This second volume, the follow-on to "Teaching Music in the Urban Classroom, Volume 1: A Guide to Survival, Success, and Reform," extends the conversation to include educational leadership, teacher education, partnerships, and school reform. As with Volume 1, classroom music teachers, inner city arts administrators, well-known academics, and policymakers from across the United States and Canada join together to offer a full range of political, philosophical, and practical approaches to reaching kids in urban schools. This book contains the following 18 chapters: (1) Music Education Administration in an Urban Setting: The Stone Drops Deeper Here (Jill Warzer); (2) Surviving the First Year of Teaching Music in an Urban School District: The Music Administrator's Perspective (Elizabeth Hazelette); (3) The Power of Arts Teacher Leadership (Michelle Zederayko); (4) Five Simple Steps to Becoming a Music Teacher in an Urban School (Michele A. Flagg); (5) I Plant My Feet on Higher Ground: Music Teacher Education for Urban Schools (Marsha Kindall-Smith); (6) New Millennium Music Education: Alternative Certification and the Urban Setting (Connie Mills); (7) Real World Methods: Preparing Future Music Teachers in Today's Classrooms (Patrick M. Jones and Fred P. Eyrich, Jr.); (8) Building Bridges: A Collaboration between Elementary Music Students and Music (Donna Emmanuel); (9) Music Education Students Teach At-Risk Children Private Instrumental Lessons (Cindy Bell and Natalie Robinson); (10) Learning to Teach in the City: Privileged Music Education Majors Reach Underprivileged Children in an After School Music Partnership (Patrice Madura); (11) Musical Heritage: Celebrating Families through Music (Randall Everett Allsup, Amylia C. Barnett, and Emily J. Katz); (12) Creating and Sustaining Urban Music Education Collaborations (Mitchell Robinson); (13) Collaboration: The Key to Successful Professional Development for Urban Music Teachers (Al D. Holcomb); (14) Restructuring and Partnering in Urban Schools: Examples of Change, Cooperation, and Courage (Herbert D. Marshall); (15) Learning through Music Creates Learning for Life (Jonathan C. Rappaport); (16) Arts for All Sakes: Arts-Infused Curriculum as a School Reform Model (Susan Snyder); (17) Music in Urban School Reform: Know the Law--Be Accountable! (Robert Morrison); and (18) Music Educators in the Urban School Reform Conversation (Carol Frierson-Campbell). ["Teaching Music in the Urban Classroom, Volume 2" was co-published with MENC: The National Association for Music Education. For "Teaching Music in the Urban Classroom, Volume 1: A Guide to Survival, Success, and Reform," see ED491265. For "Teaching Music in the Urban Classroom Set," see ED492080.]