This brief from the Learning Policy Institute summarizes the practices of successful, instructionally engaged leaders and the ways districts develop these leaders. These practices are drawn from “positive outlier” districts in California that have excelled at helping African American, Latino/a, and white students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate that districts can develop leaders by identifying leadership talent from among teachers and then cultivating their talent to enable some to move into principalships and central office positions. Successful practices of these leaders included engagement in collaborative professional learning through observation of instruction, participation in professional learning communities, and use of student data to guide school and district decisions. This brief is drawn from the report Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning.