This is the 2012 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains the following papers: (1) Editors' Sidebar (George Perreault and Luana Zellner); (2) The Hour Glass Economy: The Social Justice Challenge for the 21st Century (Fenwick W. English); (3) Maintaining the Human Touch in Educational Leadership (Sandra Harris); (4) Activist Leadership (Rosemary Papa); (5) Lack of Shared Vision and the Unintended Consequences: A Case Study of Educational Leaders' Perceptions of Change (Lisa M. Evans and Bill Thornton); (6) Whose Social Justice Counts? A Discourse and the Everydayness of Language (Autumn Cypres); (7) Technical Knowledge and Values in Professions: Issues Related to Social Justice in Educational Administration (Theodore J. Kowalski); (8) An Examination of Individual and Collective Learning within a Cohort Model in Management Development (Lisa Rosh and Jane McDonald); (9) Not Yet Bought: Bill Gates' and Secretary Arne Duncan's Vision of the Education Master's Degree (Louis Wildman, Anthony Van Reusen and Jianjun Wang); (10) Perceptions of Practice: Challenges of Enhancing Teacher Supervision and Evaluation in the 21st Century (Jan Walker); (11) Teacher Motivation in Alabama's Public Schools: Some Empirical Findings and Their Potential Implications for School Leaders (Ronald A. Lindahl); (12) Quality Communication: A 21st Century Leadership Challenge (Carol Webb, Mary Hogg, Andy Borst and Jaynie Orendorff); (13) Outperforming Demographics: Factors Influencing Nine Rural and Urban Schools' Culture of Student Achievement (Candace Raskin, Courtney Stewart, and Jean Haar); (14) Leadership Dispositions and Skills for Ethnically Diverse (Jeanne L. Surface, Peter J. Smith, Kay A. Keiser, and Karen L. Hayes); (15) Preparing Educational Leaders in the Pursuit of Social Justice: Practices and Processes for Culturally Proficient Leadership Development (Julia W. Balleng and Betty J. Alford); (16) Realizing Higher Education's Humanizing Potential: Assessment as a Dialogical Act (Matthew B. Fuller); (17) Racial Disparities in School Discipline: A Matter of Social Justice (Fred C. Lunenburg); (18) Factors that Increased Black Student Scores and Narrowed the Achievement Gap at One High Performing High School (Jacqueline Shuman, Sandra Harris, J. Kenneth Young, and Robert Nicks); (19) Is Value Added a Socially Just Route to Increased Student Learning? An Analysis of Tennessee's Value Added Assessment System (Kimberly Kappler Hewitt); and (20) Data Use and the Work of Social Justice Leaders to Remedy Injustice at Their Location of Practice (Charles McNulty). Individual papers contain tables, figures, footnotes and references.