Leadership preparation for social justice

This project examines the intersection of inclusive leadership, Universal Design for Learning (UDL), and digital equity as a justice-centered framework for systemic educational transformation. While digital access has improved in many educational settings, equity remains uneven. Access to devices and connectivity does not guarantee meaningful participation, cultural relevance, or equitable outcomes. The study argues that inequity is structural rather than accidental. Therefore, leadership-not technology alone-must serve as the primary driver of sustainable change. Moving beyond compliance-based approaches, inclusive leadership centers marginalized voices, redistributes power, and embeds justice into systems design. The project advances the position that Universal Design principles, digital equity frameworks, and ethical AI governance must be integrated to ensure accessibility, belonging, and long-term sustainability.

To engage in the goal of equity requires a certain amount of rage in one's belly. Understanding the context in which we are presently situated regarding our successes and challenges to achieve equity and social justice can serve to inform our future actions as educational leaders.

Educational institutions increasingly recognize the imperative to adopt inclusive student management practices that address the needs of diverse and underrepresented student populations. This paper explores actionable strategies to foster equity, belonging, and academic success for students from marginalized backgrounds, including racial/ethnic minorities, LGBTQ+ individuals, students with disabilities, and those from low-income households. Drawing on case studies and theoretical frameworks, the study highlights the role of culturally responsive pedagogy, mentorship programs, accessible resource allocation, and data-driven policy adjustments in mitigating systemic barriers. It emphasizes the importance of collaborative efforts among educators, administrators, and community stakeholders to create environments where all students thrive. Key findings suggest that proactive outreach, personalized support systems, and institutional accountability mechanisms significantly enhance retention, engagement, and holistic development. However, challenges persist, such as implicit bias, inadequate funding, and resistance to systemic change. The paper argues for a paradigm shift toward intersectional approaches that acknowledge overlapping identities and structural inequities. By synthesizing research and practical insights, this work contributes to ongoing dialogues on educational justice and offers recommendations for institutions committed to transforming student management into a tool for empowerment and inclusion.

This policy brief provides an overview of organizational strategies, resources and opportunities that promise to have a substantial impact on improving student learning and closing achievement gaps in California schools. It focuses on the organizational and operational characteristics of schools and classrooms and does not address in any detail questions regarding instructional alternatives. A framework for addressing policy issues is grounded in three preliminary ideas: 1) many different factors in children's social and cultural backgrounds influence student achievement as much or more than their school experiences; 2) the achievement gaps separating rich and poor, English speakers and English learners (ELs), majority and minority children are deep and persistent, and require changes that reorganize achievement within as well as between classrooms; and 3) there are no "silver bullet" policies, and no universal answersschools have to respond to very local conditions and do so in a myriad of complex and subtle ways. Thus the organizational and policy reforms needed must emphasize deregulation, local initiative, leadership, and continuous program and policy improvements. This is one in a series of ten papers and policy briefs prepared through a collaboration between the California Department of Education and the University of California organized by the UC Davis School of Education Center for Applied Policy in Education. April, 2008. This is one in a series of ten papers and policy briefs prepared through a collaboration between the California Department of Education and the University of California organized by the UC Davis School of Education Center for Applied Policy in Education. April, 2008.

This paper examines the intersection of education and social justice, focusing on the role of educational leadership in community organizing and its impact on social change. Through a critical analysis of existing literature and a mixed-methods empirical study, this research investigates how educational leaders can promote social justice and educational equity, and how these efforts influence community engagement and student outcomes. The intersection of education and social justice is a critical area of inquiry. Educational institutions play a pivotal role in shaping lives and futures, making it essential to understand how educational leadership can foster social justice and educational equity. Freire (1970) argued that education should empower learners by centering their existing knowledge and experiences rather than solely on dominant narratives. This approach, linked to experiential education, has significantly influenced culturally relevant teaching, which emphasizes personal and cultural experiences as content for learning, encourages a critical perspective on established knowledge, and promotes real-world application . Literature Review: Existing literature reveals a complex relationship between educational leadership and social justice. Culturally responsive school leadership (CRSL) has emerged as a crucial framework for promoting equity. Research indicates that when CRSL practices are implemented effectively, underrepresented students-who often face systemic barriers to educational access-demonstrate improved academic achievement, a stronger sense of belonging, and increased engagement in community activities . Conversely, traditional, often ahistorical and race-neutral leadership models have largely failed to produce significant positive outcomes for marginalized students and communities . Educators committed to social justice often employ "critical" pedagogies designed to foster equality, justice, and full participation in a democratic society. Rooted in the work of , this approach emphasizes the importance of "reading and writing the world"-engaging in critical praxis to transform unjust social structures . As student demographics become increasingly diverse, school leaders must implement culturally responsive leadership practices to cultivate inclusive school environments that value and leverage the cultural and social capital of all students. However, the successful implementation of CRSL remains a challenge. A fundamental first step for CRSL leaders is engaging in critical self-reflection-a process that involves examining personal beliefs and biases to understand how they influence decision-making and leadership practices . Methodology: This study employed a mixed-methods approach, combining qualitative and quantitative data collection and analysis. • Survey: A survey was administered to 100 educational leaders (principals, assistant principals, and department chairs) from urban and suburban schools. The survey included questions on demographic information, leadership practices (e.g., items related to culturally responsive teaching), community engagement practices, and perceptions of

