{"id":28105,"date":"2022-12-06T16:34:07","date_gmt":"2022-12-06T22:34:07","guid":{"rendered":"https:\/\/blogs.und.edu\/und-today\/?p=28105"},"modified":"2022-12-28T13:25:18","modified_gmt":"2022-12-28T19:25:18","slug":"recruiting-and-retaining-teachers-in-rural-areas-yes-you-can","status":"publish","type":"post","link":"https:\/\/blogs.und.edu\/und-today\/2022\/12\/recruiting-and-retaining-teachers-in-rural-areas-yes-you-can\/","title":{"rendered":"Recruit and retain teachers in rural areas: Yes, you can"},"content":{"rendered":"

Welcoming and rewarding teachers can lead to success, panelists at UND event agree<\/strong><\/p>\n

\"\"Two big challenges face rural school-district administrators who are wrestling with how to recruit teachers:<\/p>\n

The first is the word, \u201crural.\u201d<\/p>\n

And the second is the word, \u201cteachers.\u201d<\/p>\n

How can administrators overcome the stereotypes that small towns are dying and rural America is withering away? Moreover, how can they recruit teachers in an era of teacher shortages \u2013 an era in which, as InsideHigherEd.com reported in August, \u201cthe flow of new teachers through the pipeline has slowed to a trickle\u201d?<\/p>\n

K-12 officials, take note: those questions have answers, said panelists and a keynote speaker at a recent UND event that focused on recruiting and retaining rural teachers. Yes, the stereotypes about small towns can be \u2013 and are being \u2013 overcome; and yes, smart policies plus a culture of welcome and respect can attract teachers to rural schools and keep them there, the event\u2019s participants agreed.<\/p>\n

\u201cI have been sending emails to people for the last half-hour saying, \u2018Did you hear this part? Did you hear that part?\u2019\u201d said Cindy Juntunen<\/a>, dean of the College of Education & Human Development<\/a> at UND, toward the event\u2019s close.<\/p>\n

The discussion was so productive, she said, \u201cand it\u2019s something that we (at UND) have an obligation to the state to do.\u201d Here\u2019s hoping that the ideas offered get circulated to teachers, principals, school-board members and other interested parties regionwide, she added.<\/p>\n

\"\"
The panel discussion at the Spotlight on Innovations in Teacher Recruitment and Retention event was moderated by Diana D’Amico Pawlewicz, associate professor of education, health and behavior at UND and director of I-REEED, the Initiative for Rural Education, Equity, and Economic Development. Web screenshot.<\/figcaption><\/figure>\n

Research to solve real problems<\/strong><\/h2>\n

The Spotlight on Innovations in Teacher Recruitment and Retention was sponsored by the College of Education & Human Development and by I-REEED, the Initiative for Rural Education, Equity, and Economic Development<\/a>. I-REEED is a research collaborative dedicated to building partnerships and producing research that is both practical and actionable, said Diana D\u2019Amico Pawlewicz<\/a>, I-REEED\u2019s director and an associate professor of education, health and behavior at UND.<\/p>\n

\u201cOur goal is to make the case that research is useful \u2013 that it isn\u2019t something that just appears in a journal but never gets used,\u201d D\u2019Amico Pawlewicz said. Instead, \u201cit should be useful for real people who are grappling with real problems that are important.\u201d<\/p>\n

With that in mind, suggestions offered at the Spotlight event were backed by studies or real-world experience supporting their effectiveness. That started in the event\u2019s keynote address: a talk titled, \u201cRewriting the Rural Narrative: Resident Recruitment and the Rural Brain Gain\u201d by Benjamin Winchester, a rural sociologist and extension educator with the University of Minnesota Extension office in St Cloud, Minn.<\/p>\n

\u201cAs you know, the title of my talk is \u2018Rewriting the Rural Narrative,\u2019\u201d said Winchester, \u00a0a former staff member with the Center for Small Towns at the University of Minnesota-Morris.<\/p>\n

\u201cAnd really, that\u2019s the premise behind all of my life\u2019s work, because the narrative we\u2019re using to describe our small towns is terrible.\u201d<\/p>\n

Moreover, that narrative \u2013 which describes rural America emptying out \u2013 is terrible in part because it’s inaccurate. You see, Winchester said, \u201cas I traveled around rural Minnesota, I saw that what I was experiencing wasn\u2019t matching up with that common narrative.\u201d<\/p>\n

