Journal of Educational Leadership in Action


Increasingly post-secondary institutions are dedicating resources to develop online courses. This includes hybrid (classroom and online instruction) and fully online classes. The growth of online options coincides with the creation of various platforms that make communication between graduate students and faculty members seamless. However, there is a gap in the research which examines the development of online courses for current and aspiring school leaders (e.g., teachers, principals, district staff). For this reason, this article utilizes extant literature and autoethnographic vignettes to 1) investigate the steps universities and school districts should take to make online classes more accessible for school leaders; 2) discuss the advantages and challenges of taking online classes for school leaders and 3) describe a faculty members experience developing a graduate online course. The article includes limitations and implications.


Larry J. Walker is an Assistant Professor in the Department of Educational Leadership and Higher Education, University of Central Florida. Dr. Walker’s research focuses on leadership, policy, and race. Previously he taught at Loyola University Maryland and Howard University.

Michelle Sullivan, MA, RMHCI, is a doctoral student in the Methodology, Measurement, and Analysis track in the Education PhD program at the University of Central Florida. She received her Master’s in Mental Health Counseling at Rollins College, completing her clinical and student affairs practicum and internship at Stetson University Student Counseling Services.

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Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.