IMPROVING THE SUPERINTENDENTS' AND PRINCIPALS' PROFESSIONAL DEVELOPMENT PROGRAMS UNDER THE EDUCATIONAL ACCOUNTABILITY SYSTEM REFORM IN THE U.S.

城市学校和社区面临的当务之急是拯救所有处于危险中的儿童的精神和才能，无论其种族如何，并实现他们的学习权。在当前成功的城市教育改革中，管理者和校长是关键的职业。许多大学为他们开发了独特的强化课程。1990年，哈佛教育研究生院设立了城市管理者项目，以响应国家对教育领导力的呼吁。独特的博士课程有三个组成部分：12个月的课程工作，六个月的实习和论文。该计划强调他或她的研究能力，制定教育政策。校长领导学院的纳什维尔（纳什维尔）正式诞生于2000年秋季之间的正式合作伙伴关系大都会纳什维尔公立学校，皮博迪学院在范德比尔特大学，和纳什维尔公共教育基金会。它的使命是培养具有创造性和勇气的教育领导者，通过对这些项目领导者的观察和访谈，我了解到这些项目的基本理论，即“分布式领导”。“这一概念描述如下：（1）所有问责关系必然是相互的。（2）政策的主要领导者-民选官员（学校董事会成员）-最终要向公众负责，提供改善所需的资源和权力。（3）行政首长-主管和负责人-负责利用这些资源和权力指导改进。（4）实践的领导者--教师--有责任发展新的知识和技能，以满足大规模改进的要求。各个行动者对于推进城市教育改革都发挥着重要的作用。

The agenda of imperatives confronting urban schools and community is to rescue the spirit and talent of all at-risk children regardless of race and to realize their right to learn. The superintendent and the principal are key professionals in the current successful urban educational reform. Many universities have developed the unique and intensive programs for them. In 1990, the Harvard Graduate School of Education established the Urban Superintendents Program to respond to the nation's call for educational leadership. The unique doctoral program has three components : 12 months of course work, six-month internship and a dissertation. The program does stress upon his or her research capacity for developing the educational policy. The Principals' Leadership Academy of Nashville(PLAN) was officially birthed in the fall of 2000 as a formal partnership between Metro Nashville Public Schools, Peabody College at Vanderbilt university, and the Nashville Public Education Foundation. Its mission is to develop educational leaders who creatively and courageously propel teaching and learning.Through my observation and interview to those programs' leaders I realized the basic theory of these programs which is called 'distributed leadership.' The concept is described as follows :(1)All accountability relationships are necessarily reciprocal.(2)The chief policy leaders-elected officials (school board members)-are finally accountable to the public for providing the resources and authority necessary for improvement.(3)The chief administrative leaders-superintendents and principals-are accountable for using these resources and authority to guide improvement.(4)And leaders of practice-teachers-are accountable for developing the new knowledge and skill required for the demands of broad-scale improvement.Distributed leadership makes the reciprocal nature of these accountability relationship explicit. Each actor plays very important roles for improving the urban educational reform.