Boundary crossing in rural districts: Re-conceptualizing the roles of rural midlevel leaders

One approach in the district and school instructional improvement landscape is the use of midlevel leaders as boundary spanners to act as supports and catalysts in a district's instructional improvement efforts (Burch & Spillane, 2004; Eilers & Camacho, 2007; Swinnerton, 2007). The following study, an exploratory multi-case study of five rural school divisions in Alberta, Canada, applies qualitative and quantitative methodologies to describe the nature of the boundary spanning role and the enabling conditions for rural midlevel leaders' ability to influence from an Interpretivist stance. In this study, the units of analysis were the role of the midlevel leader and the organization, the rural school division. Semi-structured interviews were conducted with 30 midlevel leaders, five superintendents (or designates), and 16 school based administrators. District documents were analyzed and surveys were provided to the 30 midlevel leaders to assist in examining converging lines of inquiry. Interviews explored the nature of the boundary spanners' interactions with internal and external communities of practice including schools, senior administration, and external stakeholders. This study used the work of Floyd and Wooldridge (1997) and Mantere (2008) to assist in the development of two preliminary orientating frameworks around the roles and enabling conditions of midlevel leaders. Findings suggested that midlevel leader roles, communities of practice, and challenges were similar across rural school divisions.;The study concludes with the development of: (1) a six dimension typology of the boundary spanning role of rural midlevel leaders, (2) a model of the potential constraints on effectiveness for rural midlevel leaders, and finally (3) a model of the conditions for effectiveness for rural midlevel leaders.;This inquiry contributes to the emerging picture of the roles that midlevel leaders play in promoting and supporting system wide instructional improvement efforts in rural districts.;Findings also suggested the structures and processes created by senior administration within districts can enable or constrain a midlevel leader's work. Clarity of organizational expectations, regular access and inclusion in meetings with senior leadership, and refereeing and responsiveness to ideas were central conditions for effectiveness in the role.