Maurice Byrd is assistant superintendent for curriculum and instruction for Zion Elementary District 6 in Zion, Illinois. His research in high-poverty, high-performing schools and leadership theory formed the basis of his success as an elementary school principal. In four years, his school has made substantial gains, including a 42% increase on state measures and improved teaching and learning, as well as other indicators of student success. He shares, "We all struggle with the same issues, so if we help each other along the way, we will all be better for it."

For many years, urban public schools were left alone, without the accountability and performance standards required of other disciplines and without the same expectations as their suburban cohorts. Educators and social pundits alike mired us with the belief that the savage inequalities of urban life were an excuse from the successes associated with high-performing schools and high-performing students.

But we live in extraordinary times.

The No Child Left Behind Act and recent pushes for accountability accept no excuses and require that effective schools no longer be relegated to a few neighborhoods and zip codes. And challenging high stakes tests are the norm, regardless of student preparation or district finances. Who will lead these schools beyond their seemingly impossible challenges to places of high performance and student success? Who will dream, ignite a vision, and make the effort to prove that all kids can learn and compete in this global society?

Extraordinary leaders are needed for these extraordinary times.

What, then, does an extraordinary leader look like? They are:

Renegades—They step into the unknown, challenging the perceptions and beliefs of what is, and are students "of the actual" to determine a vision for the possible.

Credible—They foster genuine collaboration and challenge people to become their personal best, in an aura of sincere trust and respect.

Competent—They know their craft, are lifelong learners, and speak with conviction regarding the things that need to be accomplished. They have a track record of getting things done.

Initiators—They model and set the stage. Their talk and walks are matched, and they earn the respect of others through their direct involvement and action.

Cheerleaders—They inspire others to share the dream for what can be. Their enthusiasm and excitement permeates the organization and the people that will lead the dream to fruition.

Passionate—They care deeply, not only about the task at hand, but also for the people who are partners in completing the task.

Not Born, but Made—It takes the study and practice of good leadership principles to become an extraordinary leader. Neither technical skill nor tenure will do this.

With stakes high and the education of our children at risk, the need for effective leadership is urgent. While urban public schools are full of challenges, it is up to us to find the opportunities and help others to do the same. Our children deserve this.

Recommended Reading

From Good to Great: Why Some Companies Make the Leap and Others Don't , Jim Collins, 2001, HarperBusiness, Inc.

Collins and his research team coined the buzz phrase, "good is the enemy of great." In this outstanding book, they give outstanding examples of what is needed to make the leap. It includes a lot of examples from the business world, but the examples are practical and applicable to our day-to-day life as leaders. It will challenge you, and make you think.

The Daily Disciplines of Leadership: How to Improve Student Achievement, Staff Morale, and Personnel Organization, Douglas B. Reeves, 2002, Jossey-Bass Publishers.

This book is practical, easy-to-read, and addresses the many challenges that school leaders face each day. Reeves provides several practical ideas for improving school leadership.

Assessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results, Douglas B. Reeves, 2004, Corwin Press.

Are you ready to be challenged and exposed for what you do well and need help with? This is the text. An excellent rubric and self-inventories will help you to assess the leadership style and capabilities of yourself and others.

No Excuses: Lessons from 21 High-Performing, High-Poverty Schools, Samuel Casey Carter, 2001, The Heritage Foundation.

You will not put this one-hundred-page book down! If you need a pick-me-up and some awe-inspiring stories, this is the book. After reading it, you will be ready to do whatever you can to move your school forward.

The Results Fieldbook: Practical Strategies from Dramatically Improved Schools, Mike Schmoker, 2001, Association for Supervision and Curriculum Development (ASCD).

This book offers a national perspective on what schools are doing across the country to enhance student achievement. A few of the case studies (e.g. Stevenson High School) were hard for me to relate to, but it is clear that we need to, "demonstrate the possible by studying the actual," so we can learn from these studies.

The Leadership Challenge, Third Edition, James M. Kouzes and Barry Z. Posner, 2002, Jossey-Bass Publishers.

This book is four hundred pages long, but every experience and every chapter is compelling, thought-provoking, and inspirational. This book challenged my every action as a leader, and helped me to see what I need to do to build capacity as a leader.

What Works in Schools: Translating Research into Action, Robert J. Marzano, 2003, Association for Supervision and Curriculum Development (ASCD).

Marzano is definitely a leading researcher in this sorely needed area—taking the years of research on effective school practices and translating the information into easy-to-understand, practitioner-friendly terms. It is a must-read for staff study groups.

Instructional Leadership: How Principals Make a Difference, Wilma F. Smith and Richard L. Andrews, 1989, Association for Supervision and Curriculum Development (ASCD).

If you enjoy research or need to improve your knowledge base on the theories of instructional leadership, this is a great book. It is a bit academic, but it helped me clarify and establish the importance of my role as an instructional leader. Only through this type of leadership are we going to get the results needed and expected in our schools.

Keys to Success for Urban School Principals, Gwendolyn J. Cooke, 2002, Skylight Professional Development Publication.

This is an easy-to-read, practical resource that summarizes seven components needed for effective leadership in urban schools. The reflective exercises are great, and several case study successes are summarized.