7. ENSURE A SOUND INFRASTRUCTURE 確保完善的基礎設備
For technology to impact student learning, the technology plan must ensure that appropriate resources are in place to support and maintain networks and equipment. Technical support is also essential so that all systems work 24/7. Techno-phobic teachers will quickly give up on technology use when it doesn't work after they have spent many hours learning about the software and planning technology-enhanced lessons.
由於科技會影響著學生的學習，故科技計畫必須確保有適當的資源以支持與維持網絡與設備。因此，技術的支援是必要的且所有的系統必需24小時運作。對於科技恐懼的教師可能會因為機器無法運作而放棄在教學上的使用，即使他們已經花了很多時間在學習電腦軟體與科技提升課程的計畫上。
Setting single standards for software, hardware, networks, and video equipment is crucial. Doing so will result in significant savings in staff development and support costs, including repairs, and will make it easier to upgrade and support district licenses. Technical support may be a nightmare otherwise, because incompatible systems can't "talk" to each other.
所以，將軟體、硬體、網絡與視訊設備設定為單一標準化是很重要的，如此一來，即可節省人力發展與成本花費，包含修繕費、升級使用以及支援手冊等。因為不相容的系統無法使用且讓人感到無所適從，因此，技術支援是很重要的。
8. ALLOCATE APPROPRIATE FUNDING AND BUDGET分配適當的資金和預算
The plan should be in line with your district or school's financial resources. It should not promise more than the budget can deliver.
一個計畫應該要能符合學區或學校的財政資源，而不應該超過可提供的預算承諾。
There are two parts to a technology budget. A recommended formula for the first portion is as follows: 40% of every dollar allocated should be for hardware, 20% for software, 20% for professional development, and 20% for upgrades and additional needs as teachers' expertise grows. If you spend all of the money on hardware, you will not see the return on student learning because there will be no funds for professional development, upgrades, and so on. These recommendations are not just for the first year, but for anytime you budget or receive one-time grant dollars.
這裡有兩部分的預算方式，第一個即40%的預算分配應在電腦的硬體上、20%為軟體、20%為專業發展與20%作為升級與教師專業成長的額外需求。若將所有的預算花費在硬體上，就會發現學生的學習毫無成果，因為也沒有任何經費的提供在專業發展與技術升級的資源。而這些建議運用應不僅是在學期的第一年，而是在學期中的任何時間或是得到補助經費的時候，皆要有所考量。
Budget separately for technical support expenses. Support must be available 24/7 so that teachers have confidence that the time they spend in reviewing software and planning will not be lost when equipment and networks fail to work.
經費預算的支出應與技術支援經費有所區別，而支持系統也必須是24小時的運作，才能使教師有信心的使用電腦軟體，也不會在運用時產生問題而影響教學活動。
A thoughtful technology plan will not consider the purchase of more hardware and networks then the district can support with its technical support capacity.
此外，良好的科技計畫不會考慮購買更多的硬體與網絡，重要的是考量到具有技術支援的能力才是好的計畫。
資料來源: http://www.ericdigests.org/2002-2/ten.htm
2010年10月24日 星期日
Data-Driven School Improvement學校改善之資料導向研究
SHOULD TEACHERS SERVE AS RESEARCHERS? 教師是否應擔任研究者角色?
Traditionally, educational researchers have been the ones to proclaim various educational practices as either effective or ineffective. Principles of effective instruction are often drawn from large-scale studies.
傳統上，教育研究者經研究證實出有效或無效的各種教育實務，而有效教學的定律往往來自於經過大規模的研究。
However, teachers do not work in large-scale, static settings. They face unique sets of students who respond variably to different strategies. Hence applying academic research findings to individual classrooms can be problematic.
然而，教師卻不太可能在大規模的靜態情境中教學，教師必須要面對的是每位學生獨特的情境，以不同的策略加以回應。因此，應用學術研究發現到個別的教室情境中可能會產生問題。
One alternative to overreliance on the findings of large-scale studies is for educators to assume the role of researcher. By studying their students, teachers can bring the academic findings down to earth, as it were, and discover what works in their specific classroom.
