Communities and Partnerships: Strengthening Rural Education

August 1-3, 2018

on the campus of Montana State University Bozeman, Montana

hosted by

Center for Research on Rural Education

Montana State University MONTANA

SiMERR National Research Centre University of New England

AUSTRALIA

SiMERRWelcometoISFIRE2018atMontanaStateUniversity,BozemanOnbehalfoftheSiMERRNationalResearchCentreIwouldliketowelcomeyoutoISFIRE2018andthankyouforyourattendanceandsupportofthisconferenceatthecampusofMontanaStateUniversityinBozeman,Montana.TheISFIREinitiativearosefromameetingin2007betweenmembersoftheSiMERRNationalResearchCentreattheUniversityofNewEngland,AustraliaandtheNewUniversityforRegionalInnovation–TeacherEducationInnovationCentre(NURI–TEIC)atKongjuNationalUniversity,Korea.Despitelargedifferencesincountrysizes,therewerenumeroussimilaritieswithrespecttothechallengesfacingruralschoolsinbothcountries,leadingtospeculationthatsimilarproblemsexistinothercountries,andthen,ifso,tothequestion:Howweretheseissuesbeingaddressed?FindinganswerstothisquestionledtoaseriesofInternationalSymposiumforInnovationinRuralEducation(ISFIRE)conferences.ThefirstwasheldattheUniversityofNewEngland,Armidalein2009,thiswasfollowedbyKongjuNationalUniversity,Kongjuin2011,UniversityofWesternAustralia,Perth2013,andUniversityofCentralQueensland,Mackayin2016.Forme,ISFIREconferencesareaspecialtimeforeducationinternationally.Theybringtogethercommittedacademics,teachersandotherconcernedindividualstoreflecton,discussandrevealnewinitiativesaimedat:(i)supportingteacherqualityinrural,regionalandremoteareas;and(ii)meetingthelearningneedsofruralstudents.Itremainsasadfactthatstudentsinmany/mostruralareascontinuetobedisadvantagededucationally.ThisisparticularlytrueinAustralia,evidencedbysignificantunderperformanceofruralstudents,onNationalandInternationalAssessments,comparedtotheirmetropolitanpeers.Ilookforwardtotheinput,ideas,discussionsandplansthatwillevolveoutofthedeliberationsofthisconference.Ibelievetheproblemsfacingstudentsandteachersinruralareasarecomplex.However,Ialsobelievethatworkable,innovativesolutionsinvolvingdifferentkeystakeholderscanbefound.Itwillbethroughthecombinedexpertiseofcommitted,knowledgeablestakeholders,suchasthosegatheredhereatISFIREinBozeman,thatgenuineprogresscanbemadetoidentifyfundamentalinitiativesthatcouldprovidethebasisforgenuineimprovementsintheprovisionofeducationforruralcommunities.Mayourendeavoursatthisconferencerepresentafurtherstepforwardinhelpingaddressthesecriticalissuesforthebenefitofourruralpopulations.

JohnPeggProfessorandDirector,SiMERRNationalResearchCentre

2

GreetingsandWelcometoMontanaStateUniversity!

WearesopleasedyouhavebeenabletojoinusforthisexcitinggatheringoftheInternationalSymposiumforInnovationinRuralEducation2018.

ISFIRE2018offersusarichopportunitytocometogetherwithruraleducatorsandresearchersfromaroundtheglobetocelebratetheimportanceofruraleducation,discussourcommonchallenges,explorehowresearchinformsourruralpractice,andshareinnovativesolutionstoaddressourcollectiveconcerns.

Thethemeforthisyear’sSymposium,CommunitiesandPartnerships:StrengtheningRuralEducationwaschosenspecificallytoexplorethevariouswaystheruraleducationcommunityisworkingto:

• FosterCommunityinRuralEducation• CultivateRuralPartnerships• GrowtheRuralTeachingProfession• ExploreInnovativePracticesinRuralPedagogy• FosterRuralStudentSuccess• BuildCapacityforRuralLeadership

TheSymposiumpromisestoprovideahostofopportunitiestoexchangeideasandshareinsightsaboutourworkinruraleducation.Togetherwewillengagewithfourvibrantkeynotesessions,awidearrayofexcitingbreakoutparallelpresentations,threeinteractivepaneldiscussions,aswellassomelunchhourruralhighlights.TheSymposiumhasbeencarefullydesignedtoprovideyouwithtimeandspacetoengageyourcolleaguesinrichconversation,networking,andcollaboration.

