Throughout the globe, there is growing attention being paid to issues of equity and efforts to produce more equitable student learning outcomes in schools, and much of the scholarship internationally has begun to center school leaders as key drivers of more equitable conditions. Indeed, in the United States, persistent inequities in education have highlighted the need for K-12 principals who can effectively support diverse students. Effective leader preparation and development, particularly with a focus on equity, is crucial, as it equips school leaders with the knowledge and skills to create inclusive and equitable learning environments. U.S.-based research highlights that high-quality, equity-centered preparation programs can significantly impact student outcomes, emphasizing the importance of integrating equity-focused training in leadership development. However, we know less about the design of high-quality preparation programs oriented around equity, and scholars have noted that current programs are often ill-equipped to prepare equity-centered leaders. Therefore, this study provides an integrative review of the U.S.-based equity-centered principal preparation literature to extract learnings from several types of publications, including descriptive and empirical studies, literature reviews, and conceptual essays. This study provides insights into four key elements of equity-centered principal preparation and development: program vision, curriculum, pedagogy, and assessment. This review consolidates insights from the existing literature into a single, accessible article, offering valuable learnings for program faculty, others who prepare school principals, and researchers focused on equity-centered preparation. Additionally, while centered on the U.S. context, this review is likely to be of value to leadership preparation and development programs in other national contexts, particularly those that have more recently begun to form.
