Education Week - January 24, 2018 - 25

your colleagues, work's not fun."
Teachers say one age-old factor can also make a difference
for applicants: salary. Rangely, under Scoggins' leadership,
has made strides boosting starting teacher salaries; its average now puts it in the top half of the state's 178 districts.
But districts' ability to pay a premium wage is often limited by circumstance. Otis is surrounded by farmland rather
than big industries, which means that it's harder to pass
bonds or tax increases to raise funding for salaries.

Retaining Talent
Getting teachers in is only half the story in remote, rural
districts, of course; keeping them is the other.
All the teachers interviewed said they trusted and valued
their administrators and felt that they had a fair amount of
autonomy-factors that kept them on the job.
Evans, Otis' new high school English/language arts
teacher, formerly taught at the undergraduate level and
now teaches dual-enrollment classes. She said she's had
a lot of freedom to update the curriculum to match the
higher expectations of college coursework.
"They've been really open to my ideas-they let me
order new textbooks at the beginning of the year that were
more aligned with the college-preparatory route," she said.
"They're pretty open in terms of what I want to include in
the curriculum."
Trusa, the physical education teacher, came to Rangely all
the way from Pennsylvania. He, too, cited administration as
the most important factor for why he's stayed for three years.
"These guys are on our side," he said. "They listen to any
kind of concern we have. They are the true definition of administrators."
Because schools in such places are often the social center
of the community, too, and a lifeline for teachers without
family nearby, feeling welcomed is especially important.
Dreitz, now in her fourth year of teaching overall, said she
left her first job at a small district because she persistently
felt like she was being treated as an outsider.
"A lot of times in small towns you don't fit if you're not
from that area, if that makes sense," she said. It's different
in Otis, close to her hometown of Akron, Colo., and where
the administration is more supportive.
Maintaining top relationships with teachers, the leaders say, not only can be the deciding factor in whether an
individual teacher stays or goes but can also help prevent
other districts from trying to poach talent-a real concern
in such a competitive hiring environment.
"I can think right off the top of my head of three districts
I can easily steal teachers from that had difficulties at the
school board level, which resulted in turnover in the administration and insecurities for the teaching staff," Anderson said.
Other perks do help, of course. Although the evidence is
limited on how it affects student achievement, the teachers
generally say they like their districts' four-day work weeks,
which give them time to explore Colorado and visit friends
in the cities.
And in Rangely, Trusa just received a $3,000 bonus offered to teachers who complete three years with the dis-

trict. Though not the predominant factor in staying, it was
definitely a consideration, he said.
The overall lesson of these two Colorado districts: There is
no single recruitment or retention strategy that will work; instead, approaches need to be tailored to individual applicants.

Best Practices?
But Colorado officials do think they can build a better
working set of best practices. In 2016, the state helped create the Colorado Center for Rural Education at the University of Northern Colorado, in Greeley, to suss them out.
Among other measures, the center is experimenting with
placing student-teachers in rural districts and offering them
a stipend, so they have more opportunities to learn about
those communities and consider teaching in them. It's also
tried practical strategies, bringing freshly minted teachers on
buses to visit some of the farther-out districts.
The strategies are welcomed by the districts, although
superintendents also say their own experiences often show
how truly complex it can be to judge their impact. A prime
example may be "grow your own" programs, which aim
to get high school students interested in a teaching career,
so that one day they'll return years later to teach in the
schools that nurtured them.
Anderson is a fan of the idea but also recognizes its limitations. Sometimes it's better, she thinks, for a new teacher
to find his or her footing in a larger, better-resourced dis-

"... The longer I stay here
and the relationships I build-
I see myself staying for a while."
EMMA CURTIS
First-year agricultural education teacher,
Rangely, Colo.

trict with more opportunities for professional development
before coming to Otis, where the workload can be high and
the resources fewer.
As for the teachers interviewed for this story, none can
say definitively if they're going to stay in Otis or Rangely.
But for now, they can't imagine leaving.
Though still in her first year of teaching, Curtis is, as
they say, "settling in." She got to be one of the judges in
the recreation center's baby Christmas dress-up contest.
(Way better than having a movie theater.)
"It's hard being away from Fort Collins and my friends,"
she said, "but the longer I stay here and the relationships
I build-I see myself staying for a while." n
Education Week Research Center Analyst Alex Harwin and
Library Intern Briana Brockett-Richmond contributed research.

Multimedia: See where the most remote districts are.
www.edweek.org/go/remote-map

Getting and Keeping Good Teachers / www.edweek.org/go/GoodTeachers

| 25


http://www.edweek.org/go/remote-map http://www.edweek.org/go/GoodTeachers

Table of Contents for the Digital Edition of Education Week - January 24, 2018

Education Week - January 24, 2018
Teaching Shortages: Many Answers for a Complex Problem
Can Child-Care Perks Keep Teachers on the Job?
High school English teacher Ashley Amelianovich says goodbye to her son Miles, who is almost 2 years old, at the day-care center housed at her high school in Skokie, Ill. District leaders see the child-care center as a teacherretention tool
N.C. District Trains Its Own STEM Teachers
Latino Male Teachers: Building the Pipeline
Angel Magana works as a paid paraprofessional in a Denver elementary school as he studies to become a teacher.
Why Special Educators Really Leave the Classroom
Are Teacher Housing Perks A Good Idea?
From Teachers’ Villages To Tiny Homes
Staffing Schools in No-Stoplight Towns
Education Week - January 24, 2018 - Education Week - January 24, 2018
Education Week - January 24, 2018 - Cover2
Education Week - January 24, 2018 - 1
Education Week - January 24, 2018 - 2
Education Week - January 24, 2018 - 3
Education Week - January 24, 2018 - Teaching Shortages: Many Answers for a Complex Problem
Education Week - January 24, 2018 - 5
Education Week - January 24, 2018 - High school English teacher Ashley Amelianovich says goodbye to her son Miles, who is almost 2 years old, at the day-care center housed at her high school in Skokie, Ill. District leaders see the child-care center as a teacherretention tool
Education Week - January 24, 2018 - 7
Education Week - January 24, 2018 - 8
Education Week - January 24, 2018 - N.C. District Trains Its Own STEM Teachers
Education Week - January 24, 2018 - 10
Education Week - January 24, 2018 - 11
Education Week - January 24, 2018 - Angel Magana works as a paid paraprofessional in a Denver elementary school as he studies to become a teacher.
Education Week - January 24, 2018 - 13
Education Week - January 24, 2018 - 14
Education Week - January 24, 2018 - Why Special Educators Really Leave the Classroom
Education Week - January 24, 2018 - 16
Education Week - January 24, 2018 - 17
Education Week - January 24, 2018 - Are Teacher Housing Perks A Good Idea?
Education Week - January 24, 2018 - 19
Education Week - January 24, 2018 - From Teachers’ Villages To Tiny Homes
Education Week - January 24, 2018 - 21
Education Week - January 24, 2018 - Staffing Schools in No-Stoplight Towns
Education Week - January 24, 2018 - 23
Education Week - January 24, 2018 - 24
Education Week - January 24, 2018 - 25
Education Week - January 24, 2018 - 26
Education Week - January 24, 2018 - 27
Education Week - January 24, 2018 - 28
Education Week - January 24, 2018 - Cover3
Education Week - January 24, 2018 - Cover4
Education Week - January 24, 2018 - CW1
Education Week - January 24, 2018 - CW2
Education Week - January 24, 2018 - CW3
Education Week - January 24, 2018 - CW4
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http://www.nxtbookMEDIA.com