OverthecourseoftheSymposium,alsopleasebesuretoparticipateintheISFIRE2018ReflectionsVideoBooth.ThankstoourcolleaguesfromMontanaPublicBroadcastingService(PBS),wewillbehaveaVideoBoothsetuptocaptureandshareyourSymposiumthoughts,insights,highlights,andhopesforthefutureofruraleducationaroundtheworld.

Thankyouforsharingyourworktostrengthenruraleducation.WehopeyouhaveagreatSymposiumexperience!

JayneDowney,PhDISFIRE2018Director,CenterforResearchonRuralEducation

3

GrowingISFIRESince2009

TheInternationalSymposiumforInnovationinRuralEducation(ISFIRE)beganasacollaborationbetweentheSiMERRNationalResearchCentreattheUniversityofNewEngland(Australia)andtheSchoolofEducationattheKongjuNationalUniversity(SouthKorea).TheseriesofISFIREsymposiaemphasisetheobligationoftheglobaleducationcommunitytowardsinfluencingpolicyaimedatdeliveringequitableandsociallyjustoutcomesforruralstudents.Importantly,ISFIREoffersaninternationalforumforsharingresearchfindings,innovativeideasandevaluatedapproacheslinkedtopositive,practicalaction.EachsymposiumisorganisedasacollaborationbetweenSiMERRandthehostinguniversity.

Thefirstsymposium,ISFIRE2009InnovationforEquityinRuralEducationwasheldinFebruary2009attheUniversityofNewEngland,Armidale,Australia.ThiscollaborationwiththeKongjuNationalUniversity(SouthKorea)includedkeynotespeakersfromNorway,Australia,SouthKorea,UnitedStatesofAmerica(USA),andCanada.Paperswerereviewedbyaninternationalscientificcommitteeandpublishedinthesymposiumproceedings.

Thesecondsymposium,ISFIRE2011NewDirectionsforEducationalWelfareinRuralSchoolswasheld,inconjunctionwiththe2011Korea-JapanSocietyofEducationalAdministrationSymposium,attheKongjuNationalUniversityKongju,KoreainFebruary.ThiscontinuedcollaborationincludedkeynotespeakersfromAustralia,Korea,Japan,USAandCanada,andagain,paperspresentedwerereviewedbyaninternationalscientificcommitteeandpublishedinthesymposiumproceedings.

Thethirdsymposium,ISFIRE2013RuralEducationontheGlobalStage:ConnectingforInnovationwasheld,incollaborationwiththeSocietyfortheProvisionofEducationinRuralAustralia(SPERA),attheUniversityofWesternAustralia(Perth,Australia),inFebruary.KeynotespeakerswerefromtheUSA,CanadaandAustralia,andtoalignwiththeusualSPERAprocess,abstractsonlywerereviewedwithpresentersencouragedtosubmitpaperstotheAustralianandInternationalJournalofRuralEducation(AIJRE)forreview.Thisstrategicdecisionhasbeenreplicatedinsubsequentsymposiatoencouragemorepresenterstopublishinruraleducationjournals,reachingawideraudienceandprovidingastrongercontributiontothefieldofruraleducation.

TheinternationalcollaborationforthefourthsymposiumtobeheldinCanadaunfortunatelywasnotabletohostISFIRE2015.SPERAkindlyofferedtohostaninternationalISFIREpresenceattheirannualconferencethefollowingyear.Thus,thefourthsymposium4thISFIRE(neveractuallyreferredtoasISFIRE2016)combinedwiththe32ndNationalSPERAConferenceRuralEducation:Place,Pedagogies,PartnershipsandPossibilities,inSeptember,hostedbyCentralQueenslandUniversity(Ooralea,Mackay,Australia),supportedbytheUniversityofTasmania(Australia),withkeynotespeakersfromMexico,NorwayandAustralia.

