前情提要
在一所小學內發生了兩個男孩將一個女孩鎖在儲藏室的櫃子內，這所小學的校長是55歲的Ian Mackay，他得知這件事後當下立刻叫這兩個男生把女孩放出來。然而，其中一位男孩的家長，則拍下自己兒子手臂受傷的照片，控訴校長在這過程中對他兒子的不當舉止。後來，Ian Mackay因而被停職。
全文：http://www.newsandstar.co.uk/news/head-suspended-after-rescuing-girl-from-cupboard-1.436586?referrerPath=/2.1692
此篇文章主要是在描述一個校園霸凌事件，因有成立校園調查委員會，而水落石出。但因此校長須付他應付的責任而受到停職處分，可是學校成員覺得不需要受到如此嚴重的處分，希望能讓校長重新返回校園。
從之前的新聞可以看出事發原因是因一位小男孩將一名小女孩關在漆黑的倉庫中，校長因為要救出小女孩而與小男孩發生肢體的碰撞，引發家長的不滿，最後校長被勒令停職，但在經過眾人的努力之後，校長又重新回到學校。
全文：http://www.dailymail.co.uk/news/article-394334/Headteacher-suspended-rescuing-girl-bullies-returns-work.html
學校文化是，學校在處理外部調適與內部統整的問題時，所創造、發現或發展出來的一套基本假定，因為運作良好、有效，乃作為教導新進成員面對問題時之思考、思考、知覺方式。在這個過程當中，會形成的有形的或無形的(如內在化信念、價值、假設及行為型態等)，是為學校成員所共享或特有的產物，經日積月累的結果，逐漸成為每一個學校所特有的現象，以有別於其他學校。
例如事件發生後，學校文化的脈絡下浮現出的問題，「學校成員中，大部分是誰先與家長接觸？一般情況下互動情形如何？當有衝突發生時，其情況又是如何？」類似細節問題相當瑣碎，幾乎含蓋所有的學校日常生活，但卻是學校文化的主要組成要素。要改變學校文化朝向所追求的價值方向努力，非得從這些細節著手不可。
關於該校公共關係方面，文中提到媒體對此事的報導有使用攻擊性的字眼，當學校面臨這類危機處理時，需要有對外的窗口統一發言，不要選擇逃避，這樣才不會讓媒體工作者斷章取義、亂作文章。校方處理霸凌事件時，言行舉止需格外小心，切勿急躁、衝動。
校長是營造學校文化的核心人物，學校發展與運作皆以校長為首領，因此要如何有效的經營一間學校，校長需要煞費苦心才得以完成。要營造一個優良的學校文化，校長必須是最好的模範。
最後，身為校長應該積極解決學校外部組織的適應問題，可以透過學校文化的發展，使其在變動的環境中求生存；並著手解決組織內部統整的問題，藉由發展學校文化，有助於團體成員建立對學校的歸屬感、認同，進而團結、承諾與投入工作。
Scotby校長暫令停職。
Philanthropy慈善事業
The Mercers' company, which has existed since 1394, insisted it would be in education for the long term.
Mercers公司創立於1394年，堅持教育是長期性的。
Its spokesman at the Downing Street seminar, Charles Parker, said its approach would be "enlightened private sponsorship". It already has involvement with 16 schools in the state and private sector but wants to extend that.
在Downing Street研討會中，其發言人Charles Parker表示，其做法是“公開的私人贊助。”該公司在國家和私營部門裡已經與 16所學校合作，並且還要再擴展。
Noting that the Mercers' Company puts about £3.5 million into schools each year, he said: "People do pay attention if you have a bit of cash".
Mercers公司每年提出大約三百五十萬英鎊給學校。他說：「如果你有一點的現金，人們千萬要關心」。
However, the Mercers' Company is a charity with no particular business interests or philosophy to promote other than philanthropy.