有一種方案可替代過於信任大規模的研究，即是透過教育工作者擔任研究者的角色，而教師可將其學術研究帶入教室情境中，使研究結果更加腳踏實地與在教室情境中發現更細微的研究結果。
Susan Black (1996) equates teacher research to the work done by anthropologists or ethnographers. "They are able to observe the cultural scene closely...and create a research record of the people, places, events and objects within it, as well as their own personal interactions and responses." By using the classroom as laboratory, teachers can, for example, learn whether interdisciplinary teaching is as effective with their remedial students as with their high achievers.
Susan Black (1996)是一名教師研究者，也相當於是人類學家的工作，「教師能仔細觀察文化氛圍與創造人、地方、事件與對象目標之研究，並且能使其互動與回應於其中」。例如教師可將教室作為實驗室，進行跨學科領域教學與輔導學生使其成就自我是否有效之研究。
Research conducted by teachers differs from academic research (Black). First, academic researchers strive for objectivity, keeping the subjects of their study at arm's length. Teachers, in contrast, maintain a close relationship with the objects of their study. Academics try to design and control events under study while teachers observe activities as they occur in the real world, namely their classes. Finally, traditional researchers seek to globalize results while teachers know that their findings apply only to the students in their classes.
其中可由教師進行不同的學術研究，首先，學術研究者應對其研究對象以客觀方式呈現；相對地，教師而是要能與研究對象維持密切的關係。亦即學術研究是要設計與控制研究情境，但是教師的觀察活動研究卻是在現實世界中進行。總之，傳統的研究人員追尋的是能整體化的結果，但是教師知道他們自己的研究只能適用在自己的學生身上。
Such small-scale studies are often termed action research, because the teacher-researcher takes action based on the results of his or her findings. The research may be formal or informal, short- or long-term. But it is based on the understanding that the results are collected from a set of students and the action is applied to those same students (Calhoun, Molly Watt and Daniel Watt 1991).
這種小規模的研究常被稱為行動研究(action research)，因為教師研究者的研究是建立在其研究發現上，此種研究可能是正式或非正式、長期或短期的研究，但是研究結果是建立在某群特定的學生身上且只能將結果應用於其中。
資料來源: http://www.ericdigests.org/1997-3/data.html
Traditionally, educational researchers have been the ones to proclaim various educational practices as either effective or ineffective. Principles of effective instruction are often drawn from large-scale studies.
傳統上，教育研究者經研究證實出有效或無效的各種教育實務，而有效教學的定律往往來自於經過大規模的研究。
However, teachers do not work in large-scale, static settings. They face unique sets of students who respond variably to different strategies. Hence applying academic research findings to individual classrooms can be problematic.
然而，教師卻不太可能在大規模的靜態情境中教學，教師必須要面對的是每位學生獨特的情境，以不同的策略加以回應。因此，應用學術研究發現到個別的教室情境中可能會產生問題。
One alternative to overreliance on the findings of large-scale studies is for educators to assume the role of researcher. By studying their students, teachers can bring the academic findings down to earth, as it were, and discover what works in their specific classroom.
有一種方案可替代過於信任大規模的研究，即是透過教育工作者擔任研究者的角色，而教師可將其學術研究帶入教室情境中，使研究結果更加腳踏實地與在教室情境中發現更細微的研究結果。
Susan Black (1996) equates teacher research to the work done by anthropologists or ethnographers. "They are able to observe the cultural scene closely...and create a research record of the people, places, events and objects within it, as well as their own personal interactions and responses." By using the classroom as laboratory, teachers can, for example, learn whether interdisciplinary teaching is as effective with their remedial students as with their high achievers.
Susan Black (1996)是一名教師研究者，也相當於是人類學家的工作，「教師能仔細觀察文化氛圍與創造人、地方、事件與對象目標之研究，並且能使其互動與回應於其中」。例如教師可將教室作為實驗室，進行跨學科領域教學與輔導學生使其成就自我是否有效之研究。
Research conducted by teachers differs from academic research (Black). First, academic researchers strive for objectivity, keeping the subjects of their study at arm's length. Teachers, in contrast, maintain a close relationship with the objects of their study. Academics try to design and control events under study while teachers observe activities as they occur in the real world, namely their classes. Finally, traditional researchers seek to globalize results while teachers know that their findings apply only to the students in their classes.
