新西兰教育领导力项目“落实指南”中国培训2014年11月17日-21日重庆第五天资料：教师专业发展学习者的共同体KindergartenTeachersProfessionalDevelopment幼儿教师专业发展2014www.elp.co.nzEDUCATIONAL 教育Energy 能量Enthusiasm 热衷Empowerment激发力量Expectations 期望Endless pathways 无尽的路径LEADERSHIP 领导力 Leaders 领导Listening 倾听Learning 学习Liberating 释放Lifelong 终生PROJECT 项目Passion 热情Purpose 目的Positivity 积极Pedagogy 教育学Professional Education 专业教育Centre Facilitators Leadership Seminars教教师师兼兼职职培培训师领导训师领导力研力研讨讨会会In-centre support & visits下园探下园探访访和支持和支持Mentoring/ Leadership clusters指指导导者者/领导领导力群力群Lead teacher strand骨干教骨干教师组师组ELPP.D. workshops & networking专业发专业发展工作坊和展工作坊和联络联络网网Research Clusters教育研究群教育研究群Mori Networking Group毛利毛利联络联络小小组组Family and CommunityBelongingEmpowermentHolistic DevelopmentWell-beingRelationshipsCommunicationExplorationContributionMana TangataWhanau TangataNga HonongaMana ReoMana AoturoaMana AtuaKotahitangaWhakamanaMana WhenuaMaking a positive difference to the lives of children, families and teachers.给给儿童、家庭和教儿童、家庭和教师师的生活的生活带带来来积积极的影响。极的影响。Similar to the role of the pedagogista, so too the ELP facilitator .与瑞吉欧的教学与瑞吉欧的教学协调员协调员所扮演的角色相似，所扮演的角色相似，ELP培培训师训师 Thepedagogistaworkstopromotewitheachselfandamongteachersanattitudeof“learningtolearn”(asJohnDeweycalledit),anopennesstochange,andawillingnesstodiscussopposingpointsofview.教学协调员的工作室促进自己和教师们“学习如何学习”（约翰杜威这样阐述）的态度,对变化的开放态度，和乐意去讨论相反观点的态度。Rinaldi,C.Projectedcurriculumconstructedthroughdocumentation-ProgettazioneRelationships are absolutely crucial !各种关系是至关重要的！各种关系是至关重要的！Empowerment, for teachers as well as children.激激发教教师和儿童和儿童的的力量力量！Whataboutourimageofteachers,ofeachother?Isitrich,strongandpowerful?我们眼里教师的形象是什么样的？他人的形象呢？这些形象是丰富、强大和有力量的吗？Findthemagic!发现魔法!Keyfocusofourworkis:我们工作的关键点：LEARNINGANDTEACHING学习和教学Itisourvisiontosupportcentrestobecomeleadercentrescentresthatbecomeknownfortheirinnovationinaspectsoflearningandteaching我们的愿景是支持幼儿园成为“领先型幼儿园”-这些幼儿园因为他们在学习和教学方法的创新而闻名Ifyouwanttobuildaship,dontdrumupthementogatherwood,dividethework,andgiveorders.Insteadteachthemtoyearnforthevastandendlesssea.如果你想建造一艘船，不要号召人们去收集木料，进行分工，和给予指令。相反的，教他们如何去渴望那片一望无际的大海。Antoine-Marie-RogerdeSaint-Exupery.“Itseemsalittleincongruoustosuggestthatteacherswhohavenotexperiencedinquiryintheirownliveswillbeabletocreateclassroomcentresettingswhichencouragestudentstoquestion,toposeproblems,andtobeself-directedlearners.”这听上去可能有一些前后矛盾，那就是，没有亲身体验过探究过程的教师，将会创造出鼓励学生去质疑、提问，和成为自主学习者的教师（幼儿园）。(Beattie,M.1997)Stayingabreastofthelatestresearchinpractice.紧跟最新研究成果，并运用于实践。Researchingourownpractice.研究我们自己的实践Experimentingwithnewapproaches.尝试新的方式方法。Sharingourinsightswithothers.与他人分享我们的感悟。Acommitmenttoeducationalleadershipinvolves:对教育领导力做出承诺包含：WeencourageteachersinvolvedtoconsidertheirleadershiprolewithinELP.Steeringanddevelopingacentre-wideprofessionallearningcommunity.我们鼓励教师在参与培训时考量他们的领导力在全园范围里启动和发展一个专业学习共同体。