From Management To Leadership

Curriculum leadership has established relativity full-brown theories through about a halfcentury in China. It presents a theoretical trend, which breaks away from transplantingadminister, establishing representative curriculum theories. It focuses maneuverability inpractices. Curriculum leadership gradually transfers from center and district to school,andprincipal's leadership becomes a focus that people attend to.Principal's is a new discourse in China. It comes into researchers' eye shot because ofnew curriculum reform and the third class curriculum management. New curriculum reform isprocessing in China, and school turns into a location of implementing curriculum. Principal'scurriculum leadership is important. Traditional curriculum management confines newcurriculum, and have effect on principal's curriculum leadership. The third class curriculummanagement implement lays a foundation of curriculum leadership. This research is notanswer, and don't possible answer what is principal's curriculum leadership? Its purpose liesin resolving what actually is principal's curriculum leadership in reality? The purpose lies inpresenting principal's curriculum leadership "objective history" from a perspective of headfocusing on content through quality research, and reflects principal's curriculum leadership,brings forward some advice of principal from management to leadership.Introduction expounds status in quo of principal's leadership in overseas and domestic,and indicates meanings and values of studies of principal's curriculum leadership.Part one is basic theoretical researchers, including two charts. It sets forth foundations oftheories, questions and methods of research, and overviews literatures of curriculumleadership. In one chart are questions and methods of research. It introduces background ofinvestigate, elucidates material methods of research, and confirms basic framework ofquestions. In the second chart, we hackle theory of curriculum leadership through conceptionsof curriculum leadership, historical development, correlative conceptions and perspectives ofcurriculum leadership, and fixes on theoretical foundations of investigation.Part two is case study of M primary school, including four charts. It reviews status andcourse of curriculum through two dimensions in which involve six aspects.Curriculum leadership requires structure to maintains and act up. So, in the third chart,we see about school structure of curriculum, finding some trends: it is walking community ofcurriculum leader.In the fourth chart, we surveys principal how to design school vision including building,creating and defusing vision.In the fifth chart, we study principal how to promote curriculum development fromcurriculum program, curriculum implement and curriculum evaluation. The sixth chart, weshow principal how to create conditions for curriculum change, how to look for associates,how to lead teacher's professional development, how to reshape school culture. Thisresearcher stresses roles of principal as offering resource and harmonizing various powers.Part three is conclusion and advice. After we investigate and analysis this case, we drawa conclusion: 1.formlazitions of curriculum leadership structure;2.principal play an importantrole in school;3.parincpal's curriculum leadership has management imprint;4.team ofcurriculum leadership is straintness;5.principle is walking to curriculum, and presentstransformative trends. But principal's curriculum leadership is confronted with a lot ofquestions: such as individual vision and collective vision, administrative leadership andcurriculum leadership, empower and centralization, brevity and permanence. In the face ofdifficulty, we put forward strategies of improving principal's curriculum leadership fromprincipal, school and exterior.But we should notice, although curriculum has a lot of advantage, it is restricted withsome conditions. Curriculum is a two-edge sword. Curriculum leader's professionaldevelopment is a trend in order to exert curriculum functions.