推廣課程領導的實踐：以學校課程領導人培育方案為例   全文下載

The Practice of Promoting Curriculum Leadership: A Case Study of Cultivating Curriculum Leaders in Schools Programme

本研究旨在針對培養學校課程領導人計畫所進行的個案研究，重點在培養課程領導的實踐力。「學校課程領導人培育計畫」（Cultivating Curriculum Leaders in Schools, CCLS）係教育部國民及學前教育署為因應十二年國民基本教育，提升學校課程與教學品質，協助精進現場教學，並積極協助各地方之教育發展的三年期專案計畫，用以培育課程領導人專業知能，並負起課程領導的實際任務，扮演課程發展的關鍵角色，進一步帶動學校課程發展以落實課堂實踐之計畫方案。「學校課程領導人培育計畫」具備做中學的概念、連續性的工作坊設計、以國民中學之學校團隊做為目標參與者，以及模組化課程設計等特色，協助培育課程領導種子人才，讓種子人才在歷經18個月的培訓歷程後，提升及深化學校領導及發展之能力，並進一步產生後續漣漪效應。本研究採個案研究方式，並以完整參與18個月計畫活動之成員為研究對象，透過實踐，進一步釐清點燃課程領導實踐力的關鍵為何，用以描繪臺灣課程領導實踐的圖像，做為未來學校推動課程領導的參考。

This case study aims at investigating an empowerment programme that offers professional development for school curriculum leaders at junior high level of Education. Taking the case study approach, the Cultivating Curriculum Leaders in Schools (CCLS) is funded by the K-12 Education Administration, Ministry of Education as a means to improve the school curriculum and the quality of instruction in junior high school. The targeting participants are principals, head of departments and teacher leaders. To some extent, CCLS is also a way to respond to the challenges brought up by the implementation of 12-year Basic Education and the new curriculum guideline. As a three-year programme, the design of CCLS is based on the concept of “learning by doing” and continuing cycle of empowerment that lasts for 18 months. The data of this study come from the first cohort of CCLS. Through analyzing the data, we would like to evaluate the effectiveness of CCLS as well as to identify the trigger to make curriculum leadership realized. Findings could provide insights to those who are interested in leadership empowerment or curriculum leadership.