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Rural Affinity Group Kick-Off Webinar May 17, 2011 State Consortium on Educator Effectiveness (SCEE)

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Presentation on theme: "Rural Affinity Group Kick-Off Webinar May 17, 2011 State Consortium on Educator Effectiveness (SCEE)"— Presentation transcript:

1 Rural Affinity Group Kick-Off Webinar May 17, 2011 State Consortium on Educator Effectiveness (SCEE)

2 Invited Guests  Douglas Christensen, Lead Coach, CCSSO Implementing the Common Core System SCASS  Thomas Oster, Oster Consulting, Rural Chiefs Meeting  Circe Stumbo, President, West Wind Education Policy, and Consultant, CCSSO

3 Webinar Purposes  To kick off the SCEE Rural Affinity Group  To discuss some key issues of concern  To consider what members of this affinity group might do together

4 Webinar Agenda  Welcome and overview  Review and approve agenda  SCEE framework reminder  Purposes of the SCEE Rural Affinity Group  Defining “rural”  Topics of interest for the Rural Affinity Group  How we want to work together  Other business

5 SCEE Framework

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10 Purposes of the SCEE Rural Affinity Group

11 Why a rural affinity group?  One reason for this affinity group is that “common” problems often are not common in rural settings  For example, in many predominantly rural states, the most “highly qualified teachers” typically are in urban schools  Is this characteristic of your state? Has this posed a challenge for you?

12 Another reason: Solutions often are different in rural setting  “In … the northwest corner of South Carolina, high schools’ attempts to curb student dropouts may not match what many people picture when they hear talk of the nation’s ‘dropout factories.’ Yet one-fifth of the 2,000 high schools nationwide categorized that way by researchers at Johns Hopkins University are in rural areas, some of them small schools where students get a lot of personal attention.” — Ed Week 3/30/10, emphasis added

13 Another reason: Solutions often are different in rural setting  Another example addressed on the webinar is that intervention models for School Improvement Grants (SIG) don’t work in rural and isolated settings

14 Other reasons for a SCEE rural affinity group …  Some problems are unique to rural settings  Common solutions often don’t meet the needs of rural settings  We need opportunities to share our solutions that are working in rural settings  We need to advocate because decisions are made about federal programs that are difficult for rural states to administer (e.g., competitive grants, reg’s on minimum #s and $ amounts)

15 Purposes of the Rural Affinity Group  Share knowledge, best practices, and lessons learned  Develop a voice for advocacy individually and through SCEE/CCSSO  Other?

16 Defining “Rural”

17 Unique Characteristics of Rural Education  Over half of all operating school districts and 1/3 of all public schools are in rural areas…  … yet only 1/5 of all public school students are enrolled in rural schools ( data).

18 Unique Characteristics of Rural Education The overall percentage of students who are rural varies by region:  28% in the South  25% in the Midwest  16% in the Northeast  13% in the West

19 Unique Characteristics of Rural Education Rural Classification Fringe Census Rural territory 5 miles or less from an urbanized area*, or 2.5 miles or less from an urban cluster** Distant Census Rural territory 5 to 25 miles from an urbanized area*, or 2.5 to 10 miles from an urban cluster** Remote Census Rural territory more than 25 miles from an urbanized area*, or more than10 miles from an urban cluster** *Urbanized area – 50,000+ population**Urban cluster – 25,000 – 50,000 population

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21 Demographics in different rural communities are quite different  We have not had an easy time finding racial demographic data for rural communities, but we do know that many rural communities in the south are predominantly African American  Nearly half of all American Indian/Alaska Native students attended public schools in rural areas (46 percent), compared with 30 percent of White, 14 percent of Black, 10 percent of Hispanic, and 9 percent of Asian/Pacific Islander students

22 Discussion  How do we want to define “rural” for purposes of this affinity group?  The group decided the affinity group will be for states with any type, number, or density of rural settings  … recognizing that some issues may impact specific types of rural communities more acutely than others

23 Topics of Interest within the SCEE Rural Affinity Group

24 Some Educator Effectiveness Topics of Interest  Recruitment and retention of teachers and leaders to rural communities  Recruitment and retention of teachers and leaders of color into rural communities  Providing professional growth opportunities and supports  Virtual learning opportunities  Effectiveness of and relationships with preparation programs

25 Recruitment and retention: Despite many pluses, several challenges  Collegial isolation  Low salaries  Multiple grade or subject teaching assignments  Lack of familiarity with rural schools and communities  Other?

26 Strategies in Recruitment and Retention (Hammer, et al: 2005) (1)“Grow-your-own” initiatives, including career- switchers programs, that nurture local talent through collaborations among public school systems and postsecondary institutions; (2)Targeted incentives; (3)Improved recruitment and hiring practices, especially those that use state and local data; (4)Improved school-level support for teachers; and (5)Use of interactive technologies

27 Strategies in Professional Growth Opportunities and Support  Professional learning communities (face-to- face and virtual)  Data-based improvement  Reflective inquiry  Preservice and Graduate Coursework for content growth  Other?

28 What Will the SCEE Rural Affinity Group Do?

29 What do we want to do together?  A topical webinar?  Gather at a face-to-face subgroup meeting?  Share resources on the collaboration site?  Write a new policy brief? Annotated bibliography?  Develop recommendations for ESEA reauthorization? … for the rural chiefs group?

30 Potential Resources  Annotated bibliographies  State sharing of successful and promising programs  Are any federal Teacher Quality Partnership grants focused on rural settings?  Are any federal Teacher Incentive Fund grants focused on rural settings?  Other?

