摘要
问责制实施以来,美国各州中小学校长评价发生了较大的变化,评价模式向"行为+结果"的校长效能评价转向,形成以专业发展促进效能提升的校长评价新思路,并构建了校长效能评价支持系统,效能评价示范系统和效能评价实施系统三位一体的校长效能评价模型。新时期美国校长效能评价注重校长教学领导力、注重评价的发展和支持功能、评价模型"刚柔并济"。美国实施校长效能评价的经验可以在以下两个方面为我们提供借鉴:发展性评价何以成为可能;效能评价如何避免落入结果导向的窠臼。
Since the implementation of the accountability reform, the evaluation of primary and secondary school principals in United States has undergone major changes. The evaluation model has shifted to effectiveness evaluation of "behavior+result", forming a new idea of principal evaluation through professional development. Principal effectiveness evaluation support system, performance evaluation demonstration system and performance evaluation implementation system trinity principal evaluation model. In the new era, the performance evaluation of American principals focus on the principal’s teaching leadership, the evaluation development and support functions, and the evaluation model "rigid and soft". The experience of implementing the Principal’s effectiveness evaluation in the United States can provide us with reference to the following two aspects: How can developmental evaluation be possible;and How to avoid the result-oriented embarrassment of effectiveness evaluation.
作者
李华
程晋宽
LI Hua;CHENG Jinkuan
出处
《外国中小学教育》
CSSCI
北大核心
2019年第4期46-54,共9页
Primary & Secondary Schooling Abroad
基金
教育部人文社会科学规划基金规划项目"创新发展视野下美国高中多样化发展路径研究"(项目编号:17YJA880013)的阶段性成果
关键词
中小学校长
效能评价
评价模型
评价转向
primary and secondary school principals
effectiveness evaluation
evaluation model
evaluation steering
