C M Y K

Principal’s Capability Framework (Second Edition)

Author: Hong Kong Principals’ Institute

Publisher: The Hong Kong Principals’ Institute Limited

Website: www.hkpi.org.hk

Email: info@hkpi.org.hk

ISBN: 978-988-77736-1-0

Printed in Hong Kong

© The Hong Kong Principals’ Institute Limited 2020

All rights reserved. No portion of this publication may be reproduced or transmitted

in any form or by any means, electronic or mechanical, including photocopy, recording,

or any information storage or retrieval system, without permission in writing from the

publisher.

Acknowledgement:

The Hong Kong Principals’ Institute Limited would like to thank the Tin Ka Ping

Foundation for funding the printing of this publication.

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Preface

Since the first publication of HKPI’s Principals’ Capability Framework (PCF) in 2013, the educational landscape of school leadership has undergone significant changes. Never before have school principals in Hong Kong met with so many unprecedented challenges in varying complex contexts within such a short period of few years. The call for principal leadership which is value-based and practice-oriented with positive impact has become increasingly important in the education sector. To keep abreast of the up-to-date local and international development of education, the HKPI envisages it is high time to revise the PCF. A study group comprising school principals and vice principals of different generations and background was set up in January 2018. After two years of literature review and group discussion, members have come up with a number of specific areas for revision while agreeing that the original overall framework and guiding principles, which represent the distinctive characteristics of the PCF, must be maintained. The second edition includes a new section on ‘leadership impact’. This helps to link up such key concepts as educational values, leadership practices, leadership domains and developmental stages in a more coherent manner. The purposes and the outcomes of leadership practices based on educational values in different domains are thereby connected to the impact of leadership across different stages. Like the first edition, this revised PCF is written in the conviction that principalship is an ongoing learning journey of exploration, reflection and action. For principals to develop professionally across different stages of their learning journey, the PCF serves as a user-friendly tool for self-discovery, self-examination and self-improvement. At the very beginning of its conception dated back to seven years ago, the PCF was designed as a tool for continuous professional development but not standardized performance evaluation. It is and will continue to be a guiding tool by the principals and for the principals. We sincerely hope that our fellow principals will find the revised PCF a good companion in your journey of professional discovery and development which makes the work of principal leadership more interesting and more worthwhile.

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Aims Specifically, the aims of the Principals’ Capability Framework (PCF) are: 1. to facilitate self-reflection and self-improvement of school principals; 2. to facilitate the identifying and understanding of school principals’ continuing

professional development needs at different developmental stages; and 3. to guide the planning of continuing professional development programmes to meet the

needs of school principals.

Guiding Principles

The design of this PCF is based on five guiding principles: 1. Simplicity

This framework is designed to be as simple and concise as possible.

2. User-friendliness Broad descriptions and illustrations are provided for quick and easy reference.

3. Reflectivity The framework is designed to be used for professional reflection and self-evaluation by school principals individually as well as collectively in a learning community.

4. Professional development This capability framework is meant to be used for professional development of principals in a personal and contextual setting.

5. Local context and international benchmarking This framework is developed and updated from previous local frameworks on principals’ qualities and competencies, and based on frontline experience of school principals in the Hong Kong context. References have also been made to overseas literature on principals’ qualities, competences and capabilities for international benchmarking.

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Structure The PCF comprises three interrelated components: domains, dimensions and stages. There are four domains in the framework, under each of which are two dimensions. Across the four domains are the three different stages of principals’ professional development. As a self-reflective tool for professional development, the framework offers a broad description of some of the most essential capabilities of school principals and is by no means exhaustive. 1. Domains

School principals exercise their professional leadership in four main domains, viz. self, school, professional community of principals, and more widely, connection to the local and international communities, each with distinct groups of stakeholders including students, colleagues, parents and alumni, school sponsoring bodies, fellow principals, the public, people in different organizations and sectors, national and international educators and academia.

2. Dimensions Educational Values – school principals adhere to a set of core educational values, which guide and underpin their work in relation to the stakeholders in the four main domains, to demonstrate their professional integrity. Educational values form the basis of principals’ leadership practices.

Leadership Practices – school principals draw on professional knowledge, skills and values to exercise their educational leadership in day-to-day practice within familiar as well as unfamiliar circumstances in different domains, serving different stakeholders. Leadership practices are the manifestation of educational values held by the principals.

