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Our society has changed drasti cally in the past thirty years, and the demands upon schools and consequently the role of school leaders have become more complex (Fullan 1998). Educational leaders must learn to collaborate with others, negotiate while advocating for specific changes, establish shared visions for the organization, think inclusively about all constituents, and apply theory to practice (Smith 1999). This redesigned administrative role has prompted adaptations in the ways that future administrators are educated. In this article we describe a tool for