In the present educational reform in Japan, it has been focused on setting up autonomous school management. Actually, there have been set up the new systems related to autonomous school management. Namely, they are the evaluation for teachers and the council of school management. It can be considered that evaluation and participation are two key-words in the present educational reform. In this paper, I have tried to analyze the relation between evaluation and participation in school management. The meaning of school autonomy is that each school can make its own decision. At same time, each school should show the capability to do so. From this viewpoint, the managerial capability of each school should be evaluated. The board of education has given the public character to each school. Setting up autonomy in each school, each school should make the public character by itself. As children, parents and community members are the substance of public character, their participation in school managemant can give the public character to each school. Now it is necessary for the educational demand of children, parents and community members to set up the autonomous school. Also, it is indispensable for the autonomous school to convert the structure of school management. School evaluation including teacher evaluation can be the necessary tool for this conversion. Participation of children, parents and community members in school management can give the actual public character to each school.

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The purpose of this paper is to consider the possibility and limit of the establishment of the school-based management by means of school evaluation and teacher appraisal. Following three issues are discussed here; 1) schools requested today and its relationship with the school-based management, 2) the trend of school evaluation and teacher appraisal in educational reform, and 3) what school evaluation and teacher appraisal are expected of and the way they should be. Schools have to construct accountability systems and develop professionalism in their organizations in order to establish the school-based management. Here, the following three points become important as school evaluation; 1) to create organizational culture in which "learning" is emphasized and cultivate challenging climate, 2) to evaluate with an awareness of the problems by keeping asking "How have children changed? What has we done for that?" and 3) to evaluate conditions each school has positively and make clear which issues should be prioritized. Next, the followings are important as to Teacher Appraisal ; 1) to motivate and boost teachers self-esteem, and 2) to create organizational culture that fosters teachers development and develop organizational climate in which people value efforts. To sum up, the establishment of the school-based management by means of school evaluation and teacher appraisal could create a virtuous cycle for the improvement of the quality of education on next two conditions; 1) Evaluation proves that schools have clear educational purposes and teachers have willingness and abilities to be proactive in conducting educational activities. 2) Schools use school evaluation and teacher appraisal as a device for ensuring accountability. However, it would not work well on the following conditions; 1) Schools disregard their own conditions in evaluating the school and appraising their teachers. 2) Parents and communities lack a sense of responsibility for their children' education as partners.

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This paper aims to make clear the present circumstances and perspectives on participation system in school management in Japan by examining published papers from the setting up of "School Councillor (Gakko Hyogiin)" after the Report of the Central Council for Education in 1998. The subjects for the coming participation system in school management in Japan are; 1) To improve the ability of constituents to participate school management. If we prospect the right of participation by parents, local citizens and pupils to school management, the competence to exercise the right will be one of the focusing subjects. 2) To make the position between school authority and parents/local citizens equal. In the Japanese modern school history, the authority of the school system has been depend upon the superiority of school beyond parents/local citizens. The position between school authority and parents/local citizens will have to be treated on equal term. 3) To include the view point of citizenship education in participation by pupils. Citizenship education is meant to prepare young people for an active and positive contribution to society. There are formal and informal arrangements in many Europian societies that involve pupils in contributing a secure, democratic and respectful learning environment. This will be one of the critical view point in the subjects on school participation system. 4) To identify the School Councillor system and "the similar system", by clarifying the significance of the similar system. There have been many types of similar system to the School Councillor system in the prefecture and municipality levels. Some systems allows pupils and teachers participation as leading cases. The circumstances and conditions that underpinned such leading systems must be identified as presupposition for further discussions.

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As school based management spreads in Japan, evaluation of it and participation in it have become very important issues in recent years. We are searching for effective methods both to evaluate the system as well as to determine its efficiency in terms of participation. In some prefectures school boards are beginning new school evaluation systems. In those systems, many school boards use the PDCA (plan-do-check-action) method. We can see a typical system in the Osaka prefecture. But there are some problems in the new school evaluation system. First, many school boards can not decide whether it is better to use outside evaluation method or inside evaluation method. Secondly, as school boards use too many questionnaires, it is very difficult for school managers to use the answers for improving school management. On the other hand, there are some new models of "community school" which has school trustees for partnership between school managers and local citizens. We can see a typical model of the "community school" at Gotanno elementary school in Adachi-ku, Tokyo. But there are some problems in that model, too. For example, school boards have not decided the role of principals. While in some cases principals must submit to other trustees (we can call it the "trustees-principal model") , in other cases principals have a power to control all trustees (the "principal-trustees model"). We have to study which is better. Still more, we should involve parents, the community and other people in school management and operations.

