Please enable JavaScript.

Coggle requires JavaScript to display documents.

Barley, Z. A. (2009). Preparing teachers for rural appointments: Lessons…

- - - - “Fortunately, rural districts, except in small schools, have a lower turnover rate. But finding qualified teachers to fill vacancies remains a problem” (Barley, 2009, p. 11).
- - - - “Monk (2007) suggested a “grow your own” strategy, where teacher preparation programs recruit prospective teachers from rural areas, and in some cases make course arrangements to allow them to stay in their area while they pursue their education” (Barley, 2009, p. 11).
- - - - Offering Student Teaching in Rural Schools
        
        “Three programs explicitly seek opportunities to expose their student-teachers to rural teaching. Other institutions do not deliberately assign student-teachers to rural schools, but these experiences are available through partnerships with a variety of schools” (Barley, 2009, p. 12).
        
        “The teacher education programs often are heavily field-based, and the institutions have relationships with both urban and rural schools” (Barley, 2009, p. 12).
        
        “Undergraduates in these programs typically have three or four field placements and practica, including student teaching, some in rural schools” (Barley, 2009, p. 12).
        
        “University A, which provides placements mainly in urban settings also partners with rural school districts. A respondent estimated that approximately 40 % of elementary education majors in the university’s campus based program rotate through a rural school at some point” (Barley, 2009, p. 12).
        
        “University E emphasizes diverse practice-teaching placements. According to respondents, the teacher education program requires undergraduate students to gain experience in both a large and small district. The location of the university ensures that one of these placements will occur in a rural school” (Barley, 2009, p. 12).
        
        “A respondent from University F said, "By virtue of our location, placements are primarily in rural areas. Right now we have 124 student teachers, half elementary and half secondary. Only 12 of the 124 are not in rural areas.”” (Barley, 2009, p. 12).
      - Access to Coursework for Current and Prospective Rural Teachers
        
        “Rural teachers who are not fully qualified who wish to continue to live and work in their rural communities need access to professional development programs to meet the highly qualified teacher provision of the No Child Left Behind Act” (Barley, 2009, p. 13).
        
        “College A has the only Rural Education Access Program (REAP) that has continued to operate beyond the end of its state-funded grant. Participants receive an associate's degree at a junior or community college and then transfer to College A for their final two years of coursework and practice-teaching” (Barley, 2009, p. 13).
        
        “Eliminating the need to travel to the College A campus substantially eases entry into the profession for residents in these areas. REAP graduates receive a bachelor’s in interdisciplinary studies, with state licensure in elementary education” (Barley, 2009, p. 13).
        
        “University A presents courses on one campus, and interactive television technology allows students to participate at a second campus. Graduates receive a bachelor’s in education from the university and are licensed to teach preK–6” (Barley, 2009, p. 13).
        
        “University C partners with community colleges, thereby allowing them to offer an associate's degree in teacher education. Students can then transfer to the university as juniors” (Barley, 2009, p. 13).
      - Being Prepared in Two or More Content Areas
        
        “For prospective teachers each of the three programs described in this section has a slightly different approach to offering ways to obtain multiple certifications” (Barley, 2009, p. 12).
        
        “At College A, Partnering Across Regions to Nurture Equity and Relevance (PARTNERS) prepares in-service teachers for dual endorsements in special education and literacy, language, and culture” (Barley, 2009, p. 12).
        
        “It uses both distance learning technology and onsite classes on weekends so that teachers can continue to live in rural communities while obtaining their degree” (Barley, 2009, p. 12).
        
        “University A allows prospective teachers with majors in content-shortage areas to work for school districts while completing their certification requirements” (Barley, 2009, p. 12).
        
        “A respondent from University B reported that the university has "streamlined the program in order to make it easier to get a double major.”” (Barley, 2009, p. 12).
      - Recruitment of Prospective Teachers in Rural Areas
        
        “The idea behind this approach is that teachers recruited from rural areas will be more likely to return to a rural area” (Barley, 2009, p. 13).
        
        “University D has had a program for American Indian students since 1999, graduating 19 educators as of 2007 who are working in their rural American Indian communities” (Barley, 2009, p. 13).
        
        “Indigenous Roots allows prospective teachers to remain in their communities” (Barley, 2009, p. 13).
        
        “University D developed the Para-Educator Career Ladder project in 2003”
        “It addresses the difficulties facing rural school districts in identifying minority and bilingual teachers by training and granting degrees to paraprofessionals in rural schools” (Barley, 2009, p. 13).
        
        “University B offers post-baccalaureate teacher certification that "really meets a need for rural schools," according to one administrator. The program coordinator added that "[t]he program is ideal for people who want to keep their day jobs while earning a teaching certificate” (Barley, 2009, p. 14).
        
        “University C uses alternative certification to address teacher recruitment and retention in rural areas. College graduates with the appropriate level of content knowledge can complete required teacher education courses while teaching full time” (Barley, 2009, p. 14).
        
        “At College B the Intensive Post-Baccalaureate Licensure Program prepares elementary education teachers. Program literature defines prospective candidates as "prospects already teaching in schools on emergency licensures," "prospects working in a school as an aide or volunteer," and "prospects interested in a career change."” (Barley, 2009, p. 14).
      - Courses Focused on Rural Education
        
        “Although Barker and Beckner (1985) indicate that offering courses focused on rural issues could promote an interest in teaching in rural areas, rural coursework was not commonly used to prepare candidates for rural teaching” (Barley, 2009, p. 12).
        
        “The primary reason appears to be that many of the institutions are in areas that recruit students already familiar with rural life” (Barley, 2009, p. 12).
- - - - “Seven of the nine programs offer online courses and four offer courses at more accessible community college campuses; which is important if programs are to provide access to coursework for teachers in rural settings” (Barley, 2009, p. 14).