【令和2
   令和2年度 宮崎県立宮崎南高等学校 学校関係者評価書】
                                     学校関係者評価書】
                                                                                                                                  自己評価                                                                        学校関係者評価
 
       評価項目                  具体的な
                                 具体的な方策                                         成果◎
                                                                                      成果◎と課題▲
                                                                                              課題▲                                                             改善策                        評 価                              コメント
                                                                                                                                  項目別   総合
 
                                                                                                                                                                                              項目別   総合
 
  1 学力向上        13年間
                     13年間を
                          年間を見通した
                                見通した南高
                                     した南高スタイル
                                          南高スタイルによ
                                              スタイルによ   ◎ 55分授業
                                                                55 分授業のあり
                                                                     分授業 のあり方
                                                                               のあり 方 、放課後の
                                                                                             放課後の 時間の
                                                                                                         時間の 活用、
                                                                                                                活用 、南模試                     ・新教育課程に
                                                                                                                                                    新教育課程に向けて観点別評
                                                                                                                                                                          けて観点別評                          ・ 55分授業
                                                                                                                                                                                                                   55 分授業で
                                                                                                                                                                                                                       分授業 で 確保した
                                                                                                                                                                                                                                       確保 した放課後時
                                                                                                                                                                                                                                               した 放課後時
                     る教科指導の
                       教科指導の充実                          など、
                                                               など   、本校の
                                                                         本校のスタイルや
                                                                                   スタイルや特色が
                                                                                               特色が定着                                              価や
                                                                                                                                                       価 や テスト のあり方
                                                                                                                                                                     のあり 方 を 研究 し                       間を生徒の
                                                                                                                                                                                                                       生徒の多様な多様な 実態に
                                                                                                                                                                                                                                               実態に合わせ
                       ・ 各学年に
                          各学年に 応 じたきめ細
                                      じたきめ 細かな指導体
                                                 かな 指導体 ◎演習量を          うため、朝補習、一日学習会、
                                                                演習量を補うため、                    一日学習会、放課後セ
                                                                                                                      放課後セ                         ながら、
                                                                                                                                                       ながら、本校生徒の
                                                                                                                                                                 本校生徒の実態にあ
                                                                                                                                                                                  実態にあ                      て展開
                                                                                                                                                                                                                て 展開している
                                                                                                                                                                                                                     展開 している。
                                                                                                                                                                                                                           している 。 もっと効果的
                                                                                                                                                                                                                                             もっと 効果的に
                                                                                                                                                                                                                                                     効果的 に
                          制の確立                             ミナー(
                                                               ミナー(3年生のみ
                                                                             年生のみ)
                                                                                   のみ)を実施                                                         わせた指導方法
                                                                                                                                                       わせた指導方法の
                                                                                                                                                               指導方法の確立                                   するには、
                                                                                                                                                                                                                するには、やはり自己教育力
                                                                                                                                                                                                                                 やはり自己教育力の
                                                                                                                                                                                                                                           自己教育力の更
                       ・授業充実と
                         授業充実と放課後活用での
                                     放課後活用での個
                                                 での個に応 ◎ プロジェクタや
                                                                プロジェクタや タブレットなど
                                                                                       タブレット などICT
                                                                                                  など ICT機器整備
                                                                                                       ICT 機器整備が
                                                                                                            機器整備 が 進み 、                   ・ ウィズコロナの
                                                                                                                                                     ウィズコロナ の 視点のもと
                                                                                                                                                                       視点 のもとゼロ
                                                                                                                                                                                のもと ゼロ                     なる育成
                                                                                                                                                                                                                なる育成が
                                                                                                                                                                                                                       育成が必要と
                                                                                                                                                                                                                                 必要と思われる。われる。
                          じた指導
                          じた指導                             授業における
                                                               授業における活用増
                                                                       における活用増                                                                  ベースでの
                                                                                                                                                       ベースでの策定
                                                                                                                                                               での策定                                         ・ コロナ禍
                                                                                                                                                                                                                     コロナ 禍 、 新大学入学試験と
                                                                                                                                                                                                                                       新大学入学試験 と
                                                             ◎ 休校期間中、
                                                                休校期間中、クラッシーや
                                                                                     クラッシーやZoomを
                                                                                                    Zoom を用いたオンライン
                                                                                                                いたオンライン                    ・大学入学共通テスト
                                                                                                                                                    大学入学共通テスト対策
                                                                                                                                                                       テスト対策とし
                                                                                                                                                                                対策とし                        激動の
                                                                                                                                                                                                                激動の1 年でしたが、
                                                                                                                                                                                                                                 でしたが、先生方は先生方は難
                                                               による課題配信
                                                               による課題配信、
                                                                         課題配信、ライブ解説
                                                                                         ライブ解説を
                                                                                               解説を実施                                         て 、 速読力、
                                                                                                                                                         速読力 、 文章読解力、
                                                                                                                                                                   文章読解力 、 分                             しい状況下
                                                                                                                                                                                                                しい 状況下で
                                                                                                                                                                                                                       状況下 で 、できる限
                                                                                                                                                                                                                                         できる 限 りの対応
                                                                                                                                                                                                                                                       りの 対応
                                                             ◎ スクールカウンセラーの
                                                                スクールカウンセラーの 追加派遣等で
                                                                                                 追加派遣等で、生徒や
                                                                                                                  生徒や保護                      析力をより
                                                                                                                                                  析力をより育成
                                                                                                                                                         をより 育成する
                                                                                                                                                                 育成 する問題
                                                                                                                                                                       する 問題を
                                                                                                                                                                              問題を 作                         を取られたことと思
                                                                                                                                                                                                                       られたことと思います。います。
                                                               者の悩み解消に解消に向けたサポート
                                                                                           けたサポート体制
                                                                                               サポート体制が
                                                                                                          体制が充実                3            成                                        3．0              ・ 大学進学実績だけが
                                                                                                                                                                                                                   大学進学実績 だけが学校 だけが 学校の
                                                                                                                                                                                                                                                     学校 の 評
                                                             ▲勉学や
                                                               勉学や部活¹等に
                                                                           部活²等に集中できる
                                                                                         集中できる、
                                                                                             できる、さらなる環境
                                                                                                      さらなる環境の
                                                                                                              環境の整備                          ・ アンケートや
                                                                                                                                                     アンケート や 学習時間調査の
                                                                                                                                                                     学習時間調査 の                            価ではないと思
                                                                                                                                                                                                                     ではないと思いますが、
                                                                                                                                                                                                                                         いますが、普通科
                                                             ▲移動コマ
                                                               移動コマのあり
                                                                       コマのあり方
                                                                             のあり方                                                                  充実                                                     校である
                                                                                                                                                                                                                校である以上
                                                                                                                                                                                                                     である以上、
                                                                                                                                                                                                                               以上、問われる部分
                                                                                                                                                                                                                                             われる部分だと
                                                                                                                                                                                                                                                       部分だと
                                                             ▲自宅に
                                                               自宅にネットワーク環境
                                                                           ネットワーク環境の
                                                                                           環境の無い生徒や
                                                                                                        生徒や端末の
                                                                                                                端末の無い                        ・ケース会
                                                                                                                                                    ケース会、学年会、
                                                                                                                                                               学年会、職員会議等の
                                                                                                                                                                         職員会議等の                           思います。
                                                                                                                                                                                                                     います。難関大学に
                                                                                                                                                                                                                                 難関大学に絞らず広    らず広く
                                                             生徒への
                                                             生徒への対応
                                                                    への対応                                                                           効果的な
                                                                                                                                                       効果的な活用                                             設定すること
                                                                                                                                                                                                                設定すること、
                                                                                                                                                                                                                       すること、生徒の生徒の成績の成績の伸び
                                                             ▲ICTを
                                                             ▲ICTを活用した
                                                                         活用した授業改善
                                                                               した授業改善のさらなる
                                                                                     授業改善のさらなる研究
                                                                                                 のさらなる研究                                   ・ いじめアンケート
                                                                                                                                                     いじめ アンケートや
                                                                                                                                                             アンケートや リクエスト相談等
                                                                                                                                                                          リクエスト相談等                      を数値化して
                                                                                                                                                                                                                    数値化して示
                                                                                                                                                                                                                               して 示すなどして、
                                                                                                                                                                                                                                         すなどして、南高
                                                             ▲ 支援を
                                                                支援 を要 する生徒
                                                                               する 生徒の
                                                                                     生徒 の情報提供や
                                                                                             情報提供や 一層の
                                                                                                            一層 のサポート体
                                                                                                                    サポート体                    を 活用した
                                                                                                                                                         活用した迅速
                                                                                                                                                               した迅速な
                                                                                                                                                                   迅速な対応                                   で 過ごした3
                                                                                                                                                                                                                       ごした3 年間の年間の 成果を
                                                                                                                                                                                                                                               成果を示 すこ
                                                               制の構築                                                                           ・SCを
                                                                                                                                                    SCを含めた外部機関
                                                                                                                                                               めた外部機関との
                                                                                                                                                                     外部機関との密
                                                                                                                                                                                  との密                        とができれば、
                                                                                                                                                                                                                とができれば、南高の   南高の存在意義を
                                                                                                                                                                                                                                                   存在意義を
