由能力建立觀點分析臺北市提升教學力之策略

Local Government Strategies for Enhancing Instructional Capacity: An Analysis of Taipei City from the Viewpoint of Capacity Building

本研究以能力建立為理論觀點，由政策分析的角度探討臺北市發展教學力之策略。研究方法採內容分析法，除廣泛蒐集相關政策文本與方案文件，並透過詮釋性的質性取向進行分析。研究結果發現，臺北市提升教學力之策略，在個人層次的焦點，包括以學習者中心為主軸，改變教師專業發展模式；擴大領導人才培育，發展教師領導能力；落實跨國參訪，激發學校人員熱情與想像。在學校層次，策略為深化校長培力課程，更新校長學習領導知能；鼓勵發展學習社群，改變教師專業發展文化；提供經費與行政支持，發展學校教學能量。在系統層次，則在教育局領導者支持下，以課程教學改革為發展核心，善用人力資源進行政策規劃與執行，借重校長主任專長系統進行組織整合，及由整體角度思考，增進學校方案間之連結與協調。最後，本研究依研究結果提出結論與建議。

From the perspective of capacity building, the research analyzed the strategies employed by Taipei City to develop the instructional capacity. To attain the research goals, we used content analysis as the research method. Based on policy documents and program minutes, a qualitative oriented strategy was used for the data analysis process. The result showed that the strategies can be categorized into individual, school and local government levels. For individuals, the way how teachers are empowered has changed. They were encouraged to take initiatives, given opportunities to visit schools overseas, inspired to be passionate and imaginative, as well as to be courageous to lead. At the school level, the practice of professional learning communities was turning isolation into collaboration. The emphasis on Leadership for Learning was arming the school leaders with updated leading theories, strategies and tools. Furthermore, more resources and support from the local government were distributed to develop instructional capacity. In term of the system, all efforts have been devoted to curriculum and instructional development. The consistence and continuity of this policy declared a clear vision and direction, strengthening the certainty and reducing the anxiety among teachers. Additionally, all sorts of resources, man power included, were wisely integrated, which made it possible to implement policies systematically. Based on the findings, conclusions were made and suggestions were given to local governments and for further studies.