ABSTRACT
Scholars have suggested that eff ective principals and other curriculum leaders should build relationships with parents and leaders of external organizations in order to gain support and resources for various reforms aimed at educational improvements (e.g., Deal & Peterson, 1999; Hoy & Miskel, 2007). For the most part, these scholars advise leaders to develop relationships and manage numerous external environmental groups in order to improve the core technology of schools, namely, teaching and learning. In other words, schools are embedded within society, and eff ective curriculum leaders must reach outward to develop positive working relationships with external social groups. In particular, curriculum leaders must develop involvement strategies that provide parents and guardians with the knowledge and skills to help children master the curriculum objectives at home.
