Rural elementary school principals and reading coaches were interviewed about their perspectives and implementation approaches of 2021's Florida Statute 1008.25, which addressed the assessment, remediation, progress monitoring, and parental notification of students with substantial reading impairments. Rural school districts were selected based on…

This paper examines online collaboration between small rural primary schools in New Zealand, focusing on principals' perspectives. Through semi-structured interviews with eight principals involved in the Virtual Learning Network (VLN) Primary, the study explores the benefits, challenges, and key factors for successful collaboration. The findings…

This article speaks to classroom reality issues that may supersede any ideals, funding and expectations. We document a journey regarding the implementation of arts integration for six teachers in a small rural school in New Zealand. Arts Integration is a pedagogical approach to teaching and learning that employs arts activities to teach concepts…

Expectations for reading achievement in the state of Iowa require all students to be proficient by the end of third grade (ELI, 2012). This requires both teachers and principals serving elementary schools to improve reading achievement. Although teachers are proven to have the most immediate impact on student achievement, it is principals'…

The purpose of this longitudinal case study was to develop a process and structure for adopting and leading critical school reform initiatives within a rural North Dakota pre-kindergarten through fourth grade elementary school. Elementary principals can use this process and structure to benefit staff, and ultimately, to improve student academic…

The rural elementary principal has the ultimate responsibility for bringing all stakeholders together to focus and improve student achievement. In doing so, they must be able to provide knowledge of national, state, and local policies that influence achievement. Response to Intervention is a tiered framework for school's to provide…

Describes the complex and demanding job of being the principal of a rural elementary school. (PKP)

An Ohio principal and former language arts teacher developed a student publishing shop to encourage writing by rural elementary students. The project involved cooperation among teachers, parents, and volunteer, and featured student writing centers in many classrooms. Student-made books were published on a fairly tight schedule, using donated…

Describes principal-initiated process to develop and implement a disaster preparedness plan for a rural elementary school. (PKP)

The principals of 11 small elementary schools in Renville County, Minnesota, pooled their resources to offer a popular series of Saturday activities for student enrichment, including spelling and mathematics competitions, a Science/Agriculture Exploration Day, and an Arts Exploration Day. (PGD)

A principal of a rural Vermont school describes the unexpected incidents that led to his tongue-in-cheek conclusion that certification for rural principals ought to include courses in mechanics, nature, and people. (JM)

Surveys typical challenges, problems, and rewards facing principals in small rural schools by profiling two principals who administer five schools in northern Vermont. The schools have a combined population of 400 students in grades from kindergarten through eighth grade. (PGD)

Thanks to an entrepreneurial principal, nearly 75% of a rural New York State school's upper-division students participate in band. To ensure access, the principal bargains with second-hand dealers for instruments (using fees from photo profits) and charges kids a fee of $1 to $15 yearly. Consulting with the music teacher avoids duplication and…

This report is based on a study that examined the effect of changing principals during a restructuring process. Data were collected at two rural elementary schools in a midsouthern state that had participated in the Accelerated Schools Project. The project's effectiveness was threatened by frequent principal succession at both schools. The schools…

Responses of 225 South Dakota elementary school principals indicated that (1) 88 percent had a written discipline policy; (2) 47 percent followed a specific discipline model; and (3) 81 percent considered student discipline to be no problem or a minor problem. Responses are categorized by school district size. (SV)