Although there is considerable interest in promoting exemplary leadership preparation throughout the field of educational leadership, and particularly by UCEA, not much has been written about how leadership preparation programs are administered or led if such improvements are to be realized. Beyond a few notable exceptions (e.g., Hackmann & Wanat, 2008, 2016), there has been scant at- Shelby Cosner University of Illinois at Chicago Joanne Marshall Iowa State University 30 • UCEA Review • Fall 2016 www.ucea.org tention to what the leadership of preparation programs, a position often titled as program coordinator, entails. This is particularly true regarding preparation program leaders who are committed to the kinds of program change and improvement work necessary to produce an exemplary preparation program. Much of what we currently know comes from descriptive accountings of program improvement work that provide opaque images of this leadership (e.g., Cosner, Tozer, & Smylie, 2012; Cosner, Tozer, Zavitkovsky, & Whalen; Jean-Marie, Adams, & Garn, 2010; Kochan & Reames, 2015; Merchant & Garza, 2015).