校長素養導向領導的概念分析與實踐之研究

The Concept Analysis and Practice of Competence-based Leadership for Principals

十二年國民基本教育課程綱要係以核心素養為主軸，新課綱帶來的課程改革成效與否，端賴校長落實素養導向領導，以引導教師進行有效的素養導向教學及提升學生學習成效。本文首先進行校長素養導向領導的概念分析，涵括素養導向和領導素養兩大要素；其次探討素養導向領導與校長專業標準的關係，說明校長專業標準在校長素養導向領導實踐層面上的應用；最後提出校長素養導向領導的實踐策略，包括下列七項：一、確立校長素養導向領導政策，引導校長領導和辦學依據；二、研訂素養導向領導核心指標，做為校長領導自我評估參據；三、研發素養導向領導課程與教材，提供校長專業學習參考；四、辦理校長素養導向領導研習，厚實校長素養導向領導知能；五、鼓勵校長加入專業學習社群，研討素養導向領導議題；六、發行校長素養導向領導手冊，提供校長專業發展之參考；七、舉辦校長素養導向領導論壇，激發校長導向領導議題討論。

The central concept of the 12-year basic education curriculum guidelines lie in key competences. The success of new curriculum guidelines change depends on competence-based leadership of principles. By guiding teachers in implementing competence-based teaching and enhancing the student’s learning effectiveness. The purpose of this paper is to explore the concept analysis and practice of competence-based leadership for Principals. The study first analyzes the concept of practice of competence-based leadership for principals and breaks the statement into two perspectives, competence-based and leadership. Further, the study explores the relationship between competence-based leadership and professional standards for principals, demonstrating the application of professional standards for principals on the practice of competence-based leadership. Finally, the study proposes seven practice strategies of competence-based leadership, including: 1. establishing the policy direction of competence-based leadership for principals as the base of principal leadership and the management of the school; 2. Designing the core indicators of competence-based leadership as the principal’s leadership self-assessment; 3. Developing the curriculum and teaching materials of competence-based leadership, and providing the principal’s professional learning reference; 4. Organizing the professional development of the competence-based leadership and enriching the professional knowledge and skills of the principal; 5. Encouraging the principal to join the professional learning community and discussing the competence-based leadership issues; 6. Issuing the principal’s competence-based leadership manual, and providing a reference for the principal’s professional development; 7. Organizing the forum of competence-based leadership and stimulating the discussion on leadership issues.