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Q&A: What’s Special about Rural Educators? [1]
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Date: 2024-07-26
Editor’s Note: This interview first appeared in Path Finders, an email newsletter from the Daily Yonder. Each week, Path Finders features a Q&A with a rural thinker, creator, or doer. Like what you see here? You can join the mailing list at the bottom of this article and receive more conversations like this in your inbox each week.
Dr. Melissa Sadorf is a retired superintendent of the Stanfield Elementary School District in rural Arizona and author of the new book The Resilient Rural Leader: Rising to the Challenges of Rural Education.
In the book, Sadorf, who also serves as the executive director of the Arizona Rural Schools Association and president of the National Rural Education Association, draws on over three decades of dedicated service to rural education to address common misconceptions about rural school leaders, highlight their unique strengths, and discuss the multifaceted roles they play in their communities. She aims to inspire and equip rural educators and leaders to drive positive change and ensure the success of rural schools.
Enjoy our conversation about the importance of building strong support networks, advocating for rural education, and creating a supportive school culture to combat teacher and principal retention challenges.
Stanfield Elementary School in Stanfield, Arizona (pop. 457). (Photo credit: Susan Stropko)
Lane Wendell Fischer, The Daily Yonder: Tell me a little bit about yourself. What led you to become a rural educator and superintendent?
Melissa Sadorf: I grew up in a rural community, so the values of close-knit relationships and community support are deeply ingrained in who I am. My journey in education spans over three decades, all of which I have dedicated to serving rural communities. I began my career as a classroom teacher in a rural school, where I quickly recognized both the unique challenges and the immense potential of rural schools. The strong sense of community, the deep connections with students and families, and the chance to make a significant impact motivated me to pursue leadership roles. Becoming a superintendent was a natural progression, enabling me to advocate more effectively for rural education and implement systemic changes to benefit both students and staff.
DY: What are the biggest misconceptions of rural school leaders? And what are their biggest strengths?
MS: One major misconception is that rural school leaders are less capable or less innovative due to limited resources. In reality, they are often incredibly creative and resourceful, finding ways to do more with less. Their biggest strengths include building strong, trusting relationships within their communities, having a deep understanding of local needs, and being able to adapt and multitask effectively. These qualities allow them to create a supportive and cohesive educational environment, driving progress despite challenges. Photo courtesy of Dr. Melissa Sadorf.
DY: The first chapter in your book suggests that rural educators and administrators serve as “high capacity” leaders who wear many hats. One rural superintendent, for example, might oversee managing the district, preparing the budget, serving and advising the school board, leading the community, and may even serve as a principal. What are the challenges and benefits of this rural reality?
MS: The challenges are significant. The workload can be overwhelming, leading to stress and potential burnout. However, there are also incredible benefits. Wearing many hats fosters a holistic understanding of the school and community, allowing leaders to make well-informed decisions. This deep involvement builds trust and collaboration with students, staff, and community members. Leaders in this setting become adept problem-solvers and innovative thinkers, qualities that are essential for driving their schools toward success.
DY: You identify school leaders as a key to expanding local access to broadband and combating food, healthcare, and housing insecurity. Why are district leaders so well-posed to tackle these issues and how can they find time to address these problems in the community on top of their already busy schedules?
MS: Rural leaders are often at the heart of their communities, with strong networks and a clear understanding of local needs. They can advocate for and coordinate efforts to address issues like broadband access and food insecurity because they see firsthand how these factors affect students’ ability to learn. To manage these responsibilities, it’s crucial to build strong teams, delegate tasks, and prioritize initiatives that will have the most significant impact. Partnering with local businesses, government agencies, and non-profits can also help mobilize resources and support, making it more feasible to tackle these challenges.
Finding time to address community issues amidst a demanding schedule requires strategic time management and prioritization. Leaders can set specific goals and timelines for initiatives, integrating them into broader strategic plans. Involving staff and community stakeholders to share the workload is essential; delegating tasks and empowering others ensures progress without overwhelming individuals. Leveraging technology, such as virtual meetings, can save time and increase efficiency by keeping projects on track without extensive travel. By prioritizing initiatives based on their potential impact, leaders can focus their efforts where they are most needed and effective.
DY: Teacher recruitment and retention is a perennial issue for many rural schools and has become a buzzword in the rural education sphere. Bottom line: what is the single most important thing school leaders should consider when combatting this issue?
MS: Creating a supportive and inclusive school culture is paramount because relationships are at the heart of rural communities. Teachers need to feel valued, supported, and part of a community. This involves offering professional development opportunities, recognizing and appreciating their contributions, and fostering a sense of belonging. When teachers feel connected to their community and supported in their professional growth, they are more likely to stay and contribute positively to the school environment. Additionally, highlighting the unique benefits of teaching in a rural setting, such as close-knit relationships and the opportunity to make a significant impact, can help attract and retain talented educators.
DY: A lesser-known problem you highlight in the book is a fractured principal-pipeline in many rural schools. Could you talk more about this side of recruitment and retention for those who might be unfamiliar?
MS: The principal-pipeline issue is critical because strong school leadership is essential for student success. In many rural areas, there are limited opportunities for aspiring leaders to gain the necessary experience and training to become effective principals. This can lead to a shortage of qualified candidates and high turnover rates. Addressing this requires investing in leadership development programs, creating mentorship opportunities, and providing aspiring leaders with hands-on experience in various aspects of school administration. By building a robust pipeline of well-prepared leaders, rural schools can ensure sustained leadership and continuity, which are vital for long-term success. For instance, mentorship programs that pair experienced leaders with new administrators can provide invaluable guidance and support, helping to cultivate the next generation of rural school leaders.
DY: Why is finding a support network so important for rural school leaders? What advice do you have for individuals searching for support?
MS: Leading a rural school can be isolating, and having a support network provides emotional support, professional advice, and a platform for sharing best practices. It helps leaders feel connected and less alone in their challenges. My advice for individuals searching for support is to actively participate in professional organizations, online forums, and local community groups. Building relationships with other educators, both locally and nationally, can provide invaluable support and resources. Additionally, engaging in ongoing professional development and attending conferences can help leaders stay informed and connected. I also recommend seeking out or establishing local networks where leaders can regularly meet to discuss challenges and share solutions, fostering a sense of camaraderie and collective strength. As any rural educator can tell you, we are stronger together!
One aspect I would like to emphasize is the importance of advocating for rural education at both the state and national levels. Rural schools face unique challenges that require tailored solutions, and it is crucial to have a voice in policy discussions. I encourage rural leaders to actively engage in advocacy efforts, share their stories, and collaborate with other stakeholders to ensure that rural education receives the attention and resources it deserves. Storytelling is a powerful tool to inspire and mobilize communities. By sharing the successes and innovations happening in rural schools, we can change the narrative and highlight the critical contributions of rural educators and leaders. It’s about fostering a broader understanding and appreciation of the vital role rural schools play in our society and ensuring they are well-equipped to continue making a positive impact.
This interview first appeared in Path Finders, a weekly email newsletter from the Daily Yonder. Each Monday, Path Finders features a Q&A with a rural thinker, creator, or doer. Join the mailing list today, to have these illuminating conversations delivered straight to your inbox.
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