其中可由教師進行不同的學術研究，首先，學術研究者應對其研究對象以客觀方式呈現；相對地，教師而是要能與研究對象維持密切的關係。亦即學術研究是要設計與控制研究情境，但是教師的觀察活動研究卻是在現實世界中進行。總之，傳統的研究人員追尋的是能整體化的結果，但是教師知道他們自己的研究只能適用在自己的學生身上。
Such small-scale studies are often termed action research, because the teacher-researcher takes action based on the results of his or her findings. The research may be formal or informal, short- or long-term. But it is based on the understanding that the results are collected from a set of students and the action is applied to those same students (Calhoun, Molly Watt and Daniel Watt 1991).
這種小規模的研究常被稱為行動研究(action research)，因為教師研究者的研究是建立在其研究發現上，此種研究可能是正式或非正式、長期或短期的研究，但是研究結果是建立在某群特定的學生身上且只能將結果應用於其中。
資料來源: http://www.ericdigests.org/1997-3/data.html
2010年10月14日 星期四
Plan to reform headteacher choice 校長改革入選計畫
Plan to reform headteacher choice 校長改革入選計畫
They include giving parents a say in the advertising strategy for posts, and involving them in a long-listing and short-listing process before final interviews.
其中包含了運用廣告策略給與家長參與的意見，在進行最終面試前，加入家長在長期與短期的候選名單程序中。
At the Scottish Parent Teacher Council annual conference on Saturday, Peter Peacock said: "I'm completely committed to the role of parents in the selection of headteachers and deputies.
週六時，在蘇格蘭家長教師年終會議上，Peter Peacock說「我完全致力於校長與各代表的入選上作為家長角色上的努力。」
資料來源: http://news.bbc.co.uk/2/hi/uk_news/scotland/4430752.stm
They include giving parents a say in the advertising strategy for posts, and involving them in a long-listing and short-listing process before final interviews.
其中包含了運用廣告策略給與家長參與的意見，在進行最終面試前，加入家長在長期與短期的候選名單程序中。
At the Scottish Parent Teacher Council annual conference on Saturday, Peter Peacock said: "I'm completely committed to the role of parents in the selection of headteachers and deputies.
週六時，在蘇格蘭家長教師年終會議上，Peter Peacock說「我完全致力於校長與各代表的入選上作為家長角色上的努力。」
資料來源: http://news.bbc.co.uk/2/hi/uk_news/scotland/4430752.stm
2010年10月13日 星期三
Head teacher shortage 'looming'-Pay rise mooted 醞釀加薪
Pay rise mooted 醞釀加薪
Most new heads in primary and special schools were women, while the majority of new heads in secondary schools were men.
大多數的初級學校(小學)與特殊學校中的新校長為女性；而在中等學校(中學)中，大多數新的校長為男性。
The researchers also found that for deputy head posts, primary schools received an average of fewer than six applications, secondary schools around 20 and special schools just five.
研究人員指出在副校長的職位中，小學收到了平均不到6份的申請書，中等學校約20份，而特殊學校只有5份。
For assistant head teacher posts, primary schools averaged four applications and secondary schools 21 applications.
在助理校長中，平均每所小學收到了4份申請書和中學的21份申請書。
"The labour market for senior staff remains in a fragile state with many schools facing little choice in whom to appoint," said the report.
報導中說明，「資深職員的勞動力市場仍處於面臨許多學校卻只有很少選擇權的一種脆弱狀態。」
The findings have been sent to the School Teachers' Review Body to back up the case for a substantial increase in the salaries of heads, assistants and deputies.
此研究已被送往學校教師審查機構，以支持校長、副校長與助理校長大幅加薪的案例研究。
資料來源：http://news.bbc.co.uk/2/hi/uk_news/education/2403725.stm
Most new heads in primary and special schools were women, while the majority of new heads in secondary schools were men.
