The Nigerian pilot study with a senior level education leader who is a superintendent of primary and junior secondary schools in a state. The aims to ascertain how value is added to a leader’s work by the implementation of A Blueprint for Character Development (ABCD). The ABCD draws from the ideas of John Dewey which is rooted in a philosophy of promoting learning, following an Aristotle tradition that gives learners the opportunity to connect their learning and schooling with their personal and social ambition for the future which is the central theme of the symposium. The study followed the four stages of the ABCDE: a) Introduction to ABCDE and collecting base line data; b) induction to ABCDE with tool box; c) collecting impact data; d) comparing baseline and impact data and establishing feasiblity of implementing ABCDE in district. Findings indicate moral education is very important to the Superintendent and courage is a virtue necessary in developing critical thinking. However, others in the school are not often courageous. He is recognised and respected as a leader, treats his staff fairly, believes in social justice but does not completely trust some of the staff in the schools to be just in their dealings. He is desirous of playing an active role in the co-construction of school values and to critically reflect on acts of the self and community members because as a professional educational seasoned leader he wants to make a positive impact on the society as his legacy. His hopes are for a dynamic educational system that is responsive to social change. A major change he would like to see in the Nigerian schools is the development of professional learning communities to provide teachers with support to empower them to help students find ways to connect their learning to the future they want and to live good and happy lives. Piloting ABCD impacted on the thinking, values and acts of the Superintendent through professional learning. Also the Superintendent believes he can build capacity for ABCDE in schools’ communities of practice with parents, students and staff in partnership with the academy to: develop communities’ moral character; propel communities entrepreneurial economies to amplify social mobilisation through an economic base with trustworthy governance systems. Further research is needed on how leaders at the school level can support this

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