校長與專業學習團體：行動知識之學習（下）

Principals and the Professional Learning Community: Learning to Mobilize Knowledge

目的：本文的目標是要使用客觀知識成長架構（objective knowledge growth framework, OKGF）於加拿大校長學習網絡（Canadian Principal Learning Network, CPLN）的維持與發展之中，以增進在決策領域中校長們的知識與技巧。首先，本文描述加拿大校長學習網絡（CPLN）的起始，它是為了要協助校長們做出決策並且解決共同問題。第二，介紹CPLN網站的演進以及重述校長們曾經面對的挑戰和他們合作解決的問題。最後，本文論述立基在Karl Popper批判理性論之上的OKGF，並且描述校長們在投入線上學習團體以及與之互動時，是如何回報他們的決策過程的。
設計／方法／進路：本文謹慎地召集了一個國際的研究團隊，研究者們具有行政經驗、課程知識或教育學知識，他們主要的研究興趣在於教育領導、教育行政、改變理論、教育政策以及專業學習等。此外，某些具備研究生身分的校長們以及新的研究者們也加入了這個團隊。
研究發現：CPLN網站使用了OKGF，這在提供校長們一個反思與合作的架構與聚集點上，是一種進步。然而，在剛開始時，要使校長們在一個合作的、反思的線上學習團體中彼此互動，卻不是一件容易的事（Bryk, Sebring, Allensworth, Luppescu, &Easton, 2010; Lieberman & Miller, 2008; Louis & Kruse, 1995; McLaughlin & Talbert, 2002;Schmoker, 2006; Stoll & Louis, 2007; Wagner & Kegan, 2006）。本研究顯示，校長們需要一個可以反思、討論、實驗以及實踐的場域，對校長團體而言，這個場域正是CPLN。
原創性／價值：本研究提供給在使用OKGF的線上學習團體中的校長們一個模型，它同時也顯示出，有力的領導並不因為準備計畫的充分而發生，校長們在領導時，還必須要在他們各自的學校中持續地學習（Mitgang & Maeroff, 2008）。分享所面對的挑戰以及所經驗的學習，顯示出校長們不僅有能力去處理他們在學校中所遭遇到的挑戰，同時也正如諸位研究者所指出的（Fry, O’Neill, & Bottoms, 2006; Levine, 2005; Mitgang & Maeroff, 2008），他們還有能力在其工作當中倖存下來。

Purpose – The purpose of this paper is to use the Objective Knowledge Growth Framework (OKGF) in the development and maintenance of the Canadian Principal Learning Network (CPLN) to advance principals’ knowledge and skills in the area of decision making. First, the paper presents the inception of the CPLN, to assist principals in making decisions and resolving common problems. Second, the evolution of the CPLN web site is presented and recount the challenges faced and collaborative solved by principals. Finally, the paper describes the OKGF based on the critical rationalism of Karl Popper and how principals, engaging and interacting in an online learning community (CPLN) informed their decision-making process.
Design/methodology/approach – The paper mindfully assembled an international team of researchers with administration experience, curriculum knowledge and pedagogy, and whose research interests lay in educational leadership, education administration, change theory, educational policy and professional learning. Also in addition, principals who were current graduate students, and new researchers also joined the research team.
Findings – The CPLN web site using OKGF, is a step forward in providing principals with a structure and a venue to be reflective and collaborative. However, getting them to interact with each other in a collaborative, reflective online learning community was not an easy feat at the beginning (Bryk et al., 2010; Lieberman & Miller, 2008; Louis & Kruse, 1995; McLaughlin & Talbert, 2002; Schmoker, 2006; Stoll & Louis, 2007; Wagner & Kegan, 2006). The study shows principals find the need for a place to reflect, discuss, experiment, practice and learn and, for this group of principals, that place is the CPLN.
Originality/value – This study provides a model for principals’ learning in an online learning community using the OKGF. As well, it shows that powerful leadership does not just take place during preparation programmes, but that principals need to continue to learn as they lead in their respective schools (Mitgang & Maeroff, 2008). Sharing of the challenges faced and the learning that occurred principals are capable of addressing not only the challenges posed in their schools but also, as numerous researchers note (Fry et al., 2006; Levine, 2005; Mitgang & Maeroff, 2008), of surviving the job themselves.