Leadership Impact – school principals apply and integrate different leadership practices to create positive impact on specific groups of stakeholders in the four domains as discussed above. The quality and extent of impact depends on how effective the principals exercise their leadership practices informed by underlying educational values at different stages of leadership development.

3. Stages School principals develop their capabilities, and mature through three key stages, viz. the emerging, the maturing and the accomplished, with different levels of command of leadership practices in line with educational values in the four main domains. As the professional development of school principals is a dynamic and evolving process, the distinction among the three stages is not always rigid and clear-cut. The three stages are in fact in a continuum and school principals may progress very differently in their professional journeys along different pathways and reach different stages of development in the four domains at different times. Because of contextual and individual differences, considerable variation in development is expected to be found among principals and even within an individual across the domains.

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The framework can be represented diagrammatically as below:

Educational values

Professional community of principals

School Self

Connection to local & international communities

Maturing Accomplished Emerging

Stages

4

Ca

pabi

lity

Desc

ripto

rs

Dom

ain

1: S

elf

Di

men

sions

\ St

ages

Em

ergi

ng

Mat

urin

g Ac

com

plish

ed

Lead

ersh

ip Im

pact

-

Self-

unde

rsta

ndin

g an

d de

velo

pmen

t of p

rofe

ssio

nal i

dent

ity a

nd p

erso

nal v

oice

-

Enha

ncem

ent o

f edu

catio

nal l

eade

rshi

p qu

aliti

es a

nd ca

pabi

litie

s -

Conn

ectio

n w

ith p

eopl

e at

inte

rper

sona

l lev

el a

nd p

ositi

ve in

fluen

ce o

n in

divi

dual

per

sons

and

gro

ups

Lead

ersh

ip P

ract

ices

．

Seek

s con

tinuo

us se

lf-un

ders

tand

ing

and

pers

onal

wel

lnes

s ．

Co

mm

itted

to e

duca

tion

as a

per

sona

l voc

atio

n ．

St

rives

for s

elf-d

evel

opm

ent a

nd p

rofe

ssio

nal g

row

th

．

Com

mun

icate

s per

sona

l bel

iefs

and

list

en to

the

need

s of o

ther

s ．

Le

ads b

y ex

ampl

e ．

In

spire

s sha

red

visio

n an

d ta

kes r

espo

nsib

ility

for r

ealiz

ing

the

visio

n ．

Ad

dres

ses e

thica

l cha

lleng

es a

nd d

ilem

mas

and

mak

es in

form

ed d

ecisi

on

base

d on

mor

al p

rincip

les

．

Pr

ojec

ts o

ptim

ism a

nd ta

kes a

pro

activ

e ap

proa

ch to

life

Disp

lays

self-

awar

enes

s in

lead

ersh

ip p

ract

ices a

nd

has b

asic

unde

rsta

ndin

g of

th

e un

derly

ing

educ

atio

nal

valu

es

Is hi

ghly

self-

cons

cious

in

lead

ersh

ip p

ract

ices

and

firm

ly co

mm

itted

to

the

unde

rlyin

g ed

ucat

iona

l val

ues

Is hi

ghly

acc

laim

ed in

le

ader

ship

pra

ctice

s th

at a

re fi

rmly

an

chor

ed o

n ed

ucat

iona

l val

ues

Ed

ucat

iona

l Val

ues

- Au

then

ticity

and

trut

hful

ness

-

Head

teac

her a

s hea

d le

arne

r

- Se

rvin

g ot

hers

with

hon

esty

and

hum

ility

- Pr

ofes

siona

l int

egrit

y an

d m

oral

cour

age

- Lif

e-lo

ng le

arni

ng a

nd co

ntin

uous

pro

fess

iona

l dev

elop

men

t -

Open

-min

dedn

ess a

nd re

silie

nce

5

Do

mai

n 2:

