Administrating a K-12 Educational Institution in Korea

• 발행기관: 성신여자대학교 교육문제연구소
• 저자명: Harlan E. Lyso(할란 E. 리소)
• 간행물 정보: 『교육연구』제37집, 237~264쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2003.02.28

국문 초록

본 논문은 서울외국인 학교의 행정 운영에 관한 강연을 요약한 논문이다. 12학년 통합교육에서의 교육행정 부분을 살펴보았다. 12학년학교에서는 각급 학교(초 ‧ 중 ‧ 고)의 독립성은 어느 정도 타협적으로 될 수 밖에 없음을 인정하고 있다. 먼저 외국인 학교의 특성을 살펴보고 각급학교간의 연계시스템을 구축할 수 있는가에 대해서 검토한 후 대학과의 연계시스템을 실현 가능성에 대해서 살펴보았다.

영문 초록

Since 1912 Seoul Foreign School, and English medium international school, has been educating foreigners living in Korea. Originally established to provide an English language education for the children of Christian missionaries, the school now serves nearly 1300 students from fifty different countries. All students attending the school hold non-Korean passports. The parents of these children work in Seoul as businessmen, diplomats, educators and Christian workers. The school enrolls students from three years of age through high school seniors(usually eighteen years of age). All students are educated on a single, thirty-thousand pyong campus in western Seoul though separate primary, middle and high school buildings exist. The school is governed by a Board of Directors, while the principals from each division (elementary, middle and high schools) comprise the schools administrative team. The Board of Directors and the schools administrators work collaboratively to establish policies, curriculum and programs k-12 that are sequential, age appropriate and aligned with the best world-wide educational practices. This collaboration results in an articulated curriculum that incorporates the backward curriculum design process recommended by most curriculum design specialists. Additionally, the school community developed a school mission and a vision statement that articulate the schools purpose and goals. These goals are shared and supported by all teachers and students of all ages (k-12), with kindergarten teachers and high school physics teachers striving to ensure that students fulfill the expectations identified in the schools mission statement. In addition to a cohesive, mutually agreed upon k-12 curriculum and a commonly shared mission, the fact that younger and older students occupy the same campus provides opportunities for the younger students to identify successful older students as role models enables these students to better understand the nature, importance and sequence of their own education. Simultaneously, older students assist younger students, thereby infusing more meaningful, real life interactions and meaning into what high school students often find to be an educational system devoid of current meaning. Finally, a shared campus enables younger students to access facilities, including theaters, swimming pools and a higher level of technology that is rarely found in elementary schools. A k-12 environment is not without its drawbacks. Occasionally, decisions must be made for the school as a whole that necessarily constricts actions that a division might take if it were completely independent. Additionally, with middle school and high school aged students on the same campus, there is the potential that the social mores of high school students may be adopted by students who some would consider too young to behave as a high school student. While there are some constraints and social concerns that exist within a k-12 educational institution that would be absent in schools catering to only one age group of students, the benefits can and in the case of Seoul Foreign School do outweigh the negatives. The efficiencies associated with shared facilities and the potential of sharing personnel, the meaningful professional experiences of the faculty gained from working with faculty from other divisions, the positive role models our order students set for the younger ones, and the capacity for the entire school community to be focused on a single, specific mission are factors that commend the concept of a k-12 educational institution as being worthy of further exploration.

목차

Ⅰ. Introduction

Ⅱ. Characteristics of the Connected System for the Schools

Ⅲ. Posibilities of Connecting All Level Schools, Korea

Ⅳ. Connecting System Between All Level School and Universities

Ⅴ. Summary

Abstract

Key Words

키워드

k-12 educational institution Seoul Foreign School an educational system connected a all levels role model a school-wide k-12 mission interactive instructional environments national curriculum ESLRs: expected student learning results school product-ions K-12 instructional system connecting system IBd International Baccaraureate diploma educational opportunity