We are presenting the fruit of our collaboration in the context of the T&T Project --- a publicly-funded inter-institutional collaborative initiative for all academic and professional staff in Hong Kong’s HE institutions. Project mission is to pull together human and instructional resources from all institutions in a collaborative effort in promoting, fostering and advancing quality teaching and learning. We are going to share with conference participants the following: · Designing and conducting sessions on IT in teaching and learning for academic and professional staff from all tertiary institutions in Hong Kong, in particular on: · formatting and layout of text · digital graphics · perfecting presentation skills · other digital media for enhancing teaching and learning · Designing and producing for colleagues’ use self-instructional multimedia packages for enabling IT self-sufficiency (in CD-ROM format) · Initiating audio and video streaming for the “T&T Project Website” and related on-line multimedia packages.
[Copyright © 2000 The Association for Advancement of Computing in Education]

In Hong Kong, there is an acute need to provide newly appointed principals with opportunities for continuous professional development so that they could face the impact of reforms and globalization on school development. The Education Bureau has commissioned the tertiary institutions to provide structured professional development courses to cater for the needs of aspiring, newly appointed and serving principals for leadership development. This paper aims to report on an exploratory qualitative study regarding the perception of 32 newly appointed principals from secondary schools on (a) their role as a new principal and (b) their needs and expectations on the school leadership development programme so that contents of existing development programmes could be improved to meet their needs. Findings demonstrated that the newly appointed principals expected to be equipped with the administrative skills of human resources management such as empowering middle leaders and handing underperforming staff; the practical technique of financial management; the skills of dealing with legal matters regarding school management and the capacities of curriculum and instructional leadership. In addition, they attributed networking with peers and working with mentors as invaluable experience and support for their early years’ principalship.
[Copyright © 2015 The Author(s).]

This paper aims to explore substantive findings from Hong Kong research studies of educational leadership published in core international journals between 1995 and 2014. It employs a systematic research review approach to analysis across a total of 160 published research papers. The review focuses on identifying and key research issue from a clearly delimited body of the relevant papers comprised of empirical, non-empirical and review/synthesis types of studies. The findings of the published papers are then explored and synthesized for any emergent theme as the research issue that might characterize the development of Hong Kong educational leadership in the past two decades. Analysis of the emergent themes is a two-stage process: (1) a comparative mapping of the themes cross the published paper; and (2) and in-depth coding of the themes for unlocking the meanings of the key research issues. The review results illustrate a methodological pattern, a set of key research issues and a research agenda grounded in the substantial findings of the published papers. The discussion highlights the issues of Hong Kong educational leadership the scholars were concerned with, affecting the frontline of kindergartens, primary and secondary schools.

Teacher leadership plays a critical role of school improvement. However, the leadership development of beginning teachers is often neglected. This presentation examines the impacts of principal-teacher interactions on the teacher leadership development of twenty beginning teachers in Hong Kong. Case study approach was adopted. Data were collected through semi-structured interviews and documentary evidence such as school development plans and school reports. Results show that the beginning teachers were able to take up formal and informal roles of teacher leadership early in their teaching career. The characteristics of the principal practice and three types of impacts of principal-teacher interactions on developing teacher leadership are identified. This presentation highlights the role of principal in teacher’s leadership development. Implications for school leadership and teacher education programmes are also discussed.