Sch

ool

Di

men

sions

\ St

ages

Em

ergi

ng

Mat

urin

g Ac

com

plish

ed

Lead

ersh

ip Im

pact

-

Crea

tion

of a

carin

g an

d le

arni

ng co

mm

unity

whi

ch is

cont

inuo

usly

self-

eval

uatin

g an

d se

lf-im

prov

ing

-

Invo

lvem

ent a

nd e

mpo

wer

men

t of e

very

one

in th

e sc

hool

to w

ork

toge

ther

tow

ards

com

mon

goa

ls in

an

era

of co

mpl

ex ch

ange

s, ch

alle

nges

and

unc

erta

intie

s -

Capa

city

build

ing

of th

e w

hole

scho

ol re

sulti

ng in

the

impr

ovem

ent o

f the

lear

ning

out

com

es o

f stu

dent

s in

acad

emic,

socia

l em

otio

nal a

nd o

ther

non

-aca

dem

ic do

mai

ns

Lead

ersh

ip P

ract

ices

．

Resp

ects

and

cate

rs fo

r diff

eren

ces a

nd d

iver

sitie

s of s

tude

nts i

n th

eir l

earn

ing

and

pers

onal

dev

elop

men

t ．

En

sure

s equ

ity o

f lea

rnin

g op

port

uniti

es fo

r all

stud

ents

．

Su

ppor

ts st

uden

ts to

be

life-

long

lear

ners

and

resp

onsib

le co

ntrib

utin

g cit

izens

．

En

hanc

es st

aff m

otiva

tion

and

com

mitm

ent

．

Prom

otes

teac

her p

rofe

ssio

nal g

row

th, l

eade

rshi

p de

velo

pmen

t and

succ

essio

n ．

Fo

ster

s col

labo

rativ

e te

am w

ork

for e

ffect

ive

and

effic

ient

staf

f and

reso

urce

s m

anag

emen

t ．

Le

ads l

earn

ing,

teac

hing

, cur

ricul

um, c

aree

r and

life

pla

nnin

g an

d pa

stor

al ca

re

．

Crea

tes a

cultu

re o

f tru

st, c

olle

ctiv

e en

quiry

, ref

lect

ion-

on-a

ctio

n an

d re

flect

ion-

in-

actio

n ．

Em

pow

ers s

tude

nts,

teac

hers

and

oth

er st

aff f

or d

istrib

uted

lead

ersh

ip

．

Mai

ntai

ns g

ood

rapp

ort a

nd co

llabo

rate

s effe

ctiv

ely

with

the

Scho

ol S

pons

orin

g Bo

dy

(SSB

) and

the

Inco

rpor

ated

Man

agem

ent C

omm

ittee

(IM

C)

