Because of constant challenging dynamics and few layers of administrative staff to turn to, rural educational leaders are dependent on others to help accomplish their shared goals (Chalker, 1999). Central to the discussion of instructional leadership for rural schools, Bauch (2000) argued that there are six unique attributes of rural schools in terms of community context which may be identified as assets: social capital, sense of place, parent involvement, strong church ties, school-community-business partnership, and community as curriculum. While physical, geographic and ideological circumstances may tempt rural leaders to function independently, sharing leadership functions with others within the school, within the community, and outside the local entity is fundamental to garnering support and resources for the school (see, e.g., Hadden, 2000).