Mercers公司猶如是一家慈善機構，沒有特定的商業利益或理念，只專注於促進慈善事業。
上述文章可以看出Mercers他們教育的重視，近年來台灣也越來越多營利單位開始成立非營利組織投入資金在教育的領域上，例如：TVBS即成立了TVBS關懷台灣文教基金會捐1.5億改建因在921地震時受創嚴重的霧峰國中成為地震斷層館，並且平時也關還弱勢兒童的教育問題，幫助偏遠地區貧困學童就學；富邦集團也成立富邦文教基金會，期望透過各種正向休閒活動、行為教育的推展，有效地遏阻青少年誤入歧途，同時培養多元能力，成為未來社會的中堅份子。
因此教育不再只是政府單方面的努力，透過社會的關注與投入，讓教育領域達到更公平、資源更加多元的經營。
Learning To Learn: Preparing Teachers and Students for Problem-Based Learning. ERIC Digest.
SCAFFOLDING FOR PBL SUCCESS
PBL的成功鷹架
在認知學徒模式裡，Collins, Brown 和Newman（1987）開發了鷹架作為輔導學生的一種手段。PBL成功與否很大程度取決於學生是否有足夠的能力來準備承擔一些新的角色，例如調查者和團隊合作（Boud＆Feletti，1997）。 在PBL的教室，例如：教師能區別什麼活動學生可以自己動手做?他們需要學習如何解決這個問題。然後老師設計的活動，只提供足夠的鷹架，學生學習自己能夠克服這個問題的知識和技能（Greening, 1998）。教師也幫助學生培養正確的心態，提出吸引學生的問題，並引導學生的注意力以利進行基本方面的學習目標。PBL教學的有效性在很大程度上取決於對教師提供給學生的鷹架。
LEARNING TO LEARN: COOPERATIVE LEARNING SKILLS
學會學習：合作學習技巧
中央對 PBL的成效定義是學生有能力一起工作並解決問題(Peterson, 1997)。 教師可以鼓勵更多有益和有意義的工作，促使學生匯聚人才和資源，並指導他們解決衝突而共同努力。以下為加強這方面的技能培養相關網站資源，包括：
*課堂中合作學習的基本內容http://www.ed.gov/databases/ERIC_Digests/ed370881.html
*合作與協作學習：實施 http://www.thirteen.org/wnetschool/concept2class/month5/implementati on.html
Evaluate the School Improvement for principal
Evaluating How You Identify Objectives
評鑑如何界定目標
一個顯著的目標，並發展解決具體問題確定必要地評估。
“SMART”目標是用來衡量成就以朝向一個目標，則具有以下特性：
* Measurable,可測量的
* Attainable,可達成的
* Realistic, and實際可行的
* Timebound.時限性
評鑑你的學校改善計畫目標
DECISION-MAKING:
決策
• Do your objectives emphasize positive change for your school?
你的目標是否強調轉變你的學校？
• Do your objectives provide guidance for choosing programs and strategies to implement?
你的目標是否提供指導選擇方案和實施策略？
• Are your objectives challenging yet achievable for the given timeframe?
你的目標是否尚未實現時間表內給定的挑戰？
課責
• Do objectives include measurable expectations for all student populations?
目標是否包含所有的學生群體可測量的預期？
• Is each objective aligned with a school and state goal?
是否每個目標都符應學校和國家的目標？
• Is each objective supported by data in your needs assessment?
是否每個目標都支持必要地評估資料？
• Is there an objective addressing the needs of the lowest 25% performing students in your school?
是否有一個客觀的解決方法用來解決在學校表現最後25％的學生的需要？
• Is there an objective addressing the alignment of content instruction to the Sunshine State Standards with specific attention to science?
是否對陽光標準有一個客觀的指示內容？
• If your school has been identified as performance grade D or F, is there a measurable objective identified for each low performing content area? Are these objectives aligned to the district intervention plan?
如果你的學校已被評定為D或F的表現等級，則此地區是否有一個評量的準則？
• Is there one or more objective(s) identified for State Goal 3: Student Performance?
對於國家的目標3：學生表現是否有一個或多個目標？
EXAMPLE FROM ALL STATE SCHOOL IMPROVEMENT PLAN
全國學校改進計劃範例
School Goal 1: All State School students make annual learning gains sufficient to acquire the knowledge, skills, and competencies needed to master state standards in the area of reading.
