Principals’ Early Career Experiences in Rural Schools: Transitional Challenges They Face. Douglas M. Wieczorek, Iowa State University; Carolyn Manard, Boone Community School District
The purpose of this study is to identify the challenges facing novice, rural principals as they strive to perform a role demanding a breadth of management and leadership responsibilities. In this study we addressed the following research questions: 1. What types of obstacles do novice rural principals face as they transition into a the role of a building principal? 2. What areas of leadership development and mentoring should superintendents focus on when working with novice rural principals?
Exploring the Influence of Context on the Leadership Capacities of Rural Public School Principals. Ian Christopher Kinkley, Michigan State University
This study examines how experience, preparation, and context interact to in uence the instructional leadership capacity of rural school principals. Interviews with two Illinois principals explore how they perceive themselves within their contexts; the challenges and successes as instructional leaders; the expectations of the district, community, and state; and how they are held accountable. Findings suggest these principals prefer rural settings and feel their abilities are well suited for the contexts in which they operate.
Fostering Regional Learning Improvement Coherence: A Study of Educational Service Agencies and Successful Rural Schools. Wesley Henry, University of Washington
This paper explores the structures that promote coherence for learning improvement efforts between rural schools, districts and educational service agencies (ESAs) and, regionally, across districts within an ESA. Structural and service links between sustainably improving rural schools/districts across three ESAs were investigated, and ndings highlight the ability of ESA administrators to leverage economies of scale and marshal broad improvement initiatives. Additionally, the challenges of remoteness are explored in the context of ongoing improvement efforts.
Connecting Learning and Leading for Principals in Small Districts and Rural Areas. Glady Van Harpen, Cardinal Stritch University
The study examined and described the phenomenon of how secondary school leaders in
small school districts and rural areas connect to information and knowledge in order to further their professional learning. The study explored how and to what extent technology, informal communities of practice, and personal learning networks have in uenced professional learning in small school districts, which are geographically isolated from large urban centers and institutions of higher education.
