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School Self-Evaluation Practices underthe School BoardAccountability Systems in the American Urban School Districts

美国城市学区学校董事会问责制下的学校自我评价实践

基本信息

批准号：
11610259
负责人：
TSUBOI Yoshimi
金额：
$ 2.43万
依托单位：
Aichi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2001
项目状态：
已结题

项目摘要

1. Until the late 1980s many urban school districts developed further more decentralized administrative systems. In Chicago local school councils were mandated for each school site to assure local school autonomy. In the late 1990s and early 21st century the new tendency in school governance is to make those school councils work as the school self-evaluation organization under the school board accountability system.2. Quality education in the school and classroom, school accountability, shared control, and educational integrated governance are basic elements for the school self-evaluation and assessment. Liberty/choice, equality/equity, effectiveness/efficiency, and educational quality are 4 important values in school self-evaluation and assessment practices. The research analyzed and reached the conclusion that the followings are the most important indicators:(1) To develop and implement a system of review, analysis, and evaluation of each school performance: School Improvement Plan in Chicago, Comprehensive Educational Plan in New York State and Site Action Plan in Los Angeles.(2) Principal leadership and annual principal evaluation.(3) Instructional excellence (curriculum development and many types of assessment).(4) Staff development (cooperative teacher group work and peer evaluation).(5) School based fiscal management.(6) Parent and community involvement: Local School Council in Chicago, School Leadership Team in New York City and School Site Council in Los Angeles).3. Each school district has developed the support system for the schools which have failed to make adequate progress: Re-Engineering Program in Chicago, SURR(Schools Under Registration Review) in jNew York State, and II/USP(Intermediate Intervention/Underp erforming Schools Program) in California State.

1. 直到 20 世纪 80 年代末，许多城市学区进一步发展了更加分散的管理系统。在芝加哥，每个学校都授权当地学校理事会确保当地学校的自治权。 20世纪90年代末21世纪初学校治理的新趋势是学校理事会作为学校董事会问责制下的学校自我评价机构。 2．学校课堂优质教育、学校责任、共享管控、教育一体化治理是学校自我评价和评价的基本要素。自由/选择、平等/公平、有效性/效率和教育质量是学校自我评价和评估实践中的四个重要价值观。研究分析得出的结论是以下是最重要的指标：（1）制定并实施对每所学校绩效进行审查、分析和评估的系统：芝加哥的学校改进计划、纽约州的综合教育计划和洛杉矶的现场行动计划。（2）校长领导力和年度校长评估。（3）教学卓越（课程开发和多种类型的评估）。（4）员工发展（教师小组合作和评估） (5) 以学校为基础的财务管理。(6) 家长和社区参与：芝加哥当地学校理事会、纽约市学校领导团队和洛杉矶学校委员会）。3．各学区针对进展不佳的学校制定了支持体系：芝加哥州的Re-Engineering Program、纽约州的SURR（Schools Under Registration Review）、加利福尼亚州的II/USP（Intermediate Intervention/Underperforming Schools Program）。