Abstract
This study highlights the Community Schools (CS) implementation experience of five rural Vermont schools. Principals and CS coordinators participating in a state-funded program aimed at CS establishment were interviewed to understand better their experience with implementing a school/district-wide policy and reform effort. Findings suggest several elements play a critical role in the successful implementation of rural CSs, including leveraging already-present community engagement practices, school leader embodiment of CS values/mentality, as well as collaborative leadership practices that broaden participation and level the field for all parties involved. Implications for community school implementation within rural contexts are discussed.
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