Franca Dell’ Olio Loyola Marymount University Albert Jones California State University, Los Angeles Susan Jindra California State University, San Bernardino Linda Jungwirth Pepperdine University Delores B. Lindsey California State University, San Marcos Randall B. Lindsey California State University, Los Angeles Philip Mirci University of the Redlands Linda Purrington Pepperdine University Thelma Moore-Steward California State University, San Bernardino Chris Thomas University of San Francisco Cheryl Ward California State University, San Diego Peg Winkelman California State University, East Bay Don Wise California State University, Fresno

The intersecting coronavirus, racism, and economic pandemics electrified U.S. social work organizations into creating long overdue antiracism initiatives. This necessary shift includes the Council on Social Work Education specifying that curriculums must consist of frameworks and practices that eliminate racism. Social work educators will need to incorporate antiracism into their teaching. We argue that critical, engaged, and abolitionist pedagogies contain frameworks and practices that align with antiracism. One of our fundamental assumptions is that liberation, which is a collective state of freedom from racism and other intersecting structures of domination, is the end goal of antiracism. We integrate concepts developed by critical pedagogy scholars, Black feminists, and abolitionist activists with our experiences to share ten lessons we learned through decades of collective praxis as social justice educators committed to liberation.

Using data drawn from autoethnographic work on social justice leadership and a qualitative study on the lives of antiracist teachers, the authors seek to reveal the need for coalition building between and among teachers and principals. These stories illustrate the common thread of isolation and intimidation felt by those working for social justice at all levels of K-12 education. The authors urge "fl ipping the script" away from damaging dichotomy of administrators versus teachers that often permeates schools. The article suggests methods for teachers and administrators to work together in order to build inclusive schools dedicated to equity, excellence, and social justice.

This dissertation is dedicated to my parents Amador and Esther Calleros who instilled in me a hunger to know more about my history, to my wife, Maria, for choosing to marry me each day to share our history, and to my three children, Abram, Grace, and Selah, who have already begun to write their own history. viii TABLE OF CONTENTS

Designing and Revising a Course Using Evidence-Based Teaching (EBT) in Higher Education During a year-long New Faculty Learning Community experience, the writer looked at evidencebased teaching (EBT) through an Action Research model to restructure a Higher Education course to increase students' ability to turn theory into successful professional practices through active learning. After analyzing the threshold concepts for an Educational Administration Credential course, the following needs were found: (1) to deepen administrator candidates' problem-solving skills through discussion-based learning and reflection; (2) to deepen administrator candidates' skills in equity-based decision-making through relevant case studies; and (3) to apply inquirybased structure to model and measure the administrator candidates' decision-making and problem-solving ability. The action research found these EBTs were effective in transferring theories and concepts into professional practice and improving students' confidence. These findings could be applied to any field of study that require problem-solving and decision-making skills.

In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.

Critical Race Theory (CRT) and its potential contributions to K-12 public education is under scrutiny by lawmakers and parent groups across the United States. Banning the tenets of CRT will produce even less equitable outcomes for our most vulnerable student populations. Interdisciplinary collaboration is critical for behavior analysts working alongside educators in public schools. This paper will unite educators and behavior analysts in a scholarly discussion of the origins, definition, and opposition to CRT; highlight current inequities and disparities in educational systems; outline the effectiveness of culturally relevant pedagogical practices; and propose a call to action for behavior analysts to collaborate with educators to improve equitable student outcomes.

 The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit praxis) as a mediator of her expectations to prepare pre-service teachers for social justice. Research findings have implications for critical multicultural education, digitally based instruction, and teacher preparation.

