Abstract
ABSTRACTEducational leaders are essential to fostering authentic and equitable partnerships between schools and communities. Yet, many aspiring principals leave preparation programs underprepared to develop these partnerships, counter inequitable neighborhood conditions, and work in solidarity with community stakeholders. Therefore, this article describes work to develop a conceptual framework around community equity literacy (CEL) to build educational leaders’ capacity, an assessment instrument to measure CEL, and a future research agenda. The CEL conceptual framework is anchored in leadership theories, research on school–community partnerships, and the national Professional Standards for Educational Leaders. This article concludes with implications for leader preparation and further research.
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