Exploring new leadership pathways: comparing two partnership models for school leadership development

Purpose This paper examines two unconventional leadership partnerships in under-resourced contexts: Portland's district–university Future Principals Program and Pune's NGO-led School Leadership Academy. It compares how partnerships, adult-learning design, and equity commitments build practice-ready pipelines responsive to local needs, and distills lessons for flexible, culturally situated alternatives to traditional preparation. Design/methodology/approach I use a comparative case analysis. The paper centers (1) partner roles and governance/finance, (2) andragogy (job-embedded projects, coaching cohort problem-solving) and (3) translation of equity into instructional and organizational decisions. Context – district constraints, public–private partnership (PPP) conditions and licensure – guides transferability, highlighting design choices that link university expertise to school problems or rely on NGO agility when university capacity is limited. Findings Despite differing structures, both models emphasize practice-anchored learning, coached leadership work and cohort supports, centering culturally responsive, equity-oriented leadership and yielding early placements. Scalability hinges on governance/financing, the university's role, candidate profiles and pacing. Lessons: define “school” and “university” flexibly, design financing up front, and align preparation with local cultural–political contexts in high-need settings. Originality/value The study extends partnership discourse beyond conventional university-centric programs, offering a pragmatic template that travels across public, district and PPP ecosystems. By specifying shared design logics and contextual contingencies, it shows how systems can prototype credible, equity-anchored leadership pathways quickly – without sacrificing rigor or cultural fit – thereby strengthening local capacity where traditional pipelines are misaligned or absent.