Improvement and action-oriented research approaches make iterative testing to learn about systems and adaptive change a central practice. As the need to develop the field's capacity to improve grows, so does the need to develop leaders' capacity for leading and conducting iterative cycles of testing. The present study reveals how EdD candidates learn to investigate and specify problems and aims, develop the capacity to lead, and conduct iterative cycles of testing in schools and school districts. We draw on the implementation of core learning activities in one Educational Leadership Doctoral Program employing improvement science as a signature methodology. Findings suggest shifting candidate orientations, growth in the capacity to engage in iterative cycles for improvement of problem definition and actionable steps, and the ability to garner collegial engagement in improvement and iterative testing. Implications highlight the importance of designing and structuring learning activities beyond those that exist in traditional research methods courses to ensure adequate candidate preparation.

In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.

Franca Dell’ Olio Loyola Marymount University Albert Jones California State University, Los Angeles Susan Jindra California State University, San Bernardino Linda Jungwirth Pepperdine University Delores B. Lindsey California State University, San Marcos Randall B. Lindsey California State University, Los Angeles Philip Mirci University of the Redlands Linda Purrington Pepperdine University Thelma Moore-Steward California State University, San Bernardino Chris Thomas University of San Francisco Cheryl Ward California State University, San Diego Peg Winkelman California State University, East Bay Don Wise California State University, Fresno

This article addresses the ethical interface of Educational Administration faculty, our degree and credential candidates, and the educational achievement of pre-school, kindergarten through high school (P-12) students. Culturally Proficient Coaching is presented as a set of integrated tools that can be used by Educational Administration faculty, P-12 school leaders, and classroom teachers in providing for the educational needs of students in our diverse communities.

This research examines social justice leaders' community activism in response to three local and national political contexts. Grounded in literature that advances ecological models of school leadership, we analyzed how seven urban school leaders conceptualized community activism as linked to school outcomes, and how leaders conducted activism work. Findings demonstrate that various political contexts at local and national levels catalyzed and motivated participants' community activism, but participants' primary purpose for activism was to promote student equity within their school buildings. This reflects ecological models in which schools and communities are conceptualized as interconnected with a reciprocal relationship of impact. Our examination of motivations related to political contexts provides insights into how these contexts impact schools and school leaders. This piece also contributes to the growing body of literature around socially-just leadership, particularly to the limited subset of literature on leaders' out-of-school justice work. Finally, among other implications and directions for future research, we conclude that community activism should form a crucial component of socially-just school leadership and taken up in the research as such.

This article focuses from a critical perspective on the pedagogical foundations of a course on educational leadership of student services and special education administration. Additionally, it explores the ability of teaching the “practical application” of administering K–12 special education and student services using critical discourse through a deconstruct–reconstruct process. The course presented in this article examines how the changing role of student service directors and school principals encourages the development and implementation of integrated comprehensive services for all learners. The course employs a range of theoretical perspectives to address the political, structural, and functional constructs within the system that inhibit and promote comprehensive services for all learners. Students in this course complete a districtwide analysis and craft recommendations from a critical perspective to diminish, if not completely remove, practices that marginalize and elevate ed...

There is a paucity of conceptual scholarship on community teacher development initiatives that prepare community members to become teachers and are designed to shift power relations in teacher development systems. Community teacher development initiatives designed as equity and justice programs committed to broadening community members' access to the profession create space for radical reimagination in order to reorient our perception toward what may yet be possible. Thus, this article endeavors to consider how teacher development designs can take up space to begin this work by: (a) examining themes in community teacher development research; (b) exploring how facets of power can function as critical conceptual tools for radically reimagining teacher development for Black, Indigenous, and People of Color (BIPOC) community teachers; and (c) considering implications for teacher development designers and researchers committed to building community teacher development initiatives.

The purpose of this report is to share aspects of the experiences and priorities of Black families — including their culturally affirming practices — and of educators to enable Seattle Public Schools to improve instruction, support, and equity for students and families during remote learning (and beyond).

The aim of this work is to provide insight into the California State University Young Men of Color Consortium (CSU YMOC), which was created to explore the unique challenges young men of color face during their postsecondary experiences, as well as advance effective approaches to better support them. Specifically, we focus on CSU Male Success Initiative programs and detail how campus partners worked collaboratively to support men of color during the previous academic year amid the COVID-19 pandemic. Given the ways that the ongoing COVID-19 pandemic disrupted education across the P-16 spectrum, the MSIs were positioned uniquely to support some of the challenges that students endured. Recent reports reveal that the pandemic has exacerbated a number of difficulties, both old and new(er), that men of color experience in their college years, from accessing and transitioning to matriculating and persisting in higher education. We provide an overview of the CSU YMOC Consortium and present d...

