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1.
校长——教师专业发展的领航员 总被引：1，自引：0，他引：1
校长是教师专业发展过程中的关键角色。校长的发展是教师专业发展的前提,教师专业发展的道路需要校长的引领,因而一个学校教师专业发展的实现在很大程度上取决于校长的成功领导。 相似文献
2.
学校在研究型教师成长中的作用 总被引：3，自引：0，他引：3
研究型教师是教师专业成长的一种要求,也是当前课程改革对教师角色转变的要求。学校教学和科研管理制度对研究型教师的专业成长有重要影响。学校的相关要求和规定不仅是促使教师进行教育教学研究的有力保证,而且可以对教师的研究主题和研究行为发挥引导作用。针对目前教师在科研实践中表现出的问题,主要从课题立项管理、提供研究条件、反思现有教学工作要求等方面探讨学校对促进研究型教师专业成长的作用。 相似文献
3.
校长的课程领导力不仅体现在对学校课程与教学计划的领导,而且更多地体现在对课程实施过程和校本教研的领导。首先,一套详细的学校课程和良好的教学计划必须在实践过程中加以完善,在这一过程中,校长有必要深入第一线,摸清课堂的真实情况,抓住教学中的问题,然后协同教师研究如何改进教学过程和教学方法, 相似文献
4.
何超萍 《柳州职业技术学院学报》2015,15(2)
传统的学校管理对教师领导力的培养发展存在诸多不足,而重视和加强教师领导力能够从教学、教师团体以及职校发展三方面提升中职教师的专业水平.因此,应当从营造良好的学校氛围、下放权力的校长角色、优化教师的组织结构等方面入手,改善教师领导的发展条件,促进其进一步发展. 相似文献
5.
新一轮基础教育改革赋予校长作为课程领导者的新使命,作为学校最直接的领导者,校长拥有一定的资源和权责,担负领导学校课程发展的角色和任务。然而,在新课程实施的过程中却反映出这样或那样的不尽如人意,如有些领导、教师对课程理念没有很好地认识,不能完全执行课程计划;随意增减课时的现象时常出现。主要原因是校长不同程度脱离教学一线,不熟悉教学业务,缺乏对教育、教学基本规律的把握和应对的领导力,无法有效地发挥课程领导作 相似文献
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基础教育课程的改革,无论从教育理念的确立、知识结构的改善、角色的重新定位,还是教师教学行为的转变等方面,都对校长提出了新的更高的要求,新课程能否走进学校、走进课堂,在很大程度上取决于校长对于改革的理解、认同以及对实施的积极领导。这对于校长而言,既是一个机遇又是一个挑战。可以说,教师的发展水平决定了教育改革的成败,而作为影响教师发展的校长则是新课改能否取得成效的关键因素。因此,校长在新课改实施中扮演着至关重要的角色。 相似文献
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课程和教学是学校发展的生命线,校长是学校发展和课程发展的“领军人物”,基础教育课程改革质量某种程度上取决于校长课程领导策略。然而在具体工作中,校长在课程领导方面还面临诸多困境和问题,如课程领导角色意识转变不够;课程领导知识存储不足;课程领导目标定向不明;课程领导团队建设不力;课程领导制度保障不全等。提升校长课程领导力需促使校长增强课程领导意识,转变课程领导角色;丰富课程领导知识,强化课程专业知识;提高课程领导技能,保障课程实施质量;积淀课程领导智慧,确保课程效益最优化;加强课程领导评价,促进校长专业发展。 相似文献
8.
课程领导强调的是一种转型的校长领导,它影响着教师与学生的发展,影响着学校共同体的建设,影响着学校教育质量的提升.中小学校长需要在理念更新、角色规约、共同体与学校文化建设等方面谋求有效的课程领导. 相似文献
9.
课程领导力是校长的核心能力——论如何进一步加强与改进中小学教学质量 总被引：1，自引：0，他引：1
课程领导力。主要是指校长领导教师团队创造性实施新课程。全面提升教育质量的能力。是一个校级团队决策、引领、组织学校的课程实践的控制能力。课程领导。关键在于把握教学本质。指引教学理念。建设共同研究的团队，善于在实践中发现问题、研究问题和解决问题，不断实现教学质量和团队专业能力的提高和升华。目前。上海中小学校已有一半年级实施新课程和使用新教材，[第一段] 相似文献
10.
随着教育改革的深入推进和教学专业化的凸显,校长不能仅仅扮演行政管理者的角色,还应该成为一名积极的教学领导者。教学领导是校长领导力的核心和关键,它是一种专业领导力。这种专业领导力建立在专业权威和道德权威的基础上,以尊重教师的专业自主权为前提,并表现为多种角色。校长行使教学领导主要通过创建共同愿景、关注课堂、促进教师专业发展、构建中层领导团队等途径实现。校长教学领导力的获得和提升,不仅要通过相关训练来帮助校长提高教学领导的能力,也要减少校长过多的行政负担,但最重要的是校长自身的修炼和提升。 相似文献
11.