                                                                                                                                                  な連携                                                        より明確
                                                                                                                                                                                                                より 明確にできるのではないでし
                                                                                                                                                                                                                       明確 にできるのではないでし
                                                                                                                                                                                                                ょうか。
                                                                                                                                                                                                                ょうか。
                     2 難関校を
                       難関校 を 目指す
                                  目指 す 生徒への
                                          生徒 への組織的
                                               への 組織的な
                                                    組織的 な ◎ 希望者対象（
                                                                  希望者対象 （1 ，2 年生）
                                                                                      年生） に国数英において
                                                                                                 国数英においてハイレベ
                                                                                                         において ハイレベ                        ・早期からの
                                                                                                                                                    早期からの難関大学志望者層
                                                                                                                                                           からの難関大学志望者層                               ・ 南高スタイル
                                                                                                                                                                                                                   南高 スタイル とは何  とは 何 なのか、
                                                                                                                                                                                                                                                   なのか 、 全
                      指導の
                      指導の充実                                  ルな演習（
                                                                         演習（南セミナー）
                                                                                  セミナー）を実施。
                                                                                               実施。成果を
                                                                                                       成果を確認する
                                                                                                               確認する場
                                                                                                                    する場と                         の形成
                                                                                                                                                     の形成                                                     教職員が
                                                                                                                                                                                                                教職員 が 諳 んじて言んじて 言 えるまでに
                       ・ ハイレベル講座
                          ハイレベル 講座や
                                     講座 や チームによる
                                             チーム による指
                                                    による 指     して外部
                                                                       外部ハイレベル
                                                                  して外部    ハイレベル模試受験推奨
                                                                              ハイレベル模試受験推奨                                       3     ・ 職員チーム
                                                                                                                                                     職員 チーム一丸
                                                                                                                                                           チーム 一丸となる
                                                                                                                                                                   一丸 となる雰囲気
                                                                                                                                                                         となる 雰囲気                          周知徹底して
                                                                                                                                                                                                                周知徹底して欲 して欲しい。
                                                                                                                                                                                                                                         しい。
                          導の実施                            ◎ 医学科希望生対象に
                                                                  医学科希望生対象 に外部講師を
                                                                                           外部講師を 招聘し
                                                                                                         招聘 し 、講演会、
                                                                                                                   講演会 、                         の醸成                                                     2、3に 関して、    して 、授業研究こそが
                                                                                                                                                                                                                                           授業研究こそが
                                                                  面接・
                                                                  面接・口頭試問練習会を
                                                                           口頭試問練習会を実施                                                   ・南セミナーの
                                                                                                                                                       セミナーの実施時間(
                                                                                                                                                                    実施時間(30分30分                           学力向上 の 近道 だと思      だと 思 います 。
                                                              ◎ 宮崎大学医学科地域枠集団討論および
                                                                  宮崎大学医学科地域枠集団討論 および面接練習
                                                                                                           および 面接練習                        間)
                                                                                                                                                  間)拡大の
                                                                                                                                                       拡大の検討                                               「 生徒の
                                                                                                                                                                                                                   生徒 の学力として
                                                                                                                                                                                                                             学力 として現
                                                                                                                                                                                                                                     として 現れる教師
                                                                                                                                                                                                                                                   れる 教師の
                                                                                                                                                                                                                                                         教師の
                                                                  を運営委員（
                                                                    運営委員（教職員）
                                                                                  教職員）の協力のもと
                                                                                             協力のもと実践
                                                                                                   のもと実践                                     ・ 今年度 の 卒業生 の 進路状況 3．0                        指導力（
                                                                                                                                                                                                                指導力（学力）」
                                                                                                                                                                                                                             学力）」
                                                              【フロンティア科
                                                                フロンティア科】                                                    3                等 を 分析し
                                                                                                                                                            分析 し 、 授業の
                                                                                                                                                                       授業 の 在 り 方 に             3．1   ・ コロナ感染防止
                                                                                                                                                                                                                   コロナ 感染防止に
                                                                                                                                                                                                                             感染防止 に 対処しながら
                                                                                                                                                                                                                                                 対処 しながら
                                                              ◎ 2 ， 3 年次に
                                                                          年次 に教育課程を
                                                                                  教育課程 を見直し
                                                                                              見直し 探究コース
                                                                                                     探究 コースを
                                                                                                           コース を 設置す
                                                                                                                     設置 す                          ついて職員
                                                                                                                                                      ついて職員で
                                                                                                                                                               職員で共有したもの
                                                                                                                                                                       共有したもの                             も、
                                                                                                                                                                                                                も 、 南高校”
                                                                                                                                                                                                                       南高校 ” 独自・
                                                                                                                                                                                                                                     独自 ・ ならでは”
                                                                                                                                                                                                                                               ならでは ” の ス
                                                                  るとともに、
                                                                  るとともに、小人数指導を
                                                                                小人数指導を実施                                                     を、組織的に
                                                                                                                                                           組織的に指導実践                                     タイルの
                                                                                                                                                                                                                タイルの確立に
                                                                                                                                                                                                                             確立に工夫、工夫、尽力された
                                                                                                                                                                                                                                                   尽力された
                                                              ▲3年間を
                                                                    年間を見通した
                                                                             見通した一貫性
                                                                                  した一貫性のある
                                                                                      一貫性のある授業
                                                                                               のある授業の
                                                                                                     授業の在り方の構                             ・進路指導部や
                                                                                                                                                    進路指導部やフロンティア科
                                                                                                                                                                       フロンティア 科、                        ことが見
                                                                                                                                                                                                                ことが見て取れます。 れます。成果や成果や結果
                                                              築                                                                                     学年団との
                                                                                                                                                     学年団との連携強化
                                                                                                                                                               との連携強化と
                                                                                                                                                                   連携強化と学級                               は必ずついてくると思
                                                                                                                                                                                                                       ずついてくると 思いますので
                                                                                                                                                  編成のあり
                                                                                                                                                  編成のあり方
                                                                                                                                                         のあり方を工夫                                         見直しと
                                                                                                                                                                                                                見直 しと改善
                                                                                                                                                                                                                         しと 改善を
                                                                                                                                                                                                                              改善 を 施しながら継続
                                                                                                                                                                                                                                             しながら 継続さ
                                                                                                                                                                                                                                                         継続 さ
                                                                                                                                                                                                                れることを望
                                                                                                                                                                                                                れることを望みます。
                                                                                                                                                                                                                                   みます。
                     3基礎学力定着指導の
                      基礎学力定着指導の徹底               ◎生徒の
                                                             生徒の学力の
                                                                    学力の実態把握を
                                                                            実態把握を学力検討会で
                                                                                        学力検討会で協議し
                                                                                                     協議し                                       ・ ICT機器
                                                                                                                                                     ICT 機器を
                                                                                                                                                            機器 を 活用した
                                                                                                                                                                    活用 した授業研修
                                                                                                                                                                         した 授業研修                          ・ 難関校への
                                                                                                                                                                                                                   難関校 への進学
                                                                                                                                                                                                                               への 進学 を 目指す 目指 す 大 き
                      ・ 自主学習の
                         自主学習の 定着指導と
                                    定着指導と 部活³動との
                                               部活⁴動 との   苦手教科克服のための
                                                             苦手教科克服   のための方策
                                                                            のための方策を
                                                                                     方策を確認                                                        （情報広報部と
                                                                                                                                                         情報広報部と連携）
                                                                                                                                                                         連携）                                 な使命と
                                                                                                                                                                                                                    使命と役割を
                                                                                                                                                                                                                              役割を理解し
                                                                                                                                                                                                                                         理解し期待してお
                                                                                                                                                                                                                                                   期待してお
                         両立支援                          ◎二者、
                                                             二者、三者面談で
                                                                    三者面談でフィードバック                                                      ・長期休業における
                                                                                                                                                     長期休業における学力低迷
                                                                                                                                                                 における学力低迷の
                                                                                                                                                                           学力低迷の                           ります。
                                                                                                                                                                                                                ります。併せて、 せて、映えるステータス
                                                                                                                                                                                                                                               えるステータス
                                                           ▲ 自学自習が
                                                              自学自習 が出来る
                                                                          出来る 生徒、
                                                                                 生徒、主体的な
                                                                                        主体的な 学習が
                                                                                                 学習が 出来る
                                                                                                        出来る 生                                      原因分析とともに
                                                                                                                                                       原因分析とともに効果的
                                                                                                                                                                   とともに効果的な
                                                                                                                                                                           効果的な 指                          だけに着目
                                                                                                                                                                                                                だけに着目せず
                                                                                                                                                                                                                           着目せず、
                                                                                                                                                                                                                                   せず、ベースを
                                                                                                                                                                                                                                             ベースを上げる
                                                             徒の育成                                                               3                 導方法のさらなる
                                                                                                                                                       導方法のさらなる検討
                                                                                                                                                              のさらなる検討           3．2                   （ high standards）
                                                                                                                                                                                                                             standards ） ことで相乗効
                                                                                                                                                                                                                                                 ことで 相乗効
                                                           ▲コロナ禍
                                                             コロナ禍における学習時間
                                                                      における学習時間の
                                                                              学習時間の確保や
                                                                                          確保や学力の
                                                                                                 学力の定着                                                                                                     果をもたらせればよろしいかと
