美国教育问责背景下的教学辅导员:回顾与反思

Instructional Coach under the Background of Accountability in United States: Review and Reflection

21世纪初美国颁布《不让一个孩子掉队》法案,此后,教学辅导员大量兴起。作为教学领导的一员,教学辅导员在促进学校能量建设、教师专业发展方面被寄予厚望。现实中,教学辅导员对各类角色有所选择和理解,不仅表现出促进者、中介者的角色,并在学习的过程中不断建构新的角色。在形成角色的过程中,教学辅导员受学区、学校等多重因素的影响。教学辅导员若要促进教学改进,必须首先推动学校的内部问责,并在教育系统中获得清晰的定位。

With the issue of No Child Left Behind Act at the beginning of 21st century in USA, lots of instructional coaches have appeared. As part of instructional leaders, instructional coaches are expected to do promotion in school capacity building and teacher professional development. In reality, instructional coaches make choice and sense of multiple roles. They act as a facilitator, broker, and construct new roles constantly in the process of learning. However, formation of their new roles is influenced by multiple factors such as district, school and so on. To realize teaching improvement, instructional coaches must first motivate school internal accountability, and their function should be clearly defined in educational system.