．

Esta

blish

es e

xter

nal c

omm

unica

tion

and

close

rela

tions

hips

with

par

ents

and

alu

mni

．

En

gage

s and

invo

lves

diff

eren

t gro

ups o

f sta

keho

lder

s in

the

proc

ess o

f visi

onin

g,

plan

ning

and

eva

luat

ion

．

Alig

ns sc

hool

pra

ctice

s with

scho

ol v

ision

and

miss

ion,

valu

es a

nd p

olici

es o

f the

sp

onso

ring

body

．

M

anag

es ri

sks a

nd cr

ises a

nd re

solv

es d

iver

gent

vie

ws a

nd co

nflic

ts

．

Capi

taliz

e on

pol

icy e

nviro

nmen

t and

dev

elop

s stra

tegi

c dire

ctio

n fo

r sch

ool

deve

lopm

ent

．

Build

s qua

lity

assu

ranc

e an

d ac

coun

tabi

lity

syst

ems f

or se

lf-ev

alua

tion

and

sust

aina

ble

scho

ol im

prov

emen

t ．

Dr

ives

edu

catio

nal c

hang

es a

nd p

edag

ogica

l inn

ovat

ion

to ke

ep a

brea

st o

f the

tim

es

Able

to p

erfo

rm sc

hool

dut

ies

as re

quire

d an

d re

flect

on

the

unde

rlyin

g ed

ucat

iona

l val

ues

Activ

ely

shap

es th

e in

tern

al

and

exte

rnal

env

ironm

ent

for s

usta

inab

le

impr

ovem

ent a

nd o

f the

sc

hool

as a

who

le in

line

w

ith th

e un

derly

ing

educ

atio

nal v

alue

s with

pr

ofes

siona

l int

egrit

y

Prov

ides

dire

ctio

n an

d pu

rpos

e fo

r stra

tegi

c vi

sioni

ng a

nd su

stai

nabl

e im

prov

emen

t of t

he

scho

ol a

s a w

hole

, cr

eatin

g al

ignm

ent

arou

nd e

duca

tiona

l cor

e va

lues

with

pro

fess

iona

l in

tegr

ity

Educ

atio

nal V

alue

s

- St

uden

ts’ r

ight

s to

lear

n an

d w

hole

-per

son

deve

lopm

ent

- Pr

epar

ing

stud

ents

for t

heir

futu

res

- Ed

ucat

iona

l equ

ity a

nd e

qual

ity

- W

ellb

eing

and

wel

lnes

s of s

tude

nts a

nd st

aff

- Sc

hool

as a

lear

ning

com

mun

ity

- Co

ntin

uous

pro

fess

iona

l dev

elop

men

t for

enh

ance

men

t of s

choo

l cap

acity

-

Who

le-s

choo

l par

ticip

atio

n an

d di

strib

uted

lead

ersh

ip

-

Good

scho

ol g

over

nanc

e an

d a

heal

thy

scho

ol cu

lture

-

Part

ners

hip

for e

duca

tion

- Su

stai

nabl

e sc

hool

impr

ovem

ent f

or q

ualit

y ed

ucat

ion

6

Do

mai

n 3:

Pro

fess

iona

l com

mun

ity o

f prin

cipal

s

Dim

ensio

ns \

Stag

es

Emer

ging

M

atur

ing

Acco

mpl

ished

Lead

ersh

ip Im

pact

-

Colle

ctive

resp

onsib

ility

to a

dvoc

ate

educ

atio

nal v

alue

s and

pro

mot

e ed

ucat

iona

l pro

fess

iona

lism

-

Conc

erte

d ef

fort

to e

nhan

ce p

ositi

ve im

pact

of e

duca

tiona

l cha

nges

and

adv

ance

men

t -

Supp

ort o

f the

com

mun

ity to

war

ds e

duca

tion

and

the

teac

hing

pro

fess

ion

Lead

ersh

ip P

ract

ices

．

Pa

rtici

pate

s in

dist

rict a

nd te

rrito

ry-w

ide

prof

essio

nal

bodi

es

．

Shar

es a

nd d

issem

inat

es g

ood

prac

tices

．

Co

llabo

rate

s with

pee

rs in

edu

catio

n pr

ogra

ms

．

Enga

ges i

n pr

ofes

siona

l dia

logu

e on

the

aim

s and

qu

ality

of t

he w

hole

edu

catio

n sy

stem

．

He

lps t

he p

ublic

und

erst

and

the

prof

essio

nalis

m o

f sc

hool

prin

cipal

s as e

duca

tiona

l lea

ders

Part

icipa

tes i

n pr

ogra

mm

es

and

even

ts o

rgan

ized

by

prof

essio

nal b

odie

s, le

arni

ng m

ore

abou

t how

th

e un

derly

ing

educ

atio

nal

valu

es g

uide

pra

ctice

s

Play

s a ro

le in

pro

mot

ing

prof

essio

nalis

m o

f prin

cipal

s th

roug

h ac

tive

part

icipa

tion

in

prog

ram

mes

and

eve

nts o

rgan

ized

by p

rofe

ssio

nal b

odie

s, gi

ving

at

tent

ion

to h

ow th

e un

derly

ing

educ

atio

nal v

alue

s are

de

mon

stra

ted

by p

ract

ices

Play

s a le

ader

ship

role

in

prom

otin

g pr

ofes

siona

lism

of

prin

cipal

s thr

ough

act

ive

invo

lvem

ent i

n an

d or

gani

zatio

n of

pro

gram

mes

an

d ev

ents

for p

rofe

ssio

nal

bodi

es, a

dvoc

atin

g th

e ed

ucat

iona

l cor

e va

lues

and

pr

ofes

siona

l eth

ics th

at

shou

ld u

nder

pin

all p

ract

ices

Ed

ucat

iona

l Val

ues

- Pr

ofes

siona

l col

legi

ality

-

Netw

orke

d pr

ofes

siona

l lea

rnin

g co

mm

uniti

es

- Co

llabo

ratio

n fo

r edu

catio

nal i

nnov

atio

n an

d ad

vanc

emen

t -

Enha

ncem

ent o

f pro

fess

iona

l sta

ndar

d

- Sh

arin

g of

bes

t pra

ctice

s for

the

com

mon

goo

d -

Mor

al o

blig

atio

ns to

peo

ple

who

se co

nditi

ons o

f live

lihoo

d ar

e in

fluen

ced

by th

e op

port

uniti

es a

nd q

ualit

ies o

f the

edu

catio

n sy

stem

-

Educ

atio

nal j

ustic

e

7

Do

mai

n 4:

