1. 12 年國教之課程與教學領導 張 宇 樑 國立嘉義大學教育行政與政策發展研究所 The 21 st Century Instructional Leader 於嘉義市玉山國中 2013/05/01 1

2. 12 年國民基本教育核心理念 12 年國教基本概念 邁向新學習時代 開啟孩子的無限可能

3. 12 年國民基本教育核心理念 12 年國教 基本架構

4. I T ’ S THE L AW : N EWTON ’ S L AW OF I NERTIA If you keep doing what you have always done, you will continue to get what you have always gotten. The law is loosely based on the concept that if a body is in motion and no force exerts itself on that body, it will remain in the motion it is in. What does this mean for instructional leadership?

5. I T MEANS THAT... If you are doing something that is working and you are getting good results, it may not continue to work if new “forces” are present. Schools will have to transform themselves to meet the new demands (i.e., forces) of the 21st century. Instructional leaders will need to step up to lead in a very different education environment.

6. CHANGES IN THE EDUCATIONAL ENVIRONMENT

7. C HANGES C ALL FOR T HOUGHTFUL, I NSPIRING L EADERSHIP We can see changes related to Students Teachers Accountability The science of teaching and learning Professional development Educational tools and resources Skills and knowledge needed for the 21st century

8. ROLE OF THE 21ST CENTURY INSTRUCTIONAL LEADER

9. T HESE CHANGES REQUIRE THE 21 ST CENTURY LEADER TO BE... A visionary An instructional leader An influencer A learner

10. T HE 21 ST CENTURY LEADER WILL NEED TO HAVE TOOLS AND METHODS TO... Expect Inspect Direct Respect Reflect

11. T HE 21 ST CENTURY INSTRUCTIONAL LEADER WILL NEED TO FOCUS ON... supervision curriculum assessment instruction technology culture and climate professional development school improvement

12. FOCUS ON SUPERVISION

13. I NSTRUCTIONAL S UPERVISION R EFLECTIONS What instructional leaders have to understand, know, and be able to do. How supervision demands are similar and different for 21st century instructional leaders. Obstacles and opportunities for instructional leaders to develop and maintain self-confidence.

14. S UPERVISION C HALLENGES AND C ONCERNS Insufficient knowledge of research, theory, and best practice and inconsistent application. Management instead of leadership. Random acts of leadership. Lone-ranger leadership, which is often not shared.

15. Supervision Challenges and Concerns (cont’d) Lack of clear expectations and indicators about teaching and learning. Superficial monitoring of classroom teaching. Ineffective feedback.

16. FOCUS ON CURRICULUM

17. C URRICULUM R EFLECTIONS How teachers develop, monitor, evaluate, and revise curriculum for classroom use. The role of the instructional leader in this process. Characteristics of an ideal curriculum for the 21st century student.

18. C URRICULUM C HALLENGES AND C ONCERNS Curriculum is not written, guaranteed, viable, or aligned to standards. Curriculum is not systematically assessed. There are random acts of teaching and learning. Curriculum is not equitable for some students. Curriculum is often delivered by teacher entrepreneurs in their own classrooms. Curriculum is superficially monitored at best.

19. FOCUS ON ASSESSMENT

20. A SSESSMENT R EFLECTIONS How instructional leaders can monitor assessment in schools. Challenges teachers face when assessing student learning. Characteristics of effective assessment.

21. A SSESSMENT C HALLENGES AND C ONCERNS Standards and objectives often don’t drive classroom assessment (random acts of assessment). Formative assessment of learning is infrequent. Assessment, instruction, and curriculum are not aligned. Classroom assessment data are often not analyzed or used for instructional decision making.

22. A SSESSMENT C HALLENGES AND C ONCERNS ( CONT ’ D ) Assessment is superficially monitored by instructional leaders. Commercial tests are often misaligned with curriculum. Students usually don’t get opportunities to retake tests or redo assignments until they reach the objectives.

23. FOCUS ON INSTRUCTION

24. I NSTRUCTION R EFLECTIONS How instructional leaders communicate expectations about classroom instruction. How instructional leaders encourage teacher reflection about instructional practices and make needed changes. How instructional leaders inspect the instructional environment to determine the prevalence of research- supported instructional practices.

25. I NSTRUCTION C HALLENGES AND C ONCERNS Instructional practices don’t support the standards or assessment (random acts of instruction). A one-size-fits-all approach that doesn’t match instructional practices to student needs. Teachers blame students: “I taught it; they should have learned it,” or “They are just not motivated.” Teachers are uninformed or choose not to use research- supported instructional practices. Supervision of teaching and learning is superficial.

26. FOCUS ON TECHNOLOGY

27. T ECHNOLOGY R EFLECTIONS Forms of technology being used in the classrooms of your school. Teacher preparation to integrate technology with content-area instruction. Components and current status of your school’s technology plan to address areas of need.

28. T ECHNOLOGY C HALLENGES AND C ONCERNS Inadequate technology planning, monitoring, support, and professional development. No alignment with curriculum, instruction, and assessment. Misinformation about how and what to observe in technology-supported classrooms. Superficial uses of technology.

29. FOCUS ON CULTURE AND CLIMATE

30. C ULTURE AND C LIMATE R EFLECTIONS Factors influencing the development of a respectful and productive culture and climate for teachers. How instructional leaders can create and sustain productive school norms with motivated and inspired teachers. How instructional leaders become and remain credible leaders.

31. C ULTURE AND C LIMATE C HALLENGES AND C ONCERNS Teachers’ use of time in groups is often inefficient and ineffective. Teachers often don’t talk about research-supported practices related to their own teaching. Instructional leaders require development to facilitate meaningful professional discussion. Instructional leaders may need development in how to build a culture of inquiry and collegiality.

32. FOCUS ON PROFESSIONAL DEVELOPMENT

33. P ROFESSIONAL D EVELOPMENT R EFLECTIONS Factors influencing effective professional development that promotes sustainable change in teacher practices. The role of instructional leaders in ensuring that policies and practices are in place for effective, school-based professional development. How to build capacity and local expertise in best instructional and professional development practices.

34. P ROFESSIONAL D EVELOPMENT C HALLENGES AND C ONCERNS Professional development is often ineffective because of inadequate planning, monitoring, coaching, and evaluation of results. Professional development is not job-embedded, ongoing, and based and driven by data. Supervision is superficial; new strategies and practices in the school are just suggestions.

35. FOCUS ON SCHOOL IMPROVEMENT

36. S CHOOL I MPROVEMENT R EFLECTIONS Ways instructional leaders involve teachers in the school improvement process. How your school monitors progress and celebrates accomplishment of improvement goals. School improvement efforts that have been successful in your school and why.

37. S CHOOL I MPROVEMENT C HALLENGES AND C ONCERNS Instructional and teacher leaders often lack knowledge and skills for collecting, analyzing, interpreting, and using data. Achievement data used are superficial and from one source. Instructional and teacher leaders often lack knowledge of research and practices to reduce achievement gaps. Instructional leaders need support with effective use of school improvement plans.

38. 12 年國教之課程與教學領導 張 宇 樑 國立嘉義大學教育行政與政策發展研究所 Questions?? & Discussions!! 於嘉義市玉山國中 2013/05/01 38

39. 資料來源： 1. 講者自行整理 2. 部分資料取自美國視導與課程發展學會 (Association for Supervision and Curriculum Development [ASCD], 2010)