英國學校管理dissertation代寫-英國中小學校的校本管理與評價-British middle and primary school
英國學校管理dissertation代寫英國中小學校的管理與評價，不僅考慮國家統(tǒng)一的標準和要求，而且關注地區(qū)差異和學校個性。在充分了解和掌握學校既有發(fā)展狀況的基礎上，通過對話和協(xié)商，設計出切合本校實際的校本評價指標，尋找學校發(fā)展的優(yōu)勢與不足，并制定相應的改進方案，最終促進學校的發(fā)展和提升。
英國中小學校的校本管理與評價
British middle and primary school of management and evaluation, not only consider the uniform national standards and requirements, but also on the regional differences and school personality. In fully understand and master the school both on development status of through dialogue and consultation, design the suit the circumstance of our school-based evaluation index, looking for school development advantages and disadvantages, and make corresponding improvement scheme, and finally promote the development of the school and ascend.
British middle and primary school of school-based management and evaluation
-to Woodland Grange, learn and Hazelwick middle school for example
After the 1980 s, the British primary and middle schools in curriculum committee guidance, through consultation with the royal supervisor and this school staff, made the school management and evaluation policy and carry out the school's self management and evaluation. After a long time of hard work, many of Britain's schools are explored and master a set of self evaluation method, and with this kind of management and evaluation as the core strategy succeeded in improving the school. This paper will take Britain Woodland Grange and primary school
Hazelwick middle school as the example, this paper introduces the British school management and evaluation of the target, content, method, and based on this, sums up the characteristics.
A, Britain Woodland Grange elementary school and middle school of management and Hazel wick evaluation policy
(a) Woodland Grange primary school of management
And evaluation policy
Woodland Grange elementary school a dry British leicester city than town Odysseus Grange farm, founded in 1991, is a private school; The school has 4 a 10 year old students more than 400. The school high quality, in 2008 is evaluated the outstanding school education bureau.
1. The management and evaluation of the target
Woodland Grange primary school of management for [and] and evaluation target includes six aspects: maintain and develop some effective and reliable practice, the practice teaching plan, control to revise the teaching implementation, improve school courses, improve the effectiveness of the leadership and management school provide basic basis; Strengthen supervision and evaluation of the purpose, scientific and practical, and for external evaluation provide specific, real, rich inner foundation; Develop a common sense of mission; Use more wide range of professional knowledge and the Angle of view; To promote teachers' teaching level and the professional quality improved; Make the development of the school work to make good self center evaluation and self development thought as guidelines.#p#分頁標題#e#
2. The management and the content of the evaluation
From Woodland Grange primary school of school-based management and evaluation strategies [3], we can see the contents of the school self-assessment including the following aspects: students achieve learning standards; The teacher's teaching quality
Quantity; Students' learning quality; The attitude of the students, the performance and the development condition; Student attendance; Students in spirit a moral, social, and cultural aspects of the development of state; The school to the students' evaluation records; The school to student's support and guidance; The scope of the course with quality; The school has special education needs for the students of the arrangement; The school efficiency; The school leadership and management; Staff development; Health and safety; School of foreign liaison; The school and family, community cooperation. The British and the supervision of evaluation index system of basic content is consistent. Each of the contents of the dimension to be refined, make the content of assessment be operable, such as teaching quality for the teachers of refinement of the teaching quality and students' "learn" the quality, the quality of teaching to evaluate the content and including "clear collective concept, clear personal learning objective, good teaching activity planning, to help students to fit the progress of the progress of the teaching content, '[4]. Education teaching quality management and evaluation is the school self management and evaluation the key content.
3. Management and evaluation method
Woodland Grange primary school of school-based management and evaluation is how to implement? They make from the relevant strategies we can see that, to education teaching quality as the core content, they mainly take the following management and evaluation strategies: work sampling; Analyze test results and teacher evaluation data; Subject to inspection of the middle supervisor planning; Subject view class released supervisor feedback. The principal observations; Special education needs to have the students set up individualized evaluation target; Through the structured questionnaire and interview students students get feedback information; Formal and informal parents consulting; The school to set goals that shall be supervised, ensure its not turn from the requirements of the national curriculum; Performance management; The royal visit supervisor (visit); Education bureau of supervision. From the above evaluation strategies, we can see that the school education bureau, in royal superintendent under the direction of the school evaluation, evaluation of the main body including the superintendent, principals, subject administrator (supervisor), subject teachers, parents and students, etc.
