11-1 A Lesson for Principals: Put Instruction First

A Lesson for Principals: Put Instruction First

給校長的一堂課：視教學為第一要務

Making time for a focus on instruction is very difficult, said Joy Hood, a coach with a principal leadership program in Denver. We help principals see which of their daily activities add value to their role as an instructional leader, which jobs are necessary, and which are a waste of time Education World writer Sharon Cromwell recently interviewed participants in Denvers principal leadership program. Included: Principals and coaches share practical information and guidelines for instructional leadership mentoring.

把時間放在教學上是非常困難的，一位在Denver推動校長領導計畫的教練Joy Hood說道。我們幫助校長去觀察他們每日的活動並為他們成為教學領導者這個角色附加更多的價值，這個工作是必須要去做的。一位世界教育的作家Sharon Cromwell最近面談了在Denver這個校長領導計畫的參與者。包括：校長和教練們分享了實用的資訊和教學領導的指導準則。

Many principals spend so much time on strictly administrative tasks that they lose touch with teachers and students and with the learning thats actually happening in the classroom. To find ways of growing closer to what students and teachers experience in their schools, 33 principals from the greater Denver area have been participating in an instructional-leadership training program offered by the Denver Public Education and Business Coalition (PEBC).

很多校長花費不少時間在行政嚴格管理上，但他們卻失去了和教師、學生們在教室中實際接觸和學習的機會。為了找出能讓校長和老師、學生們的經驗更緊密連結的方法，33位來自Denver的校長參與這次由Denver Public Education and Business Coalition (PEBC)丹佛公共教育和商業聯盟所提供的教學領導培訓計畫。

Making time for a focus on instruction is very difficult, Joy Hood, a coach with the PEBC program, told Education World. Spending time with principals and helping them examine how they spend their time is very useful. We help them see which of their daily activities add value to their role as an instructional leader, which jobs are necessary, and which are a waste of time. Helping them design new schedules, eliminate certain activities, and delegate certain responsibilities are some of the ways we can help.

花時間幫助校長檢視他們如何運用時間是非常有用的。我們幫助他們看出他們每天的活動並為他們成為教學領導者這個角色附加更多的價值，這個工作是必須要去做的，且是費時的。協助他們設計新的行程表、排除某些活動和代表某些責任等等，這些是我們可以提供的幫助。

With the tremendous pressure -- and guidelines from the federal government, state governments, and local school districts -- principals are often not sure what matters most and what will improve academic achievement at their schools, Hood said. The lower the test scores, the more pressure, she added.

從聯邦政府、州政府和地方學區所伴隨而來的巨大壓力和準則，校長們往往不確定什麼事是最重要的，什麼是可以改善他們學校的學術成就，Hood 說道。而較低的考試分數，又會帶來更多的壓力，她補充道。

Principals need to practice fearlessness, Hood said, acknowledging that doing that was difficult. Providing support for principals through networking and study groups, she added, can help them make the decisions they think are best for their students.

校長們需要練習無畏，Hood說道，承認這樣做是很困難的。透過網絡和研究團隊提供校長更多的支持，這樣做可以幫助他們為其學生做出最好的決定。

ESSENTIAL ELEMENTS 基本要素

Lori Conrad, project director for PEBC, reflected on some essential elements of instructional leadership that coaches shared with principals. The following are among the keys to being an instructional leader:

一位PEBC的計畫主管Lori Conrad反映一些教練和校長分享的教學領導之重要元素，以下是成為教學領導者的關鍵：

• Have constructive determination; cultivate perseverance, and always think of the positive intent behind the ideas and participation of others.

有積極的決心；培養堅忍不拔的毅力和永遠正向思考事情背後的目的與意義。

• Practice fearlessness; stand by beliefs even in difficult situations.

練習無畏；在困難的情境中堅定自己的信念。

• Cultivate leadership among teachers and other staff members because they are so much closer than the principal to the day-to-day instructional lives of students.

培養教師和其他員工領導力，因為他們可以比校長有更多時間中在日常中與學生有更多緊密的連結。

• Find peer support. Being a principal is a terribly lonely job -- dont go it alone.

尋找同儕的支持。作為一位校長是非常孤單的工作，所以不要獨自一人埋頭苦幹。

參考來源：http://www.educationworld.com/a_admin/admin285.shtml

10-2The Best and Worst Things About Being a Principal

The Best and Worst Things About Being a Principal

成為一位校長最佳及最壞的事

A recent study by Public Agenda documents principals' feelings about their jobs. Today, Education World does its own survey. Our Principal Files principals share their thoughts about the best and worst "principal tasks." Included: Join the "Best and Worst Things About Being a Principal" discussion on our Administrators message board!

