School leaders must develop skills and tools to create patterns of relationships that facilitate collegiality and shared decision making and promote reflective inquiry. The connection between the preparation of school leaders and the daily process of nurturing a learning community is important. School leaders must develop and enhance their own self-efficacy and promote a nurturing educational culture that will develop and enhance self-efficacy in teachers, students, and parents. In the face of increasing school violence, self-efficacy is essential for students. Underlying assumptions for a new structure for school leader education include: each person is part of a system with various subsystems linking to other systems; each person seeks to maintain and enhance the self-system; leaders with self-efficacy can promote collective efficacy; and leaders must be trained with a knowledge base in systems thinking and the dynamics of empowerment and energy connections. Ingredients for self-efficacy that school leaders must develop fall into three categories: focus, flow, and follow-through. For clarity, a constellation consisting of the caterpillar, the clown, and curry (the spice) serves as the metaphor for the three skills that school leaders must develop internally to provide support and facilitate the process in others. (Contains 35 references.) (SM)