Educational leaders must regularly examine their practices and the practices of others in their school to ensure that students are served equitably and that students' home cultures are understood and valued (Johnson et al., 2009). Leaders must be deliberate in their efforts to get to know their schools' communities including the people, places, and practices that make each community unique. This will require spending time outside the school and in the community.
Educational leadership program leaders must be willing to redesign programs in order to include more stringent admission procedures and curricula that address cultural responsiveness and social justice (Farmer & Higham, 2007; McKensie et al., 2008; Johnson et al., 2009). This will be challenging as programs try to maintain enrollment numbers (Farmer & Higham) and keep programs to their current length (McKensie et al.).