For example, if there\u2019s nobody left in small-town America \u2013\u00a0if the lucky few already have escaped \u2013\u00a0then why is housing so hard to find?<\/p>\n

\u201cIf small towns are dying, I should be able to find homes all over the place,\u201d Winchester said.<\/p>\n

Clearly, something else is going on. And so, armed with his slogan \u201cSpeak softly and carry statistics,” the sociologist set out to test the \u201cemptying out\u201d narrative\u2019s basis in fact.<\/p>\n

\"\"
Benjamin Winchester, a rural sociologist and extension educator with the University of Minnesota Extension office in St Cloud, Minn., spoke on the topic of \u201cRewriting the Rural Narrative: Resident Recruitment and the Rural Brain Gain\u201d at the Spotlight on Innovations in Teacher Recruitment and Retention event, which was hosted by UND. Web screenshot.<\/figcaption><\/figure>\n

Small towns’ continuing appeal<\/strong><\/h2>\n

Here\u2019s what he learned:<\/p>\n

First, rural America\u2019s population has not gone down. In fact, it\u2019s gone up, by 11 percent since 1970.<\/p>\n

Second, it\u2019s also true that the share of Americans living in rural areas is less than it used to be \u2013 one in six or seven people today, vs. one in four in 1970.<\/p>\n

Third and most important, while much of rural America has seen an outmigration of 20- to 30-year-olds, there also has been a corresponding in-migration of slightly older adults.<\/p>\n

\u201cNearly every rural county in Minnesota experienced a growth in the 30-34 and 35-39 age cohorts, and a majority of them experienced gains of greater than 25%,\u201d Winchester wrote in a 2011 report.<\/p>\n

So: how can small towns take advantage of this trend, which sees significant numbers of people in their 30s, 40s and 50s \u2013 many of them with children \u2013 feeling drawn toward small towns?<\/p>\n

Here\u2019s one idea: Broaden the economic-development focus beyond jobs to focus on housing and civic engagement, Winchester said. Because finding a house, not finding a job, tends to be the biggest obstacle to city dwellers contemplating a move.<\/p>\n

And here\u2019s another idea: Make sure yours is a welcoming community. Because when new residents say they feel welcome, they\u2019re far more likely to also say they intend to stay in that small town for five years or more, surveys show.<\/p>\n

\u201cWhen we live in a rural community, I like to say we live in the middle of everywhere, not the middle of nowhere,\u201d Winchester said. These days, with the Internet and good roads connecting rural America to the rest of the world, it\u2019s no wonder that a full 51 percent of Americans surveyed said they\u2019d prefer to live in a rural area or small town.<\/p>\n

\"\"
At the Spotlight on Innovation in Teacher Recruitment and Retention event, panelists from across North Dakota talked about successful recruiting and retention strategies. Web screenshot.<\/figcaption><\/figure>\n

Successful Recruiting 101<\/strong><\/h2>\n

Now, how about the \u201cteacher\u201d portion of the \u201crural teacher\u201d question? That was the focus of the Spotlight event\u2019s second half: a panel discussion with Winchester and several North Dakota educators, moderated by D\u2019Amico Pawlewicz.<\/p>\n

\u2022 Housing is, in fact, a big hurdle to recruiting teachers, said Michael Heilman, county superintendent in Morton County, N.D., and executive director of North Dakota Small Organized Schools.<\/p>\n

That\u2019s especially true because older adults tend to be aging-in-place \u2013 that is, keeping their homes out of the housing market by staying longer in them than previous seniors did.<\/p>\n

In 1996, Heilman was a school administrator in Garrison, N.D., a community that was struggling with this issue. \u201cWe had people who wanted to move there, but we didn\u2019t have houses available,\u201d he said.<\/p>\n

So Garrison sought contributions and built condominiums \u2013 five at first, and a total of 15 or 20 later on. \u201cThe goal was to build affordable housing for elderly people who were ready to move out of their homes,\u201d Heilman said. \u201cIt gave them a place to go, and it opened up housing. \u2026 So yes, it can be done in small communities. That was a prime example, and it was done in North Dakota.\u201d<\/p>\n

