New Leaders for Urban Schools: The Rise of Non-Traditional School Leaders 311
stakeholders, are unable to lead because, quite simply, no one will follow them (Fusarelli,
2005).
As school systems increase in size, the probability of having a non-traditional leader at the
head of the system increases. Leaders of these systems appear to have skill sets that expand
the distributive leadership that most larger urban systems require. Cronin and Usdan (2003)
reminded us that successful school leadership requires a talent for figuring out ways to
improve classroom and student performance. Non-traditional superintendents will need to
work within the culture of the community. Only time will tell if they are able to do this
consistently and effectively.
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