A Study On Using School-based Curriculum Leadership For School Improvement

This study is a research on subject integration and comparison. The former refers to the study of interdisciplinary between school based curriculum leadership and school improvement. School based curriculum is one category of school curriculum and school improvement is the general term referring to the school reform movement; and leadership is an administration-related knowledge. Considering these, an integration of leadership with school based curriculum and a further discussion of them with school improvement shall become an investigation involving an organic amalgamation of both theory and practice, within which school administration plays an intervening effect. Comparison study in this thesis refers to both of the concepts of curriculum in school based curriculum and school improvements are equally influenced by postmodernism; both their course of development is of the same pace. Researching along these two directions, through acquiring knowledge and experience, the author aimed at enriching the contents of the school based leadership with the hope of achieving school improvement. Constructing a theoretical and operational framework is a major output of the thesis.There are six chapters in this thesis with five major sections: the analytical concept of school based curriculum leadership, the development and reflection of school improvement researches, the construction of theoretical framework of school based curriculum leadership in enhancing school improvement and analysis of real life case studies and finally strategic recommendations.To academics, there exists quite a substantial discrepancy in distinguishing curriculum and school based curriculum. Using the core concept as the breakthrough point in enhancing school improvement, through the research and comparison of history, it helps to clarify the concept positioning of curriculum, school curriculum and school based curriculum; and thus enhancing the multiple values of the school based curriculum: responding to social development, giving more vitality to the curriculum; protruding professionalism of teachers; providing suitable learning environment; stressing on cooperation and involvement; emphasizing communication and characteristics of the school. On the other hand, both leadership and curriculum have been influenced by positivism, interpretivism and critical theory. This thesis pays particular attention to the fact that leadership works well on people while management on arrangement of time and objects. Therefore, the leadership of school base curriculum involved both leadership in administration and curriculum related issues, both of which must be complementary to each other. The success of the implementation depends largely on the knowledge and ability of leaders of various levels in curriculum and leadership.School improvement under the School Reform Movement in the North America has influenced the world in the eighties since the last decade. Today, education reform is commonly found in areas with Chinese inhabitants. Based on the experience derived from the development process of the movement, academics in principle have acknowledged basic elements of the reform and that school improvement requires effective leadership. Through comparison and analysis of theories and practices, common grounds are found with school base curriculum e.g. interpersonal relationship and cooperation, leaders are not restricted to principals only, and that the essence of vision and core values lies in sharing and construction of shared vision and core values, working towards a common learning community, the passing of school culture from generation to generation which should also be geared towards positive value development; the emphasis of cooperation between the family, the school and the community and the emphasis on professional development, and etc. Through the review of the development and study of school improvement, it can be concluded that change is an on-going process. The ability to change of schools varies and that change is complex and emphasis on goals and methods; effective leadership is indispensable and teachers are the major promoter of change while students are the major targets of any reform.After reorganizing related elements of school base leadership and that of school improvement, the thesis constructed a framework of school base curriculum leadership in enhancing school improvement through review, change, improvement and continuous development. The breakthrough point is through reviewing three major points, firstly it must be related to the newly set development vision; secondly goals are re-set based on the vision and lastly setting up of the overall school base curriculum blueprint. Through effective leadership, students will make positively change accordingly; through the change, the school improves and finally towards the final stage of continuous development. The series of process works under the thorough execution of effective school base curriculum leadership.Through two case studies, the author was inspired by the school base curriculum leadership and school improvement: consensus must be reached among leaders at different levels on key concept of the reform project, any individual interpretation will hinder the reform; human resources in general is considered as a software to the school and can be seen as the heart-ware or 'mind-ware', the latter refers to the mindset of leaderships which is the core element of success in leadership. The strengthening of the establishment and development of school culture in areas with Chinese inhabitants is of major concern. In-depth cooperation with parents is also one of the cultural issues that mutual benefits the growth of both parties. Leaders should not overlook the fact that personnel at lower level have the need for communicating with and crave for care from higher levels. The process will bring a lot of valuable information.Generalizing from the above, school based leadership enhancing school improvement must be strategically promoted. First of all, the establishment of communication channel and mechanism; effective use of human resources, especially in the construction of 'heartware'; the strive for necessary resources for developing school base curriculum; the application of different evaluation skills and continuous improvement; and building common learning community in schools and the adoption of leadership skills suitable for the schools.