# data[].attributes.body
This type of leadership operates in a democratic environment in which socially just leaders continually evaluate and challenge the policies and practices that shape schools, showing moral outrage and moral courage to disrupt and change social inequities due to race, class, gender, and so on through collaboration and community.

# data[].attributes.body
Carolyn Shields stresses the importance of focusing on outcomes such as liberation, democracy, equity and justice. It is important for leaders not to focus on narrow educational practices or test scores but rather to foster citizenship and public engagement. To educate in a way that allows students to participate in civil society.

# data[].attributes.body
When creating a definition for what social justice leadership looks like to me, there were a few things that stood out as necessities in identifying this type of leadership. One of these necessities is education in democracy. There needs to be an importance placed on teaching democracy and values in education. This, I think reinforces and promotes communal benefits of equity based education for all.

# data[].attributes.body
I believe that by fostering citizenship and teaching democracy we are encouraging young people to "shape and define the moral conscious of this nation". Not only does social justice leadership strive to challenge unjust practices but passes that sense of moral responsibility on so others continue to live a life in which they too challenge unjust systems and practices.

# data[].attributes.attachment_link.title
Education for social change | Artika R. Tyner | TEDxUniversityofStThomas

# data[].attributes.body
Leaders should continually be working to challenge the status quo.  School leaders who do this will operate in continual tension because they know that disrupting inequity is a continual process. They also tend to face resistance. Therefore, socially just leaders need to be committed to the cause and must display moral courage to persist (Shields, 2010). It is one thing to recognize inequity, it is another to continually work to disrupt it.

# data[].attributes.body
Transformative leadership depends on building deep connections to people.  It focuses on the human aspects of education and the development of relationships (Dantley & Tillman, 2010). It is important to understand those you serve and creating meaningful connections in order to create an environment of growth.

# data[].attributes.body
Part of social justice leadership is striving to counteract biased and marginalized forces that continue to reproduce, at any level, social and political inequity (Cooper, 2010).  It is key then that social justice leaders show moral outrage when these inequities arise. They should however not stop there but continue past moral outrage to push for real change.

# data[].attributes.body
"Being a leader is not about popularity but about doing what they believed was right and just for students.  It is not simply about raising test scores but about creating rich and inclusive learning environments for all" (Shield, 2010).

# data[].attributes.body
One can not learn to engage in social justice leadership practices as an isolated individual but rather collectively in communities.
Three things to think about.

1. What are we learning to pursue?

2. Who is engaged in this learning?

3. How are we pursuing this?

(Scanlan & Theoharis, 2015).

# data[].attributes.body
James MacGregor Burns holds the notion that leadership is fellowship. A great leaders creates more leaders, involves them, gives them power and authority and recognizes them.  Social Justice leadership is about identifying and disrupting inequities and requires a collective group effort.  This goes back to the importance of building relationships and collaboration.   Social justice can not be accomplished by the individual but rather by a collective group effort. If educational leaders are teaching deep democracy and values they will be empowering future leaders to continue to challenge the status

# data[].attributes.body
I believe social justice leadership strives to embrace a more diverse and inclusive, culturally relevant school/ family partnership.  By embracing culturally affirming and responsive environments families can engage and collaborate in a more meaningful way toward school change (Cooper, 2010).  Leaders recognize parents of all backgrounds as partners in changing the system, pushing it towards a more socially just one.

# data[].attributes.body
"Mary Giella, assistant superintendent for instruction in the Pasco County (Florida) Schools, captures the spirit of stewardship as follows: 'My roll is one of facilitator'" (Sergiovanni, 2000).

Acting as a facilitator is a powerful way to rally community and bring people together through a shared goal and purpose. By diminishing the hierarchy of leader versus follower and instead create an environment of support and safety, community tends to work towards a clear common goal.