Con

nect

ion

to lo

cal a

nd in

tern

atio

nal c

omm

uniti

es

Di

men

sions

\ St

ages

Em

ergi

ng

Mat

urin

g Ac

com

plish

ed

Lead

ersh

ip Im

pact

-

Cros

s-di

stric

t, cr

oss-

sect

or a

nd cr

oss-

inst

itutio

n en

gage

men

t and

net

wor

king

-

Inte

rnat

iona

l exc

hang

es o

f up-

to-d

ate

deve

lopm

ents

and

ben

chm

arki

ng o

f edu

catio

nal p

olici

es a

nd m

easu

res

- De

velo

pmen

t of l

eade

rshi

p in

glo

bal e

duca

tion

Lead

ersh

ip P

ract

ices

．

Deve

lops

stra

tegi

c par

tner

ship

with

diff

eren

t org

aniza

tions

an

d se

ctor

s on

com

mun

ity d

evel

opm

ent

．

Part

icipa

tes i

n fo

rmul

atin

g ed

ucat

ion

and

rela

ted

polic

ies

base

d on

edu

catio

n kn

owle

dge

and

belie

fs

．

Advo

cate

s pos

itive

valu

es fo

r soc

ial a

nd cu

ltura

l ad

vanc

emen

t thr

ough

socia

l net

wor

king

and

pub

lic

plat

form

s ．

Ne

twor

ks w

ith n

atio

nal a

nd in

tern

atio

nal e

duca

tors

and

ac

adem

ia to

wor

k on

edu

catio

n iss

ues

．

Enga

ge in

dev

elop

men

t of n

atio

nal a

nd in

tern

atio

nal

benc

hmar

king

for e

duca

tiona

l lea

ders

hip

and

cont

extu

aliza

tion

for e

duca

tion

stan

dard

s

Part

icipa

tes i

n cr

oss-

sect

or, n

atio

nal a

nd

inte

rnat

iona

l pro

gram

mes

an

d ev

ents

, lea

rnin

g to

up

hold

the

unde

rlyin

g ed

ucat

iona

l val

ues

Deve

lops

clos

e lin

ks a

nd

wor

ks in

par

tner

ship

with

th

e br

oade

r com

mun

ity,

natio

nal a

nd in

tern

atio

nal

educ

atio

n bo

dies

, de

mon

stra

ting

adhe

renc

e to

the

unde

rlyin

g ed

ucat

iona

l val

ues

Play

s a le

ader

ship

role

in

netw

orki

ng a

nd co

llabo

ratio

n w

ith th

e br

oade

r com

mun

ity,

natio

nal a

nd in

tern

atio

nal

educ

atio

n bo

dies

, adv

ocat

ing

the

educ

atio

nal c

ore

valu

es th

at

unde

rpin

lead

ersh

ip p

ract

ices

Ed

ucat

iona

l Val

ues

-

Civi

c res

pons

ibili

ties

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8

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Australian Institute for Teaching and School Leadership (2015). Australian Professional Standard for Principals and the Leadership Profiles.

BCPVPA Standards Committee (2016). Leadership Standards for Principals and Vice-Principals In British Columbia 2016.

Commission on Teacher Credentialing and California Department of Education (2014). California Professional Standards for Educational Leaders (CPSEL).

Covey, S. R. (2004). The 8th Habit: From Effectiveness to Greatness. New York: Free Press. Dempster, N., Lovett, S., and Fluckiger, B. (2011). Strategies to Develop School Leadership: A

Select Literature Review. Melbourne: Australian Institute for Teaching and School Leadership.

Denver Public Schools (2013). School Leadership Framework. Dimmock, C., & O’Donoghue, T.A. (1997). Innovative School Principals and Restructuring.

London: Routledge. Duignan, P. (2006). Educational Leadership: Key Challenges and Ethical Tensions. New York:

Cambridge University Press. Early, P. (2012). Standards for School Leaders: Competency Frameworks and their Applicability.

