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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 the conversations between trans participants and school leaders.