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Yahya Altınkurt holds Ph.D. from Anadolu University, Turkey. He is assistant professor at Dumlupınar University Faculty of Education in Kütahya. Dr. Altınkurt's research focuses on strategic planning, organizational justice, organizational citizenship, and leadership in schools. His most recent books include Assessment of Researches of School Administration (2008, Anadolu University Publishing coauthored with E. Ağaoğlu, M. Ceylan, E. Kesim, and T. Madden). Dr. Altınkurt's research has appeared in various journals including Educational Sciences: Theory & Practice, Education and Science, Educational Administration: Theory and Practice, International Journal of Human Sciences, Academic Sight.

Josh Bendickson is a Ph.D. student at Louisiana State University in the E. J. Ourso College of Business. He teaches principles of management in the Rucks Department of Management and is also involved in the Stephenson Entrepreneurship Institute. His research interests include strategy, entrepreneurship, and management history.

Kevin P. Brady is currently an associate professor in the Department of Leadership, Policy, Adult, and Higher Education at North Carolina State University in Raleigh, North Carolina. Previously, Dr. Brady was an assistant professor in the Department of Educational and Community Programs at the City University of New York-Queens College. His current research interests include legal and educational policy issues involving student discipline, including zero tolerance discipline policies and the viability of school–police partnerships. Additionally, Dr. Brady's recent scholarship has examined issues relating to student and teacher free speech and expression, special education law, school finance, and educational technology issues involving today's school leaders. Dr. Brady's peer-reviewed scholarship appears in a wide array of leading educational law, policy, and technology-based journals including, the Brigham Young University Education and Law Journal, Children's Legal Rights Journal, Distance Education, Education and the Law, Education and Urban Society, Journal of Education Finance, Journal of Interactive Online Learning, Journal of Online Learning and Teaching, Journal of School Leadership, International Journal of Educational Reform, NASSP Bulletin, Review of Research in Education, and West's Education Law Reporter.

Carl Kalani Beyer is the dean of the College and the Founding Dean of the School of Education at Pacific Oaks College in Pasadena, California. Prior to his arrival in May 2011, he was the dean of the School of Education at National University with the rank of professor and full time faculty and chair of the Teacher Education Department at Concordia University (Chicago). He came to higher education after a 34-year career in public education. Multicultural education, Native American education, manual labor and manual training curriculum, education for Hawaiians, and higher education issues are his research interests. Since he became a professor in 2002, his scholarship consists of publishing 18 articles, a chapter in a book, a forward to a book, and 4 book reviews, and presenting over 50 papers at peer-reviewed conferences. He is currently awaiting publication of two additional articles, a chapter in a book, and the manuscript of his reworked dissertation. Dr. Beyer is a high school graduate of Kamehameha School for Boys. He received a BA in mathematics from Beloit College and earned a MA in US history from Northern Illinois University, MA in education and MS in management and organizational behavior from Benedictine University, and Ph.D. from the University of Illinois at Chicago in curriculum design.

The focus of this chapter is to compare and contrast two Master of Education programs, one in Louisiana, United States, the other in Ontario, Canada. Our discussion addresses program design including focus of the graduate degree; admission requirements; number of instructor contact hours; nature and dimensions of course content; culminating activities such as e-portfolios, Master's Research Projects, field experiences, internships, and theses; professional and program standards; as well as assessment procedures and accountability requirements. The ongoing pressure to improve our schools in an increasingly competitive global environment has heightened educational standards and expectations as never before (Cowie & Crawford, 2007). In these times of increased accountability and financial strain for publicly funded universities, this analysis of contemporary trends and processes may provide some relevant insight into current practices for those presenting graduate programs.

Community leaders working in Black communities are faced with countless challenges yet require unique skills for which evidence-based training is often limited or difficult to find. The current study employed a mixed- methods approach using archival data to evaluate a promising and much needed neighborhood leadership program for Black community leaders, the Bunting Neighborhood Leadership Program. The three primary foci of the program were to examine who were selected as fellows, the goals fellows presented with upon entering the program, and the primary outcomes following immediate program completion and follow-up. Nineteen fellows have matriculated through the program, and all completed pre- and post-surveys, and were each contacted about current awards and other leadership successes. Additionally, seven fellows were interviewed about their experiences with and outcomes following the program. Surveys demonstrated important gains in knowledge and skill development for fellows. Following participation, many fellows developed their own organizations, and some secured funding and received awards for their community leadership work. Three key themes emerged from coded interviews, namely (1) characteristics of those who seek a community leadership training, (2) successes in community impact and activities observed among fellows following program completion, and (3) skills-based outcomes for fellows following program completion. The COVID-19 pandemic and killings of Black civilians by police also impacted participants’ responses. The role of blackness in Black community leadership was observed across themes that emerged. Overall, this is a promising community leadership program with important implications for leaders who serve Black communities.