\u2022\u00a0Here\u2019s another hurdle: making sure newcomers feel welcome, said Steven Johnson, superintendent of the Fort Ransom, N.D., Elementary School District, and an educator and consultant serving rural North Dakota schools for more than 46 years.<\/p>\n

As surveys conducted by North Dakota educators and the National Rural Education Association have shown, teachers who don\u2019t feel welcomed by their communities report that as a source of intense dissatisfaction, Johnson said.<\/p>\n

Fortunately, there are lots of ways to make teachers feel welcomed and respected, he said. These include asking about their hobbies (with an eye toward introducing the teachers to relevant interest groups), to more material gestures such as paying for teachers to get their licenses or advanced degrees.<\/p>\n

Leadership at the superintendent, school board and even City Council level is the key. \u201cIf I can\u2019t recruit a teacher to Lisbon, N.D., it isn\u2019t just a school problem,\u201d Johnson said. \u201cIt\u2019s a community problem. So when you have an educator in Lisbon, do you honor that position?\u201d<\/p>\n

If the community\u2019s answer is yes, any recruiting-and-retention issue will be on its way to being solved, he said.<\/p>\n

Finding connections and support<\/strong><\/h2>\n

\u2022\u00a0Nick Archuleta, president of North Dakota United, told a story of visiting teachers in a western North Dakota district not long ago. Morale seemed high, relations with the school board and school administrations were excellent, turnover among teachers was low and open positions were none, the teachers reported.<\/p>\n

\u201cThen I said, \u2018What\u2019s your starting salary here?\u2019\u201d Archuleta said.<\/p>\n

The teachers\u2019 answer: $57,500.<\/p>\n

\u201cAnd I said, \u2018We just solved the teacher shortage,\u2019\u201d Archuleta continued.<\/p>\n

\u201cPay people a professional salary right from the get-go, offer them good benefits and be nice \u2013 in other words, be supportive of those teachers. I think we would have a lot less trouble attracting teachers to the profession.\u201d<\/p>\n

\u2022\u00a0Don\u2019t underestimate the power of camaraderie \u2013 the deep satisfaction of connecting with colleagues and finding friendship and peer support, said Ivona Todorovic, North Dakota’s 2023 Teacher of the Year and a teacher at Red River High School in Grand Forks.<\/p>\n

\u201cFor example, one thing that comes to mind is \u2018coffee talks,\u2019\u201d she said.<\/p>\n

\u201cYou know, have some coffee shops in town where we can just get together and talk. It doesn\u2019t have to be anything official, because when it\u2019s made official, people often feel more reserved and are afraid to talk.\u201d<\/p>\n

But when the gathering is informal and the conversations are sincere, \u201cthen this is going to be something that matters,\u201d she said.<\/p>\n

\u201cBecause from those connections, that\u2019s how we start innovating and coming up with great ideas, connecting, supporting each other and finding solutions. \u2026 I would start with that, because it\u2019s amazing how the ideas come and how connections are created. It just works.\u201d<\/p>\n

Other ideas that came up in the discussion included making free housing available for student teachers in small towns, inviting North Dakota legislators to visit classrooms for a first-hand look at the schools, and setting aside time during professional-development sessions for teachers simply to converse with each other.<\/p>\n

Looking ahead to success<\/strong><\/h2>\n

\u201cI appreciate all of you so much,\u201d D\u2019Amico Pawlewicz said at the discussion\u2019s close.<\/p>\n

\u201cI appreciate all of you who joined the webinar and are putting your questions in the chat, too.<\/p>\n

\u201cOn behalf of our team at I-REEED and my colleagues in the College of Education & Human Development, we want to be a part of all of this with you. We would love to work with your districts and your organizations, and to offer our support,\u201d she continued. \u201cI found this to be such a productive conversation.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Welcoming, respecting and rewarding teachers can lead to success, panelists at UND event agree<\/p>\n","protected":false},"author":16,"featured_media":28107,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[2,3],"tags":[],"class_list":["post-28105","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-around-und","category-research"],"acf":[],"yoast_head":"\nRecruit and retain teachers in rural areas: Yes, you can - UND Today<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.und.edu\/und-today\/2022\/12\/recruiting-and-retaining-teachers-in-rural-areas-yes-you-can\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Recruit and retain teachers in rural areas: Yes, you can - 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