This paper provides a description of the design and theoretical underpinnings of a successful educational leader induction program in California. The authors discuss the Principal Leadership Institute’s (PLI) at the University of California, Berkeley and provide new leader perspectives on the institute. Originally designed as an invitational and voluntary continuation of the preparation program, PLI’s Leadership Support Program (LSP) seeks to induct a diverse community of equity focused school leaders who will improve education for vulnerable and historically underserved students in California’s public schools in support of social justice. LSP focuses on improving self-efficacy and is based on a continuous improvement philosophy.