本文係根據建構領導與願景領導等理念，嘗試跳脫傳統的學校管理觀點，從學校領導者的角色重新再概念，認為在校長、主任之外，教師也是課程與教學的領導者；並依此對於學校領導者在教育改革中所應扮演的角色進行再確認。接著，討論學校領導者扮演洞察者、規劃者、帶動者、激發者、建構者與評鑑者的角色，為學校規劃出系統性、長遠性、且具有學校特色的願景時，在發展教師的價值信念典型塑學校願景的過程，所能採取的可能步驟，依序為：尋求卓越案例、形成改革共識、發展成長團體、撰寫與作決定、提出改革理念、以及務實推動改革等等，並分別舉例具體的實施策略與發展範例。最後，作者對學校革新領導的展望，係根據以願景為指針的理念，強調學校領導者應該要重視提升教師的專業能力與參與感、落實教師信念的發展工作，並應該確實做到共同型塑學校願景的步驟，營造一個學習型的學校文化，才能有效推展學校改革。

This article is based on the concepts of constructivist leadership and visionary leadership, the viewpoint taken here is from conventional school management toward a reconceptualization of school leader's role, and argue that teacher is the leader of curriculum and instruction in addition to principal and administrator. Moreover, according to this approach to reidentify the actually role of school leader between the educational evolution. After that, the author discuss about school leader enact the roles of insight-manager, planner, initiator, facilitator, constructer, and evaluator who regulate a systematic long-range plan and characteristic vision, maybe can use the processes to developing value-beliefs and shaping school vision: to seek for the excellent cases, to create the innovative consensus, to develop the growth-group, to post-it and make decision, to generate the idea of innovation, then to implement the innovation. Some specific strategies and examples take. At last, the author based on the idea of 'vision as the compass' to represent the expectation of the school innovation, and underline the task of school leader that to improve teacher professional growth and to practice the teacher value-beliefs development. Indeed, for effect, when move school innovation, school leader should actually follow the vision-shape processes to build a learning school culture.