大多數的初級學校(小學)與特殊學校中的新校長為女性；而在中等學校(中學)中，大多數新的校長為男性。
The researchers also found that for deputy head posts, primary schools received an average of fewer than six applications, secondary schools around 20 and special schools just five.
研究人員指出在副校長的職位中，小學收到了平均不到6份的申請書，中等學校約20份，而特殊學校只有5份。
For assistant head teacher posts, primary schools averaged four applications and secondary schools 21 applications.
在助理校長中，平均每所小學收到了4份申請書和中學的21份申請書。
"The labour market for senior staff remains in a fragile state with many schools facing little choice in whom to appoint," said the report.
報導中說明，「資深職員的勞動力市場仍處於面臨許多學校卻只有很少選擇權的一種脆弱狀態。」
The findings have been sent to the School Teachers' Review Body to back up the case for a substantial increase in the salaries of heads, assistants and deputies.
此研究已被送往學校教師審查機構，以支持校長、副校長與助理校長大幅加薪的案例研究。
資料來源：http://news.bbc.co.uk/2/hi/uk_news/education/2403725.stm
2010年10月1日 星期五
National Standards for Headteachers
National Standards for Headteachers
The key areas 關鍵領域
The Standards are set out in six key non-hierarchical areas. These six key areas, when
taken together, represent the role of the headteacher.英國校長代表的六個關鍵：
★Shaping the Future 塑造未來
★Leading Learning and Teaching 領導學習與教學
★Developing Self and Working with Others 發展自我與他人合作
★Managing the Organisation 組織管理
★Securing Accountability 確保績效責任
★Strengthening Community 強化社區功能
Within each of these key areas, the knowledge requirements, professional qualities (skills, dispositions and personal capabilities headteachers bring to the role) and actions needed to achieve the core purpose are identified. Whilst particular knowledge and professional qualities are assigned to one of the six key areas, it is important to emphasise that they are interdependent and many are applicable to all key areas.
在各關鍵領域中，知識需求、專業素質（技能、性格、個人能力皆是校長角色中所被要求的特質）與需要採取行動以實現核心目的皆是同樣重要的。雖然特殊知識與專業素質分成六個關鍵，但重要的是強調關鍵中彼此相互依存，且適用於各關鍵領域當中。
Headteachers will attach relative importance to the actions, and add others, as they define the strategic and operational priorities within their own diverse contexts.
Effective headteachers are responsive to the context of the school and maintain an overview that integrates their work into a coherent whole.
校長將具有相對重要性的事物加以綜合運用，因為校長這個角色要能具有闡明策略與運作其不同優先順序的情境上。
而有效能的校長要為學校環境背景維持綜觀的動作的負責，使其整合工作，形成一整體的組織。
Using the Standards 運用標準
The National Standards for Headteachers are generic and are applicable to headteachers irrespective of phase and type of school. They are intended to provide a framework for professional development and action and to inform, challenge and enthuse serving and aspiring headteachers.
校長的國家標準是通用的且適用於不同階段與類型的學校校長，其目的係為專業發展提供框架與行動，並能通知、挑戰與熱情服務和抱負的校長。
1. The Standards, therefore, have a range of uses. They will assist in the recruitment of headteachers and in performance management processes. They provide guidance to all school stakeholders in what should be expected from the role of the headteacher and are also used to identify threshold levels of performance for the assessment framework within the National Professional Qualification for Headship (NPQH).因此，這些標準即成為一使用範圍。他們將協助校長的招聘與績效管理流程與指導，使其瞭解校長在所有利害關係人中所被期望的角色。也是英國校長資格檢定制度(NPQH)識別表現評估的門檻架構。
This document is advisory and is part of a suite of resources (including, for example, Schoolteachers’ Pay and Conditions, Ofsted Framework for Inspection; GTC Code of Professional Values and Practice) which inform and govern professional practice.
這份文件是諮詢的一部分，也是一套資源（包含學校教師的薪資與工作條件與情況，英國教育標準局（Ofsted）審查、GTC教學專業守則之價值觀與實踐）
的專業實踐。
資料來源：http://www3.nccu.edu.tw/~mujinc/teaching/9-101principal/refer4-2(2004%20national%20standards).pdf
訂閱：
文章 (Atom)