Life-long learning, reflection, and teamwork are all attributes that enhance leadership capacity and school reform efforts. Yet, the skills and the process to build these skills are not traditionally integrated into university coursework in teacher education or aspiring leader programs. A framework has been developed that incorporates social experiences, self-direction, metacognition and learning engagement into a technology integration course. This framework includes a series of scaffolds that were instituted in five successive semesters of the identical web-based course. A global model of social, self-direction has been developed to provide a theoretical foundation to support the process of this framework and is being studied through the lens of design-based research methods. Narrative accounts, surveys, and reflective instruments were used to garner data about student satisfaction and learning progress in investigating the question: What is the impact of social, self-direction scaffolds on aspiring school leaders' ability to plan, manage, sustain and complete personal/group learning experiences? These scaffolds have been found to have a tremendous impact on aspiring leaders' ability to self-manage. Students report a transformation in perspective and ability and report large scale impact upon authentic school environments. Further investigation would need to be conducted to evaluate long-term influence and additional model iteration. (Contains 1 figure.)