LeadershipwithinthecontextofProfessionalEducation专业教育中的领导力Howwillyouleadinthisprojectofchange?在这个有关改变的项目中，你将如何运用你的领导力？Howwillyouencouragesharedanddistributedleadership withinyourcentre?你将如何在你的幼儿园中鼓励那种共享分担式的领导力？Concepts of Leadership that have influenced us影响我影响我们们的一些与的一些与领导领导力力有关的概念有关的概念“Leadershipbelongstoeveryone.”领导力属于每一个人(Sergiovanni 1992 p1)Principle-centred Leadership以原理为中心的领导力TransformationalLeadership变革型领导力Leadershipcapacity领导能力Enabling Leadership赋予能力型领导力ServantLeadership公仆型领导力SharedLeadership共享的领导力A community of Leaders领导者共同体Learning Leadership 学习去领导Leaderfulness分担式领导MoralLeadership道德领导力MichaelFullan(2001)LeadinginaCultureofChangeEnthusiasm热衷Energy能量Hope希望领导者成员结果领导力框架热衷能量希望道德目的理解变化发展关系创造和分享知识制造和谐承诺对外和对内好事多了坏事少了Leadershipasaformalrole-theideaoftheleader视领导力为一个正式的角色-“领导者”的概念Leadershipasasharedresponsibilityinvolvingallmembersoftheteam视领导力为一个共享的责任，包含团队里的所有人Leadership领导力=managingtheday-to-dayrunningofthecentreandmanagingpeople管理幼儿园的日常工作和管理幼儿园里的人Leadership领导力=collectivelyandcollaborativelyincreasingourknowledgeofcurriculumandpedagogy,thinkingaboutthefuture,advocacy.集体的和合作性的增加我们关于课程和教法的知识，共同思考我们的未来，我们所提倡的东西。Shifts in Leadership领导领导力的力的转变转变FIVEFACESOFLEADERSHIP领导力的五个层面Pedagogical Leadership 教法教法层层面的面的领导领导力力Administrative Leadership 行政管理行政管理层层面的面的领导领导力力Advocacy Leadership 倡倡导层导层面的面的领导领导力力Community Leadership 社社团团群体群体层层面的面的领导领导力力Conceptual Leadership 概念概念层层面的面的领导领导力力Kagen1994OrganisationalCultureis机构文化就是Thewaywedothingsaroundhere在这里我们做事的方式=CriticalSuccessStrategies至关重要的成果策略Introduction to ELP workshop, beginning of year, past participants share their journey - passing on the culture of successELP工作坊工作坊简简介，开始新的一年，介，开始新的一年，过过往的参与者分享他往的参与者分享他们们的学的学习习旅程旅程 - 传传递递成功的文化成功的文化Critical success strategies至关重要的成功策略Broadlytargetedcontract-teachersknowwhattheyarebuyinginto 有广有广义义目目标标的合同的合同 - 教教师师知道他知道他们们会得到什么会得到什么Critical success strategies至关重要的成功策略The Project was for one year, teachers owned it and drove it with support and inspiration from a project facilitator.这这是一个是一个为为期一年的期一年的项项目，教目，教师师主主导导的的项项目，目，项项目培目培训师给训师给予支持和启予支持和启发发。The project provided readings, resources and opportunities of sharing work with others in cluster groups.项项目目经费经费提供提供阅读阅读材料，材料，资资源以及能和其它学源以及能和其它学习习群体群体进进行交流的可能性。行交流的可能性。Critical success strategies至关重要的成功策略Leadershipstyleofprojectfacilitator-sharingstories,modellingpedagogyandcreatingavisionofwhatispossible.项项目培目培训师训师的的领导风领导风格格 - 分享故事，示范教法，分享故事，示范教法，创创造一个造一个发现发现有哪些可能性有哪些可能性的的视视野。野。Critical success strategies至关重要的成功策略Projectfacilitators-whoarepreparedtochallengethegroup,sometimestakingthegroupintouncomfortableterritory项目培训师-准备好挑战小组成员，有时候会把整个小组带入一个让她们非常不自在的境地。Critical success strategies至关重要的成功策略Credit view of participants - same as credit view of children用欣用欣赏赏的眼光看参与者的眼光看参与者 - 就像用欣就像用欣赏赏的眼光看孩子一的眼光看孩子一样样Critical success strategies至关重要的成功策略Journey of Inspiration启发之旅Visiting other settings, listening to teachers share their passion for their work.