現代米国教育委員会制度改革と教育専門職リーダーシップ : Boston Plan for Excellenceのコーチングに着目して(II 研究報告)

• 篠原 岳司

  北海道大学大学院:日本学術振興会

書誌事項

タイトル別名

• CURRENT REFORMS IN AN AMERICAN URBAN SCHOOL DISTRICT AND PROFESSIONAL LEADERSHIP : COACHING PRACTICE AND THE BOSTON PLAN FOR EXCELLENCE(II. RESEARCH REPORTS)

抄録

This article clarifies the significance and problems of forming professional leadership practice in an American urban school district by examining the current school reform of the Boston Public Schools controlled by the mayor of Boston. In American urban school districts, how school reform can be improved in order to advance student academic achievement has not in fact been realized, even though many districts have tried and practiced a variety of reforms such as school autonomy, "integrated governance" and standardized testing. This article attempts to analyze one practice of professional leadership for reform, using the ideas of Richard Elmore, especially what he calls "school reform from the inside out" and "distributed leadership." The Boston Public Schools are currently well known for the "Broad Prize for an Urban School District." This reform by Superintendent Tom Payzant (1995-2006) exemplifies one of the most successful cases of advancing academic achievement in an urban school district. The system of school autonomy, the School Site Council, mayoral control, integrated governance, and standardized testing, the MCAS test are key elements of this program's success. Especially notable is that even under a system of integrated governance like that in Boston, democratic process is still regarded highly, with organizing and nominating committees as well as selection of a superintendent and school committees, by citizens. Payzant also changed the organization chart, which proved to be important in making the professional relationship between the central office and each school more reciprocal. Professionals play important roles between these areas as well, mediating ideas from each, while the Instructional Leadership Team (ILT) in schools is critical, as well, as it empowers school autonomy through the teachers themselves. The Boston Plan for Excellence (BPE), a non-profit, independent educational think tank, has contributed to these reforms by Payzant. The BPE first finds out the key elements for school reform, which it calls the "Six Essentials," and then gives guidance on how to use these essentials for planning school improvement. Sending its change and content coaches to schools also helps teachers as they implement school reform. A more important role the BPE has played has been the creation of a professional development program called "Collaborative Coaching and Learning (CCL)." CCL promotes reflective learning by teachers and improves their practice in the classroom. BPE coaches join and support this process of learning. In conclusion, this article unveils the significance of reciprocal professional relationships and a coaching program empowering and developing teachers for school improvement. These relationships also show the necessity of the school board as an educational system of independence from general administration.

収録刊行物

• 日本教育行政学会年報

  日本教育行政学会年報 34 (0), 143-159, 2008

  日本教育行政学会

キーワード

• school board system
• professional leadership
• coaching
• school governance
• consultative administration

詳細情報

• CRID: 1390282681097511424
• NII論文ID: 110009591060
• DOI: 10.24491/jeas.34.0_143
• ISSN: 24331899
• ISSN: 09198393
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可