This project is about using Community of Practice approach to improve teaching and learning for Chinese heritage schools by forming an online community. Chinese heritage schools only meet once a week, either on Saturdays or Sundays, and other than regularly scheduled meetings there are rarely opportunities for teachers to collaborate and share ideas, improve curriculum, and enhance school operations. The main concept comes from the book, "Cultivating Communities of Practice" (Wenger, 2002). Through the community of practice approach, a more aligned curriculum across the grades is achieved and the organizational behavior change is observed. The community participants are also using the online tools to make textbook selections, culture class scheduling, and discussing problems. A separate student community is using the online tool to actively collaborate and finish a presentation for the commencement program.

Chapter 1 presents Chinese heritage schools history, challenges, and curriculum issues. A standard curriculum across all grades (Pre-K to 10 ^th grade) was proposed and later on implemented.

Chapter 2 describes the framework of the online community and how these tools are used for community of practice. The chapter outlines the steps on building the online community, potential risks associated with the approach, and how these risks can be reduced.

Chapter 3 reports the effectiveness of the community and some challenges for future improvements. The evidence includes both quantitative and qualitative reports and analysis. The quantitative analysis primarily comes from statistical data generated from the respective online community's servers. The qualitative analysis comes from both teachers' interviews and surveys. For students' community, the statistical data will show how students used the community to enhance their learning and collaboration on their graduation projects.