This paper describes a leadership model based on assumptions about connections between human development and organizational development, and the application of the model in leadership training for New Hampshire special education directors. The model assumes that four critical factors of human development outlined by Piaget and Meisels can be applied to organizational development: maturation, interaction in the social world, action in the physical world, and equilibration (balance between values and practical objectives). The model draws on Bronfenbrenner's notion of the ecological environment of development as a set of nested structures or patterns of interaction. At the 1994 New Hampshire Summer Leadership Academy in Special Education, held at Plymouth State College, special education directors were introduced to the model during training on the implementation of a vision in a school district. Educators engaged in discussions and activities to build five cohesive teams, which then worked on different aspects of developing and implementing school vision statements. These aspects included gathering information about the vision, garnering and maintaining support for the vision statement, preparing shareholders for implementation of the vision statement, implementation, and evaluation and ongoing planning. Use of the developmental leadership model during this process helped to create an atmosphere in which administrators were empowered, gained greater understanding of the big picture, applied knowledge to practical problems, and developed collegial relationships with other administrators. (SV)