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In the studies of Curriculum development, it is focusing on the field between "Curriculum-Maker" and "Curriculum-User", it doesn't pay attentions to the field "management of the curriculum". Then, we need to develop the research field call the "Curriculum Management". The Curriculum Management study was mainly concerned about the school organization level, the study in USA, some case of nonprofit organizations have an initiative for the curriculum development and management. Especially, Service-Learning curriculum has a tendency to have collaborations between the schools and community agencies (Including NPO). When the study is considered the collaborated curriculum management including the idea of partnership between the schools and the community agency, the Service-Learning curriculum is very valid research object. The Service Learning is the curriculum to help the students learn the voluntary attitude of good citizenship by partnership between the schools and the community agencies. In this study, it is discussed that the partnership defined "external collaboration" which is focusing on the Service-Learning collaboration between community agencies and schools. On the other hand, it discussed about "internal collaboration" which is inside of school organization from the points of views of professional culture, which has great impact for school improvement. And this study has a assumption that is the collaborations from internal and external sides on the Service-Learning curriculum management is effective to school improvement, also it tried to prove the theorical framework. This study discussed what is main management organization of Service Learning which is able to develop schools and communities. In the Service-Learning curriculum management, the partnership has important factors whose relationship was affected by "internal collaboration". As a result, from the points of the views of two collaborations, this study tries to prove the framework of curriculum management of Service-Learning. Also, the result is proving that the two factors of collaboration are very effective for improving school.

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The purpose of this study is to clarify the role expectations of the head of department (HoD) in secondary schools in England and Wales from the viewpoint of curriculum management. The HoD, perceived as the senior subject specialist, has received attentions as the academic middle manager since 1980s for the following reasons. (1) The subject department has been considered as the most appropriate and important 'unit of change' to improve teaching and learning. (2) The National Curriculum demands expressed in subjects made it inevitable that HoDs, with their specialist knowledge, would have the major role in its implementation. (3) It has been made difficult for all tasks for curriculum be undertaken by senior managers. Among the multifarious management tasks required of the HoD, the following six tasks are especially unique to the department level. (1) To create a climate for the cooperation of departmental team, (2) to delegate responsibility to each member, and (3) to manage departmental meetings effectively. These tasks concerning within the department could lead the individual subject curriculum to the congruence by making the teaching philosophy cohesive to both student and teacher and by ensuring the successful implementation of the scheme. (4) To perceive the subject in the context of the school as a whole, (5) to lead inter-departmental cooperation, and (6) to provide information on the department for senior managers and governors. These tasks concerning the rest of the school could lead the whole school curriculum to the congruence by making the subject cohesive to the whole and by making the subject operated smoothly. In curriculum management, HoDs, with their subject specialist knowledge, should create the circulation where the contribution to the improvement of the whole school curriculum by managing the subject effectively results in the successive improvement of the subject, which further improves the whole.

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Collaboration of school, family and community (or school, family and community partnerships) is one of the major practical issues in Japanese education. Some research shows that the school principal is one of the key persons in the collaboration. However, most earlier studies on school principals examine the internal relationship within the school, such as the relationship between the principal and the teachers. In this study, the way to establish relationships between the school and neighborhood community was examined using the case of an elementary school and its school district in Osaka prefecture. The elementary school was established in 1971 with the development of a housing complex in the high economic growth period in Japan. The school needed some assistance from the local community because of many educational difficulties at the school. A new principal arrived at her post in 2001 at the school. She and her colleagues launched various new programs in collaboration with the community residents to create a better environment for children's development. They launched various collaborative programs with local community residents, such as a joint sports festival and Saturday activity programs. The local community is also stimulated through these activities. It is effective to apply a concept, which is proposed by Okada and Kawahara (1997) to this case study. "Habitant", the concept, is newcomers who maintain communication with the native residents of the local community and make some impact on them. The principal in the case was actually a "habitant" of the local community. We can conclude as follows: It is important that the principal communicate with the residents not as a leader, but as a "habitant" of the local community to promote collaboration between the school and community.

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The purpose of this study is to investigate the effects of the expectancy of control factors in elementary school and junior high school's teachers on stress responses. Then, we investigated for 3701 teachers. We took occupational aptitudes, occupational demands from place of work environment, career adaptability, and stress responses. Person-environment conflict was made occupational aptitudes and occupational demands. We examined some effects among occupational aptitudes, occupational demands, person-environment conflicts, career adaptability and stress responses. Person-environment conflict was proved to cause stress responses. Occupational aptitudes was proved to control factor of stress responses. Career adaptability has proved to interactions between person-environment conflicts and stress responses, and between occupational aptitudes and stress responses.

