校長課程領導與教師專業學習社群發展之個案研究

A Case Study of Principal's Curriculum Leadership and Teachers’Professional Learning Community Development

林儀幸(Yi-Hsin Lin)

指導教授 ： 洪啟昌

淡江大學/教育學院/教育政策與領導研究所碩士在職專班/碩士(2019年)

https://doi.org/10.6846/TKU.2019.00074

摘要

本研究以一所發展校本特色課程與教師專業學習社群的偏鄉國小為個案學校，以校長課程領導及教師專業學習社群為焦點，瞭解校長進行課程領與學校推展教師專業學習社群的背景脈絡、校長課程領導的理念，同時透過課程領導的六個層面及教師專業學習社群的五項構面，分析校長進行課程領導與學校推展教師專業學習社群的行為內涵，並瞭解個案學校校長課程領導與學校推展教師專業學習社群實踐歷程中，其影響因素及遭遇困境與因應策略。

本研究針對一位校長、一位主任以及三位教師為對象進行訪談，輔以文件分析、現場觀察，並將所蒐集的資料進行相互檢定，獲致以下之研究結論：

壹、個案學校校長課程領導與學校推展教師專業學習社群以「組織外部情境及內部條件的連動效應」、「參與特色學校的策略聯盟」及「校長的理念與提倡」 為其主要發展脈絡。

貳、碧水國小校長藉由開啟反思對話及共同參與、統整會議增進行政與教學團隊合作、擴大課程團隊合作夥伴、輔以校本特色課程相關計畫、藉社群的運作帶動課程專業對話、爭取有利校本特色課程發展之官方或民間專案、提供課程評鑑標準及發展社區課程場域並提高公共能見度等作法，具體實踐課程領導。

參、在共享「發展校本特色課程，精進課程與教學」之願景下，社群教師透過分享、共同研討、回饋及觀摩交流、共同參與規劃決策及輪流擔任促進共同學習探究的領導者等機制，並在行政團隊提供各項資源、心理及學習上的支持系統下，教師們持續精進、省思與創新課程與教學的實踐，並以專業分享啟動社群成員間深度對話及專業成長。

肆、影響個案國小校長課程領導與學校推展教師專業學習社群之實踐歷程因素為: 「學校規模大小」、「成員結構」、「決策運作模式」、「組織成員的認同」、「課程及教學實務需求的滿足程度」、「學校本身外部情境所形成的迫切性」，以及「家長的認同與回饋」。

伍、個案國小校長課程領導與學校推展教師專業學習社群之落實關鍵為:「提供發揮專業空間增加成員自主性」、「輔以學生學習成效印證提升成員參與意願」、「校長深度參與、領頭示範與關懷支持」、「社群運作以協助共同實務問題為先」、「整併會議提升議事效能」及「有效規劃教師專業成長計劃」。

陸、個案學校校長課程領導與學校推展教師專業學習社群之實踐歷程所遭遇的困境為:「行政主管機關政策制度與法令規範的限縮」、「臨時交辦業務量多」、「研習規畫欠周」、「行政人事異動率高」、「學校行政作業困難」、「校本課程操作過程衍生的課務問題與非預期結果」、「社群運作可能受其他學校活動的干擾」、「社群運作頻繁以致成員渴望空白時間」。

柒、個案校長課程領導與學校推展教師專業學習社群歷程中，因應所遭遇的困境之策略為:「校長發揮支持者、協調者、把關者與公關者的角色功能」、「方案的執行與管理採務實推進模式」、「型塑組織成員間情感支持與信賴關係，並發展跳脫科層框架的合作補位性結構功能」。

最後依據本研究發現與結論，對學校行政、教育行政機關及後續研究提出相關建議。

關鍵字

課程領導 ； 教師專業學習社群 ； 偏鄉國小 ； 特色課程

並列摘要

This study uses a remote elementary school which adopts Featured Curriculum and Professional Learning Community (PLC) as a case study. The study aims to unpack the context of the principal’s implementation of curriculum leadership and promotion of a professional learning community within the school as well as the principal’s thoughts on curriculum leadership. The study uses the six dimensions of curriculum leadership and five dimensions of a professional learning community to analyze the decision-making process behind the principal when implementing curriculum leadership and promoting a professional learning community. Furthermore, this study also aims to understand the strategies and solutions adopted when confronting difficulties during the implementation of curriculum leadership and promotion of a professional learning community.
In this study, the research method included interviews with a principal, a director, and three teachers. Document analysis and field observation were also used to triangulate the collected data. The following are the conclusions of this study.

1.External scenario of the organization and interlocking effect of the internal Situation, strategic alliance of featured schools and principal’s concept and advocacy form the basis of the principal’s curriculum leadership and professional learning community.

2.The principal of the case school leverages open discussion and integration of meeting materials to improve cooperation between the school’s administrators and teachers as well as expanding teaching partnerships. Furthermore, the principal also leverages projects related to the school’s featured curriculum and professional discussions generated from the school’s community to apply study, suggestions for educational institutions, school for projects from both the public and private sector to establish a standardized curriculum evaluation and develop a community-based course to enhance the school’s visibility. The aforementioned efforts are aimed to implement curriculum leadership.

3.Under the vision of “Developing Featured Curriculum and Improving the Teaching Curriculum”, the teaching community uses sharing, discussion, feedback, observation activities, co-decision making and a learn-together mechanism to self-improve, reflect and implement innovative curriculum. This is also supported by the resources from the administration body, which creates a mental support system. Under this system, teachers continue to improve through interaction between members and in-depth conversations.

4.The following are the factors that affect the principal’s decision on the implementation of curriculum leadership and promotion of a professional learning community, such as the scale of the school, group structure, decision-making patterns, identity among members within the organization, satisfaction level of curriculum and practical teaching ,and urgency coming from external scenarios.

5.The following are the main factors to the implementation of curriculum leadership and promotion of a professional learning community, such as a professional environment allowing spontaneity among members, enhancing the willingness of participation by leveraging student learning outcomes, in-depth participation, leadership demonstration and care and support from the principal, a well-functioned community giving top priority to practical problems, enhanced efficiency of meetings by the integration of meetings, and effective self-improvement projects for teachers.

6.The following are the main difficulties in the implementation of curriculum leadership and promotion of a professional learning community, including restrictions from competent authorities and the legal body, an overload of ad-hoc work, incomprehensive workshops, frequent personnel change in the administration body, difficulties of administrative work, unexpected outcomes and problems originating from functioning the featured curriculum, disruptions to the community by other school activities, and members desire for leisure time due to frequent communal activities.

7.The following are the main strategies and solutions the case school adopts when confronting difficulties in the implementation of curriculum leadership and promotion of a professional learning community, which includes the principal’s role as a supporter, coordinator, supervisor and public relations manager, adoption of a pragmatic advancement model to the implementation and management of projects, establishment of emotional bonds and trust among members and development of complementary roles that break the bureaucratic framework.

To sum up, based on the findings and conclusions of the administrations and future studies were proposed.

並列關鍵字

Curriculum leadership ； Professional Learning Community(PLC) ； Remote Elementary School ； Featured Curriculum ； School-based Curriculum

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