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This study examines social justice/critical consciousness curriculum in university administration preparation programs, focusing on intended, implemented, and assessed curriculum components and instructor demographic characteristics within programs that lead to California Preliminary Administrative Services Credentials. 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Sandie Woods  \nFresno Pacific University  \nLinda Hauser  \nCalifornia State University, Fresno  \nSchool leaders must design and lead equitable learning environments for all children, and administration preparation programs must build entry-level administrator capacity to do so. This article describes a study examining social justice/critical consciousness curriculum (intended, implemented, assessed) and instructor demographic characteristics of programs leading to California Preliminary Administrative Services Credentials.  \nSchool leadership is second only to classroom teaching as an influence on student achievement (Leithwood, Harris, & Hopkins, 2008) . As California faces challenges to close the achievement and proficiency gaps and ensure a rich and rigorous education for all students, the most critical variable is principal development, because an effective principal is essential to school success (Kearney, 2010) . School leaders must structure schools for socially just outcomes (Marshall, 2004), and therefore, it is critical that programs preparing those who will step up to lead our nation’s schools are grounded in principles that create equitable learning opportunities for all children. How are leadership and administration preparation programs building capacity of entry-level administrators to create and lead equitable learning environments?  \nThis article describes a research study conducted to examine the social justice principles embedded in university education administration preparation programs that prepare candidates for a California Preliminary Administrative Services Credential. Working long hours, frequently at a relentless pace, principals are bombarded by a wide range of issues and must interact with diverse individuals and groups (Hoy & Miskel, 2005) . Education leaders must create safe spaces for listening and speaking in order to engage their constituents as well as analyze the complexities of the educational system to recognize overt and covert dynamics that influence their schools and school system as a whole. Principals need to model studentcentered learning rather than authority-centered learning by expecting themselves and others to be inquirers open to new ideas. Equally important, leaders must be aware of the impact they make upon the system and how the system changes over time (Senge et al., 2000) .  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 24, January 2013  \nISSN 1532-0723 © 2013 California Association of Professors of Educational Administration  \nThe demographic landscape of California has never been more diverse (California Department of Education, 2010) . Preparation of leaders in designing an education system to meet the ever-changing needs of a diverse student population has never been more important. In order to design a system to meet the needs of all K-12 students, leaders must understand not only the students they serve, but also the assumptions and beliefs that influence policy, equitable practice, and organizational culture (Brown, 2004) .  \nIn order to address the achievement gap of children of color, lead teachers in creating equitable learning environments, and gain the support of diverse communities, school leaders must understand the cultural differences of their students and teachers as well as their own consciousness about race and diversity. Understanding leaders’ beliefs and assumptions is predictive of future decisions and effectiveness regarding issues of diversity and equity. Understanding one’s own beliefs about policy, equitable practice, and organizational culture, and subjecting those beliefs to ongoing critical analysis is an important first step in preparing future school leaders to lead with social justice (Brown, 2004; Bustamante, Nelson, & Onwuegbuzie, 2009) .  \nMcKenzie et al. (2008) emphasized three","cbCaiiiimK49tomd","https://ap.wps.com/l/cbCaiiiimK49tomd","pdf",78038,"English","# University Preparation and Rationale\n## Leadership as a Driver of Student Achievement and Equity\n# Study Purpose and Curriculum Focus\n## Intended, Implemented, and Assessed Curriculum\n## Instructor Demographic Characteristics\n# Educational Leadership and Program Development\n## Principles Guiding Leadership Philosophy\n## Critical Consciousness, Equity, and Activism\n## Equity Discussions: Race and Achievement Gaps","[{\"question\":\"What curriculum dimensions does the study examine?\",\"answer\":\"The study examines a social justice/critical consciousness curriculum across intended, implemented, and assessed components within university administration preparation programs.\"},{\"question\":\"Why is school leadership emphasized in the article?\",\"answer\":\"School leadership is presented as a key influence on student achievement, and principal development is treated as essential to school success amid gaps and diverse student needs.\"},{\"question\":\"What kinds of equity topics are addressed in administration preparation programs?\",\"answer\":\"Programs are described as needing to address critical consciousness and equity across race, ethnicity, social class, religion, gender, sexual orientation, and inclusion.\"}]","University Preparation of K-12 Social Justice Leaders - Examination of Intended, Implemented, and Assessed Curriculum | PDF",1792094713,48]