Although newer views about the constructivist basis of knowledge and more reflective models of practices have been introduced in most teacher-training programs, this has not been the case for many administration-preparation programs. A result is a growing gap between the knowledge and skills required of new teachers and the knowledge and performance categories used by school administrators to evaluate teacher performance and understand teachers' assessment of students. This paper describes a project that sought to teach educational administrators how to experience knowledge construction first-hand through writing and reflecting on stories of administrative practice. Specifically, the project helped participants to: (1) demonstrate the power of personal biography and history in understanding leadership and evaluation; (2) delineate, by sharing stories and case studies, the multiple perspectives that children and adults bring to school; and (3) examine how a knowledge-construction approach affects how teachers are evaluated and how students are assessed. The program encouraged the development of more authentic assessment and evaluation systems built around better understanding of knowledge-construction and reflective practice. Data from interviews with 10 administrators--2 from higher education, 6 from public schools, and 2 from state agencies--were used to create narratives of practice. The data indicate that leadership is better understood as a complex set of characteristics and motivations embedded in practice rather than as a simple recipe to follow, and that leadership is both a linear and nonlinear construct. The following themes emerged from the narratives: the administrators made choices to do something positive; identified a core set of values and beliefs by which to operate; and recognized the importance of organizational culture. Two of the narratives raise issues pertaining to standards-based education. Text from the 10 narratives is included. Appendices contain background information about the project participants and a sample permission statement. (Contains 37 references.) (LMI)