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Framework for the Project School Dimension enhanced, like leaders’ positioning of schools, their
curricular knowledge and professional guidance to
Forging shared school visions teachers. The research is still in its infancy. Further
research on successful schools and leadership
Communicate school goals for shared practices will help us to infer good models for
understanding
empowering leaders in achieving organizational
Motivating colleagues to participate in goals.
Basic leadership decision making
Practices To further strengthen the CUSP as the leading
Enhancing teacher capacity through university-school partnership agency in Hong Kong,
Setting Directions professional development teaching resources and improvement consultations
Leadership Building collaborative and self-reflection Student from pre-primary to senior secondary local schools
Development Developing People culture Learning and Mainland schools will be provided. The CUSP
Programme will also strengthen its status as a regional education
Redesigning Organization hub by seeking effective ways to extend the networks
Class Dimension
Improving instructional with scholars and talents from China and nearby
Programme Instructional design for promoting whole regions.
child development

Refining teaching practice through diverse
strategies and action research

Monitoring and evaluating teaching
effectiveness

Building relationship with parents

45
45 A total of 50 schools were recruited as Project 2. Micro level - The school development team 4646
Schools and Associated Schools. To ensure a wide supported principals/ senior teachers/ teachers
representation of schools, the project recruited to act as curriculum leaders, and sought to align
schools (i) with different school sizes (ii) with students curriculum with Annual School Plan. Through
from different socio-economic backgrounds (iii) from the course of collegial planning and peer
different districts. Priority was given to kindergartens class observations, intellectual stimulations, we
that were in greater need of external support to observed significant models of good practices and
empower the curriculum leaders. It was hoped that beliefs considered fundamental to organizational
such a diversity of schools would allow the project to growth. References:
generate different models of leadership for references
in the future. To consolidate leadership experiences and to keep Education Bureau Kindergarten Inspection Section (2012) Report on Quality Review (2007-2012)
track of professional development, a portfolio was
Other than centralized workshops, the CUHK school kept for knowledge management and reflection for Leithwood, K. and Riehl, C (2003) “What we know about successful leadership” A Report by Division A of AERA National
development team provided regular on-site support further improvement. College for School Leadership
to the Project Schools. Consultancy included the
following levels: CUSP also conducted research in this project to Leithwood, K. and Jantzi, D. (2005). Transformational school leadership: A review, Leadership and Policy in Schools,
Leithwood, K & Jantzi, D, 2005, Linking leadership to student learning: The contribution of leader efficacy, Educational
evaluate leadership effectiveness in terms of a Administration Quarterly, 44, 496-528.
1. Macro level - Emphasis was placed on helping leader’s practices and its impact on student learning.
leaders revisit the school context; prioritize Compelling evidence suggested that most schools Leithwood, K. and others, (2008). “Successful School Leadership: What It is and How It Influences Pupil Learning” (Nottingham:
school developmental needs; set direction and leaders perceived their basic leadership practices as National College For School Leadership, p. 15.)
objectives; design strategic plans and appropriate positive to student learning. Though school leaders
success indicators; and conduct self-evaluations to agreed that the project significantly contributed to Scottish Executive (2004), Ambitious, Excellent Schools – Our Agenda for Action, Edinburgh: Scottish Executive Education
evaluate school effectiveness. In setting directions, building up the professional capacity of leaders and Department
leaders were encouraged to articulate a vision teachers and hence brought about positive changes
fostering the acceptance of shared goals and to student learning, this dimension of our research
creating high performance expectations. suggested that there are still a lot of issues to be