In the past two decades, Taiwanese education has experienced drastic changes due to the transformation from dictatorship to democracy. As a key component of education reform, school leadership requires more attention, especially in local Taiwanese context. Internationally, the importance of leadership on improving school effectiveness and student performance is widely acknowledged (Day et al., 2011). However, there is not much research literature exploring the professional development in fostering educational professionals’ leadership capacity in leading curriculum changes. This paper aims at presenting a case study of a three-year continuing professional development (CPD) program for educational professionals in Taiwanese secondary schools with a specific focus on curriculum leadership. This CPD program is a sequential professional development program to develop curriculum leadership among educational professionals in secondary schools in Taiwan. In this paper, some questions will be explained and discussed: Why is this CPD program developed? What are the designing principles and key components of this CPD program and who are the targeting participants? How is this CPD program implemented? What are the implications after evaluating this CPD program? Data are from documents including meeting minutes of program developers and course materials, interviews transcripts of participants, lesson observations done by the researcher and questionnaires to participants to gain their feedback. The case study can provide international readers who are interested in CPD and curriculum leadership in secondary schools with insights on the design, implementation and reflection of an existing program.
