ABSTRACT
This chapter aims to develop the leadership skills and capacities of teachers in reviewing, planning, designing, implementing, and evaluating curriculum innovations within a school-based curriculum development tradition. Leadership is reconceptualized as a set of behaviors and practices that are undertaken collectively. It is suggested that leadership for school improvement is not as a role or function assigned to those only with leadership responsibilities but as a dynamic between individuals within an organization. In this sense, leadership encompasses a broad group of people that contribute to the school's distinctive culture and community. In the three stages of planning, implementation, and reflection of the innovations, the data exhibit diverse patterns of curriculum leadership on a continuum from directive and authoritarian to non-directive and participatory. Building team spirit and collaboration is one of the key development areas for teacher leadership. Teams were formed and opportunities for team building were created in all the three stages of the first action cycle.
