The implications of reflective practices for educational leadership are examined in this publication, which contains three papers originally presented at the 1990 Convention of the University Council for Educational Administration. Ann Hart, Nancy Sorensen, and Kerri Naylor report on applications of reflective practice to educational administration. Their paper, "Learning to Lead: Reflective Practice in Preservice Education," is an investigation of the potential of reflection in a pilot study of aspiring administrators. Chapter 2, "Reflective Leadership: Restructuring the Research Curriculum and the Dissertation Process in Educational Administration," examines what changes might be made in graduate programs. Joan Shapiro and Donald Walters propose modifications of the Ed.D. dissertation and the research curriculum for practitioners. They encourage professors to listen to their students' voices for ideas regarding preparation programs. In chapter 3, Beverley Geltner describes the critical role of interpersonal relationships in school effectiveness in "As He Lives in Their World: Teachers' Perceptions of Their Principal's Leadership Behavior as Related to School Effectiveness," tells how teachers in a midwestern elementary school identified five behavioral characteristics of their principal--educational visionary, modeler, partner, supporter, and innovator. References accompany each chapter. (LMI)