This study aimed to identify practical leadership strategies used by educational leaders to promote two-way school–community partnerships at the elementary level. The research adopted a qualitative systematic review approach, employing reflective thematic analysis (Braun & Clarke) on 50 selected scholarly documents. Documents were retrieved from reputable domestic and international databases using relevant keywords and screened based on explicit inclusion and exclusion criteria. Data analysis was conducted within an interpretivist paradigm, adhering to established principles of trustworthiness in qualitative research. The findings were organized into an eight-theme framework comprising 49 practical actions. The identified macro-level strategies include: establishing and guiding coherent multi-sectoral partnerships; creating a shared vision among stakeholders; designing needs-based programs; organizing effective and frequent meetings; empowering stakeholders; actively developing relational trust; systematically designing collaborations; and facilitating the sharing of resources and expertise. This framework highlights the active and multifaceted role of educational leaders as architects, facilitators, and bridges between the school and the community. The study concludes that effective educational leadership for fostering two-way partnerships requires the integration of relational, structural, and programmatic strategies. When applied with contextual intelligence and adapted to local conditions, these strategies can transform the school into a learning ecosystem that is continuously connected with the community.