校长专业发展目标及其实现过程

韩 欢

摘 要：校长专业发展目标及其实现过程是教育界普遍关注的问题。美国校长专业发展目标在于提高校长的领导和管理能力，从而成为一名“促进每一位学生成功”的教育领导者；我国校长专业发展目标主要通过校长的资质、业务水平、校长培训及专业能力等得以体现。本文通过对中美校长专业发展目标进行比较，提出校长专业发展目标是由管理者校长逐步向领导者校长、领导型校长过渡，最后形成教育家校长的过程。

关键词：校长；专业发展目标；未来趋势；实现过程

总结：1、美中校长专业发展目标的研究路向存在差别，美国侧重于宏观角度研究，而在微观领域却很少涉及；中国校长擅长做事务性的工作，对教育改革的前景及整个社会变革的趋势关注不够。

2、随着知识经济时代的到来、市场经济环境的产生、终身教育理念的兴起以及世纪之初的教育改革，这些都赋予了校长新的使命，对校长提出了新的要求。校长不仅要具备“提升组织效能、协调公共关系”的管理能力，发挥“规划学校发展、引领教师成长”的领导才华，更重要的是要端正“保障德育实施、领导课程教学”的教育思想。

3、校长应当不断地提升自身的专业化水平，未来校长专业发展的目标是实现由管理者校长向领导者校长渐变、领导者校长向领导型校长演变、领导型校长向教育家校长转变。

The Principal Professional Development Goals and Implementation Process

HAN Huan

Abstract：The principal professional development goals and implementation process are the common concerns in education world. The principal professional development goals are to improve leadership and management skills, to become an education leader of “promoting each student success” in America; China’s principal professional development goals mainly embody the principal’s qualification, business level, training, professional ability, etc. This article compares the principal professional development goals between China and America, leading type headmaster to the educator principal eventually.

Key words：The principal; professional development goals; future trends; the implementation process

Summary：1. There are differences of the principal professional development goals between China and America. Most of the research in America are focused on macro perspective and rarely involve microscopic field; the Chinese principals are expert in transactional work and don’t have enough attention for the prospects of education reform and the whole trend of the social change.

2. As the era of knowledge economy has arrived, the market economy environment has been formed, the lifelong education idea has risen and the education reform has taken place at the beginning of this century, the mission of principals has been refreshed and new requirements for them have been proposed. The principals should not only have the management ability of “improving organizational effectiveness and coordinating public relations”, use their leadership talent of “planning school development and leading teacher growth”, but correct their educational thoughts of “guarantying the implementation of moral education and leading the curriculum” as well.

3. The principals ought to keep improving their own professional level. The principal professional development goals in the future would be the successful transformation from principal of supervisor to leader, to leading type headmaster and finally to the educator principal.

出处：《基础教育》2013年6月第10卷第3期

搜集&翻译：王燕