                                                                                                                                                                                                                果 をもたらせればよろしいかと思
                                                                                                                                                                                                                     をもたらせればよろしいかと 思
                                                                                                                                                                                                                います。
                                                                                                                                                                                                                います。
                                                                                                                                                                                                                ・ 1 年時からしっかりとした
                                                                                                                                                                                                                     年時 からしっかりとした計画性
                                                                                                                                                                                                                             からしっかりとした 計画性
                                                                                                                                                                                                                をもって教科指導
                                                                                                                                                                                                                をもって 教科指導を
                                                                                                                                                                                                                             教科指導 を 行 っていると
                                                                                                                                                                                                                理解できた
                                                                                                                                                                                                                理解できた。
                                                                                                                                                                                                                       できた。
                                                                                                                                                                                                                ・難関校を
                                                                                                                                                                                                                   難関校を目指すことだけが
                                                                                                                                                                                                                                 目指すことだけが高校
                                                                                                                                                                                                                                         すことだけが高校
                                                                                                                                                                                                                の使命ではないと
                                                                                                                                                                                                                     使命ではないと思
                                                                                                                                                                                                                           ではないと思います。  います。宮崎
                                                                                                                                                                                                                の特質で
                                                                                                                                                                                                                     特質で 難関校＝
                                                                                                                                                                                                                               難関校 ＝成功した
                                                                                                                                                                                                                                               成功した人間
                                                                                                                                                                                                                                                       した人間
                                                                                                                                                                                                                である、
                                                                                                                                                                                                                である 、といった偏狭
                                                                                                                                                                                                                             といった 偏狭な
                                                                                                                                                                                                                                           偏狭 な 価値観を
                                                                                                                                                                                                                                                     価値観 を
                                                                                                                                                                                                                子供たちに
                                                                                                                                                                                                                子供たちに持
                                                                                                                                                                                                                       たちに持たせてしまう危険性
                                                                                                                                                                                                                                       たせてしまう危険性
                                                                                                                                                                                                                をはらんでいます。
                                                                                                                                                                                                                をはらんでいます。偏差値とは   偏差値とは18
                                                                                                                                                                                                                                                         とは 18
                                                                                                                                                                                                                年間生きてきた
                                                                                                                                                                                                                年間生きてきた子供
                                                                                                                                                                                                                           きてきた子供たちにたまた
                                                                                                                                                                                                                                         子供たちにたまた
                                                                                                                                                                                                                ま貼られるラベル
                                                                                                                                                                                                                       られるラベルであり
                                                                                                                                                                                                                                 ラベルであり、
                                                                                                                                                                                                                                           であり、そのこと
                                                                                                                                                                                                                が彼らの人生
                                                                                                                                                                                                                       らの人生にとって
                                                                                                                                                                                                                               人生にとって将来
                                                                                                                                                                                                                                       にとって将来を
                                                                                                                                                                                                                                                   将来を決め
                                                                                                                                                                                                                る最後の指標ではないはずで
                                                                                                                                                                                                                す。よって、
                                                                                                                                                                                                                       よって、難関校以外の
                                                                                                                                                                                                                                   難関校以外の選択肢
                                                                                                                                                                                                                も 一人一人の
                                                                                                                                                                                                                    一人一人 の 学生に 学生 に 理解させる
                                                                                                                                                                                                                                                   理解 させる
                                                                                                                                                                                                                べきです。
                                                                                                                                                                                                                べきです。全員が 全員が医師になる
                                                                                                                                                                                                                                           医師になる必要
                                                                                                                                                                                                                                                   になる必要
                                                                                                                                                                                                                はありません。
                                                                                                                                                                                                                はありません。全員が   全員が公務員にな
                                                                                                                                                                                                                                                   公務員にな
                                                                                                                                                                                                                る必要もないのです
                                                                                                                                                                                                                    必要もないのです。
                                                                                                                                                                                                                           もないのです。地方の    地方の片隅
                                                                                                                                                                                                                でも十分
                                                                                                                                                                                                                でも十分な
                                                                                                                                                                                                                       十分な使命感を
                                                                                                                                                                                                                                 使命感を持って誇    って誇りを
                                                                                                                                                                                                                もって社会
                                                                                                                                                                                                                もって 社会に
                                                                                                                                                                                                                           社会 に 貢献して
                                                                                                                                                                                                                                     貢献 して生
                                                                                                                                                                                                                                             して 生 きていく
                                                                                                                                                                                                                若者の
                                                                                                                                                                                                                若者の根っこを育
                                                                                                                                                                                                                               っこを育てていただきた
                                                                                                                                                                                                                いと思
                                                                                                                                                                                                                いと思います。
                                                                                                                                                                                                                           います。
                                                                                                                                                                                                                ・ この点
                                                                                                                                                                                                                   この点 については、
                                                                                                                                                                                                                             については 、十分な   十分 な指導
                                                                                                                                                                                                                の徹底が
                                                                                                                                                                                                                     徹底が見られると理解
                                                                                                                                                                                                                                   られると理解できた
                                                                                                                                                                                                                                               理解できた。
                                                                                                                                                                                                                                                       できた。
 
  2     進 路 目 標 1進路指導体制の
                      進路指導体制の充実                  ◎生徒の
                                                            生徒の特性を
                                                                  特性を見極め
                                                                        見極め、二者、
                                                                                二者、三者面談等を
                                                                                      三者面談等を通して的
                                                                                                    して的                                        ・ 宮崎大、
                                                                                                                                                     宮崎大 、 大分大、
                                                                                                                                                                    大分大 、 北九州大の
                                                                                                                                                                                北九州大 の                     ・ き め 細 かな 指導体制 が 確立 さ
       の達成         ・ 国公立大学AO
                         国公立大学 AO・
                                    AO ・ 推薦入試制度の
                                          推薦入試制度 の   確な進路指導を
                                                                進路指導を実践                                                                         対策、
                                                                                                                                                       対策、出願指導を
                                                                                                                                                                  出願指導を検討                                れ、成果を
                                                                                                                                                                                                                       成果を上げていると思
                                                                                                                                                                                                                                  げていると思う。
                          積極的な
                          積極的な活用                            ◎小論文指導の
                                                                     小論文指導の一環として
                                                                                     一環として、
                                                                                         として、新聞等を
                                                                                                  新聞等を活用した
                                                                                                           活用した資料
                                                                                                                  した資料を
                                                                                                                      資料を                      ・総合型選抜対策の
                                                                                                                                                    総合型選抜対策の改善                                        生徒の
                                                                                                                                                                                                                生徒 の 実力の
                                                                                                                                                                                                                           実力 の 更 なる向上
                                                                                                                                                                                                                                        なる 向上を
                                                                                                                                                                                                                                              向上 を 目指
                                                                    図書部にて
                                                                    図書部にて準備
                                                                            にて準備                                                              ・ 1 ・ 2 年生の
                                                                                                                                                              年生の 早 い 段階から
                                                                                                                                                                             段階 から小論
                                                                                                                                                                                   から 小論                    して「
                                                                                                                                                                                                                して 「 欲 を 持 つ 生徒」
                                                                                                                                                                                                                                      生徒 」 の 育成を
                                                                                                                                                                                                                                                  育成 を 期
                                                                  ◎読むべき書籍
                                                                       むべき書籍・
                                                                               書籍・新書等を
                                                                                     新書等を図書館にて
                                                                                                図書館にて展示
                                                                                                      にて展示                      3                 文 を 意識させ
                                                                                                                                                                意識 させ、
                                                                                                                                                                      させ 、 多 くの書籍
                                                                                                                                                                                 くの 書籍に
