臺灣自1990年代興起的此波教育改革已歷經約20年，但四大理念之一的「教師專業自主」並未普遍到位，顯見「上而下」到「草根自主」的權責轉化過程，仍有許多環節未獲關注，諸多能量未獲啟動。本文旨在藉由多元族群背景理念小學之創設，領導者秉持學校核心理念，型塑願景、引導課程發展方向，並循著校本文化課程發展脈絡，蓄積團隊專業成長能量，增進彼此信賴與默契，為教師領導奠下基石的經驗，反思班級本位教師領導的可行取徑。本文認為，班級本位教師領導是落實專業自主的有效取徑，但需以願意創新改革的學校文化做為基石，以專業教學社群的實踐承諾做為動力。而班級若能與班級教育合夥人共構班級理念、落實課程地圖的擬訂、定期進行跨領域班本或班群教學會議、共同探討學習成就表現並採取聯合輔導行動，以及分享產出的行動研究成果，定可領受專業自主帶來的教育喜悅，理解專業的價值。

Although professional autonomy, the one of four ideas of education reform, admittedlydoes not fall into place after practicing about nearly twenty years. So, obviously, inthe reforming process from top-to-down to grassroot-autonomy, there are many hidden keyfactors which have not been found yet, and a lot of aspects are not linked together effectively.Those reasons cause the goal failing to be achieved.The article is about the experience sharing of ideal practice in teaching site. It mainlyfocuses on describing how a school leader in a new school constructed based on themultiracial background takes ways by reviewing a development of curriculum on the basis ofa school culture, encouraging school partners to take the class education as the core idea andcooperating with class teachers to bring spirits of teacher leadership into play and practice theclass-based idea. Based on the above experiment and the relativity theories, the five feasiblestrategies were proposed for implementing the classroom-based leadership.