Changes at the federal level and an upcoming California election are shaping the social, economic, and political context in which K–12 districts operate. The 33rd meeting of the California Collaborative on District Reform provided an opportunity to step back, reflect, and take stock of the road ahead. It also created a forum to identify priorities and next steps for the group. The Collaborative’s mission is to improve instruction for all kids and narrow opportunity gaps for traditionally underserved youth through a focus on specific problems of practice, a systems approach to addressing issues, and a process of collective inquiry that brings multiple perspectives to the table. Keeping in mind this overall orientation, participants considered topics and activities that might help the Collaborative and its members navigate the state’s most pressing challenges in the months and years to come.

The use of discipline within the school setting dates back as long as schools have been in existence (Brown & Payne, 1988). There is a wide array of discipline that is enforced from the use of corporal punishment to more modern practices of suspension and expulsion (Middleton, 2008; Noltemeyer et al., 2012). The use of such disciplinary practices has resulted in unintended consequences directly correlated to race, disability status and income; with an overrepresentation of students of color, students receiving special education services and low-income students receiving higher levels of discipline than their peers (Skiba et al, 2011). Patterns of disproportionality are well documented and begin to emerge as early as preschool and are likely to continue throughout high school, with lasting impacts both academically and economically (U.S. Department of Education, 2016). There is a wide breadth of research outlining the extensive nature of the overuse of exclusionary discipline, such a...

This article explores how leaders in two public school districts intentionally shape their school’s organizational culture to challenge harmful social ideologies and culture. The exanimation of systematic district leadership or Culturally Responsive District Leaders featured in this article demonstrates the importance of intentional, consistent, and long-lasting relational engagement of minoritized communities as an opportunity to prepare formal systems for crises of disruption. Moreover, the two district case studies featured will demonstrate the importance of systematic actors in preparing systems, like schools, to be resilient, sensitive, and accountable when complex and diverse incidents systematically construct disparate realities for their organization members. Likewise, this article explores a new concept, entitled “Organizational Stress Tests,” a process that entrepreneurially builds upon past organizational incidences to function under severe or unexpected pressure.

Large numbers of projected retirements have created the need for recruiting and preparing capable school leaders for the future. This study explored the characteristics of candidates in an administration preparation program, factors for their career decisions, and the implications of these factors for recruiting candidates and building stronger preparation programs.

This paper offers school leaders and scholar practitioners twin frameworks of international-mindedness and cultural proficiency as a means to addressing persistent education gaps. International-mindedness is a global perspective framework and cultural proficiency is an equity-focused framework. These complementary frameworks are grounded in the educational policies and practices found in the International Baccalaureate (IB) programs. In an era focused on closing achievement gaps, students from diverse backgrounds have opportunities to engage in topics and dispositions in IB that connect to their prior knowledge and experiences through a new lens and global perspective. Once viewed as an elitist high school program, the IB is now offered in an increasing number of public schools as a school wide initiative to support the needs of all students, including language learners and students from low socio-economic backgrounds. Teachers and school leaders in IB schools teach human similariti...

This article explores how leaders in two public school districts intentionally shape their school’s organizational culture to challenge harmful social ideologies and culture. The exanimation of systematic district leadership or Culturally Responsive District Leaders featured in this article demonstrates the importance of intentional, consistent, and long-lasting relational engagement of minoritized communities as an opportunity to prepare formal systems for crises of disruption. Moreover, the two district case studies featured will demonstrate the importance of systematic actors in preparing systems, like schools, to be resilient, sensitive, and accountable when complex and diverse incidents systematically construct disparate realities for their organization members. Likewise, this article explores a new concept, entitled “Organizational Stress Tests,” a process that entrepreneurially builds upon past organizational incidences to function under severe or unexpected pressure.

