ABSTRACT
This chapter outlines key features of a series of design-based research studies in authors’ attempt to uncover key issues in adopting a school-based approach in developing innovative practices in schools in Hong Kong. Based on research, it provides evidence that a form of rotational leadership in which positional leaders and potential teacher leaders take part in a series of cyclical actions is preferable to a leadership model based either on Western democratic traditions or on Eastern hierarchical traditions. The projects, called "Accelerating School-Based Curriculum Development," aimed to develop teacher leadership skills in curriculum planning, designing, and implementing innovations at the classroom level. One of the basic underlying principles of authors’ projects is to establish cycles of learning and models of planning, implementing, and reflecting on changes and innovations in teams. The impact of leadership styles is significant because the effectiveness of school-based approach in fostering innovations is one of the positive effects on teacher development and learning.
