筆者身為學校領導人，有感於十二年國教課程改革之重要，積極帶領團隊參與臺北市先鋒學校試辦計畫，以「學習」做為領導及試辦策略，透過紮實的校本研修機制，與核心團隊協力挑戰素養導向教學及協同教學課題。透過實踐學到：教師在進行素養導向教學時，仍須優先清楚掌握課程目標及學習關鍵，課程設計須用心處理概念的層次性及概念間的連結，透過情境任務的引導可幫助學生學會並善用學習方法；學生接受素養式教學，能開展「知其然，也知其所以然」的深度理解，並展現「學用合一」的具體行動，同儕間的溫暖態度及接納行為讓學生全心享受學習；教師同僚的專業互補與支持凸顯協同教學的價值，是教師樂於持續挑戰的動力來源。最後，筆者不忘提醒自己，身為學校領導人要持續學習，用學習來建立學校文化，以聆聽來展現領導最高藝術。

As a school leader, the author feels the importance of the reform of the state-education curriculum in the past 12 years. He actively led the team to participate in the pilot program of Taipei Pioneer School. Using “learning” as a leadership and pilot strategy, through a solid school-based training mechanism, the core team will work together to challenge literacyoriented teaching and collaborative teaching. Through practice, I learned that teachers must give priority to the clear understanding of curriculum goals and key learning in teaching literacy-oriented teaching. The curriculum design must focus on the level of concept and the link between concepts. Through guidance of situational tasks, teachers can help students learn to be good. Using learning methods; students receive literacy teaching and can carry out a deep understanding of “knowing why they know what is happening” and demonstrate concrete actions of “combining learning with learning”. The warm attitude and acceptance behaviors among students allow students to fully enjoy learning. The professional complement and support of teachers’ peers highlights the value of collaborative teaching, and is the driving force for teachers to be willing to continue challenging. In the end, the author did not forget to remind himself that as a school leader, he must continue learning, use learning to establish a school culture, and listen to show the highest art of leadership.