~Preparing the Next Generation of Urban School Leaders~weekly assignment

Preparing the Next Generation of Urban School Leaders

打造下一代的市區校長

In an effort to deepen the pool of qualified urban principal candidates, the Institute for the Mentorship of Urban School Leaders at Lehigh University was established to give proven school leaders the training and support needed to be effective administrators. Included: A description of a focused, hands-on training program.

為了努力增加市區學校儲備校長的人數，里亥大學成立了市區校長的師傅校長輔導機構以給予學校領導者訓練與支持，使其成為有效能的行政長才。包括：

一套詳細的重點式、親自實作式的培育方案。

An intensive, hands-on heavy principal preparation program is putting trained administrators into Philadelphia schools in fewer than two years.

一個非常繁重的密集式，親自實作式的校長職前培訓課程會在兩年之內將校長訓練好，送入費城的市區學校就職。

Called the Philadelphia Principals Project, the program is a collaboration of the School District of Philadelphia, the National Association of Elementary School Principals (NAESP), and the Lehigh University College of Education. The program is funded by a grant from the U.S. Department of Education.

這個稱為費城校長專案的方案，是由費城學區、全國小學校長學會以及里亥大學教育學院共同攜手合作的方案。該方案由聯邦教育部籌募的基金所組成。

The goal of the program is to provide the Philadelphia schools -- and possibly other urban districts -- with badly needed administrators who are trained to work in urban schools

方案目標是提供費城中-可能也包含其他都市學區-嚴重短缺學校行政人員的市區學校有受過訓練的行政人員(校長)去任職。

LEARNING ON THE JOB   從實做中學習

The critical components of the 16-month-long training program are residencies and mentoring, according to George Roesser, the program director and a professor of practice in Lehigh's College of Education.

根據里亥大學教育學院實習指導教授兼方案主任George Roesser所稱，這長達十六個月訓練計畫的主要內容是以實地實習和師傅(校長)指導為主。

※Professor of practice 實習指導教授

一半時間在大學教課，另一半時間在業界工作的教授，並未支領長聘薪津的教授。不同於大學裡的研究教授(research professor)

 

"Practice is stressed from the beginning of the program," Roesser told Education World. After two weeks of classroom study and some practical work, candidates are assigned to schools with host principals. There they work with administrative leadership teams, who provide tasks, guidance, and support.

Roesser要告訴教育界的是：打從方案一開始著重的就是實習。在為期兩週的課堂學習和一些實際工作後，候用校長被分派到已有正式校長的各個學校去。在那兒他們跟著行政團隊一起做事，行政團隊人員會指派任務，指導和協助。

The trainees spend four days a week working in a school, and then meet one day a week, usually in Philadelphia, for a class or lecture and the chance to discuss issues they are confronting on the job. Candidates are able to collect their salaries while they are in the program.

學員一個禮拜有四天在學校實習，一天上課，上課地點通常是在費城，以課堂或講述的方式來討論他們在工作中遇到的議題。在整個方案進行的過程裡，候用校長也可以領薪水。

Issues faced by urban principals also are stressed. Time is devoted to discussions of multicultural issues, problems of urban students, motivators for urban students and minority children, and how those motivators differ from those for other students.

市區校長遇到的問題也被列做討論的重點。時間通常花在討論多元文化議題、市區學生問題、市區學生的激勵因素和少數族群的學童，以及對其他學生來說，激勵因素會有所不同。

Once candidates complete the program, they are placed in full-time positions, and work with a mentor principal for at least a year. NAESP members have trained Mentor principals and host principals. Several years ago, NAESP developed the National Principals Mentoring Certification Program, a training program for administrator mentors.

當儲備校長完成了這個方案的培訓課程，他們就會直接走馬上任，然後至少有一年的時間是在師傅校長的指導下度過。NAESP成員已經訓練過師傅校長和現任校長。數年前，NAESP制定國立師傅校長認證方案—培育師傅校長的一個訓練方案。

"We want them [new administrators] to have the knowledge they are being supported," said Fred Brown, NAESP's associate executive director. "When we survey members, they want to talk to those who walked the walk."

NASEP的副執行主任Fred Brown說：我們希望他們(新校長)能意識到自己是有人支持協助的。當我們了解成員後，會發現他們想要和那些曾經經歷過的校長聊聊(走過相同的路)”

And NAESP wants the mentoring experience to be valuable for all the parties. "Some mentors say after the training, 'I didn't know what I didn't know,'" Brown said. "There's a lot more to mentoring than creating a clone of yourself. The expectation is that through their own strengths and effectiveness, they will help them [new administrators] find their own style."

而NAESP希望這種師傅經驗能傳承給所有成員。Brown說：在訓練之後，一些師傅校長會覺得自己無所不知。師傅教導這檔事不僅只是複製一個一模一樣的自己而已，還有更多的是期望候用校長能藉著自己的長處和努力的成效，讓自己發現(新行政人員)自己的領導風格。

ADDING DIVERSITY TO THE RANKS 增加這一行的多樣性

So far, eight out of the 11 people who completed the first program cycle are full-time administrators; six are assistant principals and two are principals. All 11 passed the state's certification test. "There is just a desperate need for administrators," Roesser said.
截至目前為止，11個人中有8個完成第一輪的方案，包括全職的行政人員，六個副校長和兩個校長。這11位全數通過州立認證考試。Roesser說：我們對行政人員(市區校長)的需求實在是迫在眉睫。

Ten are in training now, selected from among 40 applicants. The majority of the participants in both groups are minorities.
從40位應徵者中挑選出來的10位人員現在正在受訓，在兩個團體中的參與者大多數都是弱勢族裔。

While the program was opened to educators from across the country, this year all of the trainees are from Philadelphia, according to Roesser.
根據Roesser說：儘管這個方案開放給國家裡所有的教育者來申請，今年全部的學員(申請者)全來自費城。

Applicants are carefully evaluated. "There is a shortage of highly-qualified folks," Roesser added. "We want to select people who we know will be successful."
申請者都須經過仔細的審核評估。Roesser補充說：要充分符合資格的申請人很少，我們只挑選我們知道他一定會成功的人。