Making Connections: Interdisciplinary Approaches to Cultural Diversity 12.1: 51-62 Administrators and Teachers Sharing Leadership: Utilizing C.A.R.E. in Urban Schools By Floyd D. Beachum, Carlos R. McCray, and Tiedan Huang Dr. Floyd D. Beachum is the Bennett Professor of Urban School Leadership in College of Education at Lehigh University. Dr. Carlos R. McCray is an Associate Professor of Education at Fordham University. Tiedan Huang is a doctoral student at Lehigh University. Abstract This paper presents a qualitative comparison of two previously conducted ethnographies. The first study utilizes ethnographic strategies of data collection within a case study approach focusing on the school practices and relationships among educators that foster success among African American students. The second study reports on an ethnographic study of 25 teacher leaders in five schools within a large Midwestern city school district. Investigation focused on the presence of and support for teachers as leaders. Combined, both studies elucidate themes which inform the theory and practice of teachers and administrators. Emergent themes from both studies include: communication, accountability, relationships, and empathy (C.A.R.E.). Introduction In today‟s academic context, the educational stakes are incredibly high for K-12 schools. Proficiency testing, statewide standards, and calls for greater accountability dominate the discourse (Hoy and Miskel 287). Many urban schools are not only burdened with these pressures, but also from socio-economic difficulties that constrain, control, and dictate their possibilities (Kimball and Sirtotnik 537). Scholars have identified the importance of leadership,Making Connections: Interdisciplinary Approaches to Cultural Diversity 12.1: 51-62 especially with regard to the building principal (McCray Alston, and Beachum 14). Similarly, there have been calls for increased teacher leadership (Beachum and Dentith 277). Unfortunately, leadership conflicts arise, stalling and obfuscating organizational goals (Smylie and Denny 241). For urban schools there must be a healthy medium between administration and teachers which can optimize organizational effectiveness, student learning, and leadership capacity. This essay is a qualitative comparison of two ethnographies. The first study utilizes ethnographic strategies of data collection within a case study approach focusing on the school practices and relationships among educators that foster success among African American students.1 The second study reports on an ethnographic study of 25 teacher leaders in five schools within a large Midwestern city school district. Investigation focused on the presence of and support for teachers as leaders. Combined, both studies elucidate themes that inform the theory and practice of teaching and leading. This paper will be guided by explicit procedures for greater readability. We will first describe the educational context in the new millennium. Second, we will comment on the difficult discussion of education in urban areas. Third, we discuss the role and responsibility of leadership, specifically the notion of shared leadership. Fourth, we explain methods and epistemology with regard to the ethnographies. And finally we will provide explanation and commentary on research themes and implications for theory and practice. The 21st Century Educational Context Schooling in the 21st century is marked by the continuing trend of change (Fullan xiii). In the past 30 years, educational stakeholders have emphasized increased accountability, high standards, and school reform (Portin 493). The demands on school leaders have increasedMaking Connections: Interdisciplinary Approaches to Cultural Diversity 12.1: 51-62 dramatically in this new era. Alston concurred, “These demands are unbelievable and the accountability in education today is unprecedented” (8). The push for accountability in student achievement and overall district performance has intensified as external interest and involvement grows. In addition, “demographic shifts are altering student populations in ways that necessitate more responsive and innovative instruction, and escalating poverty among children in the United States is placing demands for new and more comprehensive school programs” (Beachum and Dentith 276). Educators must find innovative ways to promote educational excellence and equity amid these complications, providing rationale for the need of creative investigation and new theories/models of leadership for student success. Educational excellence is of great value to the schooling process in America. The word inspires notions of attaining the highest of standards. It is a value that is espoused in society and in schools consistently. Unfortunately, educational excellence is pursued, in many cases, at the expense of educational equity (Kailin 43). Calls for excellence are evident in past reports such as A Nation at Risk in 1983. According to Owens, A Nation at Risk made many allegations of numerous „failures‟ of U.S. schools and went on to charge that the educational achievement of U.S. students was dismal in comparison with that of students of other lands. Further, it described U.S. schools as being not very well organized and run and depicted educators in them as being a dispirited and not very able lot. (10) In subsequent years, politicians, business leaders, and educators have followed this trend despite the criticisms of such over-politicized and overblown reports (Obiakor and Beachum 7). Cunningham and Cordeiro asserted that “national attention turned to the need for higher academic standards, tougher subjects, rigorous testing, and stiffer high school graduationMaking Connections: Interdisciplinary Approaches to Cultural Diversity 12.1: 51-62 requirements…Educators found that the collective American mood had swung once again – excellence was more important than equality of opportunity and equity” (37). In recent educational history, No Child Left Behind or the reauthorized federal Elementary and Secondary Education Act (ESEA) has changed the educational landscape. Educational excellence is now defined by high stakes testing, greater accountability, school choice, and achieving an adequate yearly progress. “It mandates that states develop and implement standards in reading/language arts, mathematics, and science; administer annual assessments connected to the standards; and