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Organizational Theories and the Development of Leadership Capacity for Integrated, Socially Just Schools Dr. Colleen A. Capper University of Wisconsin-Madison, Professor capper@education.wisc.edu Terrance L. Green University of Wisconsin-Madison, PhD Student tlgreen3@wisc.edu The authors would like to thank Chia-Chee Chiu, PhD student at the University of Wisconsin-Madison for her extensive assistance with developing the article data set and help with managing the citations. In Press American Educational Research Association Handbook on Leadership for Equity and Diversity L. Tillman J. J. Scheurich, Editors Organizational Theories and the Development of Leadership Capacity for Integrated, Socially Just Schools The purpose of this chapter is to review the use of organizational theories in the field of educational leadership and propose how organizational theories can inform leadership for inclusive, high achieving schools and districts. To achieve this purpose, we first outline seven reasons why it is important for educational leaders and scholars whose focus is inclusive, equitable, excellence schools to be knowledgeable about organizational theories. Then, we explore what organizational theories informed the field in the past. Next, we discuss the current status of organizational theory and behavior first by examining texts used in leader preparation. We further examine the current status of organizational theory in the field by analyzing the conceptual frameworks that guided the last ten years of empirical studies that focus on leadership, social justice, and equity and the theories generated from those studies. In all this literature, we note the theoretical gains and gaps and how this literature can inform organizational theory and behavior in leader preparation and scholarship. We then turn to the field of organizational sciences to examine the use of critically oriented theories to glean lessons for the educational lea