The role and expectations of the arts supervisor and administrator have expanded beyond managing personnel and programmatic activities to informing policy decisions. Legislation such as The No Child Left Behind Act, signed by President Bush in 2002, exacerbated this paradigm shift. Thus, the role of arts supervisors and administrators as leaders of change has become more critical than ever in sustaining existing and fostering new art education programs. The authors that contributed to this publication understand the implications of this paradigm shift and the resulting changes in the responsibilities, requirements, and expectations for effective arts administration. This publication should be helpful to arts supervisors and administrators in their quest for excellence in a tremulous educational infrastructure predicated on stronger accountability for results, increased flexibility and local control, expanded options for parents, and emphasis on proven methods that work. This book is divided into three sections: Section I, Changing Roles of Arts Administration, including the following chapters: (1) The Evolving Role of the Arts Supervisor (Gretchen A. Boyer, Deborah Cooper and Dean Johns); (2) Influencing Public Perceptions (Kimm Stastny); and (3) Developing a Culture for Arts Leadership (R. Barry Shauck). Section II, Moving Forward in the Field of Art Education, including the following chapters: (4) High Quality Professional Development for the Visual Arts (Patricia Roy); (5) Partnering for Leadership in Arts Education (Frances Thurber); (6) University/Community Partnerships: Toward a Post-Modern Approach to Art Supervision (B. Stephen Carpenter, II and Pamela Taylor); and (7) Rethinking Candidate Supervision in Pre-Service Teacher Education: Forging Collaborative Partnerships (Michelle R. Cepello and Teresa M. Davis). Section III, Informing and Reforming Arts Education through Research & Policy, including the following chapters: (8) Mapping a Data-Informed Path to Change: Select Research Findings and Their Implications for Art Education Leaders (Michael A. Seaman and Deborah Smith Hoffman); (9) Supervision and Administration of Art Education Programs in Rural and Urban Schools: Issues and Answers (F. Robert Sabol); and (10) No Child Left Behind in Art? (Laura H. Chapman).