Purpose: Current demands for school leaders as well as reported administrator shortages have resulted in the implementation of district-based aspiring leaders programs to promote teacher leaders into administration. Because educational administration has, traditionally, been informed by androcentric perspectives, this study was designed to determine whether these programs are helpful to women aspiring to administration or whether they are used as another way to reinforce the status quo. Research Methods: This qualitative study examined the experiences of 15 women relating to their participation or lack of participation in an in-house district-based aspiring leaders program in one public school system. A critical framework grounded the study as research questions and the design of the study were informed by feminist poststructuralism. Findings: Although it is apparent that a greater number of aspiring administrators are reached in the district than if no program existed, the various needs of a diverse population of aspiring administrators have not been effectively met. Women, although they clearly seek leadership positions, have been constrained by traditional norms surrounding educational administration in the district, indicating that problems are much larger in scope than that which can be "cured" by district-led "grow your own" leadership programs. Implications: Strategies should be implemented that specifically target inducting women and minorities into aspiring leaders programs. In addition, careful consideration should be taken to create partnership programs for aspiring leaders between universities and school districts that link theory to practice and allow cohort groups to gain broader perspectives of leadership in support of transformational change.New demands for school leadership, high-stakes accountability initiatives, and the fact that a large number of current administrators are nearing retirement age have inspired reports that suggest a shortage of qualified

PurposeThis study is one in a series which aims to examine the theories of actions developed and internalized by school principals that help them serve as successful leaders in the tumultuous accountability climate. The dearth of recent empirical research focusing on best practices of successful school principals in a post‐NCLB nation sets the tone for and drives the study.Design/methodology/approachAn inductive exploratory study was designed to provide insight into how successful elementary school principals facilitate high levels of student achievement. The research was grounded by allowing principals to talk about what their actual practices as leaders.FindingsThe principals provided a wealth of information that helped to identify common themes of practice across all 12 participants. The following categories represent the central themes: leadership with data; honesty and relationships; fostering ownership and collaboration; recognizing and developing leadership; and instructional awareness and involvement.Practical implicationsThis study identified vital practices of successful elementary leaders that enabled them to facilitate high levels of student achievement and to dispel any notions that success is not possible in a high stakes environment. Interviews with the principals identified common themes of practice that, when collectively utilized, have led to high student achievement.Originality/valueThis study is very relevant and contributes to the growing body of research that seeks to define the qualities of effective leaders during times of increased accountability.

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