Keynote article for discussion at European Policy Network on School Leadership. English Schools Foundation (2012). ESF Leadership Capability Framework. Hong Kong. Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass. Fullan, M. (2003). Change Forces with a Vengeance. London: Routledge Falmer. Fullan, M. (2005). Leadership & Sustainability: System Thinkers in Action. Thousand Oaks, CA:

Corwin Press. Fullan, M. (2009). The Challenge of Change: Start School Improvement Now! (2nd ed.). London:

Sage Ltd. Gurr, D. (2015). A Model of Successful School Leadership from the International Successful

School Principalship Project. Societies, 5, pp. 136-150. Hargreaves, A. & Shirley, D. (2009). The Fourth Way: The Inspiring Future for Educational

Change. CA: Corwin. Hargreaves, A., & Fink, D. (2006). Sustainable Leadership. San Francisco, CA: Jossey-Bass. Harris, A. (2008). Distributed School Leadership: Developing Tomorrow’s Leaders. Oxon:

Routledge.

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Harris, A., Day, C., Hopkins, D., Hadfield, A. & Chapman, C. (2003). Effective Leadership for School Improvement. London: Routledge Falmer.

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Leithwod, K. Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Seven Strong Claims about Successful School Leadership, Nottingham: NCSL & DFES.

Levin, B. (2008). How to Change 5000 Schools: A Practical and Positive Approach for Leading Change at Every Level. Cambridge: Harvard Education Press.

Lewis, J. (2009). Introducing the ACEL leadership capability framework. Curriculum and Leadership Journal, 46(2), pp. 501-531.

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New South Wales Government, Education and Communities (2014). School Excellence Framework.

New York City Department of Education (n.d.). School Leadership Competencies. New Zealand Ministry of Education (2008). Kiwi Leadership for Principals: Principals as

Educational Leaders.

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Ontario Ministry of Education (2008). Putting Ontario’s Leadership Framework into Action: A Guide for School and System Leaders. Ontario: The Institute for Education Leadership.

Ontario, The Institute for Education Leadership (2013). Ontario Leadership Framework: A School and System Leaders’ Guide to Putting Ontario’s Leadership Framework into Action.

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Queensland Government (2008). The QPS Capability and Leadership Framework. Brisbane: Queensland Public Service Commission.

Robinson, V. (2006). Putting Education back into Educational Leadership. Leading and Managing, 12(1), pp. 62–75.

