In this article the authors contend that the element that is typically missing or underdeveloped in the education and development of most leaders is the intentional integration of the research and practices for assessing and developing the deeply held core beliefs, attitudes, and values (what we will call leadership dispositions) that play a primary role in leadership effectiveness. To develop the best educational leaders, preparation programs must intentionally include the enhancement of leadership dispositions among its top priorities. For great leaders, their dispositions are the foundation upon which their leadership skills, characteristics, and abilities are expressed and magnified. In this article, the authors discuss how the Perceptual Dispositions Model (Wasicsko, 2007) has been used as a framework for developing educational leaders in an Ed.D. program. Specifically, the focus is on a 360° process and tool--Individual Leadership Self-Assessment Instrument (ILSA)—through which leaders receive authentic feedback about perceived dispositions and from which leadership growth plans are developed. Additionally, they provide insights about how the process has helped transform leaders in their program and they illustrate an example of how one doctoral student used the feedback to develop and implement a dispositional growth plan. The information presented in this article has tremendous implications for educational leadership programs as well as school and district level leaders.
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