이 연구의 목적은 한국교육개발원에서 개발한 학교경영컨설턴트 양성과정 모형을 외부기관인 대학에 위탁 운영하여 나타난 연수 효과를 분석하고 학교경영컨설턴트 양성에의 시사점을 도출하는 것이다. 첫째, 학교경영컨설턴트 양성과정 위탁 연수 참여자의 역량 변화를 분석한 결과, 학교경영컨설턴트로서의 역량은 연수 전에 비하여 연수 후 대부분 향상되고, 특히 실습연수 후 대단히 많이 향상된 것으로 나타났다. 둘째, 위탁 연수의 만족도를 개발기관 운영 연수와 비교한 결과, 연수 프로그램에 대한 만족도는 약간 낮지만 실습연수에 대한 실습 참여 학교의 만족도는 대체로 높게 나타났다. 결론적으로 다음과 같은 점들을 제언하였다. 첫째, 한국교육개발원의 학교경영컨설턴트 양성과정 모형은 학교경영컨설턴트를 효과적으로 양성할 수 있는 모형으로 확인되었고, 외부기관에서도 효과적으로 운영될 수 있다. 둘째, 집합연수와 실습연수로 구성된 연수 모형은 학교경영컨설턴트와 다른 분야의 학교컨설턴트 양성과정에 활용될 수 있고, 특히 실습연수에 대한 체계적인 준비와 실행이 중요하다. 셋째, 이러한 양성과정의 운영은 전문성과 네트워크, 전담조직을 갖춘 기관에서 수행하는 것이 효과적이다.
This study aims to analyze the effectiveness of School management consultant training program at the university and draw implications for training school management consultant. First, analyzing competencies of participants to school management consultant training program, participants' competencies for school management consultant were improved after training program, especially they were greatly improved by the consulting practice training. Second, comparing satisfaction of participants in consignment organization(university) with it in development agency(KEDI), satisfaction rates from consignment organization's training program were little lower than development agency, but satisfaction rates from practiced school(objects of consulting) to the consulting practice training were mostly higher than development agency. Accordingly, the main conclusions are as follows. First, the model of KEDI's school management consultant training program can train school management consultants effectively and it can be operated in consignment organization effectively. Second, training program composed with face-to-face training and practice training can be used for various school consultant's training and it need systematic preparation and implementation. Third, this training course should be operated by the organization with expertise, networks and dedicated department.
This study aims to analyze the effectiveness of School management consultant training program at the university and draw implications for training school management consultant. First, analyzing competencies of participants to school management consultant training program, participants' competencies for school management consultant were improved after training program, especially they were greatly improved by the consulting practice training. Second, comparing satisfaction of participants in consignment organization(university) with it in development agency(KEDI), satisfaction rates from consignment organization's training program were little lower than development agency, but satisfaction rates from practiced school(objects of consulting) to the consulting practice training were mostly higher than development agency. Accordingly, the main conclusions are as follows. First, the model of KEDI's school management consultant training program can train school management consultants effectively and it can be operated in consignment organization effectively. Second, training program composed with face-to-face training and practice training can be used for various school consultant's training and it need systematic preparation and implementation. Third, this training course should be operated by the organization with expertise, networks and dedicated department.