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11

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參考資料 請參閱英文版 9-11頁。

九

範疇四：本地與國際聯繫

向度

階段

逐漸建立

邁向成熟

表現卓越

領導影響力

• 跨區、跨業界、跨機構參與及網絡連繫

• 就最新發展、教育政策與措施的標準作國際交流

• 全球教育的領導力發展

領導實踐

．

與不同團體和界別建立策略性夥伴關係，推動

社區發展

． 根據教育知識及信念，參與制定教育及相關政

策

． 透過社會網絡及公眾平台，倡導正面價值觀，

促進社會及文化改進

． 與國內及國際的學者聯繫，探討教育議題

． 參與有關教育領導的國家及國際標準的建立，

並就實際情境作調適

參與跨界別、國內、國際的

計劃及活動，學習維護領導

實踐背後的教育價值

與廣大社會和國內、國際教

育團體建立緊密聯繫及夥伴

關係，彰顯堅守領導實踐背

後的教育價值

發揮領導角色，與更寬廣的社

會、國內乃至國際教育團體建

立網絡及協作關係，倡導領導

實踐背後的核心教育價值

教育價值

- 公民責任

- 社會文化方面公正及公平

- 共同建構知識及文化價值的交流

- 國家及文化承傳

- 世界公民

- 可持續發展

八

範疇三：校長專業社群

向度

階段

逐漸建立

邁向成熟

表現卓越

領導影響力

• 共同負起提倡教育價值及促進教育專業精神的責任

• 共同努力促進教育變革及優化帶來正面影響

• 香港社群支持促進教育及教育專業

領導實踐

．

參與地區及全港的專業團體

． 分享及傳播優良經驗

． 與同儕協作推行教育活動

． 參與有目標及具質素的專業對話

． 幫助公眾明白校長擔當教育領導的專業

參與專業團體所舉辦的活動

和事項，從中學習領導實踐背

後的價值

擔當協助角色，積極參與專業

團體所舉辦的計劃及活動，推

廣校長專業，並關注教育價值

如何藉教育實踐得以彰顯

發揮領導角色，積極參與投入專

業團體所舉辦的計劃及活動，推

廣校長專業，倡導所有領導實踐

所忠於的教育核心價值

教育價值

- 保持專業同僚關係

- 建立專業學習社群網絡

- 推動教育創新及改進的夥伴協作

- 提升專業水平

- 為共同進步分享成功實踐經驗

- 對受教育機會和質素影響生活條件者，承擔道德責任

- 彰顯教育正義

七

範疇二：學校

向度

階段

逐漸建立

邁向成熟

表現卓越

領導影響力

• 創建持續自我檢視及自我改善的關愛學習型社群

• 在多變複雜、充滿挑戰及不確定性的時代，鼓勵及賦權學校所有成員參與，為達致共同目標一起努力

• 着力提升校內各人能力，以改善學生在學業、社交、情緒，及非學術範疇的學習成果

領導實踐

．

尊重及照顧學生在學習及個人成長方面差異及多樣性

．

確保所有學生有平等的學習機會

．

支援學生以使之成為終生學習者，及負責任、有貢獻的公

民

． 促進員工的動力及承擔

．

促進教師的專業成長、領導力發展及傳承

．

鼓勵團隊協作，促進有效能及有效率的人事和資源管理

．

領導學習、教學、課程策劃、生涯及人生規劃和牧養

．

建立互信、集體諮詢、「行動後反思」及「行動中反思」

的文化

．

賦權學生、教師及其他員工實踐分佈式領導模式

．

與辦學團體及法團校董會保持良好的互信及有效合作

．

與外界溝通交流，並與家長及校友建立緊密關係

．

在建立願景、計劃及檢討的過程中，鼓勵不同的持分者參

與其中

．

確保辦學團體所持的價值及政策、學校的願景及使命，與

學校的實踐保持一致

．

做好風險及危機管理，釋除分歧的觀點及矛盾

．

善用政策環境，為學校發展制定策略性方向

．

建立質素保證及問責機制，促進學校自我評估及持續發展

．

推動教育變革及教學創新，與時俱進

能按需要履行學校職務及反思領導實

踐背後的教育價值

積極營造學校內在及外在環

境，推動學校整體持續改進，

使之符合基本教育價值及專

業誠信

為學校策略性願景及持續改善，

提供整體方向及目的，並保持其

與學校核心教育價值及專業誠

信的一致性

教育價值

-

學生學習及全人發展的權利

-

幫助學生為未來作好準備

-

公平及平等的教育

-

學生及員工的幸福感及身心健康

-

學校作為學習社群

- 持續專業發展以提升學校能量

- 全校參與及分享式領導

- 學校優良之管治及健康校園文化

- 為達至教育目的作夥伴協作

- 追求優質教育之學校持續改進

六

能力描述

範疇一：自我

向度

階段

逐漸建立

邁向成熟

表現卓越

領導影響力

• 對自我的了解，發展專業身分及個人觀點

• 提升教育領導質素及能力

• 於人際層面與不同人士聯繫，並對個別人士及群體產生正面影響力

領導實踐

．

展示持續追求對自我的了解，及個人身心健康

． 以教育作為個人的職業志向

． 努力追求自我發展及專業成長

． 傳遞個人信念，聆聽他人需要

． 以身作則

． 啟發共同願景，承擔責任以實踐願景

． 以道德原則為基礎作判斷，以應對倫理方面的挑戰及兩難

． 展現樂觀精神，生活積極進取

對領導實踐有自我覺察的

能力，對領導實踐背後的

教育價值有基本理解

對領導實踐表現有高度自

覺，忠於領導實踐背後的

教育價值

領導實踐緊扣教育價值，深

獲同儕讚賞

教育價值

- 真摯信實

- 校長作為學習領導者

- 以誠實及謙卑服務他人

- 具專業誠信及道德勇氣

- 終身學習及持續專業發展

- 思想開闊，堅毅不屈

五

K

逐漸建立 邁向成熟 表現卓越

階段

校長能力架構可圖示如下︰

本地與國際聯繫

四

K

架構 校長能力架構共有三個互相聯繫部分：範疇、向度與階段。架構計有四個範疇，每個範

疇之下有兩個向度。橫跨四個範疇的是校長三個專業發展階段。作為一套促進專業發展

的反思工具，本架構提供有關學校校長最需具備的能力之概括描述，而非將校長能力盡

錄無遺。 1. 範疇 學校校長在四個主要範疇下發揮其專業領導，即「自我」、「學校」、「校長專業社 群」及更寬廣的「本地與國際聯繫」。在每個範疇下，都有特定的持份者，包括學 生、敎職員、家長、校友、辦學團體、校長同工、公眾、不同團體及界別人士、 國家及國際教育工作者及學者。

