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신상명 한국초등교육학회 2002 초등교육연구 Vol.15 No.2
본 연구는 학교경영평가의 문제점을 살펴보고 발전방향을 탐색하고 하였다. 이를 위하여 먼저 학교단위 책임경영의 기본 원리인 '자율성'과 '민주서', '전문성'에 비추어 학교경영평가의 기본방향을 설정하였다. 이러한 기본 방향을 전제로 하여 현재 우리나라에서 시행되고 있는 시·도교육청 수준의 학교평가와 국가측면으로 구별하여 비교·분석하였다. 그리고 앞에서 설정한 학교경영평가의 기본방향에 비추어 문제점과 시사점을 모색하였다. 문제점을 해결하는 대안의 하나로 이 연구에서는 학교경영컨설팅 방안을 제시하고 컨설팅의 목적과 주체, 내용과 방법 측면의 요소를 탐색하였다. 동시에 컨설팅의 발전방향을 앞에서 설정한 학교경영평가의 기본방향에 비추어 모색하였다. This article explores several of the problems facing those interested in developing processes for school management evaluation, and drawing from program evaluation practices based on the experience of our and foreign countries, suggests a consulting approach for evaluating school management. The problems concerning school management evaluation analysed into four positions in Korea and foreign countries: Why is evaluation undertaken? Who has authority for initiating evaluation? What should be evaluated? How should evaluation be conducted? After assessing the four areas of problems in Korea and foreign counties, the researcher suggests a consulting approach for evaluating school management as a alternative way of solution. School management consulting is a kinds of advisory service that expert in school management provide for school members through diagnose management problems and develop solutions in a school. Consultants generally use four step strategies such as (1)investigate (2)diagnose (3) recommend (4) follow up strategies. The article concludes with a set of development tasks of school management consulting based on the principles of school-based management such as autonomy, democracy and professionals.
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신상명 한국교육학회 2000 敎育學硏究 Vol.38 No.2
본 연구에서는 교원평가가 갖는 근본적 난점과 현행 교원평가의 문제점을 살펴보고, 이를 개선하기 위한 전략의 하나로써, 그 동안에 교원평가제도의 이론적 기반으로 쓰여진 이론모형을 심화 · 발전시키는데 목적을 두었다. 이를 위해 ①발달수준에 맞춘 평가, ②전문적 공동체의 평성, ③질의 확보 방안 등의 논의를 통하여 이론모형의 기반을 더욱 견고히 하고자 하였다. 특히 교장의 평가를 위해서는 ①다원적 접근방법 및 ②자율과 책무성 논의를 통하여 이론모형의 확장을 꾀하였다. Teaching is a complex endeavor. Many intellectual, emotional, spiritual, and physical demands are placed on teachers as they seek appropriate resources, teaching methods, and assessment techniques to make learning meaningful for each student. The job is emotionally draining if done with intensity, passion, and love. Teacher expertise is the single most important determinant of student achievement. Likewise, principal's competencies for school management is the important determinant of quality of schooling. The purpose of the study is to expand the theoretical evaluation models for teachers and principals professional growth through literature reviews on the dilemmas and theoretical approaches to the teacher and principal evaluation. The results of study can be summarized as follows: In the teacher evaluation system, first, we as administrators can provide differentiated supervision through placing teachers in one of three tracks. The tracks are (a) experienced teacher, (b) beginning teacher, and (c) marginal teacher. This decision making is very important. It must be handled fairly and courageously with sound evidence for judgement. Second, we have to know the most powerful forms of evaluation calls self-evaluation. Because it is professional responsibility. And it focuses development and improvement on the classroom or school level where teachers have their greatest expertise and effect. One of the most popular forms of teacher self evaluation to emerge in recent years is the portfolio. We also have to know that a peer coaching program for many positive benefits: increased collegiality, reduced isolation, presumed gains from each other's feedback and expertise, and continued support to implement new ideas and so that performance can improve. Third, schools with strong professional communities were more effective in promoting student achievement. We should be our focus as we work to develop effective teams: empathy, or interpersonal understanding, cooperation and a unified effort, open communication, setting norms and expectations, and confronting underperforming team members. In the principal evaluation system, first, two theories can be utilized: competency and role theory. The first theory emphasizes the person while the second emphasizes the position. Both theories support each other and are interdependent when they are used the theoretical frame of reference in the evaluation of the person in terms of his performance. This construct is significant precisely because it presents clearly the duality of the essential process of interaction between the consumer's expectations and the principal's competencies. The researcher believe that only by taking both nomothetic and idiographic dimensions into consideration and synthesizing a functional program of action, adequately addressing and supporting both, can the principal's work become truly effective. Second, some concepts for building a framework for principal assessment seem to emerge from reading each article in the context of the basis for the assessment. One central concept deals with the principal's responsibility and with the implications it has on the assessment of the principal's work. Another central concept emphasizes the control which the principal exercises and its implications for assessment. A third concept is essentially a simple evaluation concept. It focuses on evaluation objects, and it asks what is exactly about the role that is being evaluated. The political and evaluation contexts determine who the evaluators are and who the rest of the stake-holders are. Those contexts constitute determinants of the responsibility and control dimensions of principal assessment as well as of its evaluation purposes and objects.
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