Can Instructional Leaders Be Facilitative Leaders?
教學領導者能夠成為催化領導者嗎？
HOW DO FACILITATIVE LEADERS PROVIDE FEEDBACK TO TEACHERS?
催化領導者如何提供回饋給教師呢？
One of the most visible ways principals demonstrate instructional leadership is by observing and providing feedback to teachers, but the path is strewn with land mines. Teachers may be skeptical of unsolicited advice from administrators, especially when it's a once-a-year event that reduces the complex world of the classroom to a one-page checklist.
校長展示教學領導最顯而易見的方法之一是藉由觀察來提供教師回饋，但是『道上』可是地雷滿佈。對行政者主動提供的建議，教師可能將信將疑，特別是將教室這『複雜世界』的『周年例行活動』，化為一頁的檢核表。
"Teachers' involvement is an irreducible requirement," concludes Milbrey McLaughlin (1990); meaningful evaluation requires "a culture for evaluation" that goes beyond appointing teachers to steering committees. Considerable interaction is needed to create shared goals and understandings about evaluation and its relation to school improvement.
Milbrey McLaughlin (1990)總結說“教師投入是不可或缺的需求”；有意義的評鑑需要“一個評鑑文化”不僅只是指派教師帶領委員會即可。關於評鑑和其與學校改進的關係上，創造共享目標和理解的頻繁互動是有必要的。
This dialogue has generated a variety of successful approaches in which teachers take the lead: mentoring, peer coaching, teaching clinics, portfolios. Although their involvement is less apparent, principals play a crucial role by supporting the new approaches, providing logistical support, and offering encouragement to teachers who may have reservations about assuming unfamiliar roles. Even after establishing the evaluation system, review and revision will be ongoing.
這種對話已經產生了種種由教師起帶頭作用的成功做法：師傅教導（良師輔導），同儕輔導，教學診斷和檔案評量。雖然校長的投入並不明顯，但他們在支持新的方法，提供後勤支援，以及給予擔任不熟悉角色的教師鼓勵上，仍扮演著關鍵性的角色。即使之後建立了評鑑制度，檢閱和修訂仍將會持續進行。
HOW DO FACILITATIVE LEADERS MANAGE AND ASSESS THE INSTRUCTIONAL PROGRAM?
催化領導者如何管理和評價教學方案？
Traditionally, curriculum leadership has been viewed as a series of technical tasks establishing objectives, monitoring scope and sequence, choosing textbooks, and selecting appropriate tests with the principal exercising final responsibility for all decisions.
傳統上，課程領導已經被視為是建立目標，監控範圍和順序，選擇教科書，以及校長對所有挑選合適測驗所做的決定負起全責等一系列的技術性工作。
Recent work has documented the ability of teachers to make major decisions about content and methods, not only individually in their own classrooms, but collectively on a schoolwide basis. However, this kind of curriculum-making, which requires extensive dialogue, must be grounded in teacher autonomy that is endorsed and supported by school leaders (Michele Monson and Robert Monson 1993).
最近的工作已經證明教師在關於內容和方法上做主要決定的能力，這種能力不僅是只在他們自己的教室內，而且已經能擴及到整個校園。然而，這種需要透過廣泛對話討論的課程決策，必須紮根於教師自主，這種自主性是受到學校領導者的認可和支持。 (Michele Monson and Robert Monson 1993)。
The same applies to assessment. Many schools have been exploring alternative forms of evaluation (such as authentic assessment and learning exhibits) that require professional judgment. Teachers who actively participate in formulating assessments are more likely to understand them and to take a more thoughtful approach to their own instructional methods. But this happens only when teachers are provided the time and support to work through the issues together (Kate Jamentz 1994).
這同樣也適用於評量。許多學校一直在探討需要專業判斷的其他評鑑型式（例如真誠評鑑和學習展示）。教師主動參與制定評量方式可能是去了解他們並且對他們自己的教學方法採取更周延的方式。但是這只發生在提供教師時間和支持，以一起處理這些議題時(Kate Jamentz 1994)。
Clearly, the evolution of facilitative approaches has not eliminated the underlying functions of instructional leadership, nor the need for expert, dynamic practitioners. But today's principals are being challenged to carry out those functions in ways that are less direct and more collaborative. The goal is not to do it, but to see that it happens.
顯然地，催化的方式並未能消除教學領導的潛在作用，也未能符合專家和動態實踐者的需要。但是今日的校長以少指導和多合作的方式實施那些作用時會受到挑戰（質疑）。因此目標不是去做，而是看著它發生。
資料來源：
本譯文僅做課堂上學術交流討論使用，特此聲明。
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