                                                                                                                                                                                      書籍 に 3．2            待 したい 。 探究活動など
                                                                                                                                                                                                                                探究活動 など 生徒自
                                                                  ◎面接や
                                                                     面接や入試説明会など
                                                                            入試説明会などネットワーク
                                                                                         などネットワークを
                                                                                              ネットワークを使ったイベント
                                                                                                                ったイベント                           触れる機会
                                                                                                                                                           れる機会を
                                                                                                                                                                  機会を創出                                    身の
                                                                                                                                                                                                                身の研究活動が
                                                                                                                                                                                                                        研究活動が「欲を持つ生徒」    生徒」
                                                                    にも対応
                                                                    にも対応                                                                                                                                    の 意識に
                                                                                                                                                                                                                     意識 に 裏打ちされて
                                                                                                                                                                                                                              裏打 ちされて進路目標
                                                                                                                                                                                                                                    ちされて 進路目標
                                                                  ▲ 教員の
                                                                     教員 の スキルに
                                                                             スキル に頼 り 過ぎないよう、
                                                                                              ぎないよう、生徒の
                                                                                                           生徒 の情報収集                                                                                      も高まる。
                                                                                                                                                                                                                       まる。
                                                                    能力を
                                                                    能力を高める指導
                                                                               める指導が
                                                                                   指導が必要                                                                                                                   ・ 地元大学との
                                                                                                                                                                                                                   地元大学との連携
                                                                                                                                                                                                                                との連携など
                                                                                                                                                                                                                                      連携 など、
                                                                                                                                                                                                                                            など、新聞等
                                                                                                                                                                                                                でたびたび報道
                                                                                                                                                                                                                でたびたび報道されるなど
                                                                                                                                                                                                                                報道されるなど、
                                                                                                                                                                                                                                        されるなど、地元
                     2外部の
                      外部の教育力の
                            教育力の活用               ◎ コンソーシアム組織及
                                                          コンソーシアム 組織及び
                                                                            組織及び連携大学・
                                                                                        連携大学・ 企業を
                                                                                                    企業を活用した
                                                                                                            活用した                              ・今年度サイエンス
                                                                                                                                                    今年度サイエンス分野強化
                                                                                                                                                             サイエンス分野強化（
                                                                                                                                                                          分野強化（理                          に強 い 高校と
                                                                                                                                                                                                                           高校 と 言う イメージが
                                                                                                                                                                                                                                          イメージ が定着
                      ・産学官連携による
                        産学官連携による探究活動等
                                  による探究活動等の
                                        探究活動等の推    地域学・
                                                          地域学  ・出前講座・
                                                                    出前講座・鵬ドリカム講座
                                                                                    ドリカム講座を
                                                                                              講座を実施                                          系企業増）。
                                                                                                                                                  系企業増     ）。来年度
                                                                                                                                                               ）。来年度は
                                                                                                                                                                   来年度は出前 講                              しつつあると思
                                                                                                                                                                                                                しつつあると思います。います。地元大学
                        進                             ◎生徒による
                                                          生徒による実践発表
                                                               による実践発表の
                                                                        実践発表の機会として
                                                                                      機会として、
                                                                                            として、鵬イノベーション                              座・企業訪問を
                                                                                                                                                        企業訪問を計画し
                                                                                                                                                                     計画し課題 研                              への進学
                                                                                                                                                                                                                への 進学も
                                                                                                                                                                                                                        進学 も多いようですが、
                                                                                                                                                                                                                                    いようですが、 加え
                                                          コンテスト・
                                                          コンテスト・課題研究発表大会を
                                                                      課題研究発表大会を実施                                                      究をさらに
                                                                                                                                                  究をさらに深化
                                                                                                                                                      をさらに深化                                              て、進学先は
                                                                                                                                                                                                                       進学先は地元でなくても
                                                                                                                                                                                                                                    地元でなくても将来
                                                                                                                                                                                                                                          でなくても将来
                                                       ◎ 他 の 高校や
                                                                高校 や 大学等の
                                                                          大学等 の 外部機関との
                                                                                      外部機関 との連携
                                                                                                との 連携を
                                                                                                     連携 を オンライ                             ・ 誰 が 担当しても
                                                                                                                                                           担当 してもスムーズ
                                                                                                                                                                 しても スムーズに
                                                                                                                                                                        スムーズ に 探                          地元に
                                                                                                                                                                                                                地元 に戻 りたいと思
                                                                                                                                                                                                                              りたいと 思う 生徒を
                                                                                                                                                                                                                                                生徒 を 育て
                                                          ンで実施                                                                         3         究活動を
                                                                                                                                                      究活動 を 指導できるような
                                                                                                                                                                   指導 できるようなフ
                                                                                                                                                                        できるような フ                         ること=
                                                                                                                                                                                                                ること = 地域を
                                                                                                                                                                                                                           地域 を 担 う 人材の
                                                                                                                                                                                                                                          人材 の 輩出に
                                                                                                                                                                                                                                                    輩出 に
                                                       ◎大学の
                                                          大学の先生の
                                                                  先生の多大なる
                                                                            多大なる協力
                                                                                  なる協力もあり
                                                                                      協力もあり年
                                                                                          もあり年々研究の
                                                                                                       研究のレベ                   3                ロンティア科独自
                                                                                                                                                      ロンティア 科独自の
                                                                                                                                                                   科独自 の マニュア                           今後 も 力 を 入 れ 続 けてほしいで
                                                       ル 上昇（
                                                          上昇（ フロンティア科探究活動
                                                                  フロンティア 科探究活動は
                                                                                  科探究活動 は 1 班に 大学側指                                      ルづくりの作成
                                                                                                                                                        づくりの作成                    3．2                  す。
                                                       導者1
                                                       導者1名つくというスタイル
                                                                  つくというスタイル）
                                                                              スタイル）                                                                                                               3．3   ・ 外部の
                                                                                                                                                                                                                   外部 の 教育力の
                                                                                                                                                                                                                             教育力 の 活用も
                                                                                                                                                                                                                                            活用 も 大事で
                                                                                                                                                                                                                                                    大事 で
                                                       ▲生徒による
                                                          生徒による実践発表連携企業
                                                                による 実践発表連携企業や
                                                                        実践発表連携企業や大学の  大学の分野の
                                                                                                         分野のアン                                                                                             すが、
                                                                                                                                                                                                                すが 、 内部に
                                                                                                                                                                                                                          内部 に 教育力がなければ
                                                                                                                                                                                                                                    教育力 がなければ
                                                          バランス解消
                                                          バランス解消                                                                                                                                          意味がないと
                                                                                                                                                                                                                意味がないと思
                                                                                                                                                                                                                        がないと思います。
                                                                                                                                                                                                                                      います。
                                                       ▲生徒の
                                                          生徒の探究心をさらに
                                                                  探究心をさらに高
                                                                            をさらに高めるための工夫改善
                                                                                        めるための工夫改善                                                                                                      ・ 内側の
                                                                                                                                                                                                                   内側 の 充実（
                                                                                                                                                                                                                             充実 （ 対面指導、
                                                                                                                                                                                                                                      対面指導 、 新聞・
                                                                                                                                                                                                                                                     新聞 ・
                                                       ▲大学との
                                                          大学との関係
                                                               との関係をいかに
                                                                    関係をいかに継続
                                                                          をいかに継続していくかを
                                                                                      継続していくかを整理
                                                                                          していくかを整理                                                                                                      書籍など
                                                                                                                                                                                                                書籍など）
                                                                                                                                                                                                                        など）と外側との
                                                                                                                                                                                                                                  外側との協業
                                                                                                                                                                                                                                        との協業（
                                                                                                                                                                                                                                              協業（体験、
                                                                                                                                                                                                                                                     体験、
                                                       ▲オンライン会議
                                                          オンライン会議の
                                                                      会議のスキルの
                                                                                スキルの習得                                                                                                                    講座、
                                                                                                                                                                                                                講座、連携など
                                                                                                                                                                                                                          連携など）
                                                                                                                                                                                                                                など）多面巻き
                                                                                                                                                                                                                                        多面巻き込み材
                                                                                                                                                                                                                料 を 提供する
                                                                                                                                                                                                                        提供 する取組
                                                                                                                                                                                                                              する 取組は
                                                                                                                                                                                                                                    取組 は 、 応用力の
                                                                                                                                                                                                                                                  応用力 の
                     3 特化した
                       特化 した進路指導体制
                            した 進路指導体制の
                                 進路指導体制 の 確立        ◎宮崎大学との
                                                               宮崎大学との提携
                                                                       との提携の
                                                                           提携の下、ひむか人財育成
                                                                                      ひむか人財育成セミナー
                                                                                              人財育成セミナー、
                                                                                                       セミナー、                                 ・宮崎産業経営大学、
                                                                                                                                                    宮崎産業経営大学、宮崎国際                                  育みになり素晴らしいと思いま
                       ・ 連携大学等への
                          連携大学等 への進学
                                     への 進学を
                                          進学 を 目指す
                                                  目指 す 生   学部学科説明会を
                                                               学部学科説明会を実施、
