臺北縣校務評鑑實施狀況之研究

Abstract

本研究以台北縣校務評鑑實施狀況的內涵為研究主體，藉由焦點訪談，以熟悉校務評鑑的學者專家、教育局長官與近八年來實際具有校務評鑑參訪與受訪經驗的台北縣資深校長、主任、教師會代表、家長等成員為主要的個人深度訪談及焦點團體成員；經由受訪者與參訪者對校務評鑑的反應與覺察，對台北縣校務評鑑在『評鑑目的、評鑑對象、評鑑期程、評鑑委員、評鑑項目、評鑑指標、評鑑方式、結果應用、獎勵輔導』八年來的實施現況及實施變革，透過訪談的聚焦與共識，了解台北縣在確保教育品質的過程中所做的努力，藉此探究其實施成效，建立公正客觀的標準及確立適宜的結果處理與應用方式，進而對台北縣今後辦理校務評鑑提出改進之道。 一、本研究之結論如下： （一）評鑑所得各種資訊，作為縣府教育局檢視學校校務經營、校長辦學績效及輔導、補助學校之參考，不再做為提供校長遴選參考之用。 （二）評鑑期程以四年為一週期，規定各校四年內一定要接受評鑑一次，不再配合校長任期選擇受評對象；不管是指定、自願、追蹤，學校有自主多元的選擇。（三）確立以學校為主體的評鑑原則，依評鑑項度完成應有的評鑑為重點，偏遠學校以半天～1天為限、中大型學校則以2天為限。 （四）評鑑委員設置的組織與編配，從同儕團體中推選，兼顧專業性與客觀性，行前專業研習凝聚共識，依專長和興趣重點編配人選。 （五）規定學校納入一般行政計畫辦理，透過「自評、初評、複評、訪評」，真正落實學校本位評鑑的制度，提升自我評鑑的能力。 （六）校務評鑑指標，掌握核心基礎，以學校為主，涵蓋各種不同向度，建構『整體學校評鑑』的概念，整合現階段重要課題，因此變動性不大。 （七）評鑑項目在不同的年度，經由整合增加或納入新的項目，讓校務評鑑的成效，得以真正掌握趨勢脈動與符應實際需求。 （八）評鑑能針對校務發展做評核，以整體校務經營為考量，對重大情況做追蹤，以為往後辦學之參照，是台北縣推動校務評鑑結果應用的一大突破。 二、本研究之建議如下： （一）對教育行政機關的建議 1.應做全盤的了解與規劃，讓外部檢核的資源適時的引入學校。 2.訪評的時間點，可依循制度，設計彈性的實施方式。 3.強化「自我評鑑」的歷程與功能，列為年度督學視導重點。 4.書面資料網路化，降低「資料審查」的比重，多作實地參訪與對談。 5.委託教研中心辦理訓練，核頒證照，成立人才資源庫。 6.指標影響行政工作的方向，時程及重點要提早公布。 7.初評、複評、追蹤評鑑，在經費許可下，由同一批委員進行訪評。 8.評鑑報告要限期發表，結合視導機制，給學校具體改進建議。 9.建構校務評鑑回饋機制，提供評鑑績優學校經驗分享。 10.內涵與實質效應不同，校務評鑑與校長專業評鑑，辦理模式應有所區隔。 （二）對學校的建議 1.暢通溝通管道互動平臺，加強宣導落實觀念的改變。 2.以強化內部評鑑為基礎，加速教師自我評鑑能力的提升。 3.讓利益關係者參與評鑑過程，對應策略以為改進The study was designed to explore the school evaluation of Taipei County. The sample adopting focused interview comprised of experts in school evaluation, commissioner, principals, and head of divisions in school, teacher representative and parents. The discussion consisted of eight dimensions, inclusive of purposes of evaluation, roles for the evaluators, process of evaluation, evaluation items, evaluation indicators, measurements of evaluation, application of evaluation outcome, and evaluation guidance. In order to establish the fair evaluation criteria and develop feasible actions, recommendations for the school evaluation will be provided.

First, research conclusion is as follows. （一）The evaluation outcome is no longer a means for the principal selection, but a suggestion for school management, school accountability, and school guidance. （二）The evaluation comes full circle once four year. The elementary school should accept evaluation within four years. （三）School-based evaluation should be established. Schools in the suburbs should spend half a day or one day evaluating, while the middle schools should spend two days. （四）The evaluators are expected to possess abundant evaluation knowledge, and careful to avoid becoming unduly biased. （五）It is an absolute need for implementing school-based evaluation in order to promote school’s ability of self evaluation. （六）The evaluation indicators should include variety of dimensions and integrate with important issues. （七）Parts of evaluation items should be combined or added to implement in the different situations and needs. （八）The school evaluation can examine school development and keeps track of every major incident.

Second, the suggestions of this research are as follows: (A) The Suggestions to the educational administration organization 1. They should have completely understanding and plans, and let the exterior examine resource be applied by schools in good time. 2. The time to evaluate should be based on the system, and design flexible implement methods. 3. Enhance the process and function of the "self evaluation ", and view this as an annually point of inspection for the educational commissioner. 4. Make the written work all through the Internet, reduce the proportion of” data investigations ", do more visits and communicate the opinions. 5. Entrust the teaching and researching center to carry out the training job, issue a license, and establish a resource database for talented teachers. 6. The index sign influences the direction of administration, schedules and points of administration work should be announced in advance. 7. Early evaluation, second evaluation, tracking evaluation all should be carried on by the same members of committee if the budget allows. 8. The report of the evaluation should be given a deadline to announce, combine the mechanism, and give the practical suggestions of improvement. 9. Construct the feedback of the school administration and give something back to a mechanism, provide an opportunity for excellent schools to share their experience. 10. The Content is different from the substance effect, school evaluations and the evaluation of principal’s profession should be carried out compartmentally. (B) The suggestions to the schools 1. Unimpeded the interaction platform for communication; strengthen a change of guiding the implementation ideas. 2. Take enhancing evaluations of the inner part as foundation, accelerate teachers to self evaluate their abilities to promote themselves. 3. Let the one who involves the benefits participate the process of evaluation and think ways to improve.