Characteristic reform measures that perfect the status quo and maintain educational order have become outdated and irrelevant to our times. Educators are calling for leaders with the ability to sense organizational needs from a holistic approach and with the insight or intuitive feel for what the organization can become. Such activity depends upon the complementary incorporation of left-brain processes of analysis and judgment with right-brain visionary, or conceptual, skills. Recent research does not present a positive picture of the superintendent as an agent for change, in that most superintendents have been found to be analytical and technical in the problem-solving approach, rather than intuitive and conceptual. This paper describes a study that confirms these findings. The study explored brain dominance styles prevalent among 115 Tennessee school supervisors, principals, and superintendents, most of whom were nominated by an expert panel on the basis of outstanding leadership. Subjects reported on their cognitive styles (based on brain dominance) by completing the Herrmann Brain Dominance Survey. Results were compared with subjects' individual rankings assigned by their nominators on the basis of technical, human, and conceptual skills (based on definitions developed by Robert L. Katz). Implications are that educational leaders must develop a new, visionary perspective oriented to the building of human potential. Included are 7 figures, 8 tables, and 16 bibliographic references. An appendix includes further information on R. Herrmann's brain profiles and classifications as well as administrator rating definitions adapted from Katz. (IW)