走向校长专业化
褚宏启
摘要：校长职业只有走入专业化进程，才能提升校长群体的职业素养,才能满足社会改革和教育发展的需要。校长专业化所需要的知识应该是能促进校长群体提升职业活动水平的知识，能为校长群体的职业活动提供有效指导的知识。建构校长专业化的知识基础,除了利用已有知识,还需要生产新的实践性知识。校长是重要的人力资源，制约校长专业化最重要的因素是校长管理制度，应依据人力资源管理理论建立健全校长管理制度,通过制度建设促进校长的专业化进程。
关键词：中小学校长；专业化；专业标准；校长管理制度
作者简介：褚宏启,北京师范大学教育管理学院院长、教授、博士生导师,教育部小学校长培训中心主任
总结：一、校长专业化的必要性与现实性
二、校长专业化的内涵与校长专业标准
三、校长专业化的知识基础与校长专业发展模式
四、校长专业化的制度保障与校长管理制度改革
进入21世纪,我国校长管理制度改革进入实质性阶段。2001年《国务院关于基础教育改革和发展的决定》要求:“推行中小学校长聘任制,明确校长的任职资格，逐步建立校长公开招聘、竞争上岗的机制。实行校长任期制，可以连聘连任。积极推行校长职级制。”教育部《2003 -2007年教育振兴行动计划》要求:“在普通中小学和中等职业技术学校,全面推行校长聘任制和校长负责制，建立公开选拔、竞争上岗、择优聘任的校长选拔任用机制,健全校长考核、培训、激励、监督、流动等相关制度。”目前，我国一些地方也正在积极开展校长管理制度改革的探索。这些政策要求和实践探索对于建立健全我国的校长管理制度从而进一步促进我国校长队伍的专业化是大有裨益的。
Toward Principal Professionalization
Chu Hongqi
Abstract: Only when the profession of principal goes into the professionalization evolution, can we upgrade the professional accomplishment of the principal group and meet the demand of social reform and educational development. Knowledge required by principal professionalization should be knowledge that can promote principal group to upgrade their level of professional activity and offer them effective guidance in their professional activity. To construct the knowledge foundation of principal professionalization needs not only to take advantage of their existing knowledge, but also to produce new practical knowledge. Principal is important human resource. The most important factor that restricts principal professionalization is principal management system. Principal management system should be established and strengthened according to the theory of human resources management so as to promote the professionalization evolution of principal through systematic construction.
Key words: principal of primary and secondary school, professionalization, professional norm, principal management system
Author: Chu Hongqi, professor, tutor of doctoral candidates and President at Educational Management Institute of Beijing Normal University, Director of Training Center for Principal of Primary Schools, Ministry of Education
出处：《教育研究》2007年第1期