IMPROVING THE SUPERINTENDENTS' AND PRINCIPALS' PROFESSIONAL DEVELOPMENT PROGRAMS UNDER THE EDUCATIONAL ACCOUNTABILITY SYSTEM REFORM IN THE U.S.
Grant-in-Aid for Scientific Research (C)
|Allocation Type||Single-year Grants|
|Research Institution||HOKKAIDO UNIVERSITY(2004)|
Aichi University of Education(2002-2003)
TSUBOI Yoshimi HOKKAIDO UNIVERSITY, GRADUATE SCHOOL OF EDUCATION, PROFESSOR, 大学院・教育学研究科, 教授 (50115664)
|Project Period (FY)
2002 – 2004
Completed(Fiscal Year 2004)
|Budget Amount *help
¥3,600,000 (Direct Cost : ¥3,600,000)
Fiscal Year 2004 : ¥800,000 (Direct Cost : ¥800,000)
Fiscal Year 2003 : ¥1,700,000 (Direct Cost : ¥1,700,000)
Fiscal Year 2002 : ¥1,100,000 (Direct Cost : ¥1,100,000)
|Keywords||SUPERINTENDENT / PRINCIPAL / PROFESSIONAL DEVELOPMENT / EDUCATIONAL ACCOUNTABILITY / AMERICAN EDUCATIONAL REFORM|
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.
Research Products (17results)