                                                                                実施、テクノフェスタに
                                                                                      テクノフェスタに参加                                           大学、
                                                                                                                                                     大学、南九州大学との
                                                                                                                                                            南九州大学との連携
                                                                                                                                                                       との連携                                 す。全体観察だけにとらわれず
                                                                                                                                                                                                                       全体観察だけにとらわれず、
                                                                                                                                                                                                                                    だけにとらわれず、
                          徒の育成                                                                                                 4                （協定）
                                                                                                                                                       協定）強化                                               事・
                                                                                                                                                                                                                事 ・ 人 の 個 々 を 見 て レビューされ
                                                                                                                                                                                                                                              レビュー され
                                                                                                                                                  ・ 国際教養系の
                                                                                                                                                     国際教養系 の 対策として
                                                                                                                                                                   対策 として宮崎
                                                                                                                                                                        として 宮崎                             たら如何
                                                                                                                                                                                                                たら如何でしょうか
                                                                                                                                                                                                                       如何でしょうか。
                                                                                                                                                                                                                             でしょうか。
                                                                                                                                                     公立大学との
                                                                                                                                                     公立大学との連携
                                                                                                                                                               との連携を
                                                                                                                                                                   連携を促進       3．4                      ・それぞれの学生
                                                                                                                                                                                                                  それぞれの学生に学生に合った体制
                                                                                                                                                                                                                                                った体制を
                                                                                                                                                                                                                                                    体制を
                                                                                                                                                                                                                維持している
                                                                                                                                                                                                                維持している。
                                                                                                                                                                                                                        している。
                                                                                                                                                                                                                ・OB、
                                                                                                                                                                                                                   OB、OGの
                                                                                                                                                                                                                          OGの積極的活用などが
                                                                                                                                                                                                                                  積極的活用などが評
                                                                                                                                                                                                                                                  などが評
                                                                                                                                                                                                                価できる。
                                                                                                                                                                                                                     できる。
 3 豊かな人
       かな人     1部活⁵動の
                   部活⁶動の更なる活性化
                               なる活性化                    ◎部活⁷動キャプテン
                                                               部活⁸動キャプテン会
                                                                      キャプテン会の実施                                                  ・ 部員同士のつながりや
                                                                                                                                             部員同士 のつながりや和
                                                                                                                                                        のつながりや 和 を 醸                        ・部活⁹動と
                                                                                                                                                                                                        部活¹⁰動と学力向上が
                                                                                                                                                                                                                    学力向上が対立するこ 対立するこ
 間性の
 間性の醸成        ・模範的な
                     模範的な部活動の
                             部活動の取組の
                                       取組の成果の
                                             成果の          ◎コロナ対応
                                                               コロナ対応のもと
                                                                      対応のもと、
                                                                          のもと、新入部員歓迎交流会（
                                                                                   新入部員歓迎交流会（試合）
                                                                                                            試合）や                          成する取
                                                                                                                                                する取り組みの工夫
                                                                                                                                                            みの工夫                                 となく展開
                                                                                                                                                                                                     となく     展開できるような
                                                                                                                                                                                                                展開 できるような方策
                                                                                                                                                                                                                      できるような 方策が方策 が 工
                   普及                                      卒業生に
                                                             卒業生に対する送別試合及
                                                                        する送別試合及び
                                                                              送別試合及び卒部式などの
                                                                                             卒部式などの実施
                                                                                                    などの実施                            ・部顧問と
                                                                                                                                            部顧問とクラス担任
                                                                                                                                                      クラス担任、
                                                                                                                                                            担任、教科担                             夫されている
                                                                                                                                                                                                     夫されている。
                                                                                                                                                                                                          されている。キャリア教育
                                                                                                                                                                                                                             キャリア教育が
                                                                                                                                                                                                                                         教育が、生
                                                             ▲ 生活態度の
                                                                生活態度 の 改善と
                                                                            改善 と 勉強との
                                                                                    勉強 との両立
                                                                                         との 両立を
                                                                                              両立を 果 たすための工
                                                                                                        たすための 工           3        任等との
                                                                                                                                          任等との連携
                                                                                                                                                との連携                      3．4                 徒の学力向上に
                                                                                                                                                                                                              学力向上に直結するような
                                                                                                                                                                                                                               直結するようなプ
                                                                                                                                                                                                                                       するようなプ
                                                               夫改善                                                                     ・ルール作
                                                                                                                                            ルール作りなど部員
                                                                                                                                                      りなど部員による
                                                                                                                                                            部員による運
                                                                                                                                                                による運                             ログラムの
                                                                                                                                                                                                     ログラム の 工夫を
                                                                                                                                                                                                                      工夫 を 期待したい
                                                                                                                                                                                                                                 期待 したい。
                                                                                                                                                                                                                                         したい 。生
                                                             ▲部員の
                                                               部員の役割の
                                                                      役割の明確化とその
                                                                              明確化とその達成状況
                                                                                      とその達成状況の
                                                                                             達成状況の確認や
                                                                                                          確認や軌道                      営全般へのさらなる
                                                                                                                                          営全般へのさらなる関与
                                                                                                                                                  へのさらなる関与                                   徒会活動もまさに
                                                                                                                                                                                                     徒会活動 もまさに自己教育力育
                                                                                                                                                                                                                    もまさに 自己教育力育
                                                               修正のための
                                                               修正のためのミーティング
                                                                    のためのミーティングの
                                                                              ミーティングの活性化                                                                                                   成の
                                                                                                                                                                                                     成の重要な
                                                                                                                                                                                                              重要なチャンスであると
                                                                                                                                                                                                                        チャンスであると思
                                                                                                                                                                                                                                     であると思う。
                                                                                                                                                                                                     ・多くの部活動
                                                                                                                                                                                                            くの部活動で
                                                                                                                                                                                                                  部活動で大会が
                                                                                                                                                                                                                               大会が中止にな
                                                                                                                                                                                                                                           中止にな
                  2 キャリア教育等
                    キャリア 教育等による
                             教育等 による人間教育
                                    による 人間教育の
                                           人間教育 の 推 ◎1年生の
                                                               年生の地域学において
                                                                     地域学において、
                                                                            において、宮崎で
                                                                                        宮崎で活躍されている
                                                                                                活躍されている企
                                                                                                      されている企                        ・ 今年度同様、
                                                                                                                                             今年度同様 、 宮崎を
                                                                                                                                                              宮崎 を 牽引して
                                                                                                                                                                      牽引 して                      るなど、
                                                                                                                                                                                                     るなど 、 目標設定の
                                                                                                                                                                                                                  目標設定 の 難 しい1   しい 1 年 で
                   進                                       業の
                                                            業 の方を招聘し
                                                                     招聘し、講話をしていただく
                                                                              講話をしていただく場
                                                                                    をしていただく場を設定（
                                                                                                        設定（地                             いる企業
                                                                                                                                             いる 企業の
                                                                                                                                                   企業の 方を 招聘し
                                                                                                                                                                 招聘し 、郷土                       したが、
                                                                                                                                                                                                     したが、当たり前 たり前のことの尊
                                                                                                                                                                                                                               のことの尊さを感さを感
                   ・郷土愛に
                      郷土愛に繋がる課題研究等
                                 がる課題研究等への
                                      課題研究等への      元に対する認識
                                                                 する認識が
                                                                     認識が深まる機会
                                                                                まる機会）
                                                                                    機会）                                                    に 対 して誇
                                                                                                                                                    して 誇 りが持
                                                                                                                                                            りが 持 てる取
                                                                                                                                                                    てる 取 り 組                    じることのできた1
                                                                                                                                                                                                     じることのできた 1 年 でもあったと
                   積極的な
                   積極的な取組                           ▲生徒の
                                                            生徒の自尊感情を
                                                                   自尊感情を高めるさらなる工夫
                                                                                  めるさらなる工夫                                           みを構築
                                                                                                                                             みを構築。
                                                                                                                                                   構築。様々な 角度から
                                                                                                                                                                   角度から宮
                                                                                                                                                                         から宮                      思います
                                                                                                                                                                                                     思 います。
                                                                                                                                                                                                          います 。 この経験
                                                                                                                                                                                                                        この 経験 が 成長の
                                                                                                                                                                                                                                         成長 の 糧
                                                          ▲ 自己理解や
                                                             自己理解 や 他者理解の
                                                                         他者理解 の 機会を
                                                                                      機会 を 充実させ
                                                                                              充実させ、
                                                                                                    させ、相手の
                                                                                                          相手の 気                          崎について
                                                                                                                                             崎について知
                                                                                                                                                について知る機会を
                                                                                                                                                                機会を設定                           になることを期待
                                                                                                                                                                                                     になることを期待します
                                                                                                                                                                                                                        期待します。
                                                                                                                                                                                                                               します。コロナ禍
                                                                                                                                                                                                                                           コロナ禍
