The Dynamic Leadership Succession model is used to analyze a leadership succession case in an urban school district. The qualitative findings show that the district did not forecast school leadership needs well; however, the principal sought to develop and mentor teacher leaders as her assistant principals. Second, sustaining efforts within the district were, at times, haphazard, as demonstrated by the two study participants as they were inducted into their respective roles of principal and assistant principal. Finally, the district failed to deliberately plan for leadership transitions. Keywords urban education, leadership, urban school leadership, school succession planning, Black school leadership, urban district leadership, urban high schools The implementation of No Child Left Behind in 2002 increased accountability pressures on principals. Principals in urban contexts often confront these

Little research exists that examines the leadership experiences of Asian American women in public schools. This study sought to understand the meanings Asian American women school administrators have constructed out of their professional lives given the intersection of gender, race-ethnicity, and leadership. Research Method/Approach: Data collection primarily relied on semistructured in-depth interviews and informal observations with 11 buildinglevel administrators in two demographically contrasting states in the United States. Data were analyzed through constant comparative methods, using three iterations of initial codes/surface content analysis, pattern variables development, and application to data set. Findings: The Asian American women's paths to leadership were to a large degree emergent and personal. The women embraced a lifetime mission as to make a difference on their students' lives and uplift the social groups embodied in their identities. They struggled with gender, racialethnic, and cultural discrimination. Critiques and resistance to racism were often tempered, particularly in their professional lives, as evident in their careful usage of agentic behavior and balanced communal practices. Their agency to fully assume leadership and fight against the oppressive system was a cooperant process of survival, the "I have to," and resistance, the "I want to and can."

This work is grounded in the literature on women in the academy and offers glimpses into four young women professors' experiences in the field of educational leadership. We utilized reflective practice and interpersonal communication to create a dialogue centered on three qualitative research questions that allows a window into our lives. We share our dialogue around emergent themes, rather than as a transcript of our conversations, for impact and efficiency. These themes form the foundation for ideas for change. Strategies for success are outlined: one-on-one mentor matching for new women faculty and graduate students; mandatory financial support for travel and professional development; gender and cultural sensitivity training for all faculty; an annual review of workload expectations and review of productivity tied to merit raises; institutional efforts to equalize salaries between men and women faculty; on-campus child care options; a commitment to experiment with various course delivery options to help with the work-home balance; and the study of the traditional tenure clock. We conclude with words of encouragement for young women professors and with the goal of helping universities and other faculty understand what young women professors' experiences are like, to encourage social and policy changes aimed toward improvement and greater inclusion.

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