In 2012, according to the 12-year Compulsory Education Program, Education Bureau in Taipei City has addressed the Curriculum and Instruction Pioneering Project in Taipei Senior and Vocational High Schools and allocated a large amount of money to assist schools in developing school-based curriculum, to promote curriculum and instructional leadership in principals, to prompt the active operation of teaching seminars and professional learning community, and to ensure constant progress in student-centered teaching and learning.
To explore the formation and implementation of the Pioneer Project led by the local government, the study employed the perspective of leadership for learning. Three aspects were probed, including the context and formation stage of the Pioneering Project, the measures and actions taken to fulfill the leadership for learning, and the difficulties confronted. A qualitative case study was used with semi-structured interview and document analysis as methods to collect data. The interviewees were relevant officials from the Taipei Education Bureau, such as superintendent, deputy superintendent, and school inspectors of Secondary Education Division, and those responsible for promoting and executing the Pioneering Project, including the Director and Head of the Research Division. The conclusions are as follows:
I.In its preparation phase, the Pioneering Project had exerted some aspects of leadership for learning, such as constructing the visions and objectives, obtaining resources, and making good use of the resources.
(1)The context of the Pioneering Project formation was that driven by the superintendent’s ideals and the national policy, Taipei City Government was devoted to solve the problems in schools.
(2)Through repeated discussion with the university faculty as consultants, and obtaining the funding and support from Taipei City mayor, the Pioneering Project was launched.
(3)The preparation process of promoting the Pioneering Project included both the administrative launching phase to choose the execution unit and to develop auditing tools. The promoting phase included auditing the project, consultation, and outcome evaluation.
II.The measures taken by the local government to launch the Pioneering Project corresponded to the five aspects of learning leadership: 1) the constructing of visions and objectives, 2) enhancement of teachers’ learning growth, 3) inspecting and coordinating curriculum and instructional programs, 4) acquiring and making use of the resources, and 5) shaping culture conducive to learning.
III.The gap between the ideal and the reality for launching the Pioneering Project resulted mainly from the restriction of existing system (i.e., political consideration, lack of systematic research) and the dilemma of administrative tasks (i.e., shortage of human resources, problems of subsidy budget).
In the end, according to the findings and conclusions of the research, related suggestions are made to the administrative authorities and subsequent researchers.