参参观观其它幼儿园，听其他老其它幼儿园，听其他老师师分享他分享他们对们对工作的工作的热热情。情。Critical success strategies至关重要的成功策略 Supported to take risks在完成在完成给给定任定任务过务过程中程中给给予支持予支持Critical success strategies至关重要的成功策略Children and adults were able to assess their own learning.儿童和成人可以走儿童和成人可以走进进他他们们自己的学自己的学习习。The use of metaphor has been a powerful tool.比比喻喻是一种非常是一种非常强强有力的工具。有力的工具。Critical success strategies至关重要的成功策略The end of year seminar presentation helped set an expectation of achievement and kept everyone focussed on their project. 在年在年终终研研讨讨会上会上进进行展示，帮助大家行展示，帮助大家设设定定对对各自成果各自成果的期待，也的期待，也让让每个人能始每个人能始终终聚焦在他聚焦在他们们自己的自己的项项目上。目上。Critical success strategies至关重要的成功策略Walking the talk- teachers working with teachers说说到做到到做到 - 教教师师帮助教帮助教师师Critical success strategies至关重要的成功策略Focused networking between each centre through 聚焦式的幼儿园聚焦式的幼儿园联联系网系网络络: Cluster meetings involving all staff in all centres由所有幼儿园的所有由所有幼儿园的所有员员工参工参与的群与的群组组会会议议Combined centre workshops strongly focused on the projects 聚焦于各自探究聚焦于各自探究项项目的幼儿目的幼儿园园联联合工作坊合工作坊Critical success strategies至关重要的成功策略Intimacy of the learning stories we shared opened hearts and lives and built a culture of puzzling possibilities.我我们们所分享的那些所分享的那些亲亲切的学切的学习习故事，故事，能打开人能打开人们们的内心和生活，建构一个的内心和生活，建构一个充充满满各种可能性的文化。各种可能性的文化。Critical success strategies至关重要的成功策略Contract made it clear that the principles of Te Whriki were central and integrated into our view of teachers as learners.合同中明确指出，合同中明确指出，Te Whariki中的教育原理是核心中的教育原理是核心要求，并融入我要求，并融入我们们如何看待作如何看待作为为学学习习者的教者的教师师中。中。Critical success strategies至关重要的成功策略The Opportunities of Positive Cultures形成形成积积极的文化的机会极的文化的机会Where the staff have a shared sense of purpose where they pour their hearts into the children and their teaching 教教师师有共同的目有共同的目标标 - 全身心的与儿童一起工作，全身心的与儿童一起工作，投入他投入他们们的教学。的教学。Where the underlying norms are of collegiality, improvement and hard work 基本准基本准则则是共同掌是共同掌权权，进进步和努力工作步和努力工作Where ritual and tradition celebrate student accomplishment, teacher innovation, and parental commitment 有有庆庆祝学生成就，教祝学生成就，教师创师创新和家新和家长长参与的参与的仪仪式式和和传统传统Where the informal network of storytellers, heroes and heroines provides a social web of positive information support and history 非正式非正式的的讲讲故事者、英雄网故事者、英雄网络络提供了一个提供了一个积积极信息极信息分享的支持和分享的支持和历历史史Where success, joy and humour abound 充充满满成功、喜成功、喜乐乐和幽默和幽默Peterson and Deal (1998)Opportunities to explore theory and practice探索理探索理论论和和实实践的机会践的机会Critical success strategies至关重要的成功策略Establishing connections and relationships建立建立联联系和关系系和关系Teachers writing journals or learning logs throughout the project.教教师师在参与在参与项项目期目期间间撰写日志或学撰写日志或学习记录习记录Critical success strategies至关重要的成功策略High expectations 高期待高期待We want children to be lifelong learners to thrive in the 21st century 我我们们希望我希望我们们的儿童成的儿童成为为21世世纪纪中的中的终终身学身学习习者者Literate and numerate 文学和数学文学和数学Critical and creative thinkers 批判性和批判性和创创造性造性的思想者的思想者Active seekers, users, and creators of knowledge 知知识识的主的主动动探求者，使用者和探求者，使用者和创创造者造者Informed decision makers 明智的决策者明智的决策者Critical success strategies至关重要的成功策略Creating possible pathways for teachers to experience wider leadership experiences.