Volume 38 Issue 4, Fall 2020, pp. 453-468

Moving from tolerance to inclusion is a bold yet apt ambition of the school system in the United States—an institution fundamentally committed to providing an equitable education for all students. I investigated the impact of educational leaders committed to social justice, to effectively creating communities of inclusion, through a collaborative leadership model. The research focused explicitly on the experience of two White, male, cisgendered principals with a stated commitment to equity and inclusion and collaborative leadership. Following a qualitative triangulated case study model, I evaluated collaborative leadership impact in two schools in northern California with diverse student populations.