This paper details an innovative, graduate-level program in Educational Leadership.  This program (Leadership Formation Program: LFP) sought to connect transformative learning theories with leadership practice through integrating the academy in partnership with schools, thus connecting the prospective leadership practitioner with authentic practice.  Using an exemplar case study, a theoretical and programmatic framework for teaching justice to school leaders is articulated. Utilizing the work of Peter Senge (1990, 2000), Parker Palmer (1998, 2004) and others, the skill required for effective and moral school leadership with the will required for effective and socially just leadership are linked in praxis for practitioners.  This paper argues that a more holistic approach to the preparation of school leaders (such as the one articulated here) can produce more effective leadership for more socially just schools. FULL MANUSCRIPT AT:




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