This paper presents an exploratory description of the leadership practices of two successive principals running a public school in a rural Lebanese area before TAMAM project’s contribution (TAMAM is a school-university partnership project aiming to support effective school – based improvement initiatives by “building leadership capacity of practitioners to lead the process of change”), showing how the project helped move the concept of inclusive education from individual advocacy to school reform phenomena in order to achieve sustainable school improvement. This paper helps practitioners especially schools principals of the marginalized students address the challenges to social justice and equity by transforming schools into inclusive ones through a deep school reform process which falls under sub-theme I: social justice and inclusion.