School Goal 1:所有公立學校學生進行年度的學習以獲得足夠的知識、技能和能力並符合該地區的閱讀標準。
School Goal 1 Objective 1:學生在標準課程得分需達Level 3或者是在2003 FCAT Sunshine State Standards 閱讀標準之上要增加50％以上。
School Goal 1 Objective 2: 59% or greater of the lowest 25% performing students on the 2002 FCAT Sunshine State Standards reading component will make adequate progress as determined by 2003 FCAT Sunshine State Standards reading component scores.
School Goal 1 Objective 2: 後25％的學生必須符合2002 FCAT 陽光標準中閱讀標準達59%以上，才能夠在2003年達適當進步。
2002 Reading Assessment
Sources of Data: School FCAT（理解評估測驗）and NRT Reading Results
District and State FCAT and NRT Reading Results
(see Appendix B for school data analysis worksheets)
1. Analyze the reading scores versus district and state results.
2. Calculate and record the differences (+ or -),“+” indicates performance is above or equal to district or state, “-” indicates performance is below district or state.
FCAT READING Sunshine State Standards
(All Curriculum Groups):
*Levels 3-5 are defined as meeting high standards
Year 2004 Levels 2-5 minimum scores increase (see Appendix C)
Which subtest(s) from the FCAT Sunshine State Standards reading component cover the most problematic areas for your school?
Subtest 1: Words/Phrases
Subtest 2: Main Idea/Purpose
Subtest 3: Comparisons
Subtest 4: Reference/Research
School Goal 1 Objective 3:比較全國學生在2003 FCAT陽光標準閱讀部分中的平均積分且須有所提升。
Input Evaluation
如何評鑑你的策略界定及溝通
A strategy identifies the action to be taken in order to achieve the objective. It is helpful to list strategies in priority order.
確定策略採取的行動，可幫助策略列出優先順序，以達到目標。
* be directly related to obtaining the stated objective;與既定目標有直接關係
* identify who is responsible, a timeline, all necessary resources for implementing the strategy; and確定誰來負責、期限、所有必要的資源及執行策略
* include a continuous evaluation process so ongoing adjustments can be made.
包含一個持續的評鑑過程，以便策略可以不斷的調整
• Questions that need to be answered when evaluating how well you communicated your strategies:
評估你的溝通策略
Are strategies clear and understandable?策略是否明確且容易了解？
• Do strategies clearly align with areas of need?策略是否明確？
• Are strategies identified that include special population needs?策略是否包含特殊族群的需求？
• Have you allocated human/material resources to implement strategies?人力及物力的分配
• Have you identified technical assistance and professional development needs and resources?技術援助及專業發展需求
• Have you set up timelines and checkpoints?建立期限及清單
• Have you identified evaluation methods for assessing progress?評估過程的評鑑方式
• Do you have a descriptive record of the implementation of each strategy?紀錄每次策略的實施
• Does your evaluation design include:評鑑設計包含：
• evaluating the process - assessing the implementation, 評鑑過程 - 評估實施
• evaluating the product - determining the success of each strategy implemented,
評鑑產出 - 確定每個戰略的成功實施
• a timeline, and期限
• someone who is responsible.負責人
Evaluating Principals.
WHAT ARE THE FIRST STEPS IN DESIGNING A PRINCIPAL EVALUATION SYSTEM?
校長評鑑設計的第一步為何？
Principal evaluation works best when it is not simply imposed from above. Richard Manatt (1989) suggests starting with a stakeholder's meeting of no more than twenty-five people. Jerry Valentine (1987) proposes a committee of about a dozen people, one half of them principals. That committee assesses other principal evaluation programs with the aid of a consultant, drafts a plan and submits it to the principals for amendment, and then sends the revised plan to the school board. An inservice session can familiarize principals with the evaluation process and defuse their anxiety over it.