最近有一份研究調查出校長對其工作的感受度。在校長檔案中的校長分享他們對校長這份工作最佳及最壞的描述。包括：加入“成為一位校長最佳及最壞的事”的留言版中討論。

It was the best of times, it was the worst of times ...

最佳及最壞的時刻

I doubt that being a principal was what Charles Dickens had in mind when he put pen to paper -- but that opening line from A Tale of Two Cities might describe the feelings many principals have about their jobs.

我懷疑，成為一位校長（首長）在Charles Dickens（雙城記的作者）的心中是什麼，從雙城記延續下來描述很多校長（首長）對他們工作的感受度。

According to a recent study conducted by Public Agenda, most principals are overwhelmed with the workload associated with their job. The job, it seems, has so many facets that no Superman or Wonder Woman could do all the job entails and do it all well. Think about it -- it would be impossible for one person to be accomplished at a long list of "principal tasks" that includes

根據最近的研究指出，大部分的校長都是不堪重負其工作量。這份工作有很多方面不是卓越的人才可以做到完美的。仔細思考，這亦是不可能一個人完成的工作項目清單，包括：

• budgets 預算
• community relations 社區關係
• curriculum/professional development  課程/專業發展
• dealing with parent issues  處理家長議題
• discipline紀律
• facility management/coordination  設備管理/協調
• program/mission evaluation and strategic planning 計畫/任務評估以及策略規劃
• school safety 校園安全
• student assessment  學生評估
• teacher evaluation   教師評鑑

Some communities recognize that the principal's job has changed dramatically in the last decade or two. They have relieved principals by hiring administrative assistants or co-principals to share the growing list of duties.

一些團體瞭解到，校長的工作在過去十年或二十年發生了巨大的變化。他們藉著雇用行政助理和副校長減輕校長的責任及負擔。

So what responsibilities would principals never give up? What responsibilities would they willingly relinquish? The answers to those questions depend on the principals with whom you speak. We talked to our team of Principal Files Principals. We asked them to tell us which responsibility provided the most job satisfaction. Of course, we also asked which duty they would get rid of in a heartbeat. Here's what our Principal Files principals had to say.

所以，什麼責任是校長們無法捨棄的？什麼責任是他們願意放棄的？

我們問了校長檔案中的校長，要求他們告訴我們什麼樣的責任會提供最佳的工作滿意度。同樣地，我們也問了什麼樣的責任是他們無法擺脫的？下面是校長檔案中的校長所說的話。

IT WAS THE BEST OF TIMES 這是最佳的時刻

Perhaps you will find it surprising to learn that several of our Principal Files team members enjoy their student discipline responsibilities most of all. "I enjoy the direct contact with children, steering them to make better choices," principal William Sheehan told Education World. "The issues that arise provide settings for real-life learning. Learning to make wise decisions in our roles as 'good citizens' is a process where caring and patient guidance and reinforcement are vital."

也許你會驚訝地得知，好幾位校長檔案的成員在所有責任中，最喜歡學生紀律的部分：我喜歡和學生直接的接觸，指導他們做出更好的選擇。一位校長告訴世界教育（Education World）：問題的出現提供了學習的機會，學習做出一個明智的決定是成為一位好公民必經的過程，其中愛心和耐心的指導和強化是非常重要的。

Discipline is among principal Jed Landsman-Yakin's favorite responsibilities too. "Because the work day of this administrator is so 'micro-scalpally' fragmented, the time I get to spend with students is the connection I have to what is really happening in my school. When they come to my office for a discipline notice, they are in serious need of an adult willing to listen to them and a voice they can believe in. I try to give that to every student."

紀律也是校長Jed Landsman-Yakin 最喜歡的責任之一。他說：因為行政人員一天的時間是非常細碎的，因此我花時間和學生相處，產生連結，好讓我知道在學校中真正發生的什麼事。當他們為了紀律警告來到我辦公室時，他們其實是需要一個成年人願意傾聽他們以及成為他們可以相信的對象，因此我試著給予每位學生此種幫助。

"I'm good at getting kids to confess their sins," added principal Lucie Boyadjian. "Rarely do I have to raise my voice to children. I express my disappointment in their behavior in such a way that they want to do better next time. I also make sure to check up on the students periodically so they know they are not forgotten, that I'm still concerned, and that I still care about them."

