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