To ensure the effectiveness of evaluation, the school took various means. The school takes the subject of strategy management team supervisor (SMT) feedback; Note from teachers to solve the problem of collected; The examination results and teacher evaluation data and the benchmark data comparison analysis to determine the goal of improving; At the same time for some concern, through the personal, class and the entire school with the method of setting goals to be solved; The school also use network link Suggestions and education standard who evaluate feedback to the bureau.#p#分頁標題#e#
By gathering information and use this strategy, Woodland Grange school students to the elementary school different groups and different subjects and curriculum, the period of the achievements, the difference between performance to further comparison and analysis, find out the difference of students' performance, performance and teaching goals difference, and in this way to school is now working with students recently achievement, in-depth analysis of correlation performance, that the school's quality of teaching be clear at a glance, and find problems and find the solution. In 2009, for example, found that the Woodland Grange elementary school problems which need to be improved: collect students for the college board and representatives of the employees of the grade of work efficiency view; Set includes action plan of the school, strategic planning. } s} this shows that the school self management and evaluation is the best tool to achieve improvements school, it points out the basic requirements of running school, at the same time, make the principal and the staff "know how to do better", and accordingly to set the personal, class, group, the study of the target, and provide the basis for teachers' professional development.
(2) Hazelwick middle school of management and evaluation policy
Hazelwick school was founded in 1953, located in west Sussex gaza city had town, is a public school, students' ages 11 a 18 years old in between, the school in 2008 by education bureau awarded the excellent level.
The school through the formulation the school evaluation policy and schedule has formed a complete evaluation method and procedures. To determine the advantages and disadvantages of the school and meet the future development needs, Hazelwick middle school in the course of the royal commission established under the guidance of the school self management and evaluation policy, its content mainly includes two aspects: why management and evaluation; How to management and evaluation.
1. Why bitter Richard and evaluation
Management and appraisal of the school is to confirm their performance in school and strength; Clear the advantages and disadvantages of school; Ensure that the school of the future direction is toward improving weaknesses and efforts; School report development plan of cycle; With the most effective way to allocate resources.
2. How to management and evaluation
Hazelwick middle school through the analysis of data, classroom observation, other observation, sampling inspection method for school education teaching quality management and evaluation.
Data analysis: the analysis education bureau, the local education bureau, family and school "for the information. The most important information including: and all of our school performance compared to school; And similar school performance compared to our school; Different groups in the performance of the school. Schools offer year-round different stages of the data and compared. Data cover school performance, teacher performance, department student performance. The school departments and each teacher all can get these data to reflect on the students' progress level and formulate appropriate and challenging future goals; The leader in the field of course, planners and other corresponding top management when setting your annual development planning before that need to be discussed student performance, personal plan and goal. According to the school students personal goal to manage the development level of each student, distinguish a low achievements, the expected achievement and have success.#p#分頁標題#e#
Classroom observation: classroom observation has become a management and evaluation of a basic component. Each teacher at least a year will be observed a. Both formal and informal observation observation. Formal observation group management personnel by the l-s with the accepted assessment form first, the main concern of the school self-assessment standard, the result will be graded. Score by the observer and is usually
In accordance with the standards on common observer, and, in some cases can also be based on the standard of the school shall meet. Informal observation by a peer may according to the school set the standard for the huai, without scoring. In addition, local government is responsible for the vice President appointed course on monthly basis organized classes, in addition to giving staff to provide information feedback, but also evaluate the effectiveness of the school teaching policy and influence. The school each staff every two years to be observed at least once. is
Type after observation, should write a written report. The report includes both sides to observe comments and the goal of all the action. The report by the responsible for the performance management assistant principal (representative principal), grade, the teacher himself long with a.
Other observation: such as know the student in the school
Performance.
Sampling check students' academic: this is a normal, the check, usually class as a single unit. Sample including the samples and the subject areas of samples. The purpose of the sample extraction is: check each student all subjects of homework, can make managers understand each subject in target looking forward to, and achievements and student performance differences; Can let expert
In some areas such as solution students reading and writing ability of the condition, and set the whole school priority development of projects, such as the writing; Can be used to positioning special problems, such as 7 grade students' academic transition problem, low student achievement problem, need special education students, men and women living unbalanced development issues, and so on. The subject areas sampling: each year sampling time, by the director of the department or sampling key stage coordinator. Check the scope includes: the whole course of the field standard; The coverage of the course; Assessment, homework assignments and school of the score, including the comments in writing formative assessment, students from review and students' evaluation influence; Look at the typical school assignments and homework, and not just of the sampling. Department of sampling has certain prescribed standard, more typical could be: the answer of the students to schools take up the new problems appeared people junior high school of management measures to ZongPing; The summer semester grade eight when the achievement and observe the students progress, make sure the seventh grade student community's excellent students, middle birth, the underachiever; Ninth grade spring semester grade eight tracking came up the development of the students.#p#分頁標題#e#
The school will through the organizations in and students, parents, teachers, government researchers discuss and interview, and questionnaire to collect information.
