This Stanford Teacher Education Program syllabus (ED 244) provides an overview of classroom leadership, including its foundation in theory, application in practice, and implications for equitable student outcomes; the course surveys scholarship from Parker J. Palmer, Lisa Delpit, Ann Arnett Ferguson, Paul Gorski, and many more. Teacher candidates are asked to reflect upon their placement experiences and further develop their individual approach to developing an inclusive, productive, and well-structured learning community. By the conclusion of the course, teacher candidates should have a deeper theoretical understanding, deeper personal understanding, enhanced practical strategies, and strengthened community-building strategies, and be more knowledgeable on how to produce more equitable outcomes.