                                                            持ちに寄
                                                               ちに寄り添える生徒
                                                                         える生徒を
                                                                              生徒を育成する
                                                                                      育成する手立
                                                                                           する手立て
                                                                                                手立て                          3        ・質の高 いピア・
                                                                                                                                                        ピア・サポートの
                                                                                                                                                              サポートの実        3．2    3．3   で 何 もできないから、
                                                                                                                                                                                                              もできないから 、 何 ができる
                                                          ▲2年次の
                                                               年次の課題研究につながる
                                                                     課題研究につながる仕組
                                                                              につながる仕組みの
                                                                                           仕組みの構築
                                                                                                みの構築                                  施や
                                                                                                                                          施や人権講演会の
                                                                                                                                                人権講演会の実施                                     かという思考
                                                                                                                                                                                                     かという 思考になれるといいです
                                                                                                                                                                                                                  思考 になれるといいです
                                                                                                                                          ・ 生徒 や 職員 の 人権意識 の 向                          ね。
                                                                                                                                             上を 目指すさまざまな
                                                                                                                                                   目指すさまざまな啓発活
                                                                                                                                                          すさまざまな 啓発活                        ・ 部活動 は 人間形成 に 絶対 に
                                                                                                                                             動                                                      必要な
                                                                                                                                                                                                     必要 な 活動です
                                                                                                                                                                                                                  活動 です。
                                                                                                                                                                                                                        です。 しかし、
                                                                                                                                                                                                                                   しかし 、それに
                                                                                                                                     3                                                              よって学力
                                                                                                                                                                                                     よって学力が
                                                                                                                                                                                                                学力が低下したら
                                                                                                                                                                                                                          低下したら意味
                                                                                                                                                                                                                                 したら意味があ
                                                                                                                                                                                                                                           意味があ
                  3 生徒の
                    生徒 の 主体性を
                            主体性 を 重視した
                                      重視 した取組
                                           した 取組の
                                                取組 の 推   ◎正式な
                                                               正式な投票箱使用での
                                                                        投票箱使用での生徒会役員選挙
                                                                                     での生徒会役員選挙の
                                                                                           生徒会役員選挙の実施                           ・ 問題解決型 の 生徒会及 び 各                            りません。
                                                                                                                                                                                                     りません 。 ここにこそ教師
                                                                                                                                                                                                                      ここにこそ 教師の教師 の 指導
                   進                                        ◎受験生合格祈願お
                                                               受験生合格祈願お守りの制作
                                                                                       りの制作                                               種委員会活動の
                                                                                                                                              種委員会活動の展開（
                                                                                                                                                                 展開（特に、                        力 が 求 められると思
                                                                                                                                                                                                                  められると 思 います。「
                                                                                                                                                                                                                                     います 。「温
                                                                                                                                                                                                                                                 。「 温
                   ・生徒会活動の
                     生徒会活動の更なる活性化
                                       なる活性化            ◎全校放送による
                                                               全校放送による生徒会長
                                                                           による生徒会長の
                                                                                  生徒会長の話                                                交通・
                                                                                                                                              交通・容儀面）
                                                                                                                                                     容儀面）                                        かく、
                                                                                                                                                                                                     かく、烈しく」
                                                                                                                                                                                                                  しく」
                   ・キャプテン会
                     キャプテン会の取組の
                                     取組の成果の
                                             成果の普及      ◎交通安全委員による
                                                               交通安全委員による見回
                                                                                による見回り
                                                                                       見回り活動                                         ・ 各行事での
                                                                                                                                             各行事 での感染症対策
                                                                                                                                                     での 感染症対策をとっ
                                                                                                                                                           感染症対策 をとっ                         ・コロナ禍
                                                                                                                                                                                                        コロナ禍で日常が日常が大きく変 きく変わり、
                                                                                                                                                                                                                                                 わり、
                                                             ◎ コロナ休業明
                                                                コロナ 休業明け
                                                                        休業明 け 、 部活動生における
                                                                                     部活動生 におけるボランティア
                                                                                               における ボランティア清
                                                                                                         ボランティア 清                      た 実施可能な
                                                                                                                                                 実施可能 な プログラムの
                                                                                                                                                              プログラム の                          部活動、
                                                                                                                                                                                                     部活動 、 生徒会活動においても
                                                                                                                                                                                                                    生徒会活動 においても
                                                               掃活動により
                                                               掃活動により学校環境改善
                                                                        により学校環境改善                                                考案                                                       非常に
                                                                                                                                                                                                     非常に厳しく辛 しく辛い一年だったと
                                                                                                                                                                                                                                 一年だったと思
                                                                                                                                                                                                                                         だったと思
                                                             ◎マスク着用
                                                                マスク着用・
                                                                      着用・自宅検温・
                                                                              自宅検温・石けんでの手洗
                                                                                             けんでの手洗い
                                                                                                       手洗い・換気・
                                                                                                               換気・昼         3        ・ 委員会活動で
                                                                                                                                             委員会活動 で ポスター作成
                                                                                                                                                              ポスター 作成、
                                                                                                                                                                       作成 、                       います。
                                                                                                                                                                                                     います。この環境
                                                                                                                                                                                                                  この環境を
                                                                                                                                                                                                                         環境を乗り切ろうと部ろうと部
                                                               食時の
                                                               食時の対策等、
                                                                        対策等、生徒一人一人の
                                                                                  生徒一人一人の自覚ある
                                                                                                    自覚ある行動
                                                                                                         ある行動                              通信等で
                                                                                                                                               通信等 で 新型コロナウイルス
                                                                                                                                                         新型 コロナウイルス                         員同士、
                                                                                                                                                                                                     員同士 、 部顧問と
                                                                                                                                                                                                                    部顧問 と クラス担任
                                                                                                                                                                                                                                   クラス 担任、
                                                                                                                                                                                                                                           担任 、教
                                                             ▲問題解決型の
                                                               問題解決型の生徒会活動のさらなる
                                                                                生徒会活動のさらなる取組
                                                                                             のさらなる取組                                   に 関連する
                                                                                                                                                 関連するニュース
                                                                                                                                                       する ニュースなど
                                                                                                                                                            ニュース など情報
                                                                                                                                                                     など 情報                       科担任の
                                                                                                                                                                                                     科担任 の 先生方との
                                                                                                                                                                                                                    先生方 との連携
                                                                                                                                                                                                                                 との 連携や
                                                                                                                                                                                                                                       連携 や 、 各
                                                             ▲ 日 々 の 清掃活動を
                                                                         清掃活動 を 始 めとした環境美化作業
                                                                                         めとした 環境美化作業に
                                                                                                  環境美化作業 に 取 り                       を発信
                                                                                                                                              を発信                                                 委員会の
                                                                                                                                                                                                     委員会のベクトル合
                                                                                                                                                                                                                    ベクトル合わせたあらゆ
                                                               組むことのできる生徒
                                                                  むことのできる生徒の
                                                                                  生徒の育成                                              ・『 師弟同行』
                                                                                                                                               師弟同行』による清掃活動
                                                                                                                                                           による 清掃活動                           る 実践が
                                                                                                                                                                                                        実践 が 、 今後の
                                                                                                                                                                                                                      今後 の 発想力 、 課題
                                                             ▲ 効果的な
                                                                効果的な 感染防止対策を
                                                                           感染防止対策を選択し
                                                                                             選択し 行動できる
                                                                                                     行動できる生徒
                                                                                                           できる 生徒の
                                                                                                                  生徒 の                 の充実
                                                                                                                                          の 充実と
                                                                                                                                              充実 と 生徒美化委員会の
                                                                                                                                                      生徒美化委員会 の        3．2                解決力に
                                                                                                                                                                                                     解決力に 活 きてくれると確信
                                                                                                                                                                                                                         きてくれると確信しま
                                                                                                                                                                                                                                           確信 しま
                                                               育成                                                                       活性化                                                     す。
                                                                                                                                                                                                     ・ 学生に
                                                                                                                                                                                                        学生 に「 社会で
                                                                                                                                                                                                                    社会で 働く 意義」 意義」 をしっ
                                                                                                                                                                                                     かりと理解
                                                                                                                                                                                                     かりと理解させる
                                                                                                                                                                                                              理解させる必要
                                                                                                                                                                                                                    させる必要があります
                                                                                                                                                                                                                               必要があります。
                                                                                                                                                                                                                                       があります。
                                                                                                                                                                                                     ・ 主体性を
                                                                                                                                                                                                        主体性 を 持 たせることは難
                                                                                                                                                                                                                           たせることは 難 しい
                                                                                                                                                                                                     です。
                                                                                                                                                                                                     です。主体性とは
                                                                                                                                                                                                                主体性とは自分
                                                                                                                                                                                                                           とは自分が
                                                                                                                                                                                                                                 自分が将来、
                                                                                                                                                                                                                                           将来、ど
                                                                                                                                                                                                     うやって生
                                                                                                                                                                                                     うやって 生 きるのかを理解
                                                                                                                                                                                                                      きるのかを 理解させな
