米国都市学区における「学校風土」の開発と教育長のリーダーシップ : New Haven School Changeにおける学習コミュニティの創造(II 研究報告)
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The purpose of this article is to examine the significance and possibility of urban district leadership under the No Child Left Behind Act of 2001 (NCLB), focusing on the current school reform efforts of the New Haven Public Schools in Connecticut. The New Haven Public Schools has developed their educational accountability system to create a district-wide learning environment (also referred to as the climate). Many advocates suggest that NCLB has neither improved public education nor increased the ability of systems to serve poor and minority children, in part because the federal government's stringent law holds educators accountable for the annual progress of students and prescribes sanctions and remedies for low-performing schools. Since 1968 the New Haven Public Schools has taken a collaborative approach of district-level strategies for improvement suggested by Dr. James P. Comer and his colleagues at the Yale Child Study Center School Development Program (SDP). Comer (1985) pointed out that "at least four levels of collaboration are critical" : 1) between educators and social scientists; 2) between colleges and universities and primary and secondary schools; 3) between the central office and its individual schools; and 4) among the participants at the building-level. Therefore, Comer suggested that "successful collaboration requires top-down (central office) and bottom-up (individual building) communication, planning, and program implementation." Comer (1993) also suggested that educational accountability is a shared responsibility, which requires that parents and school staff work together to establish school goals and design programs to meets these goals. Dr. Reginald Mayo, the Superintendent of New Haven Public Schools (1992-2013), has embraced Comer's philosophy since he became a principal in New Haven in 1976. Through Mayo's current district-wide school reform plan, his top priorities are "getting all the stakeholders to work together to solve problems using a Shared Leadership model." The main research questions are as follows: 1) What are the components of the accountability system? 2) How do district policy makers and school participants engage in their strategic planning and implementation processes? 3) How does the district-level evaluation system determine whether district policies support a comprehensive system that encourages student engagement? These current efforts show the new district leadership role throughtheir Shared Leadership model. Three major conclusions are drawn: 1) The district-wide focus on human development and collaborative approaches has affected students' motivation to learn. As a result, they have developed many co-leaders. They demonstrate Richard Elmore's idea of "reciprocity of accountability for capacity." 2) The district's annual Learning Environment Survey (LES) gives a voice to all the stakeholders-teachers, staff, parents, and students-and provides them an opportunity to share their concerns about their needs and the quality of the learning environment at each school. The LES also plays the important role of overcoming the limitations of standardized test measurements. The LES provides valuable information that supports dialogue on how to make the school a better place for learning. The Superintendent has used the LES feedback for "no fault" problem solving with the schools. 3) District leadership affects each school's implementation indirectly, through the mediated role of the District Comer Facilitator who affects implementation directly with reciprocity. The District Comer Facilitator is an important role model for mentors, teacher leaders, and professional developers.
- 2013-10-11
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- 米国都市学区における「学校風土」の開発と教育長のリーダーシップ : New Haven School Changeにおける学習コミュニティの創造(II 研究報告)