# data[].attributes.body
Practicing servant leadership creates a sense of trust and cooperation.  Servant leadership empowers everyone to feel free to do what makes sense for the betterment of people in the shared community.  Members are able to do this because they feel safe and trust those leading to support them.  If you are practicing social leadership, tension through challenging the status quo is a constant.  The ability to feel safe in that space comes through trust and cooperation seen though servant leadership.

# data[].attributes.attachment_link.title
Simon Sinek: Why good leaders make you feel safe

# data[].attributes.attachment_link.description
What makes a great leader? Management theorist Simon Sinek suggests, it's someone who makes their employees feel secure, who draws staffers into a circle of trust. But creating trust and safety - especially in an uneven economy - means taking on big responsibility.

# data[].attributes.headline
Supporting a community of inclusion and change 

# data[].attributes.subject
Supporting a community of inclusion and change 

# data[].attributes.body
Shields discusses the importance of looking beyond the test results to building meaningful relationships as a support for students. She states that she is asking her students to do things that are really difficult and can be really lonely at times. Part of building relationships is respecting what they are passionate about and caring about them.  Shields encourages leaders to become a critical friend. I interpret this as being an ally for all students. It means opening doors for opportunity to learn and grow.

# data[].attributes.body
"Socially just schooling is evident when educational opportunities abound for all students, when ambitious academic goals are held and met by all students, when all students and families are made to feel welcome in the school community, when students are proportionately distributed across all groupings in the school, and when one dimension of identity (such as one's race or home language or gender or sexual orientation) does not directly correlate with undesirable aspects of schooling (such as being bullied, struggling academically, or dropping out of school)" (Scalan & Theoharis, 2015).

# data[].attributes.body
Cooper, C. W. (2010). Educational Leaders as Cultural Workers: Engaging Families and School Communities through Transformative Leadership. In S. D. Horsford (Ed.), New Perspectives in Educational Leadership (pp. 173-195). New York, NY.

Dantley, M. E., & Tillman, L. C. (2010). Social Justice and Moral Transformative Leadership. In C. Marshall & M. Oliva (Eds.), Leadership for Social Justice: Making Revolution in Education (2nd ed.) (pp. 19-34). Boston, MA: Allyn and Bacon.

Peters, A. L. (2010). Rethinking Transformational Leadership in Schools: The Influence of People, Places, and Process on Leadership. In S. D. Horsford (Ed.), New Perspectives in Educational Leadership (pp. 29-46). New York, NY.

Scanlan, M. & Theoharis, G. (2015). Intersectionality in educational Leadership. In G. Theoharis & M. Scanlan (Eds.), Leadership for Increasingly Diverse Schools (pp.1-10). New York, NY: Routledge.

Sergiovanni, T. J. (2000).  Leadership as Stewardship. In M. Fullan (Ed.), The Jossey-Bass Reader on Educational Leadership (pp. 269-286). San Francisco, CA: Jossey-Bass.

Shields, C. M. (2010). Transformative Leadership: Working for Equity in Diverse Contexts, 46(4), 558–589. The University Council for Educational Administration. https://doi-org.proxy2.library.illinois.edu/10.1177/0013161X10375609

Taysum, A. (2011, May 21). Prof Carolyn Shields Part 4 [Video file]. Retrieved from https://www.youtube.com/watch?v=FijlzFzQ26E&t=458s

TED. (2014, May 19). Why good leaders make you feel safe, Simon Sinek [Video file]. Retrieved from https://www.youtube.com/watch?v=lmyZMtPVodo&t=1s

TEDx Talks. (2014, November 3). Education for social change, Artika R. Tyner, TEDxUniversityofStThomas [Video file]. Retrieved from https://www.youtube.com/watch?v=P5QHAhMYwoA

University of Richmond. (2010, June 14). James MacGregor Burns on Leadership [Video file]. Retrieved from https://www.youtube.com/watch?v=bugXWk820B8

# data[].attributes.body
I believe leadership is not in the title of leader but in the ability to make those they are in charge of feel safe. If leaders can make all students feel safe and free to learn and explore without limitations or judgement it opens the doors for students to flourish collectively.