Volume 28, Issue 2    Winter 2007

Table of Contents

From the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  iv

Evaluations, Supervision, and Staff Development under Mandated Reform:
The Perceptions and Practices of Rural Middle School Principals . . . . . . . . . . . . . .   1
Charlotte King Eady and Sally J. Zepeda

Abstract: The perspectives of three rural middle school principals as they implement Georgia’s A Plus Education Reform Act of 2000 were investigated in this study. A case study approach was used, employing both within case and cross case analyses. Three interviews were conducted with each of the three participants, resulting in a total of nine interviews. Five perspectives emerged from the data: (1) Evaluation of teacher effectiveness can be indicated only by the results of standardized tests, (2) Supervision consists of classroom visits and observations, (3) Ruralness affects how staff development is delivered, (4) Lack of funding limits the effectiveness of the staff development component of teacher evaluation, and (5) Implementation of A Plus adversely affects the traditional middle school schedule.

Changing Teaching Practices in Rural Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . .   8
Hobart L. Harmon, Janna Gordanier, Lana Henry, and Ann George

Abstract: This article describes the approach of a five-year initiative, funded by the National Science Foundation, to improve the teaching of mathematics and science in 10 rural school districts of Missouri. Traditional challenges of improving the professional practice of teachers are addressed through a regional partnership. External project evaluation results reveal specific teacher challenges, the change strategy of the Ozark Rural Systemic Initiative (ORSI), and what teachers value most. Continuous, regional content-specific professional development; follow-up technical assistance to schools; administrative walk-throughs; assistance of lead teachers; and external evaluation reinforce that what counts most are effective teaching practices in classrooms with students. School district leadership and regional partners will be the key to continued success and long-term sustainability of the evolving learning communities and new teaching practices in schools.

Teaching in China: An Outside Look In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Tanya Lebans and Margie Radigan

Abstract: As part of a Canadian International Development Agency funded project working with rural teachers in central China, recent graduates Lebans and Radigan spent a month teaching in Chinese schools.  The primary purpose of the project is to work with members of the Sichuan Provincial Teacher Training Centre and rural teachers from Wenchuan County develop a professional development plan in response to China’s current focus on education reform.  This article is a synthesis of Lebans’ and Radigan’s experiences.

Teacher Retention in a Teacher Resiliency-Building Rural School . . . . . . . . . . . . . 19
William W. Malloy and Tawannah Allen

Abstract: This article focuses on the challenge of teacher retention in rural schools in relation to the No Child Left Behind mandate, that school districts must attract and retain highly qualified teachers.  This case study examines the extent to which a rural school enhanced teacher retention by overcoming the barriers that might otherwise have presented a challenge to teacher retention.  Findings from this study suggest that the nurturing the nurturers concept, inherent in teacher resiliency-building schools, enhances teacher retention strategies.

Retaining Experienced, Qualified Teachers:  The Principal’s Role. . . . . . . . . . . . .  28
Jean M. Haar

Abstract: One process for retaining experienced, qualified teachers is to provide them with opportunities to grow professionally (Blasé & Blasé, 2001).  The intent of this paper is to provide information about meeting the needs of experienced, qualified rural teachers, especially in the area of professional development.  A story line of one rural science teacher’s journey with professional development opportunities and experiences is shared.  Her principal’s role is also described.  Also included is a comparison between the teacher’s experiences and research about professional development. The paper concludes with recommendations for those involved in rural schools, especially in administrative positions will be shared.  The recommendations focus on strengthening professional development opportunities and experiences for teachers.

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