创创造各种途径造各种途径让让教教师师能体能体验验更广泛的更广泛的领导经验领导经验。Critical success strategies至关重要的成功策略Teachers as researchers教教师师也是研究者也是研究者Leaderfulness充满领导力的Starhawk(1987)Everyone feels empowered:每个人都感到被授每个人都感到被授权权：To start or stop things 可以开始和停可以开始和停止某些事止某些事To challenge others or meet challenges 可以挑可以挑战战他人或接受挑他人或接受挑战战To move out front or to fall back 可以可以做到前台或退到后面做到前台或退到后面“Whateveryoucandoordream.beginit.Boldnesshasthepowerandmagicinit.”开始去做任何你可以做的或者可以梦想到的事力量和魔法存在于无所畏惧之中。Goethe歌德KathrynDelanywww.elp.co.nzHeiwiwhnuiongkaiakokongaBuildingaCommunityofTeacherLearners：Aspectsofeffectiveprofessionaldevelopment建构学习者的共同体：有效专业发展的特征GrowingAcommunityofTeacherPractitionersinTaupoNewZealandpopulation22,500培养一个教师共同体5teamsofteachers5个教师团队4fromKindergarten2-5yearoldsetting4个来自接收2-5岁儿童的幼儿园1Childcare-0-5yearoldsetting1个来自接受0-5岁儿童的托幼中心Allqualifiedandregisteredteachers所有教师都是师范毕业，经过正式注册的TheBestEvidenceSynthesisdescribeseightcharacteristicsofeffectiveprofessionaldevelopmentas有效专业发展的8个特征:Theprofessionaldevelopmentincorporatesparticipantsownaspirations,skills,knowledge,andunderstandingintothelearningcontext专业发展与参与者自身的理想、技能、知识和认知相结合Theprofessionaldevelopmentprovidestheoreticalknowledge,contentknowledgeandinformationaboutalternativepractices专业发展提供理论知识，学科知识，以及其它实践方式的信息Participantsareinvolvedininvestigatingpedagogywithintheirownearlychildhoodsettings.Professionaldevelopmentadvisersassistindatacollectionandongoingcritique参与者能参与对他们自己幼儿园教法的研究中。专业发展顾问支持数据收集，并不断进行思辨性评论。Participantsanalysedatafromtheirownsettings.Revelationofdiscrepantdataisamechanismtoinvokerevisedunderstanding.参与者分析收集于他们自身幼儿园的数据。差异性数据的启示是引发修正现有认知的机制。Criticalreflectionenablingparticipantstoinvestigateandchallengeassumptionsandextendtheirthinkingisacoreaspect.批判性反思能让参与者探究和挑战已有观念，并拓展他们的思想。Effectiveprofessionaldevelopmentsupportseducationalpracticethatisinclusiveofallchildren,familiesandwhnau.有效的专业发展支持能融合所有儿童和家庭的教育实践。Theprofessionaldevelopmenthelpsteachers/educatorstochangepedagogicalpractice,knowledge,andbeliefs.专业发展帮助教师/教育者改变教学实践，知识和信念。Theprofessionaldevelopmenthelpsteachers/educatorstogainawarenessoftheirownthinking,actions,andinfluence.专业发展帮助教师/教育者增强对自己思想、行动和影响力的觉知。(Mitchell&Cubey,2003.Pp83-92）EthicalConsiderations道德考Writtenpermissionwassoughtandgainedfromallparticipants需要获得所有参与者的书面许可FeaturesoftheProfessionalDevelopment专业发展特点SettheirownResearchQuestionsandDesiredOutcomes每组教师制定自己的研究问题和渴望的成果CompletedanendofyearEvaluation年终评估CelebrationPresentationtothewholecluster对整个研究群体进行庆祝演示Theyparticipatedin他们参与:Workshops工作坊ClusterMeetings群会议Discussions讨论LeadershipRetreats领导力静修活动Visitstoeachotherssetting探访其它幼儿园Theyreceivedcurrentteachingandlearningtheory接收最新教学和学习理论Inthe4thyear,2011,theseleadteamswereinvitedtoparticipatebyleadinganeighbourhoodearlychildhoodeducationsettinginActionResearchinLiteracyteachingandlearningpractice.Theyeachchoseandinvitedasettingfromtheirlocalcommunitytoparticipateinpractitioner/actionresearch.