Chapter 10: School Leadership For All Learners In Rural Schools

When an individual assumes a leadership role in a school or school district, it is often expected that he or she will bring to that organization knowledge, expertise, and ideas that can be transformed into a shared vision for the enhancement of the school’s programs and activities. This is especially true in today’s schools because leaders are being asked to assume the role of instructional leaders and are being held accountable for individual student achievement (Frye, O’Neill, & Bottoms, 2006; Hoy & Hoy, 2006; Riley, 2002; Trilling & Fadel, 2012; Wallace Foundation, 2013). Meeting these new expectations requires changing current school practices to enhance academic achievement. Therefore, to be effective in today’s urban or rural schools, leaders must have knowledge and understanding of the change process for systems, organizations, and individuals. Most rural school districts have the traditional limitations and barriers to student learning: poverty, few resources (both material and human), students whose primary language is not English, parents who have less than a high school education, and a disproportionately high number of underqualified teachers. The question is, what can school leaders do to maximize the potential of rural leaders? This chapter answers this critical question.