本文描繪一所國民小學校長完成校務評鑑任務過程中實踐學校分布領導的情形。採以個案研究法，本文以雲林縣107學年度執行校務評鑑的一所國小為研究學校，透過個案學校主要執行校務評鑑人員，包括校長、主任（兩位）、組長（一位）、級任教師（一位）及科任教師（一位）共計六人的訪談資料，探究校長完成校務評鑑歷程中，學校分布領導的內涵。本研究發現個案校長透過：一、依循並落實學校教育目標與願景，二、劃分處室工作責任，授權並鼓勵共同承擔校務評鑑的績效責任，三、形塑關懷尊重與開放的學校氛圍，以及四、提升同仁自我決定能力，激發成員領導能力等實踐，使學校領導在校長、學校同仁與情境任務的互動下，分布在學校裡。本文歸納本個案學校校長完成校務評鑑過程所實踐的學校分布領導是一種協同、集體的方式，主要是透過職務分工及相互協助而完成共同的任務。

This paper describes the distributed leadership practice of an elementary school principal during the process of accomplishing the task of school evaluation. Utilizing the method of case study, the study interviewed 6 persons, including the principal, 2 directors, 2 section chiefs, and 2 teachers of an elementary school that accomplished the task of school evaluation in the 2018 School Year. The findings indicated that the principal utilized the following practice to distribute the leadership during the process of accomplishing the task of school evaluation. These include following and implementing the school vision and educational objectives; dividing work responsibilities and empowering the staff to share the accountability of school evaluation; cultivating a respectful, caring and open school climate; and enhancing the self-determination capacities of the staff to motivate their leadership capacities. The paper concludes that the characteristics of the distributed leadership practice of this case is a collaboratively collective mode of distribution. It uses the main mechanisms of division of labor and cooperation by default to accomplish the collective task.