我很善於讓孩子們承認自己的過失，校長Lucie Boyadjian.補充道，我很少對孩子們表達我的聲音。我對他們的行為表達我的失望的情況下，他們通常會想要在下次做的更好。我也會定期地確認他們沒有忘記，且持續地關懷他們。

Working on curriculum and professional development is an area to which a number of P-Files principals gravitate. "Instructional leadership is what originally attracted me to the position of principal," Colleen McKee told Education World. "Working in an environment that is striving to continually improve student learning and achievement is what excites me.

課程和專業發展這個領域對一位校長來說是非常被吸引的。教學領導最初吸引我去擔任校長這個位置，Colleen McKee告訴世界教育，在這個環境工作是為了能持續改善學生學習和成就而努力奮鬥，這對我來說是非常興奮的。

雙城記大意：

以法國大革命為背景撰寫出的一部歷史小說。書中有兩位男子，分別為查爾斯•達尼（Charles Darney）和雪梨•卡爾頓（Sydney Carton）其倆外貌相似，但性格卻完全不同。達尼是法國貴族後裔，但是他對其家族壓迫勞動者的行為感到不滿，因此一人在倫敦謀生。卡爾頓是一個有才華但憤世嫉俗的英國律師。兩人愛上了同一個女人，露西•曼奈特（Lucie Mannet）。露西的父親曼奈特醫生也是法國人，曾以政治犯身份入獄18年，釋放後與女兒一起定居倫敦。露西愛上了達尼，兩人在曼奈特醫生同意後結婚。

　　1739年法國大革命的風暴終于襲來了。巴黎人民攻占了巴士底獄，把貴族一個個送上斷頭台。遠在倫敦的達尼為了營救管家蓋白勒，冒險回國，一到巴黎就被捕入獄。曼奈特父女聞訊後趕到。法庭判處達尼死刑。 　　就在這時，一直暗暗愛慕露西的律師卡爾登來到巴黎，買通獄卒，混入監獄，頂替了昏迷中的代爾納，梅尼特父女早已准備就緒，達尼一到，馬上出發。一行人順利地离開法國。 而斷頭台上，卡爾登為了愛情，從容獻身。

參考來源：                 

http://tw.knowledge.yahoo.com/question/question?qid=1306013105907

http://tw.knowledge.yahoo.com/question/question?qid=1405121908203

http://www.educationworld.com/a_admin/admin/admin253.shtml

9-3"Sharing the Dream":A Grant Competition Links Schools, Communities(第三部份)

"This will be our fourth year to implement our Research Display Day, and it has been such a rewarding and motivating project," says Principal Judi Clark. "The community and parent participation is a component of this endeavor we continually attempt to strengthen."

這將在第四年的時候去實現我們的研究展覽日（Research Display Day），這是一個具有獎勵和激勵性質的計劃，一位校長Judi Clark如此說道。社區和家長的參與是一個我們持續努力加強的部分。

A representative from the Soil and Conservation Department who visited the Talladega (Alabama) school on Research Display Day told Clark, "I am so impressed with kindergartners' knowledge of the gardening process. They have been so proud to tell me about the planting day when parents and grandparents joined them to till the soil and place the plants for their garden."

一位來自土壤保護部門的代表，他在研究展覽日告訴Clark：我對於幼稚園老師園藝過程的知識非常深刻。他們非常自豪地告訴我有關種植日當天父母和祖父母加入他們直到土壤和種植園地變成他們的花園為止。

The students also expressed excitement about eggs that were delivered to the school, the construction of an incubator, and, of course, the hatching of their young chicks."There was so much discussion and writing about their experiences," the visitor added. "This is truly a unique opportunity you have created in your school community."

學生們還興奮的表示有關蛋被送到學校、建造一個孵化器以及他們小雞被孵化出來的過程等等。這中間有很多可以討論和撰寫他們自身經驗的地方，參觀者補充道，這同時也是在學校社區中，你可以創造的獨特機會。

A DREAM WORTH SHARING

值得分享的一個夢

"The goal of the Sharing the Dream grant program is to assist principals in addressing the disconnect between school and community," Margaret Evans of NAESP told Education World. "Sharing the Dream reaffirms that parents and the community care about schools. We have found that it is especially important to reach out to the diverse communities served by many schools today."

