Abstract
As national and state expectations for school leadership comptencies increase, new principals face an ever expanding role. Yet, scant attention is paid to the unique contextual needs of the varied school settings in which principals find themselves. This study surveyed rural superintendents of small districts (1-300 students) and mid-sized rural districts (301-600 students) to discover their perceptions of the developmental needs their principals display. Seven areas of need were identified by the respondents, of which three pertained uniquely to the rural principalship. The three areas were: understanding the K-12 school structure, preparing for the isolation of rural life, and knowing how to provide instructional leadership in an environment of scares resources (human and material). The superintendents were also asked their perceptions of the effectiveness of various principal training program delivery models. Discusses the cohort program, online-training and state approved alternative certifiction.
Highlights
As national and state expectations for school leadership competencies increase, new principals face an ever expanding role
Three small district superintendents and a to four mid-sized district superintendents elected not respond this task. Their comments specified that lack experience with the delivery models made rating the models as inappropriate
The third question asked the superintendents to identify the most common delivery models represented in the training of their new principals (Table 3)
Summary
As national and state expectations for school leadership competencies increase, new principals face an ever expanding role. The three areas were: understanding the K 12 school structure, preparing for the isolation of rural life, and knowing how to provide instructional leadership in an environment of scarce resources (human and material). The superintendents were asked their perceptions of the effectiveness of various principal training program delivery models. As these in a to role changes have emerged, there has been tacit assumption that the rural administrative needs are defined by the same issues that administrators suburban and is a of of &. In of of to of available, and second, identify areas which new school administrators exhibit needs and face challenges
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