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This paper examines the changes in school principals' role expectations in the beginning and developing process of shared decision-making in school management in the United States. My analysis considers School-Based Management (SBM) policies and principalship between the 1970s and 1990s in Florida. Although SBM was initiated in the 1970s, it was not established successfully. According to some analyses, one of the main factors in this failure was that principals and teachers did not understand the necessity of their own role changes. In the 1980s, reform policies were implemented to define principals as school managers, and the Florida Principal Competencies (FPC), a criterion to describe the competencies school principals should demonstrate, was developed in 1983. However, the FPC seemed to disregard shared decision-making. In the 1990s, a new SBM policy clarified the specific responsibilities of the State, the district, and the school. The FPC was also revised in 1994, and it reflected some important changes in the principal's role expectations in terms of shared decision-making. For example, it redefined the parent as a participant in the decision-making process. My analysis demonstrates that the revised FPC emphasized that the school principal is expected to build and facilitate the process of multi-way communication among the stakeholders by using specific data. Such communication is seen to promote the success of shared decision-making procedures by school advisory councils. Thus, it was found that the role expectations of principals changed in the 1990s. In addition, it is important to note that views regarding school organization have changed. Until the 1980s, school management had been viewed as a one-way, top-down process placing the greatest emphasis on the principal's values. However, by the 1990s, school management had progressed to a horizontal and multi-way relationship among diverse stakeholders, with the principal being seen as just one of the members.

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This paper analyzes the function of the school council system in Japan and the factors that determine the function of the system. This school council system was introduced on purpose to empower principals to manage their schools and to improve schools' accountability or responsibility for parents and citizens in the local communities. However, preceding studies have never explained the process that the school council system changes principals' action on the school management. In this paper, I try to measure the usefulness of the school councilors to know how the school council system works, and find the factors that influence the function of the school council system. This analysis is mainly carried out with quantitative data, and I try to support the results of this analysis with qualitative data. I would make it clear that the usefulness of the school councilors, depending on the character of matters of council, is affected by the principals' practice of the school council system and school councilors' endowments, abilities and the degree of maturity. Moreover I insist that the school councilors' endowments, abilities and the degree of maturity are developed by the principals' practice of school council system, that is to say, the personnel organization of the school council and the environment in which the more councilors' wish are reflected to the educational activities in schools.

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The purpose of this symposium was the pursuit of some prospects as to the theory of "Knowledge Management" in the field of educational administration in Japan. By three speakers and one supplementary speaker, basic opinions were presented with following themes; the education system for "Learning Society", the implications of educational administration through the framework of "Knowledge Management", and the examination of former research products As a whole we could attain certain understanding and some prospects with our pupose through the presentations by speakers and new type discussion which are called "Label Talk Style". Those results are as follows. 1. "Knowledge Society", in where important values of knowledge in its many field since late period in 20th century has been permiated, forces people to learn actively in order to create new knowledge as well as passive learnig of traditional knowledge and skills. 2. The term "Knowledge" means every levels of people's knowing that contain data, information, know-hows, and wisdom, and have three aspects; (1) the power of maintaining biological entity, (2) the process of enacting its power, and (3) the products through the process. So the value creating functions of creation, share, and utilization of the "Knowledge" are featured as one kind of social techniques or movement and can be called "Knowledge Management". 3. As some prospects of educational administration in terms of "Knowledge Management", it will be able to describe that deep understanding and gradual appreciation of this science framework will provide somewhat new design and directions of educational administration appropriate to social and cultural situations of early period in 21st century.

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Because of not only the enormous educational reforms but also the educational problems embarrass the public schools in Japan. Many difficulties are held in the school spot, so we must reflect our knowledge about realities of schools. Last year session, we discussed about what happens to school now and what obstructs the school reform. School teachers and principals, board of education-educational authority and mass media shrink from each other. Well, how should we do so to create the good relationship, breaking the vicious circle of the mutual discredit and fatigue? Some members of JASEA consult for several schools and contribute to improve their school management, giving the confidence to the teachers. In this year session, we discuss the roles and actions of researchers in school management to advice and cheer up the whole of school. Prof. Isao SATO (Kadoma-nishi High school, Osaka), as a opinion of school sites, insist the necessity to connect the researchers with school teachers that get into difficulties. Though successive and enormous educational reforms isolate each teacher and make it hard for them to cooperate with each other, it is very important that researchers fully know the situations of school and have strong commitment to improve school teaching practice. Second reporter, Prof. Shuichi SAKO (Naruto University of Education) helping some schools for a long time, suggests the idea of "the development of school organization" for activating school staff. That is to image actual improvement of school management, to plan concrete and suitable policy, and to practice and reflect it by all members in that school. Prof. Kazuaki KIOKA (National Institute for Educational Research) also supports the idea of that school's own potential powers of development. He insists the necessity and importance that researchers join and contribute to the reform of school performance, introducing the case of his commitment to "The Advisory Section to School Education" in Tottori Prefecture Education Center.

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