31  Iowa’s TQP grant serves rural districts SCEE Team Member Comments  Dr. Dwight Watson, Dean of the University of Northern Iowa’s College of Education, is on Iowa’s SCEE team  Dr. Watson recommends partnering with IHEs

32 Webinar ideas  Dr. Doris Terry Williams of the Rural Schools and Community Trust expressed an interest in joining a webinar conversation with us  Perhaps researchers in the resource list at the end of the PPT deck would be interesting to invite to a future webinar

33 For More Information/Support/Sharing  Collaboration site    Questions?    

34 Thank you to the state teams and invited guests who participated in the SCEE webinar! (We had 11 states represented in the discussion.)

35 Selected Resources on Recruitment and Retention Resource cited:  Hammer, P. C., Hughes, G., McClure, C., Reeves, C., & Salgado, D. (2005). Rural teacher recruitment and retention practices: A review of the research literature, national survey of rural superintendents, and case studies of programs in Virginia. Charleston, WV: Appalachia Educational Laboratory at Edvantia. Other Resources:  Barley, Z. A., and Brigham, N. (2008). Preparing teachers to teach in rural schools (Issues & Answers Report, REL 2008-No. 045). Washington, DC: U. S. Department of Education, Institute for Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Education Laboratory Central. Retrieved from Compiled by West Wind Education Policy Inc. for Education Northwest

36 Selected Resources on Recruitment and Retention  Barley, Z. A. (2009). Preparing teachers for rural appointments: Lessons from the mid-continent. The Rural Educator, 30(3),  Davis, M. (2002). Teacher retention and small rural school districts in Montana. Rural Educator, 24(2),  Hare, D., & Heap. J. L. (2001b, May). Effective teacher recruitment and retention strategies in the Midwest: Who is making use of them? Naperville, IL: North Central Regional Educational Laboratory.  Hare, D. & Heap, J (2001a, June). Teacher recruitment and retention strategies in the Midwest: Where are they and do they work? Retrieved from  Hayes, K. (2009, June). Key issues: Recruiting teachers for urban and rural schools [Update]. Washington, DC: National Comprehensive Center for Teacher Quality. Compiled by West Wind Education Policy Inc. for Education Northwest

37 Selected Resources on Recruitment and Retention  Holloway, D. L. (2002). Using research to ensure quality teaching in rural schools. Journal of Research in Rural Education, 17(3). Retrieved January 20, 2008 from 153,Holloway.pdfhttp://www.jrre.psu.edu/articles/v17,n3,p ,Holloway.pdf  Huysman, J.T. (2008). Rural Teacher Satisfaction: An Analysis of Beliefs and Attitudes of Rural Teachers' Job Satisfaction. Rural Educator  Jimerson, L. (2003, March). The competitive disadvantage: Teacher compensation in rural America (Policy Brief). Washington, D.C: Rural School and Community Trust.  Knapczyk, D., Chapman, C., Rodes, P., & Chung, H. (2001). Teacher preparation in rural communities through distance education. Teacher Education and Special Education, 24(4), Compiled by West Wind Education Policy Inc. for Education Northwest

38 Selected Resources on Recruitment and Retention  McClure, C.T., Redfield, D., & Hammer, P.C. (2003). Recruiting and retaining high-quality teachers in rural areas [Policy Brief]. Charleston, WV: AEL. Retrieved from  McClure, C., & Reeves, C. (2004, November). Rural teacher recruitment and retention: Review of the research and practice literature. Charleston, WV: Appalachia Educational Laboratory.  Monk, D. H. (2007). Recruiting and retaining high-quality teachers in rural areas. The Future of Children, 17(1), 155–174.  Theobald, P. (2002). Preparing teachers for our nation’s rural schools. In A. Poliakoff (Ed), Rural schools: Small schools, teacher preparation, place- based education [Special issue]. Basic Education, 46(5),  U.S. Department of Education, International Affairs Office (2004). Attracting, Developing and Retaining Effective Teachers: Background report for the United States (PDF) Attracting, Developing and Retaining Effective Teachers: Background report for the United States Compiled by West Wind Education Policy Inc. for Education Northwest

39 Selected Resources on Growth Opportunities and Supports  Anderson, Kirk David (2008). "Transformational Teacher Leadership in Rural Schools." Rural Educator  Chadwick, K. & Howley, C. (2002). Networking for the nuts and bolts: The ironies of professional development for rural principals. Journal of Research in Rural Education, 17(3). Retrieved from  Howley, A., & Howley, C. (2004, December). High-quality teaching: Providing for rural teachers’ professional development (Policy Brief). Charleston, WV: Appalachia Educational Laboratory.  Institute for Educational Leadership (2004). Preparing leaders for rural schools: Practice and policy considerations. Washington, DC: IEL.  Lauer, P.A., Stoutemyer, K.L. & Van Buhler, R.J. (2005). The McREL Rural Technology Initiative: Research and Evaluation StudyThe McREL Rural Technology Initiative: Research and Evaluation Study Compiled by West Wind Education Policy Inc. for Education Northwest

40 Selected Resources on Growth Opportunities and Supports  Mollenkopf, D. L. (2009). Creating highly qualified teachers: Maximizing university resources to provide professional development in rural areas. The Rural Educator, 30(3)  Salazar, P.S. (2007, Spring). The Professional Development Needs of Rural High School Principals: A Seven-State Study. Rural Educator, 28(3). Compiled by West Wind Education Policy Inc. for Education Northwest


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