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A Case Study of Middle Leadership and Implementation of School-based Curriculum in a Senior-high School
Implementation of School-based Curriculum
The 107 Guidelines
Schools have encountered waves of challenges within the changing educational environment. The traditional leadership style could hardly meet the new needs are required to learn and adapt to these new challanges. Along with the release of Newly Revised Curriculum Guidelines which focused on school-based and featured curriculum, schools have to develop their own required and elective courses. Since the scale of school curriculum restructuring is large, it is necessary to involve professional teachers as many as possible. Middle leadership is a strategic leadership style. It is a kind of leading group bridging potential leaders with tasks and turn these joint-action into the drivers of integrated and effective change in their organization. The interdisciplinary collaboration makes the traditional top-down decision-making process to transfer into a bottom-up, participatory process, in which middle leaders have been given the decision-making autonomy and encouraged to express their own opinions so as to reach a consensus. On the basis of mutual trust and cooperation, middle leaders build the bridge between the senior leadership team and teachers, creating a horizontal organizational leadership structure to involve more teachers in the decision making process of curriculum reform. The decision made by middle leaders not only represented the enlarged participation of the school but also professionalism and creativity of the teachers. This study focused on the implementation of middle leadership in one senior high school. It aimed to find out the picture of the leadership model, strategy and performance. The major research results and conclusions are as follows: 1.The development process of middle leadership in this case is divided into two stages. The first stage was to restructure the school foundation led by the senior leadership team. The second stage was to redesign the school-based curriculum led by the middle leadership team. 2.The operation of middle leadership team relied on the support from senior leadership team by establishing a systematic mechanism of resource allocation, pushing forward curriculum reform in school gradually. 3.The strategic meaning of middle leadership was to improve the school leadership, accelerate curriculum reform, and sustain the pro-active action. Based upon the results, some suggestions have been provided.
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