Teacher Education in Rural America: Methods and Models Ramona Mellott, PhD Pamela Powell, EdD Northern Arizona University AACTE_Tampa, FL_2017

The Issue A continuing issue across the nation is the recruitment and retention of strong teachers In the large, metropolitan area of Phoenix in Summer 2015, for example, 1000 teacher vacancies had not been filled (DeNisco, 2015). The problem has worsened and in 2016, 25% of the positions are vacated (n+2041) based on survey of over 130 schools and districts. Although there are specific areas of high need everywhere (special education, math, science), the issue is exacerbated in rural areas where teachers are needed and retention is difficult due to multiple factors.

Rural Teachers “In many states, rural school districts are simply at a competitive disadvantage in the market for teachers. There are many factors in this challenge, but lower teacher salaries are certainly among them” (Johnson, Showalter, Klein, and Lester, p. 21). Lower salaries, cost of housing, unfamiliarity with the area, and lack of social life for young teachers may all be aspects of lagging teacher recruitment and retention in rural areas.

Rural Schools Rural schools exist in every state and although there are multiple assets and needs in each area, difficulty in recruiting teachers in rural America is a commonality. Grow your own programs, which recruit from within the communities, may be one solution to aiding rural communities in their efforts to place highly qualified teachers into their districts.

Grow Your Own Programs The partnership models currently employed on our main campus are not yet feasible in rural areas. Outlying districts and Northern Arizona University have embarked on innovative models to educate preservice teachers, to use existing resources, and to intersect more intentionally in mutually-beneficial relationships. One model includes a district employee serving as a faculty member at the university half-time and in the district, half-time.

Grow Your Own Programs This permits the faculty member two vital roles while remaining in his/her home station. S/he becomes a vital member of two faculties and serves as an important conduit to both. This anchor is responsible for shepherding students, supervising practica, teaching courses, overseeing part-time faculty, and sharing the heart of the district in which s/he is employed with university personnel thus keeping them abreast of current trends in schooling. Yet another model employs a liaison in the rural community who has ties to the district, but is not employed by the district. Having the local link intersects the university with the community on the ground in the local context.

Grow Your Own Programs Key Characteristics Frequent collaboration and monitoring Oversight of part-time faculty Ensuring standards of the program are met Direct contact with stakeholders Educating exceptional candidates who will seek employment locally

Grow Your Own Programs Characteristics of Students: rural communities place bound for various reasons, Affordability Family Ties

Continuous Improvement This model is one of continual improvement. Meetings each semester note progress and areas in which to improve. Parties are eager for success and are flexible, realizing that this new ground may need further tilling and refinement as we work toward continual success.

Resources National Rural Education Association http://www.nrea.net/ Rural School and Community Trust http://www.ruraledu.org/ Rural Schools Partnership http://www.ruralschoolscollaborative.org/rural-schools-partnership-news/ Contact Information: ramona.mellott@nau.edu pamela.powell@nau.edu