This article examines the potential of a critical approach to language as a new dimension of transforming school cultures and making them more coherent with purported equity and social justice goals. The literature review shows that the latest waves of school reform in the USA have done little to change patterns of student achievement based on 'race' and class because they have only tinkered with changing the cultures of schools. We suggest that one reason that school reforms have failed to achieve educational equity for all groups is that a critical approach to language has been absent from this process. This absence is due, among other reasons, to the fact that teachers and school leaders have not been formally educated on the subject of language and discourse as a medium for change. Our analysis of the literature leads us to suggest that a critical approach to language could offer a way for schools (or any human organization) to concretely analyse implicit beliefs and values and, thus, unpack institutionalized epistemologies of race, social class, and gender that might, in the last analysis, be hindering efforts to transform schools into equitable institutions.

Private schools have become the choice for the quality of education for both parents and students. Private school associations can influence government officials and policy regarding on the contribution on education system of country. However, the voices of the private school's teachers are not amplified in the lines of decision making process. In this context, this study aims to explore the present social justice practices in the experience of private school teacher. For this purpose,narrative inquiry design has been adopted. Purposively, four participants from different private schools in the Kathmandu valley are selected. An in-depth interview with teachers was conducted to assess the teachers' perspectives on social justice. To isolate the primary subject, the transcribed data was coded and reorganized by decoding. Data triangulation was employed to assure the accuracy of our study and results. Study found, the school's leadership cannot ensure justice on its own. In...

In recent years, transgender adults in the entertainment world have capitalized on their public platform to advocate for and increase awareness about issues affecting the transgender community. Yet even with the emerging cultural understanding of this community, there is a noticeable absence of a voice for transgender youth, a particularly vulnerable segment of this misunderstood population. Children-often as young as four or five-are more commonly proclaiming to be "born in the wrong body." In addition to being subject to intolerable bullying and harassment by their peers, transgender youth face an uphill battle in public schools because educators are unprepared to handle the logistics of their transition process, which includes a prolonged period of living in all aspects as the opposite sex. First, this article acknowledges the quagmire plaguing public schools that serve a transgender population. When and to what extent should schools intervene when children in their care are confronted with gender identity issues? What responsibilities do schools have to protect and educate both those children facing gender identity issues and those children who are impacted by their peers' non-conforming gender expression? Finally, and most significantly, how should schools address the daily logistics affecting transgender students, including bathroom and locker room designation, which have historically been determined by a student's biological sex? Second, this article analyzes the current legal landscape governing issues affecting transgender youth in public K-12 schools. Although there is a burgeoning recognition in the law of rights for sexual choices and identities that are non-traditional, the current law is insufficient in dealing with the practical and logistical concerns that schools serving transgender students face on a daily basis. Next, the article advances a novel argument that demands more robust protections for a transgender student's gender expression. It submits that a transgender student's expressive conduct (including her desire to use the restroom that corresponds with her gender identity) is speech that falls within the protective umbrella of the First Amendment. Since a transgender student's outward expression of gender conveys an important message to others about that student's identity, and because fitting in and being accepted are so vital to a transgender youth's psychological well-being, a transgender student's

Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical strategy with teacher candidates and practicing teachers Teacher educators may also benefit from participating in virtual communities alongside teacher candidates and practicing teachers Teacher educators' ability to foster a pedagogy of connection with teacher candidates and practicing teachers is necessary to help them understand the full scope of students' academic, social, and emotional needs and how to effectively respond ([1]) [Extracted from the article] Copyright of Journal of Teacher Education is the property of Sage Publica...

Franca Dell’ Olio Loyola Marymount University Albert Jones California State University, Los Angeles Susan Jindra California State University, San Bernardino Linda Jungwirth Pepperdine University Delores B. Lindsey California State University, San Marcos Randall B. Lindsey California State University, Los Angeles Philip Mirci University of the Redlands Linda Purrington Pepperdine University Thelma Moore-Steward California State University, San Bernardino Chris Thomas University of San Francisco Cheryl Ward California State University, San Diego Peg Winkelman California State University, East Bay Don Wise California State University, Fresno

A transformative lens applied to research increases impact in the form of providing support for actions that increase social, economic, and environmental justice. Researchers who accept the role of supporting transformative change can enhance their abilities to do so through the use of a transformative lens that informs the design, implementation, and use of their research. The transformative ethical assumption informs methodological choices in that the research design consciously focuses on addressing inequities and providing a platform for transformative change. Engagement with members of marginalized and vulnerable communities is critical and needs to be approached in ways that value the knowledge they bring and addresses power inequities. Methodologies that are commensurate with a transformative approach include the use of mixed methods, viewing the role of the researcher as a social change agent, learning from social activism, and employing specific strategies for culturally re...

