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• Article | Cooner, D., Tochterman, S., & Garrison-Wade, D. (2004–2005). Preparing Principals for Leadership in Special Education: Applying ISLLC Standards. Journal of Principal Preparation and Development, 6(2004–2005).

Other

• Article | Cambron-McCabe, N., & McCarthy, M. M. (2005). Educating school leaders for social justice. Educational Policy, 19(1), 201–222. https://doi.org/10.1177/0895904804271609
• Article | Jencks, C. (1988). Whom must we treat equally for educational opportunity to be equal? Ethics, 98(3), 518–533. Retrieved from http://www.jstor.org/stable/2380965
• Article | McKenzie, K. B., Christman, D. E., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M.,…Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111–138. https://doi.org/10.1177/0013161X07309470
• Article | Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55–81. https://doi.org/10.2307/1170594

• Task 1.a. Discussion | Introduction
• Task 1.b. Discussion | Social Justice

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Other

• Article | Galloway, M. K., & Ishimaru, A. M. (2015). Radical recentering equity in educational leadership standards. Educational Administration Quarterly, 51(3), 372–408. https://doi.org/10.1177/0013161X15590658
• Article | Green, T. L. (2017). Community-based equity audits: A practical approach for educational leaders to support equitable community-school improvements. Educational Administration Quarterly, 53(1), 3–39. https://doi.org/10.1177/0013161X16672513
• Article | Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40(1), 133–161. https://doi.org/10.1177/0013161X03259148
• Article | Park, V., Daly, A. J., & Guerra, A. W. (2013). Strategic framing: How leaders craft the meaning of data use for equity and learning. Educational Policy, 27(4), 645–675. https://doi.org/10.1177/0895904811429295
• Website | U.S. Department of Education, Office for Civil Rights. (2010). Civil rights data collection 2009–10 national and state estimations: Pennsylvania [Data set]. Retrieved from https://ocrdata.ed.gov/StateNationalEstimations/Projections_2009_10

• Task 2.a. Discussion | Data Analysis
• Task 2.b. Equity Audit | Data Collection

Textbook

• Chapter 1 | Introduction: Intersectionality in Educational Leadership

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Other

• Article | Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48(2), 191–229. https://doi.org/10.1177/0013161X11427394
• Video | Crenshaw, K. (2016, October). Kimberlé Crenshaw: The urgency of intersectionality [Video file]. Retrieved from www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality

• Task 3.a. Discussion | Intersectionality

Textbook

• Chapter 2 | Inclusive Leadership and Disability

E-Reserve

• Article | Shepherd, K., & Hasazi, S. B. (2007). Leadership for social justice and inclusion. In L. Florian (Ed.), The Sage handbook of special education (pp. 475–485). Los Angeles, CA: Sage.​

Other

• Article | Pazey, B. L., & Cole, H. A. (2013). The role of special education training in the development of socially just leaders building an equity consciousness in educational leadership programs. Educational Administration Quarterly, 49(2), 243–271. https://doi.org/10.1177/0013161X12463934
• Article | Skiba, R., Simmons, A., Ritter, S., Kohler, K., Henderson, M., & Wu, T. (2006). The context of minority disproportionality: Practitioner perspectives on special education referral. The Teachers College Record, 108(7), 1424–1459. Retrieved from http://www.indiana.edu/~equity/docs/Context_of_Disproportionality.pdf

• Task 4.a. Discussion | Students with Disabilities
• Task 4.b. Applied Learning | Vision/Mission Statement
• Task 4.c. Equity Audit | Data Collection

Textbook

• Chapter 3 | Inclusive Leadership and Poverty

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Other

• Report | Education Law Center. (2017, March). Money matters in education justice: Addressing racial and class inequities in Pennsylvania's school funding system (ELC Report). Retrieved from www.elc-pa.org
• Article | Bomer, R., Dworin, J., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. The Teachers College Record, 110(12), 2497–2531. Retrieved from pdfs.semanticscholar.org/4d59/f5e6c488d3f4a2002f319049ce41a131a4c4.pdf
• Article | Darling-Hammond, L. (2003). Keeping Good Teachers: Why It Matters, What Leaders Can Do. Educational leadership, 60(8), 6–13. Retrieved from http://ezaccess.libraries.psu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9722698&site=ehost-live&scope=site

• Task 5.a. Discussion | Socioeconomic Status and Leadership

Textbook

• Chapter 4 | Inclusive Leadership and Race

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Other

• Literature Review | Frankenberg, E. (2018). Using Socioeconomic-Based Strategies to Further Racial Integration in K-12 Schools. Intercultural Development Research Association.
• Article | Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12. Retrieved from http://www.jstor.org/stable/3876731
• Article | Sue, D., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial Microaggressions and difficult dialogues on race in the classroom. Cultural Diversity & Ethnic Minority Psychology, 15(2), 183–190. https://doi.org/10.1037/a0014191

