8 are highly valued. Productive working relationships were reported as one of the most critical aspects of teacher retention. Second was the leadership of the campus principal. The third element that ranked high in teacher retention was the school culture. A positive school culture includes working in an environment where mutual trust, respect, and commitment to student success are highly valued (Johnson et al., 2012). A stable professional culture in a school can aid in the sustainability of teacher retention. Characteristics of Rural Schools To understand the overwhelming need to retain highquality teachers in rural schools that serve students in high-poverty situations, one must understand the characteristics of a rural school and community. In the United States, 56% of all operating public school districts are located in rural areas. These rural districts include 21% of the total U.S. student population in Grades PreK–12 (Harmon & Schafft, 2009). Rural schools do more than provide an education. The school district in a rural area is often the community’s largest employer and serves as the hub of the community (Tieken & Williams, 2024). According to the U. S. National Advisory Committee on Rural Health and Human Services (2018), children in rural areas can be impacted by adverse childhood experiences that tend to be more common in high-poverty homes, such as family violence, abuse, neglect, and untreated mental health issues. Rural students, especially those in high-poverty situations, struggle more academically when compared to other students (Graham & Provost, 2012). Being a principal of a rural school is more than just a job. It is a lifestyle closely watched by local community members (Preston et al., 2013). Rural school principals fill the roles of instructional specialist, assessment coordinator, change agent, and active community volunteer (Preston et al., 2013). Rural leaders must be conscious of all factors contributing to their reputation in the school and community. Fulfilling the role of a rural school principal is more intense than in an urban district because the role is more visible and personalized within a small community (Anderson & White, 2011). Rural principals experience diverse workloads that can be difficult to manage on a daily basis. Michelle Barrow, Ed.D. The school superintendent is someone who is viewed as a public servant and is responsible for serving students, families, staff, and the community while also meeting the demands of the school board (Williams et al., 2019). For a superintendent to have their career in only a single district is rare. Turnover in the superintendent’s position is one of the highest in the field of education (Williams et al., 2019). Rural school superintendents have an increased turnover rate due to personal challenges and professional and cultural obstacles that exist in isolated areas (Grissom & Anderson, 2012). Rural school districts’ most significant assets are the homegrown educators and administrators raised in the local area who have returned to teach and support the community (Valente et al., 2022). A growth mindset, dedication to the community, and education are essential for any district, but more so in a rural school district (Valente et al., 2022). School leaders are pivotal in establishing a school culture where teachers are valued, where they can grow and develop, and where they want to continue to work. Research Design Understanding the factors that cause teachers to leave rural districts and identifying what teachers value in a school district can assist educational leaders in providing an environment in which teachers want to work. It is estimated that 30% of public schools in the United States are in rural communities, and almost one in seven students enrolled in public schools attend a rural school district (National Center for Educational Statistics, 2014). The proportion of certified and effective teachers in rural high-poverty schools is less than those in urban districts without higher poverty numbers (Garcia & Weiss, 2019). Limited research focuses on understanding why teachers choose to teach and continue their careers in rural school districts, and this is an area that needs to be further explored (Arnold et al., 2015). The purpose of the case study was to explore and analyze an innovative teacher development program in a small rural district and to identify successful strategies that were used to develop and retain high-quality educators who
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