這個分享夢想計畫的目標是幫助校長處理學校和社區間脫節的情況，NAESP的Margaret Evans告訴世界教育。分享夢想計畫再次肯定家長和社區是關心學校的。我們發現到一個特別重要事情是今日藉由很多學校可以去達到不同的社區服務。

The Sharing the Dream competition is entering in its fifth year and is open to all elementary and middle school principals in the U.S. and territories. The grant consists of $3,000 and a "toolkit" of resources on CD-Rom. Recipients come together at the NAESP's annual conference to share their successes, discuss their programs with other administrators, and to network with peers.

分享夢想的競賽邁入第五年，它開放給美國地區所有的中小學校長。補助金包括3000美元和和在CD-Rom上的一套工具資源。（CD-Rom :Compact Disc Read-Only Memory 光盤唯讀記憶體）。受領者參加NAESP的一個年度研討會去分享他們成功的經驗，和其他校長討論他們的計畫以及和同儕互相聯繫形成網絡。

"This year, 30 programs were funded, and Sharing the Dream has supported more than 100 programs overall," shared Evans. "The NAESP will soon add webinars as a means of keeping in touch and working with grant recipients."

今年有30個計畫募得資金，超過100個分享夢想計畫被支持著，Evans分享道。今年NAESP將新增網路研討會保持彼此間的聯繫以及和受資助者一起工作。

Schools across the country have received grants, so finding convenient and innovative ways to communicate is essential. Most funded programs concentrate on connecting with parents by establishing things like parent resource rooms, but there isn't a single recipe for a successful program. Evans says that while the approaches are unique, the selected programs often share some common threads, and the most prevalent is strong leadership.

學校跨越全國各地募得資金，所以尋找方便和創新的溝通方法是必要的。大部分的資助計畫多是專注在藉由家長資源室和家長建立聯繫，但沒有一個單一的方法就能成功。Evans說當方法是獨特時，選定的計畫都有一些共同的思路且大部分都是有卓越的領導力。

"The principal needs to engage and coordinate the program with a team," she stated. "Principals continue to say that the first step is the hardest. Then parents feel important and valued and overcome language barriers and improve culture and community."

校長需要和團隊共同參與和協調方案，她又說道。校長又說凡事起頭難。家長覺得比較重要且有價值的是克服語言障礙以及改善文化和社區水準。

註：NAESP＝ National Association of Elementary School Principals（全國國小校長協會）

參考來源：http://www.educationworld.com/a_admin/admin/admin542.shtml

8-4 Enlisting Students to Create a Culture of Academic Integrity

Enlisting Students to Create a Culture of Academic Integrity

支持學生創造一種誠實的學術文化

Dr. Jason Stephens talked with Education World about the need to make students part of the anti-cheating solution and some of the reasons why cheating has become so rampant in education. Stephens piloted a project in which students and staff created, implemented, and enforced academic integrity policies to help reduce cheating. Included:  Information about academic integrity policies.

Dr. Jason Stephens談到有關反學生作弊的解決方案以及為什麼作弊在教育上會變得如此猖獗。Stephens小規模試驗一項計畫，這項計畫是由學生和教職員共同創造、實施和執行的學術誠實政策，以幫助減少作弊的發生。包括：學術誠實政策。

While cheating always has been a part of academic life, the prevalence and acceptance of cheating among students has reached epidemic levels, according to some reports and researchers. In a national survey of more than 25,000 high school students conducted from 2001 to 2008 by Don McCabe, 65 percent admitted to cheating on a test, 57 percent admitted to plagiarism, and 94 percent admitted to at least one form of cheating, from copying homework to cheating on a test.

作弊總是出現在學校生活中，根據一些報導和學者指出，學生間作弊的接受性和流傳度可能已到達傳染的境界。由Don McCabe在2001-2008針對超過25000位中學生的全國性調查中指出，有65%的學生承認有在考試中做過弊，而57%的學生承認抄襲，且有94%的學生承認至少有過一種形式的作弊，不論是抄襲作業或考試作弊。

In an effort to help students understand the importance of academic integrity, Dr. Jason M. Stephens, an assistant professor in the University of Connecticuts department of educational psychology, teamed up with Dr. David B. Wangaard of the School for Ethical Education to pilot a program called the Achieving with Integrity Project. The program involved six Connecticut schools; two urban, two middle-class, and two upper-class that were paired. In one school in each group, teachers, administrators, and students were asked to form an academic integrity committee (AIC). The goal of the committee was to write, implement, and evaluate a two-year strategic plan promoting academic integrity in the school. The second school acted as the control.

