鑑於學校教育績效不彰，Henderson提出轉型課程領導理念，期以孕育精緻教學與確保教學品質。轉型課程領導將由學生、教師、家長、學校行政人員與社區成員組成團隊，課程轉型過程(processs)有賴參與成員高度熱忱與積極投入。轉型課程領導之領導，泛指對教育工作具探究實踐與愛智行動的教育工作者，非校長專屬榮譽。校長基於本職便利，成爲轉型課程之領導者誠屬理所當然。 轉型課程領導教育哲學是杜威之學童中心的進步主義，在此基礎上，轉型課程領導強調教育發展之系統思維：〈1〉學生中心的教與學設計，〈2〉結合學習與生活的課程發展，〈3〉人性化、多元評量。轉型課程領導不是一種改革運動，而是倡導具誠懇心(fidelity)之教育工作者，在善盡落實民主價值教育與活化(currere)教育實務職責之際，同時啟動個人專業成長生涯策略或路徑之一。 21世紀，教育改革與發展應奠基於學術取向之理論共識、實踐取向之專業批判，以及整合性或統觀視域共相、微觀視域在地殊相之哲學思維基礎。本文旨在凸顯：〈1〉教育是思想工作，〈2〉教育是專業實務，〈3〉中外國情不同，與其責成具誠懇心面之「凡」、「泛」教育工作者啟動教育煥然一新，毋寧先培育與提升各校校長素質，責其善盡領導學校教育績效發展，而培育優質的學校領導者，是謂文化校長；以及〈4〉正視進步主義教育哲學是否適用於21世紀資訊數位與全球競爭趨勢，加諸認知科學發展與台美國情不同，國內教育改革是否「唯」進步主義一途。教育思想性與實踐性在在需要專業共識與專業素質、哲學思辯與價值思想，二者是21世紀教育領導者必備識能。 專業重要性在20世紀文明發展中展露無疑，且爲以專業期許職場奉爲與他者區分的規準，又，專業素質是否與時俱進業已成爲各行關注焦點。教育工作起源於思想，哲學識能與教育關係密切，非爲新觀念，僅是重拾已被社會拋棄或淡忘的價值指南。 綜合Henderson轉型概念與本文旨趣，學校領導者以教育基層「歷練」與專業基礎，發展「微觀之同中存異，宏觀之異中求同」教育視域與價值系統，據此，承接Henderson之轉型課程領導之領導，發揮「文化校長」職能，既善用行政領導提供支援，亦能起而行集結各方教育資源「輔佐」學校運作，並具批判與省思式的起帶頭作用，與他者教育工作者發展具專業與符應「變遷」社會需求的「校本」課程。

J.G Henderson advocates a model of developing curriculum, which is a new paradigm named transformative curriculum for a balanced, holistic education that integrates subject matter, self, and social learning. The educational philo-sophy of Henderson's Transformative Curriculum is on the basis of Deweyan progressivism, the love of democratic wisdom, and interpersonal change. As an educator, performer or leadership of transformative curriculum is pre- occupied by fidelity of virtues, which make the human to be humanness, and wisdom is the greatest part. The work-team is committed to facilitating a mea-ningful educational journey for each of students. Furthermore, Transformative curriculum gives also an impetus to professional development of concerned teacher or administratives. This article aims to signify: (1) Taiwan's educational context is different from the western; moreover Deweyan democrats performed today should take good advantage of educational profession. (2) Henderson's transformative curriculum leadership means whoever is preoccupied by fidelity of virtues, not only in mind but also on action. Instead of Henderson's whoever desires the wisdom, we bring up the concept of culture-based leadership. (3) The culture-based leadership will be cultivated with literacy of educational philosophy.