2. 向度

教育價值觀 – 學校校長在四個範疇為各持份者工作時，是依據一系列核心教育價 值觀作為背後指引，以顯示專業誠信。教育價值構成領導實踐的基礎。 領導實踐 – 學校校長每天在熟知及不熟知的情境下處理不同範疇的工作及服務不 同的持分者時，運用專業知識、技巧與價值，以發揮其教育領導。這些領導實踐是 校長所持的教育價值的具體彰顯。 領導影響力 – 學校校長在上述四個範疇中，可運用及綜合不同的領導實踐，以創 設對特定持份者的正面影響。這種影響的質素及程度，取決於校長在領導實踐的過 程中能否有效地體現其教育價值觀。

3. 階段

學校校長經過三個關鍵階段發展領導能力及漸趨成熟，三個階段是︰「逐漸建立」、 「邁向成熟」及「表現卓越」。在每個階段中，校長在四個範疇內，對於與教育價 值觀相應的領導實踐，均有不同程度的掌握。校長專業發展乃一動態及演化的過程， 三個階段之間的界線，並非經常固定不變及清晰劃分。事實上，這三個階段是連續 演進的。校長在他們專業歷程中的發展進度和途徑，以至在四個範疇方面所達至的 發展階段均各有不同。由於所處環境有別，處事及價值觀亦因人而異；，校長與校

長之間，甚或個別校長本身，在不同範疇之間的專業發展，也會有頗大變異。

三

K

目的 具體而言，校長能力架構旨在： 1. 促進校長自我反思及自我改進 2. 促進校長在不同發展階段辨識、了解其持續專業發展的需要，與及 3. 導引校長持續專業發展活動的策劃以配合校長的需要

指導原則 校長能力架構的設計是基於五個原則： 1. 簡易 力求簡潔易明。

2. 容易使用 提供概括性描述及說明，以便快速查閱。

3. 促進反思

供校長個人及學習社羣作為專業反思及自我評估之用。 4. 專業發展 供校長按個人需要及實際處境作專業發展。

5. 配合本地情勢及國際標準

本架構是在本港過往有關校長質素和技能的基礎上發展及更新，並根據香港學校校 長的前線經驗，同時參考海外有關校長質素、技能及能力文獻，務求與國際標準一 致。

二

K

序言

自香港校長中心第一版《校長能力架構》於 2013年面世以來，學校領導所在的教育領域有了極大的變化。短短幾年間，香港校長經歷了史無前例的、充滿未知挑戰的多變複

雜環境。校長必須確立以價值為本及實踐為導向的領導方式，並發揮正面影響作回應，

這在教育界中至為重要。

為緊貼本地及國際教育發展，香港校長中心認為現在是修訂本《校長能力架構》的最佳

時間。2018 年 1 月，中心特別為此目的成立研究小組，成員包括不同世代和背景的校長及副校長。經過兩年的文獻回顧及小組討論，成員確認原本的指導原則及整體框架能

反映《校長能力架構》的獨特性，應予以保留，有一些範疇則需要作出修訂。

第二版新增了有關「領導影響力」部份，把一些主要概念如「教育價值」、「領導實踐」、

領導「範疇」、及「階段」更緊密地連繫起來。不同範疇中以「教育價值」為基礎的「領

導實踐」目的及成果，得以與不同階段中的「領導影響力」相關聯。

與第一版一樣，新修訂的《校長能力架構》視校長能力發展為一個持續探索、反思及付

諸行動的學習歷程。為讓校長的專業能力在校長學習歷程的不同階段得以發展，《校長

能力架構》將作為一個容易使用的工具，讓校長們自我發現、自我省視及自我改進。七

年前，建立《校長能力架構》時的最初目的，是為校長持續專業發展而設；故此，此架

構並不是一套檢討工作表現標準。在這一版中，《校長能力架構》仍然是由校長們編製、

為校長們而設的引導性工具。

我們誠心期昐修訂後的《校長能力架構》能成為校長們在專業探索及發展歷程中的好伙

伴，讓校長領導工作變得更有趣味及更具價值。

一

校長能力架構 (第二版)

作者：香港校長中心

出版：香港校長中心有限公司

網址：www.hkpi.org.hk

電郵：info@hkpi.org.hk

國際標準書號：978-988-77736-1-0

在香港印行

© 香港校長中心有限公司 2020

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