1. Task 6.a. Discussion | The Education Debt
2. Task 6.b. Equity Audit | Data Collection

Textbook

• Chapter 5 | Inclusive Leadership and English Learners

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• Chapter | Artiles, A. J., & Ortiz, A. A. (2002). English Language Learners with Special Education Needs: Contexts and Possibilities. In A. J. Artiles & A. A. Ortiz (Eds.) English language learners with special education needs: Identification, assessment, and instruction (pp. 3–27). Washington, D.C: Center for Applied Linguistics.
• Case Study | Gorski, P., & Pothini, S. (2014). Case Study 10.2: English Only. In Case Studies on Diversity and Social Justice Education (pp. 105–107). New York: Routledge.

Other

• Article | Scanlan, M., & López, F. (2012). ¡Vamos! How school leaders promote equity and excellence for bilingual students. Educational Administration Quarterly, 48(4), 583–625. https://doi.org/10.1177/0013161X11436270
• Article | Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL social justice leadership for English language learners. Educational Administration Quarterly, 47(4), 646–688. https://doi.org/10.1177/0013161X11401616

1. Task 7.a. Discussion | English Learners
2. Task 7.b. Applied Learning | Article Critique 1
3. Task 7.c. Equity Audit | Data Collection

Textbook

• Chapter 6 | Inclusive Leadership and Lesbian, Gay, Bisexual, Transgendered, and Questioning Students

E-Reserve

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Other

• Article | Marshall, J. M., & Hernandez, F. (2013). “I would not consider myself a homophobe”: Learning and teaching about sexual orientation in a principal preparation program. Educational Administration Quarterly, 49(3), 451–488. https://doi.org/10.1177/0013161X12463231
• Course Brief | Brief of Amici Curiae School Administrators from Thirty-One States and the District of Columbia in Support of Respondents, Gloucester County School Board v. G.G., By His Next Friend and Mother, Deirdre Grimm

1. Task 8.a. Discussion | LGBTQ Inclusion
2. Task 8.b. Equity Audit | Data Collection

Textbook

• Chapter 8 | Inclusive Leadership and Gender

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Other

• Article | Martin, J., & Beese, J. A. (2016). Pink is for girls: Sugar and spice and everything nice—A case of single-sex education. Journal of Cases in Educational Leadership, 19(4), 86–101. https://doi.org/10.1177/1555458916664762
• Article | Rusch, E. A. (2004). Gender and race in leadership preparation: A constrained discourse. Educational Administration Quarterly, 40(1), 14–46. https://doi.org/10.1177/0013161X03259110

1. Task 9.a. Discussion | Martin & Breese
2. Task 9.b. Discussion | Gender Strategies
3. Task 9.c. Equity Audit | Data Collection

Textbook

• Chapter 8 | Inclusive Leadership and Religion

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Other

• Article | Marshall, J. M. (2014). Navigating the religious landscape in schools: Towards inclusive leadership. Theory into Practice, 53(2), 139–148. https://doi.org/10.1080/00405841.2014.887885
• Report | Montgomery County Public Schools. (2016). Guidelines for respecting religious diversity. Retrieved from www.montgomeryschoolsmd.org/uploadedFiles/students/rights/1373.16_ReligiousDiversityGuidelines_ENG_web.pdf

1. Task 10.a. Discussion | Martin & Breese
2. Task 10.b. Equity Audit | Data Collection

Textbook

• Chapter 9 | Inclusive Leadership and the Social Frontiers: Family and Community Engagement

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Other

• Article | Auerbach, S. (2009). Walking the walk: Portraits in leadership for family engagement in urban schools. School Community Journal, 19(1), 9. Retrieved from ezaccess.libraries.psu.edu/login?url=https://search-proquest-com.ezaccess.libraries.psu.edu/docview/195457946?pq-origsite=summon&accountid=13158
• Website | Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family–school partnerships. SEDL/U.S. Department of Education. Retrieved from https://www2.ed.gov/documents/family-community/partners-education.pdf

1. Task 11.a. Discussion | Promoting Family and Community Engagement

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Other

• Article | McKenzie, K. B. & Scheurich, J. (2004). Equity traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students. Educational Administration Quarterly, 40(5), 601. https://doi.org/10.1177/0013161X04268839
• Article | Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109–132. https://doi.org/10.1177/0013161X03258963
• Article | Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589. https://doi.org/10.1177/0013161X10375609
• Article | Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. https://doi.org/10.1177/0013161X06293717

Optional

• Article | Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383

1. Task 12.a. Discussion | Commitment to Social Justice and Equity

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Other

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1. Task 13.a. Discussion | Final Presentations

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Other

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1. Task 14.a. Discussion | Equity and Diversity

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Other

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1. Task 15.a. Applied Learning | Reflection: Vision as Leader
2. Task 15.b. Equity Audit | Reflective Narrative