Leadership for Learning and the Adaptation of Race to the Top Initiatives in Rural Schools

• In Event: 66.079 - Roundtable Session 25
  In Roundtable Session: 66.079-7 - Policy and Power in Rural Schools

Abstract

The Common Core Learning Standards (CCLS) and the Annual Professional Performance Reviews (APPR), two Race-to-the-Top policy drivers, appear to be predicated on a familiar assumption—all districts and schools have the requisite resources and capacities. Once again, rural entities are conflated with urban and suburban districts. How do rural schools and districts proceed with CCLS and APPR implementation? What is the role of leadership? Our study of 3 rural elementary schools in New York State utilized a comparative case study design with mixed methods to address these questions. Schools that “beat the odds” with higher than predicted performance succeeded in part because their leaders provided proactive and adaptive leadership, including timely buffering, bridging, and brokering strategies.

Authors

• Sarah J Zuckerman, University of Nebraska - Lincoln

• Janet I. Angelis, State University of New York

• Hal A. Lawson, University at Albany - SUNY

• Kathryn S. Schiller, University at Albany - SUNY

• Linda L. Baker, University at Albany - SUNY