This case was written to encourage educators to reflect on what it means to provide high-quality instructional supervision in an era of accountability when the American public education system is heavily influenced by reform efforts that affect how students learn and how teachers are supported as instructors, and pressures school systems face to produce student achievement. The intent of the case is to help leaders explore the difference between supervision (formative feedback intended to help teachers grow as instructors) and evaluation (summative feedback that determines employment decisions) 15 years past the introduction of No Child Left Behind. Educators using this case should also examine how systems thinking can be applied and/or misused to drive school reform and improvement initiatives.

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This article furthers research on the necessary components of what supports successful school turnaround, and also explores how and why two rural schools taking part in a Midwest State Turnaround School Project were successful in implementing school turnaround policy. Perceptions of building principals, district administrators, and regional support staff implementing turnaround policy were considered. Data were collected from 13 participants and analyses focused on the culture created and leadership provided by two rural school districts during the State Turnaround Schools Project implementation. Previous research has detailed district communication, district support of the turnaround principal, and shared leadership as important factors. However this article explores how and why the two participating rural school districts were successful implementing school turnaround and identifies the cultural and community conditions that support school turnaround in a rural setting.

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