本文分享臺東縣政府教育處培養另類輔導員核心教師的經驗，省思建構「中央—地方—學校」三級輔導機制地方政府可以著力之處，以健全教師持續專業發展的支持系統。本文先檢視三級輔導機制的困境和實施新課綱專業需求的內涵，初期先培養具備跨領域課程設計和素養導向教學設計專長的核心教師，完備地方國民教育輔導體系的在地人才；中期配合疫情調整培訓的專業內涵，學習數位教學科技工具和線上混成教學的能力，並以虛實結合的方式擔任教師社群帶領人，出隊服務專案計畫合作學校的教師；後期核心教師以跨校遠距共備社群基地運作，轉化為初任教師共學輔導員的奇罕旅程。本經驗除了敏捷式調整在地輔導人才專業成長的內涵和出隊服務方式之外，也可以供其他地方政府發展教師持續專業成長支持系統的借鏡。

This paper shared the experience of the Education Department of Taitung County Government in cultivating core teachers as alternative advisors. It reflected on the construction of a “central-local-school” three-tier counseling mechanism, where local governments could focus on strengthening the support system for teachers’ continuous professional development. The paper first examined the challenges of the three-tier counseling mechanism and the implications of the new curriculum guideline’s professional demands. In the initial phase, the emphasis was on nurturing core teachers with expertise in interdisciplinary curriculum design and competency-based instructional design to enhance the local compulsory education counseling system with local talents. In the middle phase, the training content was adjusted in response to the pandemic, focusing on developing abilities for online blended teaching using digital technology. The core teachers also played the role of community leaders, collaborating with teachers from partner schools on service projects that combined virtual and real-world approaches. In the later phase, core teachers operated as a remote collaborative community to transform into mentors for beginning teachers on their enchanting journey. This experience not only allowed for agile adjustments in the professional growth of local counseling talents and the completion of service missions but also served as a reference for other local governments in developing support systems for teachers’ continuous professional growth.