美国亚利桑那州校长效能评价及其特点  

Principal Effectiveness Evaluation and Its Characteristics of Arizona in USA

作　　者：蔡敏[1] 牛广妍 CAI Min;NIU Guangyan(Liaoning Normal University,Dalian Liaoning 116029)

机构地区：[1]辽宁师范大学

出　　处：《现代教育管理》2019年第12期106-111,共6页Modern Education Management

摘　　要：美国亚利桑那州2016年4月发布了最新的校长效能评价框架,该框架聚焦在校长的领导能力,学生学业进步,学生、教师及家长的调查和校长自我评价四个方面。美国亚利桑那州校长效能评价具有四大特点:评价框架的灵活性、评价目标的发展性、评价程序的严谨性、评价主体的全面性。借鉴亚利桑那州经验,我国应为中小学校长评价提供有力度的制度支持,促进评价标准的操作性和针对性,注意收集多方信息,实现评价主体的多元化,并以助力校长专业化成长为最终目标。Arizona issued the latest principal effectiveness evaluation framework in April 2016. The evaluation focused on the four aspects of the principal’s "leadership", "student academic progress", the survey of students,teachers and parents, and the principal’s self-evaluation. The effectiveness evaluation of principal in Arizona has four characteristics: flexibility of evaluation frame, development of evaluation objective, rigor of evaluation procedure and comprehensiveness of evaluation subject. Drawing on the useful experience of Arizona, China should provide strong institutional support for the evaluation of primary and secondary school principals, promote the operability and pertinence of evaluation standards, pay attention to collect multiple information, realize the diversification of evaluation subjects, and take the professional growth of principals as the ultimate goal.

关 键 词：亚利桑那州 校长效能评价 特点 领导能力 专业素养 

分 类 号：G649.1[文化科学—高等教育学]