Two, the British small and medium-sized school management and evaluation
The characteristics of the system
Although the above two schools of school-based management and evaluation policy different, but it can still see that British school-based management and evaluation has the following several obvious features:
1. In the direction of the evaluation, emphasize not to
To, the purpose is to promote the development of the school
From the British small and medium-sized school management and evaluation can be seen in the goal of policy, they mainly focusing not on the field performance of the current school meets the default standard, in order to make reward or punish's decision, but on the actual performance of the current and pay more attention to the school on the basis of how to improve and the development, how to make school value. British middle and primary school is in the curriculum committee, under the guidance of the consultation in the school superintendent and the royal staff basis to develop our management and appraisal of the policy, it not only consider the uniform national standards and requirements, but also on the regional differences and school personality, fully understand and master the school both on development status of through dialogue and consultation, design the suit the circumstance of our school-based evaluation index, looking for school development advantages and disadvantages, and make corresponding improvement scheme, and finally promote the development of the school and ascend.
2. In the evaluation of the contents, note, comprehensive,
Integrity and reality
英國學校管理dissertation代寫British middle and primary school the content of the evaluation is not only the student in the school grades, and including students various aspects of life; At the same time, to influence the development of the students' ability of various factors carried on the questionnaire survey, including school education, family education background and so on, polled including students, teachers, principals and parents.
3. In evaluation body, emphasized diversity,
The equality, participatory and collaborative
From the British small and medium-sized school school-based management and evaluation policy, we can see that the primary and middle schools in Britain the decision maker is not a single, but multiple, not only education administrative department, the education bureau and supervision agencies, also paid special attention to internal members participating in the school, the emphasis on the establishment of dialogue and negotiation mechanism, with further information, from the perspectives of understanding of the school, so as to get a more comprehensive, objective and fair evaluation results.
4. In the evaluation method proposed that comprehensively
Diversification of the evaluation method#p#分頁標題#e#
From the British small and medium-sized school school-based management and evaluation of the policy could be clearly seen, its management and evaluation on the way that combine quantitative and qualitative analysis, the paper and pencil tests, questionnaire survey, classroom observation, extracurricular observation, case interview and so on the many kinds of the way of the combination of the evaluation. In addition, also pay attention to end sex and sexual evaluation process in the paper, and the evaluation process especially outstanding sex and development, pay attention to students' daily performance will be included in the process of teaching quality evaluation, such as in the student evaluation, asks to hand in value added increasingly evaluation.
5. In the evaluation index design, the emphasis of individualized, flexibility, emphasize the index system of refinement and operability
"A ruler measure world" this whole unification of the evaluation of the different design is not in conformity with the development of the school differences and individuality characteristic, and lack of proper sex and flexibility. From two school of management and evaluation can be seen in the policy, the British evaluation policy also take into consideration the state school running to the policy requirement, more emphasis on the actual status of the school and focus on the future development to make school-based evaluation index and standards, not in a unified goal for evaluation the rod, the more stressed that the "value-added" evaluation.
The results from process, only catch process,
Can obtain the desired results. It is worth noting that, British middle and primary school education quality management, is not without ruler, but the "ruler" set in "the management process", the British education bureau of self-evaluation report for the school to the principal management school has the very strong guidance, to guide the principal master management rule, to handle the school.
6. In evaluation relationship, pursue equality, consultation
From the two schools of evaluation and management policy, we see, the school is an important subject of evaluation, the school from review is the core, and the team and the school register supervisor is kind of equal consultation between the relationship. External supervision is focus on the "leading", its purpose is not let schools do the best, but instead to do better.
From Woodland Grange primary school of management and evaluation strategies, we see the school will be to implement management and evaluation meeting held the headmaster, supervisor, parents, and school board meeting report, and so on, this is the school created many common chance to participate, and realize the evaluation body communication, negotiation, understanding and cooperation, the most widely collect letter, and white material, and can therefore greatly improve the object to the evaluation of the evaluation results approval degree and acceptance.#p#分頁標題#e#
7. In the evaluation results applications,, depending on the information
Collection and application
http://www.mythingswp7.com/Thesis_Writing/management/2012/0401/1171.html British small and medium-sized school whether management personnel or teachers are very seriously the use of management and evaluation information. First, the implementation of policy, the evaluation, record and report for supervision and management; Making a short-term, medium-term and long-term evaluation planning, timely recording, feedback and report evaluation information to the related personnel, using the evaluation information to check the curriculum and target selection, and to the school at planning; Will 英國學校管理dissertation代寫students assessment information and country or region's overall information is appropriate. . :.
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