校長評鑑的運作最好時是在於它不是單純地自上而下。Richard Manatt（1989）建議與利害關係人的會議不超過25人。Jerry Valentine（1987）提出了一個委員會成員大約十幾人，其中有一半是校長。委員會主要的目的在擬定評鑑計畫並給校長修訂，接著將修訂後的計劃交給學校董事會。校長可經由制訂過程的參與和瞭解，以減低在評鑑的過程中產生的焦慮。
Principal evaluation does not exist in a vacuum. It relates to the statements of purpose, long-range plans, goals, and job descriptions that districts and schools may have already formulated. The urban school district described by Lindahl (1986) created precise job descriptions that "became the format for the summative evaluation instrument." The district incorporated individualized or formative goals by requiring each school to develop annual campus improvement plans and by requiring each principal to establish annual personal growth plans. Evaluation, then, is linked to both organizational and personal goals. Principals should be intimately involved in the goal-setting process, and they should certainly be fully informed of how the various goals will be weighted and assessed. This knowledge encourages principals to focus on the aspects of their job deemed most important. George Redfern (1986) describes a school district that bases its assessment of principals entirely on how well they attain mutually established goals.
校長評鑑並不是脫離實際地。它涉及到地區和學校可能已經制定的目的的陳述、長期計劃、目標和工作表現。Lindahl（1986）建立一套精確的工作職責成為總結性評價工具的準則。評鑑要包含個人及組織的目標，校長應密切參與目標的制定過程中，他們應該充分了解如何加權各項目標和評估。
Although it cannot substitute for on-the-job evaluation, assessment centers can offer principals intensive observation and feedback. The National Association of Secondary School Principals sponsors several such centers (Anderson 1989).
這樣的評鑑雖然不能代替校長實際的表現，但可以提供校長觀察和回饋的意見。國家中學校長協會贊助好幾個這樣的評鑑中心（Anderson 1989）。
School leadership in England has got much better
The report notes that secondary schools usually have larger senior management teams to support the head, while many primary heads have to teach as well as lead.
報告指出，中學通常有較大的高級管理團隊以做為校長的後盾，但是許多小學校長必須要領導也要教學。
Mr Bell said: "It is no longer true that leadership and management are the sole responsibility of the head teacher.
Mr Bell說：「領導與管理不再只是校長單獨要負的責任。」
"High-quality leadership and management must now be developed throughout a school's organisation if they are to meet the new challenges facing them in the drive to raise standards and promote social inclusion in all our schools."
「如果他們面臨了在提升水準並促進社會融合的路上的新挑戰，高品質的領導和管理即刻必須在整個學校的組織中發展。」
Earlier this week a report from the National College for School Leadership said England's school system was embracing a "new order" of leadership with dramatic and positive implications for teaching and learning.
本週稍早國家學校領導學院的報告說：英國的學校系統採用一種領導的新秩序，以對教學產生引人注目且正向影響。
But it warned that the level of re-advertised headship posts highlighted the lack of candidates for the job. It said 45% of heads, deputies and assistant heads were aged over 50.
但它警告說，重新公佈的校長職位的公告標準凸顯校長候選人的缺乏。45％的校長、副校長、助理校長的年齡超過50歲。
Blair sends heads back to college
"There are already three initiatives in this area - the National Professional Qualification for Headship, the Headlamp scheme for new heads and the Leadership Programme for serving headteachers," he said.
他說：目前這個領域已經有三所首創的機構：中小學校長國家專業證照(the National Professional Qualification for Headship，NPQH), 新校長前導計畫(the Headlamp scheme for new heads)、現職校長領導課程(the Leadership Programme for serving headteachers，LPSH)
"There is growing evidence that teachers are now so overburdened with government initiatives that they are not able to find time to take advantage of the options which exist."
有越來越多的證據表明：教師認為現在對政府倡導的負擔過重，導致找不出時間好好的利用現有的選擇。
Headteachers' unions are broadly supporting the proposed college.
校長聯盟大致上支持學院提出來的規劃。
Other speakers at the conference included American management guru Ben Zander, the conductor of the Boston Philharmonic Orchestra who uses music as a motivational tool and who got heads to sing along with him during his two-hour slot at the conference.
在會議中的發言者包括美國管理大師Ben Zander，他是Boston交響樂團指揮，以音樂作為引起動機的工具。並在邀請一同出席會議的校長在兩個小時會議的空檔時間他一起歌唱。