為了幫助學生瞭解學業誠實的重要性，Dr. Jason M. Stephens（為一所大學教育心理學的副教授）和Dr. David B. Wangaard組成團隊去領導這項計畫，此計畫稱為實現誠實方案（Achieving with Integrity Project）。這個方案涉及到六所學校：兩所為城市學校、兩所在中間層級和兩所在上層階級，彼此被配對。在每一個團體的其中一個學校，他們老師、行政人員和學生都被要求去成立一個學術誠實委員會（AIC）。委員會的目的是撰寫、實施和評鑑為期兩年的計畫，促使學校中的學術誠實。而第二個學校是擔任監控的角色

The project may be expanded to more schools in the state in order to create an anti-cheating model that schools across the U.S. can use.Education World: Why do you think getting teachers and students involved in anti-cheating efforts will help reduce cheating?

這個計畫可能擴展至這個州的其他學校，目的是為了創造反作弊的學校模範，讓全國可以利用。世界教育說道：為什麼教師和學生參與這項反作弊計畫將有助於減少作弊的發生呢？

Dr. Jason Stephens: There are both philosophical and practical reasons why teachers and students working together to address the problem of academic dishonesty is a central tenet of the Achieving with Integrity Project. Philosophically, my partner David Wangaard and I believe strongly in the moral and civic purposes of schooling. Specifically, we believe that a good education not only prepares students for gainful employment, but also for lives of moral and civic responsibility. This includes, but is not limited to, the capacity to make sound moral judgments and put them into action; to value the good and take personal responsibility for enacting it.

Dr. Jason Stephens說：「這有哲學和實際的原因在，為什麼老師和學生要參與解決學術不誠實的問題，這是此項計畫的核心宗旨」。在哲學方面，我的伙伴David Wangaard和我強烈相信道德和公民的教育目的。特別是，我們相信好的教育不止可以幫助學生取得工作外，而且可以使他們擁有道德和公民的責任感。這是包括在內的，有能力做出好的道德判斷及化成想法為行動；以良好的價值和承擔個人責任制來制訂的。

Consequently, we see the problem of academic dishonesty as an opportunity to foster students moral development; to give them an opportunity to discuss and understand the ethical dimensions of dishonesty, and to commit themselves to achieving with integrity; and to holding each to account for their behavior so they might create and learn in a culture of that values effort and integrity. In short, education should help students become productive and responsible adults, leaving them with not only the capacity to know the good but also possessing the skill and will needed to do it.

結果，我們看到學術不誠實的問題變成一個機會去促進學生的道德發展；給他們一個機會去討論和瞭解不誠實的道德領域，並使他們自我承諾達到誠實；且他們可能在誠實和努力的價值信念中創造和學習。簡而言之，教育應該幫助學生變成有生產力和負責任的成年人，讓他們不只有能力知道什麼是好的，且能夠擁有技能將來可以派的上用場。

On a more practical note, what's the alternative? A top-down, police-and-punish approach, wherein the adults dictate the rules and vigilantly monitor their enforcement? To a large degree, that's the prevailing system in schools today, and many studies provide testimony to its ineffectiveness. Certainly, school administrators and teachers could do more to police-and-punish but this is a dubious approach in a place called school. Principals and teachers aren't and don't want to be law enforcement officers, and asking more of them [to take on that role] by way of surveillance and social control runs the risk of creating a prison-like atmosphere. Moreover, as some research has shown, policies and procedures such as those found at institutions with honor codes, which educate students about the meaning and importance of academic integrity, and that entrust students with considerable responsibility for adhering to and enforcing those policies, reduce dishonesty by a third to a half.

更實際的說明，有什麼選擇呢？一個自上而下、監督和處罰的方法，成人在哪一方面制訂規則且監控他們執行呢？在現行的學校制度下，很多研究提供了有效的見證。無疑地，學校行政人員和老師應該多做一些監督和處罰，但這是在學校裡一個值得懷疑的作法。校長和老師都不願也不想用法規來強制、要求他們，且藉由監視和社會控制容易形成一個類似監獄的氣氛，這是他們不願見到的。此外，一些研究顯示，政策和程序等如建立機構的榮譽守則，教育學生學術誠實的意義與重要性及相信學生有相當地責任感遵守和執行這些政策，以減少三分之一到一半的不誠實的情況發生。

EW: What needs to be in an academic integrity policy for students to feel invested in it? Also, what role can teachers play in reducing cheating?

世界教育說道：在學術誠實的政策需要上，學生可以投入什麼？此外，教師可以發揮什麼作用，減少作弊？

參考來源：http://www.educationworld.com/a_issues/chat/chat236.shtml