This study examines educational experiences of trans* persons in order to apply those experiences as pedagogical tools to assist educational leaders with inclusive school leadership. Interpretation of interviews, meetings, journals, and poems revealed that trans* adults can serve as resources/partners for advocacy in schools; school leaders can act as learners in public pedagogy situations; public pedagogy can create a strategic alliance across difference among trans* public intellectuals and teacher leaders; and there are several practical applications to school settings of the outcomes of...