Abstract
Understanding the context of rural school settings is critical to beginning school district leaders. Rural communities present multifaceted challenges that leaders must embrace as diverse community expectations unfold. The majority of Kansas school districts are in rural settings. Mentoring and induction shapes the experiences encountered during the first year of practice. The Kansas Educational Leadership Institute provides high quality mentoring and induction for new superintendents and principals in Kansas. Mentoring and induction provided by veteran superintendents familiar with leadership complexities in rural communities is offered through on-site visits. In addition, new superintendents participate in activities focused on building capacity through regional cohort networks, attendance at professional organization and state meetings, and in professional learning seminars. The rural superintendent wears many hats in serving their local district. Professional learning opportunities that provide leaders with strategies to focus on achievement, plan for change, and build leadership capacity in rural environments are critical for success.
Highlights
Understanding the context of rural school settings is critical to beginning school district leaders
Mentoring and induction for new rural superintendents is a critical investment in leadership and must be a priority for school district and university programs as well as educational professionals interested in developing and supporting the knowledge, skills, and dispositions for every new leader to be successful within the educational context they serve
Kansas Educational Leadership Institute (KELI) provides superintendents moving from their initial year of practice and completion of the program an opportunity to be involved in a second year of less intensive mentoring and induction support
Summary
Understanding the context of rural school settings is critical to beginning school district leaders. Mentoring and induction for new rural superintendents is a critical investment in leadership and must be a priority for school district and university programs as well as educational professionals interested in developing and supporting the knowledge, skills, and dispositions for every new leader to be successful within the educational context they serve. The support offered by KELI mentors who have marked experience in the specific skills and acculturation needs of rural Kansas districts has significant value to new superintendents In response to these specific needs, KELI’s program structure provides new superintendents with an opportunity to participate in on-site mentoring and induction and expand professional networks with other leaders who share common insights and challenges.
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