In the context of permanent processes of transformation in the modern society, innovations covering all spheres of life are being accumulated and generated. In most cases, effective creation and implementation of innovations determine the success and results of educational change. Innovations as a field of scientific research are highlighted in the works of many researchers (Barnett, 1973; Marsh, Willis, 1995; Rogers, 1995; King Anderson, 1995, Krainer, 2001 etc.). For many years the processes of innovation implementation as well as their activities (innovation implementation models) have been the focus of researchers' attention. Research literature (Havelock, 1973; Shavinina, 2003) reveals several generations of models of new knowledge creation, dissemination and transition into innovations. However, the analysis proves that separate models insufficiently reveal managerial activities of educational leadership, which determine successful implementation of internal and external innovations. This is of particular importance when these processes happen with the help of external and internal agents and their teams. Although, another important aspect is how to empower school community to permanent innovation creation and implementation (as well as to permanent self- renewal) during the process of innovation implementation; what challenges emerge for educational leadership during these processes. These aspects cover the problem of the paper. The first part of the paper presents and compares the innovation implementation models of different generations: "black boxes", linear, interactive, systematic, evolutionary, and associated with innovative environments. The analysis of the models exhibits the complexity of innovation implementation, but does not disclose its organizational, managerial aspects. The aspects of the role of an individual in the process of innovation acceptance, implementation of external innovations have not yet been considered. The second part reveals educational leadership activities and steps of innovation implementation in different phases, as well as strategies of overcoming possible barriers. The third part presents the model of innovation implementation, which emphasizes implementation of external and internal innovations in the aspect of different agents and leadership activities. Educational leadership activity passes the following steps in the phase of initiation: setting up a team; training; the decision to carry out diagnostics, preparing a diagnostic schedule; choosing the implemented innovations; assessment of innovations; planning resources; creation of permanent monitoring system; communication with community members; innovation demonstration; setting the innovative activity levels of those who accept innovation; predicting innovation implementation barriers, etc. The model is based on the dynamic attitude towards innovative process (Krainer, 2001); the steps of innovation implementation (Havelock, 1973), characteristics of successful innovations (Rogers, 1995). This grounded model can be applied in school communities in order to successfully implement external and/or internal innovations by making educational leadership activities more effective and school community members' innovative potential more active, as well as empowering community self-renewal.