Educational leadership requires members’ participation or collaboration for achieving school goals (Hallinger & Heck, 2010; Jäppinen, Leclerc, & Tubin, 2015; Vangrieken, Dochy, Raes, & Kyndt, 2015). Therefore, first, the situation requires educational leadership training in their early careers. Second, all organizational members need to have leadership. Thus, the University of Jyväskylä developed training programmes for educational leadership in accordance with the demand. This presentation provides the structure of the educational leadership programme and how the background values existing behind integrates with the contents of the programme. The biggest question of the principal training is what participants learn about educational leadership. The programme has a strong emphasis on collaborative and enquiry-based learning since this programme takes into account participative leadership approach. In participative or collaborative leadership environment, each member exerts their own leadership, and the members form a shared, systematic, and synergetic process in order to enhance school effectiveness and, ultimately, in supporting student learning (Jäppinen et al., 2015). Since collaborative leadership requires self-directed learning and vigorous participation in educational decision-making process, the participants construct their knowledge and skills in discussion with other participants (Duncombe & Armour, 2004). According to Yukl (2013), there are three ways to acquire leadership competencies: formal training; developmental activities; and self-help activities. With the three concepts as lens, we overlook the training programme. First, theory with literature and research is provided as a formal training. During 14 contact sessions, the participants learn theoretical knowledge, logical thinking, and communication skills. Most of the sessions adopt flipped classroom where the participants are provided with instructional materials online and learn them before the sessions. As a formal training, the participants learn existing the knowledge and the skills. Second, the programme applies a tutor group approach where each experienced tutor, who are graduates from the programme, organizes a group with 5 or 6 participants. With the help of the tutors, the participants can share and develop their opinion in each group. Third, the participants have leadership practicum days in which they shadow one principal in school, and they can practically contemplate the job of an educational leader. With the experience of each practicum, the participants discuss how they think about educational leadership in each tutor group. Tutoring group and leadership practicum days works as developmental activities. However, since this programme emphasises collaborative learning, the participants help others’ learning in their group rather than self-help activities.

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