                                                                                                                                                                                                                                       理解 させな
                                                                                                                                                                                                     ければならないからです。「
                                                                                                                                                                                                     ければならないからです 。「勉強         。「 勉強
                                                                                                                                                                                                     することが将来
                                                                                                                                                                                                     することが 将来にどうつながるの
                                                                                                                                                                                                                      将来 にどうつながるの
                                                                                                                                                                                                     か 。 そのことをなんとか理解
                                                                                                                                                                                                            そのことをなんとか 理解させ    理解 させ
                                                                                                                                                                                                     ねば真
                                                                                                                                                                                                     ねば真の主体性は
                                                                                                                                                                                                                    主体性は 身につかない
                                                                                                                                                                                                     と思います。
                                                                                                                                                                                                            います。
 
 4 連 携 推 進 と 1広報活動の
                    広報活動の活性化                         ◎ 学校紹介DVD
                                                                学校紹介 DVDが
                                                                            DVD が 好評（
                                                                                       好評 （ オープンスクール、
                                                                                               オープンスクール 、 学校説                 ・ 中学生や
                                                                                                                                             中学生 や 保護者、
                                                                                                                                                       保護者 、 地域、
                                                                                                                                                                 地域 、 塾等                        ・コロナ禍
                                                                                                                                                                                                       コロナ禍で学校情報の
                                                                                                                                                                                                                        学校情報の交換が  交換が難
    職場環境改                                               明 会、
                                                                  会、授業公開など
                                                                        授業公開など）
                                                                                  など）                                                      のニーズを
                                                                                                                                                ニーズを把握し
                                                                                                                                                         把握し、さらなる                            しい中
                                                                                                                                                                                                     しい中、PTA広報
                                                                                                                                                                                                                  PTA広報が
                                                                                                                                                                                                                          広報が工夫されてお
                                                                                                                                                                                                                                    工夫されてお
    善                                                       ◎PTA広報紙
                                                               PTA広報紙『
                                                                      広報紙『鵬』（生徒
                                                                                   』（生徒・
                                                                                       生徒・保護者の
                                                                                               保護者の活動紹介紙）
                                                                                                        活動紹介紙）が                    連携強化                                                   り 素晴らしい
                                                                                                                                                                                                        素晴 らしい。
                                                                                                                                                                                                                らしい 。 やるべき課題
                                                                                                                                                                                                                            やるべき 課題は
                                                                                                                                                                                                                                          課題 は 沢
                                                             九州地区高P
                                                             九州地区高P連広報紙コンクール
                                                                              連広報紙コンクール優秀賞受賞
                                                                                          コンクール優秀賞受賞                            ・ホームページの
                                                                                                                                            ホームページの充実                                       山あって
                                                                                                                                                                                                     山あって、
                                                                                                                                                                                                          あって、つい教員
                                                                                                                                                                                                                      つい教員が
                                                                                                                                                                                                                            教員が悲壮感のも
                                                                                                                                                                                                                                        悲壮感のも
                                                             ◎ 公式ホームページ
                                                                公式 ホームページの
                                                                      ホームページ の 更新を
                                                                                           更新 を 定期的に
                                                                                                   定期的 に 実施し
                                                                                                              実施 し 、 適切   3                                                 3．4            とに、
                                                                                                                                                                                                     とに、頑張り
                                                                                                                                                                                                              頑張り過ぎる傾向
                                                                                                                                                                                                                            ぎる傾向にある
                                                                                                                                                                                                                                  傾向にある。
                                                                                                                                                                                                                                          にある。学
                                                             な タイミングで
                                                                  タイミングで情報発信                                                                                                               校全体が
                                                                                                                                                                                                     校全体が明るい雰囲気
                                                                                                                                                                                                                        るい雰囲気を
                                                                                                                                                                                                                              雰囲気を作り、教
                                                             ◎ 学校パンフレット
                                                                学校 パンフレットに
                                                                      パンフレット に QRコード
                                                                                         QR コードをつけ
                                                                                             コード をつけ、
                                                                                                    をつけ 、 ホームページ                                                                           師一人一人が
                                                                                                                                                                                                     師一人一人が生徒に     生徒にカウンセリン
                                                               と連携した
                                                                  連携したパンフレット
                                                                        したパンフレットを
                                                                            パンフレットを作成                                                                                                       グマインドを
                                                                                                                                                                                                     グマインドを持てば、   てば、あらゆる面
                                                                                                                                                                                                                                      あらゆる面に
                                                             ▲ホームページの
                                                               ホームページの更なる改善なる改善                                                                                                      効果が
                                                                                                                                                                                                     効果 が 発揮できると
                                                                                                                                                                                                                  発揮 できると思
                                                                                                                                                                                                                        できると 思 う 。休校等
                                                                                                                                                                                                     もあり、
                                                                                                                                                                                                     もあり、困難な
                                                                                                                                                                                                                困難な場面も場面も多かった中
                                                                                                                                                                                                                                        かった中、
                  2PTA、同窓会
                   PTA、同窓会との
                           同窓会との連携協力推進
                                 との連携協力推進            ◎コロナの
                                                               コロナの影響で
                                                                         影響で活動が
                                                                                 活動が制限された
                                                                                         制限された（
                                                                                             された（総会は
                                                                                                       総会は書面決                       ・創立60
                                                                                                                                            創立60周年
                                                                                                                                                  60周年に
                                                                                                                                                       周年に向けて同窓会
                                                                                                                                                                 けて同窓会、
                                                                                                                                                                     同窓会、                        進度等も
                                                                                                                                                                                                     進度等も含め工夫された
                                                                                                                                                                                                                          工夫された実践
                                                                                                                                                                                                                                  された実践に
                                                                                                                                                                                                                                            実践に、
                                                             議）が、役員会を
                                                                     役員会を中心に
                                                                               中心に丁寧に
                                                                                       丁寧に対応                                             PTAとの
                                                                                                                                              PTA との連絡調整
                                                                                                                                                     との連絡調整を
                                                                                                                                                         連絡調整を諮り、周                          敬意を
                                                                                                                                                                                                     敬意を表する。 する。
                                                             ◎ 同窓会も
                                                                同窓会も 様 々な 活動が
                                                                                 活動が 中止になったが
                                                                                         中止 になったが、
                                                                                               になったが 、 鵬 ドリカム                      年行事 を 通 じての 学校活性                           ・ 同窓会、
                                                                                                                                                                                                        同窓会 、 PTAから
                                                                                                                                                                                                                      PTA から得
                                                                                                                                                                                                                            から 得 ている支援
                                                                                                                                                                                                                                        ている 支援
                                                               講座など
                                                               講座など連携
                                                                     など連携して
                                                                         連携して実施
                                                                              して実施                                                        化を
                                                                                                                                              化を促進                                               の 成果 をどう 評価 するかは 正直
                                                             ◎ 同窓会、
                                                                同窓会、 PTAの
                                                                           PTAの 多大な
                                                                                     多大な バックアップ（
                                                                                             バックアップ （ 鵬レベルア         4        ・コロナ終息後
                                                                                                                                            コロナ終息後の
                                                                                                                                                    終息後のPTA活動
                                                                                                                                                               PTA活動の
                                                                                                                                                                     活動の安 3．6                 難しいと思
                                                                                                                                                                                                          しいと思いますが、
                                                                                                                                                                                                                      いますが、支援体制は
                                                                                                                                                                                                                                      支援体制は
                                                               ップ学習会
                                                               ップ学習会、
                                                                    学習会、鵬合格セット
                                                                             鵬合格セットなど
                                                                                     セットなど）
                                                                                           など）                                             定に尽力                                               他校と
                                                                                                                                                                                                     他校 と 比較しても
                                                                                                                                                                                                                比較 しても素晴
                                                                                                                                                                                                                        しても 素晴らしいと
                                                                                                                                                                                                                                素晴 らしいと思
                                                                                                                                                                                                                                        らしいと 思
                                                             ▲コロナ禍
                                                               コロナ禍において直接
                                                                         において直接、
                                                                                   直接、保護者へ
                                                                                           保護者へ説明等を
                                                                                                     説明等を行う機会                     ・進路通信、講話を利用し補                                 います。
                                                                                                                                                                                                     います。
                                                               が減少                                                                     助、
                                                                                                                                          助、 支援のありがたさを
                                                                                                                                                  支援のありがたさを周知
                                                                                                                                                         のありがたさを周知                          ・小中高連携は
                                                                                                                                                                                                        小中高連携は コロナ禍 コロナ禍で難しい
                                                                                                                                                                                                     状況ではありますが
                                                                                                                                                                                                     状況ではありますが、
                                                                                                                                                                                                              ではありますが、地元から  地元から支
                                                                                                                                                                                                                                              から支
                  3小中高連携の
                   小中高連携の推進                          ◎ 本校生と
                                                                本校生と 赤江東中との
                                                                         赤江東中 との連携
                                                                                  との連携、『
                                                                                      連携、『寺子屋学習会
                                                                                           、『 寺子屋学習会』
                                                                                                寺子屋学習会』 の 開                      ・ コロナ禍