Franca Dell’ Olio Loyola Marymount University Albert Jones California State University, Los Angeles Susan Jindra California State University, San Bernardino Linda Jungwirth Pepperdine University Delores B. Lindsey California State University, San Marcos Randall B. Lindsey California State University, Los Angeles Philip Mirci University of the Redlands Linda Purrington Pepperdine University Thelma Moore-Steward California State University, San Bernardino Chris Thomas University of San Francisco Cheryl Ward California State University, San Diego Peg Winkelman California State University, East Bay Don Wise California State University, Fresno

Reflecting on Participatory Action Research (PAR) experiences in a Nepali community school, this paper showcases how collaborative approaches, such as cross-sectoral, teacher-student, interdisciplinary, and cross-professional actionreflections, created contextually relevant environments for improving teachers’ professional development. Considering the Habermasian Emancipatory interest (1972) as theoretical referents, this paper further explains how teachers’ growing professional autonomy through cross-professional collaboration enhanced their professional agency to integrate curriculum and professional development programs, to practice student-centered pedagogy, and to take on leadership positions. Finally, this paper envisions a participatory framework of and for teachers’ professional development.

Reflecting on Participatory Action Research (PAR) experiences in a Nepali community school, this paper showcases how collaborative approaches, such as cross-sectoral, teacher-student, interdisciplinary, and cross-professional actionreflections, created contextually relevant environments for improving teachers’ professional development. Considering the Habermasian Emancipatory interest (1972) as theoretical referents, this paper further explains how teachers’ growing professional autonomy through cross-professional collaboration enhanced their professional agency to integrate curriculum and professional development programs, to practice student-centered pedagogy, and to take on leadership positions. Finally, this paper envisions a participatory framework of and for teachers’ professional development.

This article documents the initial results of a leadership preparation programin Northern California, at San Jose State University. While transformingschools into equitable learning communities may seem daunting, this papershows that, not only is it doable, but also possible to sustain it for the longhaul. The main thrust of this narrative is that making and sustaining changefor equitable schools is directly linked to the existence of dense leadershipin schools - a type of extensive network of leaders steeped in equity. Thisleadership falls on the shoulders of the school’s administrative team whosework is articulated with and through the involvement of teacher leaders.This paper, in fact, explains that equity leadership exists only when a considerablecadre of teacher leaders is present at a particular school. Equityleadership builds teacher capacity by on-going job embedded professionaleducation, and by partnering with university and/or with technical assistantintermediate organizat...

Large numbers of projected retirements have created the need for recruiting and preparing capable school leaders for the future. This study explored the characteristics of candidates in an administration preparation program, factors for their career decisions, and the implications of these factors for recruit- ing candidates and building stronger preparation programs. Background In the years ahead, the nation and State will witness a massive change in educational leadership due to the large number of projected retirements among educational administrators (Peterson & Kelley, 2001). This shift in leadership poses significant implications for those institutions that prepare school administrators. The development of new school leadership, including recruiting and preparing capable leaders, promises to remain a critical priority for the years to come. Educators committed to the long-term survival of public schools know that the leadership of the schools of tomorrow will be entrusted to

This article is a response to the clarion call for leadership preparation programs to ground their work in social justice pedagogies and policies in light of the current sociopolitical context of multiple pandemics. It includes four distinct sections. We begin with an analysis of the state of
leadership preparation in California. Next, we synthesize the articles published in the CAPEAjournal since 2005 that address leadership preparation frameworks for diversity and social justice
to create an early framework for social justice leadership and preparation for the journal. We review social justice frameworks for both leadership preparation and practitioners. We conclude with recommendations for future submissions from our members to address the focus area of
diversity and social justice.

While it is important to observe that identity is complex, nuanced and evolving, current polemic discussions about the use of acronyms such 'BAME'  Black, Asian, Minority ethnic remain contentious and are almost universally reviled by those so labelled. The term Global Majority is not only more accurate, but empowering as it challenges marginalisation and undermines implied subordination to white power structures.

The research aimed to understand the way in which high school principals' perceptions of social justice (SJ) are implemented in their daily educational work. A qualitative study employed in-depth semi-structured interviews to collect the narratives of two high school principals in Israel-one Arab-Muslim and one Jewish. The interview transcripts underwent comparative holistic analysis to identify their perceptions and daily practice of SJ in their schools. Findings indicated that the principals' perceptions of SJ were coloured by their national and cultural context, yet they needed strong conviction to integrate these perceptions in their schools, and their efforts to do so were often beset by resistance.