There is a general doubt on whether teacher evaluation can contribute to teachers’ professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate teachers’ feedback utility perceptions and professional learning activities in the context of teacher evaluation. Data were collected in 32 secondary schools from 298 teachers and 32 school leaders, both quantitatively and qualitatively. We put forward a research model which is investigated through path analysis. Results nurture optimism about teacher evaluation indicating that teacher evaluation can stimulate teachers to undertake professional learning activities when they perceive feedback as useful. The important role of the school leader (through both instructional and transformational leadership) is stressed. Teacher participation and teacher collaboration also have a positive influence on teacher evaluation and its outcomes. 相似文献
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This paper examines middle leadership of the heads of English, maths and science departments in four international secondary schools in Malaysia. It focuses on their roles, responsibilities, role relationships, instructional engagement and leadership involvement within the theoretical framework of instructional, distributed and teacher leadership. The study is a qualitative multi-method case study, involving observation, documentary analysis, and semi-structured interviews with 12 heads of department, 36 teachers, and four principals. With respect to the middle leaders’ roles and responsibilities, the findings illustrate cross-school and in-school differential developments, with contextual factors contributing to uneasy role relationships. The results also show that, while broad-based leadership opportunities are limited for the middle leaders and teachers, the most powerful and common feature of all these international schools is the centrality of teaching and learning. 相似文献
13.
In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers’ instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of instructional teacher leader roles. We discuss how institutions of higher education could develop programs for instructional teacher leaders, provide related coursework to school administrators and preservice teachers, and educate school communities about the potential usefulness of these roles. 相似文献
14.
Martha N. Ovando 《Journal of Personnel Evaluation in Education》2005,18(3):171-183
The aim of this action research study was to enhance the instructional leadership capacity of aspiring school leaders, through a practical learning experience. The participants observed classes, collected classroom-based data, prepared and delivered written constructive feedback to teachers. Findings suggest that aspiring school leaders need to develop a knowledge foundation related to quality instruction, teachers respond in a positive way and appreciate the feedback offered, constructive feedback has potential to guide teachers’ professional development, aspiring instructional leaders must be professional as they deliver feedback, and schools need to set up system for the effective delivery of constructive feedback to teachers so that teaching and learning excellence can be achieved. 相似文献
15.
The new Curricula of Cyprus aspire to deliver a new ethos in teaching and learning that promotes the notion of ‘the humane and democratic school' and emphasises the right of every child to succeed. In this context, the new Modern Greek language curriculum in Cyprus has been moulded upon the notion of Critical Literacy (CL). CL is neither an instructional strategy nor a lesson plan. It is a philosophical belief committed to a different worldview. As such, CL requires people's acceptance. Not just students but also teachers must first learn, understand and embrace the notion before applying its principles to their practice. This can only be done through a process of transformative leadership enabling teachers to become transformative leaders themselves. Has this axiom been taken into consideration in the case of Cyprus? Do teachers in Cyprus learn about CL in a process of transformative leadership? This article will attempt to answer these questions utilising the testimonies of Sandra, a primary school teacher who attended the seminars and workshops organised for training teachers to use the new language curriculum. 相似文献
16.
Jason Margolis 《Teaching Education》2013,24(4):293-310
This article explores the social and professional dynamics “when teachers face teachers” seeking to impact colleagues’ instructional practices to improve student learning. Specifically, it examines a group of 40 teachers leading staff development sessions at their schools in an effort to bring more literacy strategies into the pedagogies of disciplinary teachers. Drawing from the research on distributed leadership and teacher leadership, the study looks at how three factors impact teacher leaders: (1) the actions of the principal; (2) relationships among teachers; and (3) teachers’ own beliefs about leadership. Using primarily qualitative methods, supplemented by pre‐and‐post quantitative survey data, the study found: strong administrative and collegial support for teacher leadership, the use of savvy and emotionally attuned leadership techniques by teachers, and overall impactful sessions. However, not all school environments were conducive to teacher leadership. The article concludes with suggestions for better utilizing teacher leaders for the local enhancement of education reforms. 相似文献
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18.
Thomas Radinger 《European Journal of Education》2014,49(3):378-394
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management. 相似文献
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Ann Jaquith 《The Educational forum》2013,77(1):12-13
This article argues that a principal's actions can create site-based conditions that can grow a staff's capacity to improve instruction, depending on how a principal conceives of, organizes, and structures learning opportunities for teachers. The article analyzes the leadership of one principal as an example of how leaders can develop instructional capacity to improve teaching and learning. A conceptual framework is presented that defines instructional capacity and offers an approach for its development. 相似文献