Presentation on theme: "Rural Affinity Group Kick-Off Webinar May 17, 2011 State Consortium on Educator Effectiveness (SCEE)"— Presentation transcript:
Rural Affinity Group Kick-Off Webinar May 17, 2011 State Consortium on Educator Effectiveness (SCEE)
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
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
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
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?
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
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
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)
Purposes of the Rural Affinity Group Share knowledge, best practices, and lessons learned Develop a voice for advocacy individually and through SCEE/CCSSO Other?
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 (2003-4 data).
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
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
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
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
Topics of Interest within the SCEE Rural Affinity Group
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
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?
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
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?
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?
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?
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
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
For More Information/Support/Sharing Collaboration site www.ccsso.org/scee www.ccsso.org/scee http://scee.groupsite.com/group/rural http://scee.groupsite.com/group/rural Questions? email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org
Thank you to the state teams and invited guests who participated in the SCEE webinar! (We had 11 states represented in the discussion.)
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 http://ies.ed.gov/ncee/edlabs. http://ies.ed.gov/ncee/edlabs Compiled by West Wind Education Policy Inc. for Education Northwest
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), 10-15. Davis, M. (2002). Teacher retention and small rural school districts in Montana. Rural Educator, 24(2), 45-52. 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 http://www.ncrel.org/policy/pubs/html/pivol8/june2001.htmhttp://www.ncrel.org/policy/pubs/html/pivol8/june2001.htm 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
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 http://www.jrre.psu.edu/articles/v17,n3,p138- 153,Holloway.pdfhttp://www.jrre.psu.edu/articles/v17,n3,p138- 153,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), 402-407. Compiled by West Wind Education Policy Inc. for Education Northwest
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 http://www.aasa.org/files.PDFs/Policy/PBRuralTeachers1.pdf. 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), 7-10. 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
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 http://www.umaine.edu/jrre/20-6.htm http://www.umaine.edu/jrre/20-6.htm 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
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