The purpose of this study is to describe the development process of a student-centered leadership training model to guide school management practices that foster both student and teacher learning. To design this model, a methodological participatory research process was undertaken, in which the ref lection on practices and professional dialogue among teacher trainers and school leaders was rooted in the analysis and questioning of educational activities. In essence, the training of school leaders should evolve into a process of learning to learn alongside teachers about the challenges within their own practice, all while keeping in mind the comprehen-sive development and learning of the student.