アメリカ地方教育行政における"スーパーヴィジョン"機能の再編志向(V 研究報告)
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概要
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The purpose of this paper is to clarify the tendency towards reorganizing the function of "Supervision" in Local School Systems in the U.S.A. In the U.S.A. in recent years the organizational structure of local school systems has undergone certain important changes. The word "School Restructuring", which we can often see in many of today's arguments for educational reform, aims at reorganizing the relationship between the local educational administration agency and individual schools, founded on "School-Based Management" In other words, the present educational reform tends to structure for autonomous school administrative systems. "Supervision" is one of the essential functions of educational administration at the local level. It is, therefore, now one of the most important agendas for local school systems to reorganize the function of "Supervision". The concept of "Supervision" meant administrative inspection before the 18th century and has greatly changed ever since especially in the following respects: 1) by whom should work be done, 2) what should be done, and 3) how work should be done. 1) The first aspect is explained in terms of professionalization and specialization. Laymen had responsibility for thus in the early 1800s, and state and local superintendents gained it as professional supervisors in the early 1900s. "Supervision" was then taken up by such personnel as principals, special and general supervisors, and consultants. 2) We can explain the second aspect as one of conversion and expansion. The purpose of "Supervision" was converted from dismissal of "unsound" teachers to improvement of instruction in the late 1800s. Such strategies as classroom visitation, classroom observations, and demonstrations, were used by supervisors. These included many kinds of activities leading to the improvement of instruction-urriculum development and in-service training, for example. 3) For the last we can see a change from an "administrative" function to an "advisory" one. Following the above conversion, the "human factor" was considered in the relationship between teachers and supervisors. They were in search of the democratization of supervisory functions. "Supervision" has been seen as an advisory and cooperative service since the 1930s. The role expectations of supervisors include classroom-site advisory services for instructional improvement. The reality of their functions, however, now assume both an "administrative" and an "advisory" character. It is said that lots of teachers have distrust of their supervisors. There is thus the emergence of "Clinical Supervision", especially "Peer Supervision", as a strategy of instructional improvement in recent years. This enables teachers to assume a major responsibility for instructional improvement. Many authors argue that central office supervisors cannot provide direct assistance to teachers. Teachers naturally turn to each other for help more often than to a central office supervisor. The function of "advice and assistance" is thus separated from a central office and entrusted to an individual school. The central office supervisors are expected to be "Integrators" within their school district. We can also find the tendency to reorganize the function of "Supervision" between central office and individual school.
- 日本教育行政学会の論文
- 1993-10-09