: better attitudes toward school and higher grades.

家長的參與對SBM的成功是重要的。最終，家長參與爭論取決於兩個對孩子有益之處：有更好的態度來對待學校及取得較高的成績。

       What Is the Best Way to Change to an SBM System?

    什麼為最好的途徑可以轉變為學校本位管理系統？

To ensure SBM success, stakeholders need to understand what SBM is and how it is implemented. Each participant must understand his or her new roles, responsibilities, and accountability. School and district leaders must be supportive of SBM and ensure that communication channels will be kept open. Most of all, SBM must be given time to succeed; researchers recommend anywhere from three to fifteen years' minimum commitment to SBM.

為了確保SBM的成功，利益關係人需要瞭解SBM是什麼以及SBM如何實施。每一個參與者必須要瞭解他新的角色、責任。學校和區領導者必須要支援SBM和確保溝通管道可以保持暢通。大部分，SBM必須有時間才能成功。研究者建議不管是任何地區至少都要3~15年的時間。

Schools changing to an SBM system should do the following: make sure there is a firm commitment to SBM at the state, district, and school levels from the outset; seek out a qualified SBM consultant; be willing to accept that during the transition mistakes will be made; and reward stakeholders for performance.

學校變成SBM系統應該做以下的事項：首先確保有一個SBM的堅定承諾，在州，區，以及學校各級；找一個合格的校本管理顧問；願意接受在過渡期間會犯錯;和獎勵利益相關者的表現。


資料來源：http://eric.uoregon.edu/publications/digests/digest099.html

4-4Trends and Issues: Administrator Training

•  PBL Project - Leadership & School Culture (Instructor Edition)＆ PBL Project - Leadership & School Culture (Student Edition)

領導和學校文化（教師版）＆（學生版）

In this project, students face the challenges inherent in a changing school context. It is intended to help principals-in-training gain additional insight into how people respond to change and to learn more about the leader's role in supporting, stimulating, and guiding change within the school environment. Specifically, students contend with the problem of a veteran school faculty facing multiple changes in their work context over which they feel little control.

在這個計畫中，學生在一個不斷變化的學校內在環境中面對挑戰。它的目是協助校長的培訓，讓他們得到更多視野，知道如何去應對變化，和學習有關領導者角色的支持、激勵和引導學校內環境的轉變。具體而言，學生應該爭論一個老學校教師在他們工作中面對多重挑戰問題，因為他們總是覺得難以控制。

• PBL Project - Time Management (Instructor Edition) &PBL Project - Time Management (Student Edition)

時間管理（教師版）＆(學生版)

Instructors participate in a simulation involving a range of activities and problems—handling correspondence, dealing with interruptions, conducting a classroom observation, holding an unscheduled meeting with a hostile parent, and making an oral presentation to a group of concerned parents

指導員參與一個模擬大範圍的活動和問題-，處理通信和中斷的問題、進行課堂觀察，召開一個不定期的會議，面對敵對的家長和舉辦口頭報告給一個家長團體。

•      PBL Project - Write Right! (Instructor Edition)

正確書寫（教師版）

Since writing is a central communication tool used by principals, principals-in-training must hone their writing skills. This project focuses on organizing, preparing, and editing written communication; it gives special attention to memos, the principal's most frequently used form of written communication.

對於校長而言，寫作是一個中央的溝通工具。校長在培訓中必須磨練自己的寫作能力。這個計畫的焦點在於組織、準備和編輯寫作溝通。它特別重視備忘錄，其中最常用的是寫作形式的溝通。

•       Problem-Based Learning for Administrators

                   對管理員 的 問題導向學習

PBL Projects: A New Curriculum for Administrator Training

PBL 計畫：管理者訓練的新課程

In a PBL environment, instructors present students with problematic situations called projects. A project is the basic unit of instruction in a PBL curriculum. Although the problems are simulated, students experience them as real. Working together in small teams, students assume responsibility for responding to the problems they are presented with. Instead of functioning as dispensers of knowledge, PBL instructors serve as observers and advisors.

在PBL的環境中，指導者呈現給學生的是問題情境，這稱為計畫。一個計畫在PBL的課程是一個基本的教學單位。雖然這個問題是模擬的，但學生就好像真的經驗過一樣。在一個小團體裡面工作，學生應該為他們提出的問題回應負責。PBL的指導員不是作為知識掌權者的功能，而是觀察者和建議者。

Instructor and Student Editions

教師和學生版本

The authors have created two versions of each project - a student edition and an instructor edition. The instructor edition includes an extra section called a Teaching Note, which offers an overview of the project, suggests ways of setting the stage for the project, informs instructors of issues that may surface during the course of the project, and recommends topics instructors may wish to address when offering feedback to students.

For instructors' convenience, project authors have compiled a range of required and optional reading materials for students to review and digest prior to the start of each project simulation. Fees paid to the copyright holders for reproduction of these materials are included in the price of each project.

作者為為每個計畫創造兩個版本，學生版和教師版。教師版包括一個額外的區域稱為教學說明（Teaching Note），它提供一個計畫的概況，為計畫建議設定階段方法、通知指導者計畫表面的問題等

為了指導者的便利，計畫作者必須為學生編譯一個需求和可選擇的閱讀材料的範圍，讓每個計畫模擬前，學生可去複習和消化。

Other Organizations  其他組織

• Search the Online Directory of Organizations

搜尋線上的組織目錄

Organization Name	State/Country
Center for Creative Leadership 創造力領導中心	NC
Center for Educational Leadership (Colorado) 教育領導研究中心（科羅拉多州）	CO
Center for Instructional Research and Curriculum Evaluation 教學研究與課程評鑑中心	IL
High/Scope Educational Research Foundation 高等/範圍 教育研究基金會	MI
Institute for Development of Educational Activities, Inc. 教育活動發展協會/公司	IL
Institute for Quality Learning 優質教育協會	AZ
MegaSkills Education Center of the Home and School Institute, The MegaSkills家庭教育中心和學校協會	DC
National Governors' Association Education Program 全國州長協會教育計畫	DC
National Resource Center for Paraprofessionals in Education and Related Services 輔助專業人員教育及相關服務之國家資源中心	UT
National School Public Relations Association 全國學校公共關係協會	MD
Pennsylvania School Boards Association 賓夕法尼亞州學校董事會協會	PA
Society for Applied Learning Technology 學習科技應用協會	VA

You can perform a search for organizations using more specific criteria by visiting our Directory of Organizations page.

             Directory of Organizations組織目錄

The Directory of Organizations in Educational Management, formerly a print only publication, is now available as an online database. The purpose of the Directory is to guide users to sources of information on a wide range of topics related to educational policy, management, leadership, and organization of K-12 schools. The Directory lists service and research organizations in this field. For each organization, the Directory gives the title, director's name, phone and fax numbers, address, purpose, scope of subject area, topics of publications, service policy, and other information.該目錄的組織在教育管理，以前是只打印出版物，現在可作為一個在線數據庫。 其目的是指導用戶的資料來源，議題很廣泛包括有關教育政策，管理，領導和K - 12的學校組織。 該目錄列出了在這一領域的服務和研究組織。

參考來源：http://eric.uoregon.edu/trends_issues/training/resources.html