理念學校績效評估之探討

Inquiry Into Charter Schools and Performance Evaluation

我國「理念學校」的追尋始於1980 年代，旨在爭取更彈性自主的辦學空間。幾經試驗與經營，法令也迭有開放調整，但研究論述有限。國家教育研究院從2009 年起以研究專案——理念學校之論述建構與實踐，作為體制內外、主流與另類教育之間的對話及協作平臺，並於2011 年出版專書。屏東縣則自2011 年起開始執行「理念學校」（charter school），於2014年公布〈屏東縣所屬國民中小學辦理理念教育實施要點〉，明定辦學績效的評鑑向度包含課程規劃、教學實施、師生互動、親師合作、環境設計、行政運作等內容。研究者所經營之學校係屬屏東縣第一期理念學校，因此對此政策格外關心。然就各地理念教育的執行情形觀之，無疑都還處於學習與試驗階段，而如何績效課責，以證明達到親師生和學校多贏的局面，確待研究。本文旨在探討理念學校績效評估，先就國內外理念學校相關文獻進行梳理，分析其理念、源起、作為與成效，再就績效評估加以探究，進而提出理念學校績效評估的看法。本文認為，其評估應著重：理念學校應有清楚明確的核心理念、理念與策略間強力的關聯、兼採共同性與個殊性績效指標、自主管理達成年度目標、著重多元評量與生活表現、籌措資源與支援教學的能力、自我改善的策略與作為、活化在地與永續發展等。

In Taiwan, the ＂ideal school or charter school＂ search began in 1980, to obtain greater flexibility for independent school-running space. After many tests and operations, Regulations for experimental education also be adjusted more open, but with limited research. National Academy of education from 2009 year research project--Ideal schools discusses construction and practice, as the within and outside the system, mainstream and alternative education platform of dialogue and collaboration , and in 2011 year printed the results book . In Pingtung County, the 2011 year launched ＂Charter School＂, in the 2014 year published the enforcement essentials for charter school in Pingtung County, designated school performance evaluation to include curriculum planning, teaching, student-teacher interaction, parent-teacher cooperation, environmental design, administration and so on. This paper aims to explore the concept of school performance evaluation. This paper argues that the assessment should focus on: charter school should have a clear core ideals, ideals and strategies among powerful associations, both autonomous management of Commons and a special performance, achievement of annual objectives, focusing on diversity measure and live performances, the mobilization of resources and support teaching ability and self-improvement strategy, and as, activation and sustainable development.