第四年，2011年，这些领先一步的团队被邀请带领附近的一所幼儿园进行有关语言文学教学和学习时间的行动研究中。每一个团队都选择和邀请当地一家幼教机构参与行动研究课题中。Twogroups两个小组:The5LeadSettings5所领先一步的幼儿园The5NeighbourhoodSettings5所姐妹园LeadECESetting领先一步的幼儿园Duringtheyear(2011)theteachersintheLeadSettingswereencouragedtohavetwofoci-leadershipandliteracyteachingandlearning.2011年，领先一步的幼儿园被鼓励去关注两个内容-领导力与语言文学教学和学习TeachersfromthesesettingsledthefiveneighbourhoodsettingsintheprocessofActionResearchintotheirliteracyteachingandlearning.这些幼儿园的教师们带领5个姐妹园进行他们自己的与语言文学教学和学习有关的行动研究。Process过程All10settingsetActionResearchQuestionsandDesiredOutcomesforChildren,FamiliesandTeachers.e.g.HowdoesstrengtheningLeadershipsupportLiteracyLearningandTeachinginourCommunity?所有10所幼儿园自己设定研究问题和希望此研究对儿童、家庭和教师带来的成果。例如：在我们这个社区里，增强领导力能如何支持语言文学学习和教学的？AllteacherparticipantsintheprofessionaldevelopmentwereencouragedtodistributeandsharetheleadershipoftheProject/ActionResearch.所有参与专业发展的教师都被鼓励去共享和分担这个项目/行动研究的领导工作。Theleadteamsledparticipantswith领先一步的幼儿园带领参与者进行:Workshops工作坊ClusterMeetings群组会议Discussions讨论Visitstoeachotherssetting探访其它幼儿园Whilereflectingontheirownleadershiplearningastheycontributedtobuildingalearningcommunityandatthesametimegrowingtheirunderstandingofliteracyteachingandlearning.在通过主导一个学习共同体建构的过程中中反思他们自己有关领导力的学习，同时，提升他们对于语言文学教学和学习的理解。Attheendoftheyear27teachersfromtheleadsettingsparticipatedinaLeadershipRetreat.年末，27位来自于领先一步幼儿园的老师参加了领导力静修活动。Theypresentedtheirleadershipjourneyasephemeralartusingnaturalresourcesfromthevenue.他们利用静修场所中的自然资源，艺术性的展示他们自己的学习领导力旅程。3DayLeadershipRetreat三天的领导力静修活动Methodology研究方法Datawasdrawnfromtheteachersownfinalevaluationsandreflections,andsurvey.从教室自己最终的评估信息，反思，和问卷中收集素材。Mainfindings研究主要发现AspectsofProfessionalDevelopmentthatbuiltandsustainedacommunityoflearners:能够建构和支持一个学习者共同体的专业发展有以下内涵：Teacherstalkedabout教师谈论-DevelopingRelationships建立各种关系Receivingencouragementandsupport收到鼓励和支持Sharingandgainingnewskillsandknowledge分享和获得新技能和知识Coursecontentandtheoreticalunderpinnings相关专题的内容和理论支撑LongtermengagementandcontinuityinProfessionalLearning在专业学习上的长期投入和连续性Sharedleadership共享的领导力Literacy语言文学AllLeadSettingteachersreportedanenhancedunderstandingofLeadershipandLiteracyTeachingandLearning.所有领先一步幼儿园的教师都报告说他们对于领导力和语言文学教学和学习的认识得到了提升。Allneighbourhoodsettingteachersreportedanenhancedunderstandingofsocio-culturalliteracypractice.所有姐妹园教师都报告说他们对于社会文化建构理论支持的语言文学教学实践的认识得到了提升。Implications启示ProvidingopportunitiesforteacherstoengageinlongtermcontinuousProfessionalDevelopmentbuildsandsustainsacommunityoflearnersandenhanceslearningoutcomesforyoungchildren.为教师提供能够长期投入连续的专业发展机会能够建构和支持一个学习者的共同体，并提升儿童学习的成果。