TY  - CHAP
AB  - This chapter offers an integrated framework for the design of educational leadership preparation programs that situate disability in the vision of social justice leadership (SJL) and equity for all students. We examine the extent to which current standards for building-level administrators inform their ability to implement programs for students with disabilities. Utilizing Theoharis’ (2007) definition of social justice leadership (SJL), we propose a broader framework for SJL that accounts for students with disabilities and present four key components upon which the broader framework of SJL rests. We align the updated standards for building-level leaders with the professional standards for special education administrators and describe how the skill sets for special education leaders complement and inform the design of leadership preparation programs to support candidates’ ability to create, sustain, and implement programs that meet the needs of all children. Finally, we argue for an integrated framework of professional standards that provides a more comprehensive set of skills necessary for meeting the needs of each and every student in the school, and we provide recommendations for leadership preparation programs to achieve this integration.
VL  - 14
SN  - 978-1-78052-279-1, 978-1-78052-278-4/1479-3660
DO  - 10.1108/S1479-3660(2012)0000014015
UR  - https://doi.org/10.1108/S1479-3660(2012)0000014015
AU  - Pazey Barbara L.
AU  - Cole Heather A.
AU  - Garcia Shernaz B.
ED  - Christa Boske
ED  - Sarah Diem
PY  - 2012
Y1  - 2012/01/01
TI  - Chapter 11 Toward a Framework for an Inclusive Model of Social Justice Leadership Preparation: Equity-Oriented Leadership for Students with Disabilities
T2  - Global Leadership for Social Justice: Taking it from the Field to Practice
T3  - Advances in Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 193
EP  - 216
Y2  - 2024/09/25
ER  -