Schools struggle to find headteachers

The National Association of Head Teachers which commissioned the survey says that this is a warning to the government of the need to acknowledge the demands put upon headteachers.

全國校長協會負責人委託一個調查，這是對政府提出的警告，要政府正式承認校長的要求，而不是欺騙他們。

 "The lesson for the government is not only that pay levels remain unattractive, but that large numbers of heads regard the headteacher's job as unmanageable," said the NAHT's general secretary, David Hart.
NAHT的秘書長David Hart 說“這個教訓告訴政府不僅在薪資水平方面仍然缺乏吸引力，而且大多數校長的工作是缺乏管理的”。

WHAT OTHER METHODS EXIST TO RETAIN PRINCIPALS?

有哪些方式可以促使校長留任?

Hiring additional people to distribute the principal's workload is prohibitively expensive for some districts. NAESP's study found that unless enrollment at a school exceeds 600 students, it is unlikely that an assistant principal position will be created (Doud and Keller). 
聘請額外的人來分擔校長的工作量，對於部分學區來說，是相當高的花費。 NAESP的研究發現，當一所學校招生超過600名學生，就校長助理職位的需求應運而生（Doud和Keller）。

One way to keep principals at their jobs is to provide an increased level of professional development. The Educational Research Service (ERS) found that principals repeatedly expressed a desire to augment their expertise and personal skills, but found the current professional-development activities at their schools lacking (2000). In a study of 105 California superintendents, more than 65 percent listed poor interpersonal skills as a reason principals may fail at their jobs (Davis 1997). The second highest reason was poor decision-making. Both of these failings could be addressed--and avoided--through professional development. 
一種維持校長在自己工作的方法，是提供提高專業水平的發展。教育研究服務（ERS）發現，校長一再表示希望增加他們的專業知識和個人技能，最直接的專業發展活動是在補足學校的不足（2000年）。 有一項研究針對在加州105位的視導人員，有超過百分之65的人認為不善人際關係可能為校長可能會失敗的原因（1997年，Davis）。第二個原因是缺乏絕佳的決策。 這兩種都是可以解決且避免的，並藉由專業的發展來養成。

ERS reported that one of the most frequently requested opportunities for development was the chance to network with other principals to exchange ideas, evaluate the demands of their jobs, and discuss how to implement change at their schools. Principals also placed a high value on follow-up training and training on how to translate ideas about change into practice. 
ERS的報告指出，一個最經常被要求發展的機會，就是與其他校長交換意見，評估他們的工作要求，並討論如何在學校實施變革來形成一個網絡。校長還提供了一個高價值的後續培訓和培訓如何改變於實際情況。

Districts can learn from the Chicago Public Schools, which has developed some of the most comprehensive programs for professional development of principals. Training is available for aspiring principals, first-year principals, and experienced administrators, and is geared toward addressing the specific needs of each group. Techniques used in the training include case study, simulation, reflective analysis, and coaching (Peterson and Kelley 2001). 
學區可以從芝加哥公立學校中學習，開發了一些針對校長專業的有效方案。培訓對於激勵校長是有效的，尤其對於新任校長，和有經驗的管理人員，可以增加在團體的特殊需求。培訓的技術包括案例分析、歸納、回饋分析和訓練（Peterson和Kelley ，2001）。

Casey and Donaldson (2001) cite the case of California's Pajoaro Valley Unified School District as a prime example of comprehensive professional development. The program sets a common vision for principals through its Professional Standards for Administrators, which establishes clear goals for principals. Their Administrative Cycle of Inquiry includes self-assessment, personal and site goal-setting, professional development, and evaluation. This offers the principal the opportunity to self-reflect and to meet with his or her supervisor and also with a peer/mentor partner. 
Casey和Donaldson（2001）以California's Pajoaro Valley聯合學區為專業發展的典範。 該方案確定了一個共同的願景，就是校長通過其專業管理標準，並確立明確的目標。他們的行政調查問卷中包括自我評估，個人和目標制定的專業發展和評價。這提供了主要的機會可以自我反省和遇到他或她的上司或同儕。

The program is tailored to meet the needs of the district. Pajoaro Valley's zone assistant superintendents gather information from principals regarding their professional-development interests. The district's Professional Communities Team then takes this information and provides the kinds of training and growth opportunities the principals perceive they need. 

該方案可以滿足校長的需求。 Pajoaro Valley's zone學區助理蒐集有關他們校長專業發展的資料。該學區的專業團隊會取得各種資訊，並提供培訓和發展的機會來滿足校長的需求。