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This study found gaps in perspectives between participant groups that indicated a need for institutions to address communication issues, training program objectives, and institutional policies and procedures regarding online course design and delivery to promote faculty success and satisfaction. [J Nurs Educ. 2016;55(8):433-440.].

This article describes findings from a single-case qualitative study of a unique 2-year professional development academy for practicing assistant principals designed and implemented in partnership between school district personnel and university educational leadership faculty members. The study was conducted based on the theoretical framework of instructional leadership developed by Murphy. Academy participants reported an increase in instructional leadership skills, the development of an institutional perspective, key collaborative and networking skills, and growth in confidence in their ability to conceptualize the role and to act as successful principals. District leaders indicated that program goals to develop a cadre of assistant principals who are ready to assume instructional and managerial leadership roles as principals had been met.

Stemming from a nationwide survey of superintendents (Glass, Björk, & Brunner, 2000), this article dispels the myth that there is a crisis facing the American school superintendency. Though we note a slight increase in the median age of superintendents, most chief school executives are satisfied in their current positions and tend to stay longer and retire later than they did a decade ago. Further evidence suggests that career patterns and characteristics of women and people of color in the superintendency tend to differ from those of their White, male counterparts and that the underrepresentation of these populations within the field continues to be of concern. Recommendations for policy development, based upon empirically identified challenges in the field, rather than unfounded myths of crisis, are included.