深度學習（New Pedagogies for Deep Learning，NPDL）為全球夥伴關係的行動方案，該方案發展諸如跨國會議、課程與工具等資源，用以支持師生素養教學。2019年NPDL引入臺灣以來，在國內已經形成四個校群，共有33所高中及國中小加入。本研究以臺北市校群作為研究對象，探討在引入NPDL的過程中，臺灣教師面臨的轉譯與理解問題以及相應的共創行動。藉由臺北市校群跨校教師的力量，透過發起與試作、凝聚共識、參與國內外資源的參考、正式展開校準歷程等步驟，合力將NPDL的深度學習工具「學生學習進程」轉化為適合臺灣語言和文化脈絡的教學實用工具。本文突顯在地全球化的創新教育實踐，為教育領域中對於教育創新和全球教育合作感興趣的讀者提供有價值的參考。

NPDL (New Pedagogies for Deep Learning) is a global partnership initiative that aims to develop resources to support the teaching of student competencies. Since the introduction of NPDL program in Taiwan in 2019, four school clusters have been formed. This study focuses on the Taipei City school cluster and explores the challenges faced by teachers in translating and understanding NPDL tools during their implementation, as well as the collaborative actions taken to address these challenges. Leveraging the collective strength of teachers across schools in Taipei City, the study involves several steps such as initiation and piloting, consensus-building, engagement with domestic and international resources, and the formal initiation of the moderation process. The ultimate goal is to transform NPDL’s deep learning tool, known as “student learning progressions,” into a pedagogical resource that is specifically tailored to the Taiwanese language and cultural context. This paper highlights innovative educational practices that combine local and global perspectives, offering valuable insights for readers interested in educational innovation and global educational cooperation.