Cultivating Teacher Leadership in Rural School Districts

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Author(s): Beth Kania-Gosche (Missouri University of Science and Technology, USA)and Suzanne Hull (Missouri Southern State University, USA)
Copyright: 2021
Pages: 26
Source title: Empowering Formal and Informal Leadership While Maintaining Teacher Identity
Source Author(s)/Editor(s): Bryan S. Zugelder (James Madison University, USA)
DOI: 10.4018/978-1-7998-6500-1.ch004

Keywords: Educational Leadership & Administration / Information Science Reference / Knowledge Management and Library Science / Teacher Education

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Abstract

This chapter addresses the uniqueness of rural schools and the importance of teacher leaders in those settings. The teacher leader model will be different in a smaller school, although this context is less studied. Because teacher leaders have experience in the community context, they can guide others. Rural schools often have more difficulty recruiting and retaining teachers; while location cannot be changed, working conditions can. Supportive mentors can help rural school districts retain new teachers; however, teacher leaders are often not formally recognized. Less than half of states have a teacher leader licensure, and even fewer have standards in this area. Although national standards exist, little research has focused on how these and other professional development strategies can be effectively implemented in the rural setting.

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Cultivating Teacher Leadership in Rural School Districts

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