                                                                                                                                             コロナ 禍 で 実践 できる 取組 の               3．1   持される高校
                                                                                                                                                                                                          される 高校となるには
                                                                                                                                                                                                                    高校 となるには、
                                                                                                                                                                                                                          となるには 、連携は 連携 は
                                                               催                                                                            模索、
                                                                                                                                             模索、検討                                              不可欠 だと思だと 思 います。
                                                                                                                                                                                                                            います 。 小中学生
                                                             ▲コロナ禍
                                                               コロナ禍において直接
                                                                        において直接、
                                                                                直接、小中学生と
                                                                                      小中学生と連携する
                                                                                                    連携する機会
                                                                                                        する機会が
                                                                                                            機会が              2                                                2．6             が憧れる南高
                                                                                                                                                                                                              れる南高を
                                                                                                                                                                                                                    南高を目指して
                                                                                                                                                                                                                              目指して取
                                                                                                                                                                                                                                      して取り組み
                                                               減少                                                                  3                                                              を進めてほしいです。
                                                                                                                                                                                                            めてほしいです。
                                                                                                                                                                                                     ・コロナ禍
                                                                                                                                                                                                        コロナ禍で 、教職員の
                                                                                                                                                                                                                            教職員の負担は負担は確
                  4 より「
                       より「風通しの
                             風通しの良
                                 しの良い環境」
                                           環境」実現       ◎「報告・
                                                                報告・連絡・
                                                                      連絡・相談」
                                                                            相談」の徹底                                                  ・ コミュニケーションを
                                                                                                                                             コミュニケーション を 密 に 取 る                       実に増 えていると思
                                                                                                                                                                                                                  えていると思いますが、
                                                                                                                                                                                                                                    いますが、伝
                   ・ 気軽に
                      気軽 に 相談できる
                               相談 できる職場雰囲気
                                    できる 職場雰囲気の
                                           職場雰囲気 の 醸 ◎PTA役員
                                                            ◎PTA役員に
                                                                   役員に ハラスメント等相談員
                                                                          ハラスメント等相談員の
                                                                                      等相談員の 協力を
                                                                                                 協力を得 、風通                               意識の
                                                                                                                                               意識の共有                                            統の
                                                                                                                                                                                                     統 の 意味を
                                                                                                                                                                                                              意味 を 考 え 、 学校行事の
                                                                                                                                                                                                                                  学校行事 の 見
                     成                                       しの良
                                                              しの良い環境を
                                                                        環境を実現                                              3                                                2．8             直し等は進めてください。
                                                                                                                                                                                                                        めてください。
                                                                                                                                                                                                     ・ 働 き 方改革は
                                                                                                                                                                                                                方改革 は 時代の
                                                                                                                                                                                                                              時代 の 趨勢です
                                                                                                                                                                                                                                          趨勢 です
                  5「働き方改革」
                         方改革」への意識醸成
                                 への意識醸成                ◎55分授業
                                                               55分授業の
                                                                   分授業のアンケートでは
                                                                             アンケートでは、
                                                                                         では、働き方改革には
                                                                                                   方改革には良
                                                                                                           には良い                       ・ コロナに
                                                                                                                                             コロナ に 対応した
                                                                                                                                                       対応 した行事
                                                                                                                                                            した 行事の
                                                                                                                                                                 行事 の 精                          が、「教育
                                                                                                                                                                                                          、「教育は
                                                                                                                                                                                                              教育は時間制」
                                                                                                                                                                                                                        時間制」ではないこと
                   ・業務削減の
                     業務削減の推進                          効果あり
                                                             効果あり                                                                          選、見直し
                                                                                                                                                   見直し                                            もまた事実
                                                                                                                                                                                                     もまた事実だと
                                                                                                                                                                                                                事実だと思
                                                                                                                                                                                                                      だと思います。
                                                                                                                                                                                                                                います。
                                                             ◎ 在宅勤務で
                                                                在宅勤務 で オンラインを
                                                                             オンライン を 用 いた生徒
                                                                                              いた 生徒への
                                                                                                   生徒 への指導
                                                                                                        への 指導や
                                                                                                             指導 や 一                   ・ 例年通りを
                                                                                                                                             例年通 りを踏襲
                                                                                                                                                     りを 踏襲した
                                                                                                                                                          踏襲 した業務
                                                                                                                                                               した 業務の
                                                                                                                                                                    業務 の 積                       ・ 南高校の
                                                                                                                                                                                                        南高校 の 広報活動や
                                                                                                                                                                                                                      広報活動 や 発信力は発信力 は
                                                               部の校務を
                                                                     校務を行うネットワーク環境
                                                                                 ネットワーク環境を
                                                                                             環境を構築                         3             極的見直し
                                                                                                                                               極的見直し                                            進学校の
                                                                                                                                                                                                     進学校の中でもピカ でもピカ一
                                                                                                                                                                                                                              ピカ一だと思
                                                                                                                                                                                                                                        だと思いま
                                                             ▲在宅勤務における
                                                               在宅勤務における校務情報
                                                                           における校務情報や
                                                                                     校務情報や生徒の
                                                                                                 生徒の個人情報の
                                                                                                         個人情報の取                                                                                す。また、
                                                                                                                                                                                                            また、同窓会鵬会との
                                                                                                                                                                                                                      同窓会鵬会との膝合との膝合わ
                                                                                                                                                                                                                                              膝合わ
                                                               り扱いにルール
                                                                     いにルール作
                                                                         ルール作りが必要
                                                                                   りが必要                                                                                                          せた連携
                                                                                                                                                                                                     せた 連携、
                                                                                                                                                                                                              連携 、 学校と
                                                                                                                                                                                                                        学校 と PTA活動
                                                                                                                                                                                                                                  PTA 活動の
                                                                                                                                                                                                                                          活動 の 協
                                                             ▲ペーパーレス化
                                                               ペーパーレス化、押印先の
                                                                                   押印先の一括化など
                                                                                             一括化など、
                                                                                                     など、業務削減を
                                                                                                           業務削減を                                                                                力 を 含 め 物心両面から
                                                                                                                                                                                                                    物心両面から総合力
                                                                                                                                                                                                                                    から 総合力が
                                                                                                                                                                                                                                          総合力 が
                                                               図っても影響
                                                                   っても影響のない
                                                                         影響のない部分
                                                                               のない部分は
                                                                                       部分は積極的に
                                                                                             積極的に推進                                                                         3．0             生 み 出 てると評価
                                                                                                                                                                                                                  てると 評価いたします
                                                                                                                                                                                                                          評価 いたします。
                                                                                                                                                                                                                                  いたします 。 ス
                                                                                                                                                                                                     タイルの
                                                                                                                                                                                                     タイルの変革への
                                                                                                                                                                                                                    変革への追従
                                                                                                                                                                                                                          への追従、
                                                                                                                                                                                                                                追従、働き方改
                                                                                                                                                                                                     革 など更
                                                                                                                                                                                                          など 更 に 推進され
                                                                                                                                                                                                                        推進 され、
                                                                                                                                                                                                                                され 、 南高校の
                                                                                                                                                                                                                                          南高校 の
                                                                                                                                                                                                     健康経営に
                                                                                                                                                                                                     健康経営に繋げて下     げて下さい。
                                                                                                                                                                                                                                      さい。
                                                                                                                                                                                                     ・ これらの項目
                                                                                                                                                                                                        これらの 項目に
                                                                                                                                                                                                                      項目 に 関 しては、
                                                                                                                                                                                                                                    しては 、 十分
                                                                                                                                                                                                     な意見を
                                                                                                                                                                                                         意見を 記載することが
                                                                                                                                                                                                                    記載することが難
                                                                                                                                                                                                                            することが難しいで
                                                                                                                                                                                                     す。しかし、
                                                                                                                                                                                                            しかし、宮崎南高校が
                                                                                                                                                                                                                        宮崎南高校が将来に    将来に
                                                                                                                                                                                                     向けて十分
                                                                                                                                                                                                          けて十分な
                                                                                                                                                                                                                十分な取り組みを行  みを行ってい
                                                                                                                                                                                                     ることは理解
                                                                                                                                                                                                     ることは理解できています
                                                                                                                                                                                                                  理解できています。
                                                                                                                                                                                                                        できています。
 
 
     （注）4段階評価 ・・・ 4：期待以上     3：ほぼ期待
                                                  ほぼ期待どおり
                                                      期待どおり        2：やや期待
                                                                            やや期待を
                                                                                期待を下回る
                                                                                      下回る           1：改善を
                                                                                                           改善を要する