Can Instructional Leaders Be Facilitative Leaders? 教學領導者可能成為催化領導者嗎?

本週主題:校長的教學領導能力

Can Instructional Leaders Be Facilitative Leaders? 教學領導者可能成為催化領導者嗎?

HOW DO FACILITATIVE LEADERS MANAGE AND ASSESS THE INSTRUCTIONAL PROGRAM? 如何使催化領導者管理與評估教學計畫?

Traditionally, curriculum leadership has been viewed as a series of technical tasks establishing objectives, monitoring scope and sequence, choosing textbooks, and selecting appropriate tests with the principal exercising final responsibility for all decisions.

過去的課程領導被視為制式化的教學工作，從教學目標選定教科書都有一定的規劃時程與業務負責人。

Recent work has documented the ability of teachers to make major decisions about content and methods, not only individually in their own classrooms, but collectively on a schoolwide basis. However, this kind of curriculum-making, which requires extensive dialogue, must be grounded in teacher autonomy that is endorsed and supported by school leaders (Michele Monson and Robert Monson 1993).

近來的教育發展中，教師是有能力能進行教學內容與方法的決策，而不僅限於在教室之中。因此，這必須透過與學校領導者不斷的對話，所以學校領導者的支持是很重要的。

The same applies to assessment. Many schools have been exploring alternative forms of evaluation (such as authentic assessment and learning exhibits) that require professional judgment. Teachers who actively participate in formulating assessments are more likely to understand them and to take a more thoughtful approach to their own instructional methods. But this happens only when teachers are provided the time and support to work through the issues together (Kate Jamentz 1994).

這樣的支持也適用在評鑑的計畫上，學校領導人要使教師能積極的參與評鑑的工作，以促進教師的專業教學，但卻要有教學之外的時間與學校領導人的支持才能達成。

Clearly, the evolution of facilitative approaches has not eliminated the underlying functions of instructional leadership, nor the need for expert, dynamic practitioners. But today's principals are being challenged to carry out those functions in ways that are less direct and more collaborative. The goal is not to do it, but to see that it happens.

因此，催化領導並非是消除教學領導、專家與參與者，催化領導遇到的挑戰是以間接與更為合作的方式才能達到成效。

資料來源: ERIC Digest, Number 98. http://www.ericdigests.org/1996-1/leaders.htm

★催化領導係源自於轉型領導，目的是增進學校成員適應與解決問題，鼓勵成員參與，進而提升學校的成效的一種領導策略。學校領導者應透過催化領導的功能，以加強學校的教學領導，畢竟學校的發展目標是建立在教師教學與學生學習的基礎。因此，校長應重視學校行政團隊與教師團隊，發展其服務與教學的使命感，透過校長以身作則、協助教學事務建構、營造良好的學習環境，使學校成員共同為學校願景努力。