In order to be able to discuss, in meaningful ways, how school leaders should be educated one needs to sketch the context in which they are going to lead, that is the visions and purpose of education and the schooling, which is dominant in society. In most societies one sees clashes of many discourses and cultural/political fights. In order to simplify the discussion a bit, the author describes two very important discourses of contemporary school visions, an outcomes-orientated and a process-orientated discourse. The outcomes-orientation is an outline of a neo-liberal, New Public Management (NPM) version of social justice through education that focuses on outcomes of education. The process-orientation is a professional conception of how schools should work for social justice through inclusion. Not ignoring the NPM orientation the author concentrates on concepts of inclusive education, as this is where people find better arguments for democratic education. In order to lead teachers and schools in a deliberative, democratic direction, school leaders can choose from several forms of influences/leadership: (1) direct leadership; (2) strategic leadership; and (3) reciprocal leadership.