Vorwort der HerausgeberInnen

Stefan Hahn & Jutta Obbelode

Vorwort der HerausgeberInnen

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Das zugrundeliegende Verständnis von Schulentwicklung

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x >«@auf einer Diagnose der Ausgangssituation fußen,

x in einem koordinierten und moderierten Prozess von allen Organisa- tionsmitgliedern getragene Ziele formulieren,

x durch bewusste und argumentierbare Entscheidungen arbeitsteilige Arbeitsprogramme zur Umsetzung dieser Ziele in Gang bringen, x schließlich durch systematische Evaluation Ziele und Wirkungen ver-

gleichen und

x deren Ergebnisse für die Formulierung weiterer Entwicklungsent- scheidungen nutzen. (Altrichter & Helm 2011, S. 17)

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Demokratische Schulentwicklung

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Das Instrument ‚Schulentwicklungsplan’

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Ein Schulprogramm soll einerseits zur Verbesserung der pädagogischen Arbeit der Schule beitragen und ist dabei ein internes Arbeitspapier zur systematischen Planung und Entwicklung pädagogischer Gestaltung für die Schule selbst. Zugleich werden aber interne Analysen, Verständigun- gen und Entwicklungsarbeiten nach außen transparent, bewertbar und kontrollierbar gemacht. (Holtappels 2011, S. 134)

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1. einen Teil ihrer individuellen Autonomie zugunsten der ’Autonomie der übergeordneten Handlungseinheit Schule’ aufzugeben,

2. über den eigenen Unterricht hinausgehende Aufgaben entsprechend ihren individuellen Kompetenzen (und damit differentiell und das Pa- ritätsgebot verletzend) zu übernehmen, und

3. mit Kolleg/ innen an der Weiterentwicklung der Schule und des eige- nen Unterrichts zusammenzuarbeiten. […].

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Schüler/in ist jemand dann, wenn er / sie im Schulsystem die Stellung der Lernenden, des zu Bildenden einnimmt. Schüler/innen stehen halb inner- halb und halb ausserhalb (sic) des Schulsystems; sie sind […] diejeni- gen, die vom System versorgt werden sollen, denen das System dienen soll, die das System ‚bearbeiten’ soll. Aber das System ‚absichtsvoll’

mitzugestalten oder gar mitzusteuern, erwartet man nicht von ihnen.

(Langer 2011, S. 105f)

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