Purpose: The purpose of this study is to identify key school leadership practices that center social justice and are evidenced across multiple school and district contexts. Design/methodology/approach: A qualitative, multidistrict research design is used within this study. Sampled across seven US school districts, 24 school leaders were interviewed about their justice-centered school leadership practices within and outside of their school buildings. Findings: Participants engaged in five key domains of justice-centered practice, which included 13 practice areas and 28 sub-practices. These domains include (1) creating an inclusive and caring environment, (2) promoting equitable opportunity to learn, (3) strengthening staff capacity for justice, (4) positioning families as partners in education and (5) building and extending community capacity and resources. Originality/value: This study incorporates empirical data across diverse contexts and investigates actions relevant to diverse students and multiple justice-centered leadership approaches. By doing so, this study unearths a spectrum of justice-centered school leadership practices, presenting these in one of the few empirically grounded frameworks available in the literature. This framework provides an accessible, comprehensive and actionable starting place for practitioners hoping to lead in socially just ways and for preparation programs who will support these leaders.