Given the importance of organisational meta-values, and the influence of Scott’s thinking in NSW educational administration, it suggests that psycho-philosophical explanatory tools could be significantly under-developed in the theory of educational administration. Indeed, given the interlocking values and deep personal drives manifestly behind the investment of self into administrative policy making in the case examined, appropriate metaphors for further research into individuals’ involvement could be “struggle for valuable meaning”, and “organisation as immortality”. This case study also suggests that it is the imagining, the creation and the steerage of the symbols that comprise a collective imagination that mediates what is known as “administrative policy”. As Hodgkinson proposed, policy making appears to involve philosophical, strategic and political activities whereby meta-values and theories about realities and knowledge in competition are modified by reflection, interaction and leadership. Policy implementation appears to be a combination of legitimation and mobilization of changed managerial and evaluative activity. To conclude, the limited empirical evidence offered by this case study lends support to the view that philosophy about the leadership of schools and systems be considered as a component of post-graduate education in educational administration. While the material and cultural realms can be attended to by training in management, gaining a sophisticated understanding of the strategic and philosophical dimensions of policy making will apparently require metaphysics, epistemology, ethics and logic.