Helping new teachers stay and thrive in rural schools

2021 ◽  
Vol 103 (4) ◽  
pp. 14-18
Author(s):  
Devon Brenner ◽  
Amy Price Azano ◽  
Jayne Downey

Among the many challenges facing rural administrators, recruiting and retaining teachers is often at the top of the list. Given the time and energy they must invest to successfully attract, recruit, and hire a new teacher, there is a significant need to adopt strategies that will help to retain those new teachers. Rural administrators can support new teachers so that they stay — and thrive — in rural districts by connecting teachers with the community, supporting place-based practices in the classroom, and helping new teachers build relationships both in and out of school.

2022 ◽  
pp. 150-170
Author(s):  
Rachelle Kuehl ◽  
Carolyn M. Callahan ◽  
Amy Price Azano

Limited economic resources and geographic challenges can lead rural schools in areas experiencing poverty to deprioritize gifted education. However, for the wellbeing of individual students and their communities, investing in quality rural gifted education is crucial. In this chapter, the authors discuss some of the challenges to providing equitable gifted programming to students in rural areas and present approaches to meeting those challenges (e.g., cluster grouping, mentoring). They then describe a large-scale federally-funded research project, Promoting PLACE in Rural Schools, which demonstrated methods districts can use to bolster gifted education programming. With 14 rural districts in high-poverty areas of the southeastern United States, researchers worked with teachers and school leaders to establish universal screening processes for identifying giftedness using local norms, to teach students the value of a growth mindset in reducing stereotype threat, and to train teachers on using a place-based curriculum to provide more impactful language arts instruction to gifted rural students.


1985 ◽  
Vol 2 (1) ◽  
pp. 8-14
Author(s):  
Wanda Jean Rainbolt

Adapted physical educators are spending much of their time and energy advocating for the right of all children and youth to a high quality of physical education service delivery and the elimination of attitudinal, aspirational, and architectural barriers experienced by handicapped persons. Prior to the 1960s, lawyers or legal advocates were the ones who would plead the cause for others. Since then, however, three types of advocates have evolved: citizen, professional, and consumer advocates. Adapted physical educators are professional advocates, but they must have an understanding of the other types of advocates. The purpose of this article is to acquaint adapted physical educators with the job function of advocacy, the history of advocacy, and the many roles advocates play.


1938 ◽  
Vol 38 (5) ◽  
pp. 547-557 ◽  
Author(s):  
Fraser Brockington

1. Adequacy and balance in expenditure on the various items of food in the diet has been compared to the standard B.M.A. (1933) diet for a child aged 8–10 in eighty out of ninety-eight families with children attending four rural schools in Sussex.2. The proportion that these items bear to the standard declines as the income is lower and the family larger. With the exception of bread, butter and cheese there is, in fact, a marked deterioration in the diet as the family grows, particularly in the lower groups. Bread, although declining, remains above the standard, with a few isolated exceptions, in all groups, and the proportion of cheese, although only about 60% of the amount recommended in the standard diet, remains roughly constant; butter and margarine fall below the standard only in the largest families. In contrast meat, eggs, fish, and milk, are reduced to considerably less than 50% of the standard in the larger families.3. The balance of the diet is less defective but it is, nevertheless, profoundly influenced by growth of the family, especially where the income is small. The most marked alteration is the steadily increasing proportion of bread both as the income is lower and the family larger. In the largest families in all groups bread constitutes in the neighbourhood of one-third of the total expenditure. The tendency produced by reduction of income and increase of family to lessen the proportion of first-class protein in the diet (mainly by lessening the consumption of meat, eggs, and fish) is combated to some extent by an increasing provision of cheese, a more economical protein.


2016 ◽  
Vol 39 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Allison Atteberry ◽  
Susanna Loeb ◽  
James Wyckoff

Educators raise concerns about what happens to students when they are exposed to new or new-to-school teachers. However, even when teachers remain in the same school they can switch roles by moving grades and/or subjects. We use panel data from New York City to compare four ways in which teachers are new to assignment: new to teaching, new to district, new to school, or new to subject/grade. We find negative effects of having a churning teacher of about one third the magnitude of the effect of a new teacher. However the average student is assigned to churning teachers four times more often than to new teachers, and historically underserved students are slightly more likely to be assigned to churning teachers.


2018 ◽  
Vol 99 (6) ◽  
pp. 64-69 ◽  
Author(s):  
Nina F. Weisling ◽  
Wendy Gardiner

Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don’t live up to their potential. This article presents four research-based strategies that improve mentoring programs’ prospects for success. By setting clear expectations, getting mentors into the classroom, mentoring the mentors, and focusing on relationships, school leaders can help new teachers receive the support they need.


2010 ◽  
Vol 44 (1) ◽  
pp. 83-96 ◽  
Author(s):  
Cynthia Martinez-Garcia ◽  
John R. Slate

In this study, the researchers examined the five most recent years of data (2003-2004 through 2007-2008) from the Academic Excellence Indicator System of the State of Texas regarding new teachers on elementary school campuses. We examined the extent to which differences were present between elementary school campuses with the highest new teacher percentages and elementary school campuses with the lowest new teacher percentages. In every case for all 5 years, elementary school campuses with the highest percentages of new teachers had the highest percentages of minority students, highest percentages of economically disadvantaged students, and highest percentages of at-risk students than did elementary school campuses with the lowest percentages of new teachers. Implications of these findings and suggestions for further research are discussed.


AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842098618
Author(s):  
Minseok Yang ◽  
Se Woong Lee ◽  
Peter T. Goff

Numerous studies have explored the labor market of school principals, documenting high turnover rates and voicing concerns regarding labor supply. However, little is known about the staffing challenges in rural schools and what promotes applicants to apply for and be hired for principalship in these locales. In partnership with the Wisconsin Education Career Access Network, we examine the principal labor dynamics in rural schools using statewide job-openings and application information. Results indicate that all rural communities—rural fringe, rural distant, and rural remote—receive comparable numbers of applications, as compared with urban districts. Female candidates and candidates of color are significantly less likely to apply to rural districts, while experience working in the same district is a considerable advantage to being hired. Additionally, higher student poverty is associated with fewer principal applicants in rural schools. These results indicate the need for policies better attuned to subtle differences in rural contexts.


1970 ◽  
Vol 17 (4) ◽  
pp. 280-282
Author(s):  
Marguerite Brydegaard

The editor wishes to express appreciation to the many persons who have volunteered their services in the production of The Arithmetic Teacher. The list include our authors and referees as well as the editors of the journal. To members of the Washington office: Charle Hucka, production editor; Jame Gates, executive secretary; Carol McCamman, managing editor; Thomas Slaughter, advertising and circulation manager; and their asistant— a word of thanks is given at this time for their generous and devoted service. Special appreciation is expressed to the members of the editorial board. Each editor has assisted in unique ways and has given dedicated thought, time, and energy to the production of the journal.


2020 ◽  
pp. 0013189X2096209
Author(s):  
Dan Goldhaber ◽  
John Krieg ◽  
Natsumi Naito ◽  
Roddy Theobald

We use a unique dataset of student teaching placements in the State of Washington and a proxy for teacher shortages, the proportion of new teacher hires in a school or district with emergency teaching credentials, to provide the first empirical evidence of a relationship between student teaching placements and teacher shortages. We find that schools and districts that host fewer student teachers or are nearby to districts that host fewer student teachers tend to hire significantly more new teachers with emergency credentials the following year. These relationships are robust to district fixed-effects specifications that make comparisons across schools within the same district. This descriptive evidence suggests exploring efforts to place student teachers in schools and districts that struggle to staff their classrooms.


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