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Abstract

This article examines the academic frameworks and theoretical concepts presented to students pursuing graduate degrees in educational administration and planning to begin or continue careers in urban school districts. It addresses the absence of a focus or emphasis on the urban context in most graduate schools of education. Additionally, graduate programs in educational administration tend to separate school district leadership into the principalship and the superintendency. The purpose of this article is to present a 1-semester course on urban school district leadership that links the three levels of educational leadership-the principal, central office administration, and the school system superintendent-into a leadership triad. This leadership triad interacts through a series of relationships-political and professional-that facilitate or hinder the creation and/or support of the climate and culture within a school, necessary for teaching and learning to take place.

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Issues in Urban School District Leadership

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