嬗变与超越:高质量教育发展视野下我国特殊教育学校校长专业化发展的思考

Reflection on the Professionalization of Special Education School Principals from the Perspective of High-Quality Education Development

立足我国特定的社会文化情境与高质量教育发展的目标重点,有必要在对特殊教育学校校长专业发展历程的经验辨析与审视反思中构建其专业化发展理论。我国特殊教育学校校长专业发展历经奠基与坚守、忠诚与奉献,改革与探索的迭代嬗变,迈进新时代的超越与创新阶段。研究探讨了特殊教育学校校长专业化发展的结构特征,是一个涵盖专业态度、专业知识和专业能力的的专业素质结构。特殊教育学校校长的工作内容涵盖专业实践、行政管理、社会倡导三个维度,他们集理想主义者、人道主义者、特殊教育管理者、社会活动者、特殊教育专业践行者、融合教育推动者等多重角色于一身,应具备道德领导力、价值领导力、文化领导力、课程领导力、教学领导力、信息化领导力等学校管理能力,更需发展特有的融合领导力、社会活动力等专业实践能力。未来的相关学术研究应着力构建系统的本土化特殊教育校长专业化发展理论,为其专业化发展研究与实践贡献智慧。

This paper aims to construct professional development theories from the experience analysis and reflective review of the professional development process of special education school principals,based on the specific socio-cultural situation of our country and the goal of high-quality education.The professionalization of special education school principals has gone through the iterative stages changing from foundation and persistence,to loyalty and dedication,to reform and exploration,and stepped into a new era of transcendence and innovation.The study finds that special education school principals focus on three job dimensions:professional practice,administration,and social advocacy.Special education school principals are found to be multiple role players of idealists,humanitarians,administrators,social activists,special education experts,inclusivists,etc.They are equipped with moral leadership,value leadership,cultural leadership,curriculum leadership,teaching leadership,information-based leadership,and other school management abilities.They have developed professional leadership in inclusive education and social advocacy,which is unique to their professionalization.This paper clarifies the conceptual framework for the professional development of special education school principals,which contributes to the research and practice for the professionalization of special education school principals in the new era.