以異業合作的行動研究發展校長專業增能課程

The Development of Professional Empowerment Program for Principals by Interorganizational Collaboration and Action Research

本研究以異業合作的行動研究模式發展校長領導之專業增能課程，此增能課程已實施兩年，本文主要說明2012 年之校長培力工作坊之課程設計、實施情形和效果，並探討學校領導異業合作模式之意義和效果。課程分三階段進行：課程設計、課程實施、和課程反思與修訂。課程設計階段，首先透過文獻分析與焦點團體訪談，歸納國內外校長領導專業之關鍵能力，再進行課程設計。課程設計強調異業合作，結合了大學、教育主管單位、學校、與社會企業。歷經一年多的討論與規劃，擬定出四天課程，包括：黑暗中的領導自覺與團隊合作、趨勢領導、課程與教學領導、系統思考與策略發展、逆向課程概念與設計、和深度匯談與反思等。校長培力工作坊課程於2012 年暑假辦理兩梯次，實施期間以社群網站進行形成性評估以掌握學員的學習情形。工作坊後進行課程的檢討與反思，包括學員回饋、學者回饋、課程設計參與者的回饋與反思，並提出內容與實施方式的挑戰與修訂建議。本行動研究為校長專業增能課程進行「設計—實施—反饋—修訂」之循環，使課程內涵與實施方式更趨成熟，並且發展出校長和未來領導人才的情境學習、合作與反思的新式專業增能模式。

As an action research approach through interorganizational collaboration, this study aims to develop an effective professional learning program for enhancing principals' leadership. There are three phases in this research: program design, implementation, and feedback and reflection. With a comprehensive literature review and focus group interviews, key competences of leadership were identified. The program contents were designed through interorganizational collaboration between academics, local officers, experienced principals, and NGO practitioners. The program contains self-awareness and team building in the dark, leading for the future, curriculum and instructional leadership, systems thinking, Understanding by Design, framework and practice, and World Café dialogue. In Phase II, a four-day workshop program has been held twice in the summer of 2012. Learning feedback was posted on Facebook as informal formative evaluation during the implementation phase. In phase III, opinions and feedbacks from learners, external observers, and curriculum designers were collected to assess the effectiveness of the program. The challenges and revision ideas were proposed at the end of the paper. Through the cycle of 'design-act-feedback-revision' of action research with interorganizational collaboration, the present professional development program for principals can be refined and better empower school leaders with new ways of situated learning, collaboration, and reflective thinking. Although this program has been implemented for a few times in the past two years, this paper only explained and discussed the merits and effects of the workshops implemented in the summer of 2012.