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Professional standards and performance evaluation for principals in China: A policy analysis of the development of principal standards

机译：中国校长的专业标准和绩效评估：制定校长标准的政策分析

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摘要

This article presents the results of an interpretive policy analysis of China's Ministry of Education Standards (2013) for the professional practice of principals. In addition to revealing the evolution of the evaluation of principals in China and the processes by which this policy is formulated, a comparative analysis was conducted to compare it with the Interstate School Leaders Licensure Standards 2008 (ISLLC 2008). The analysis was conducted on the specific standards and indicators across the two documents. The results indicate the presence of both significant similarities and differences in performance expectations for principals: differences are explained by the cultural and national contexts within which school leaders work in both countries. In February 2013 the Ministry of Education in China issued for the first time the national Professional Standards for Compulsory Education School Principals, which provide the specific expectations of quality school leadership. The unprecedented interest in international benchmarking of student academic performance has led to the belief that there are common elements in education policy and school leadership practices. It is hoped that this research sheds new light onto the current thinking on the expectations and evaluation of principal leadership.
机译：本文介绍了中国教育部关于校长专业实践的解释性政策分析结果（2013年）。除了揭示中国校长评估的演变和制定此政策的过程外，还进行了比较分析，以与《 2008年州际学校领导者许可标准》（ISLLC 2008）进行比较。对两个文件中的特定标准和指标进行了分析。结果表明，对校长的期望表现既存在明显的相似性，又存在差异：差异是由两国学校领导在文化和民族背景下进行解释的。 2013年2月，中国教育部首次发布了《国家义务教育学校校长专业标准》，为学校领导层的质量提出了具体要求。对学生学习成绩的国际基准的空前兴趣使人们相信，教育政策和学校领导实践中存在着共同的要素。希望这项研究能够为当前关于校长领导力的期望和评估的思想提供新的思路。

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