Now,hereweareatthefifthsymposium,ISFIRE2018CommunitiesandPartnerships:StrengtheningRuralEducation,hostedbytheCenterforResearchinRuralEducation,withkeynotesfromtheUnitedStatesofAmericaandAustralia.WherewillISFIRE2020behosted?IfyouareinvolvedwithaninstitutionthatfocusesonruraleducationandwouldliketohostISFIRE2020,wewouldliketohearfromyou!Thisisanopportunitytomakeasignificantcontributiontothedirectionofruraleducationresearchandpracticeglobally.

4

ISFIREScheduleforWednesdayAugust1,2018

7:30 RegistrationHelpDeskOpen 11:00 ParallelSession1 MSUStudentUnionBuilding(SUB) SUBBallroomB,C,D,2339:00 Welcome 12:30 Lunch&RuralHighlight SUBBallroomA SUBBallroomA JohnPegg,Director,SiMERRNationalResearch 2:00 InteractivePanel Centre,UniversityofNewEngland,AU SUBBallroomA JayneDowney,Director,CenterforResearchon CommunityResponsiveLeadershipPreparation:Explicit RuralEducation,MSU ObjectivesandTacitAccomplishments AlisonHarmon,Dean,CollegeofEducation, BillRuff(chair),GodfreySaunders,JasonCummins Health,&HumanDevelopment,MSU BobMokwa,Provost,MSU 3:30 AfternoonTea&Coffee SenatorJohnTester,StateofMontana SUBBallroomA9:30 KeynoteAddress 4:00 ParallelSession2 SUBBallroomA SUBBallroomB,C,D,233 SweeneyWindchief,AssistantProfessor,Montana

5:30 Break StateUniversity TheSharingofIndigenousKnowledgeThrough 6:00 WelcomeReception AcademicMeansbyImplementingSelf-reflection MSU’sMuseumoftheRockies andStory SponsoredbySiMERRNationalResearchCentre,10:30 MorningTea&Coffee UniversityofNewEngland,AU SUBBallroomA

11:00-12:30Wednesday,August1:ParallelSession1

SUBBallroomB SUBBallroomC SUBBallroomD SUBRoom233 Theme2-Partnership Theme3-Profession Theme4-Practice Theme5-Students

11:00-11:30PresentationA

AllisonWynhoffOlsen,KirkBranch,JanZauha,MontanaStateUniversity&EmilyNelson,BelgradeHighSchoolWritingTogether:ExpandingOpportunitiesforTeachersandStudentsinRuralCommunities

KerriBalint,PublicBroadcastingService;BenGarcia,SouthernOregonPublicTelevision;KariWardle,IdahoPublicTelevision;NikkiVradenburg,MontanaPBS;MekcaWallace-Spurgin,IowaPublicTelevision;&DarcyBakkegard,PrairiePublicBroadcastingSupportingRuralEducators:LessonsfromthePBSTeacherCommunityProgram

AmyAzano,VirginiaTech&CatBiddle,UniversityofMaineDeficits,Dichotomies,andOtherTrapsinProblemFormationforRuralEducation

KimberlyMcCluskey,ScotlandCountyR-1DevelopinganAdvancedPlacementProgramaSmall,RuralSchool

11:30-12:00PresentationB

PatrickHampton,UniversityofNotreDame,AUWalkBesideMe,LearnTogether:AService-LearningImmersiontoaRemoteAboriginalSchoolandCommunity

MatthewFinster,WestatExaminingProductivityinRuralEducation:SignalsofInnovativeApproachesandBestPractices

MelindaDavis&CassidyHall,UniversityofIdahoPuttingthe"T"inSTEMforRuralEducators

12:00-12:30PresentationC

ChristineStanton,LuciaRicciardelli,MontanaStateUniversity&BradHall,BlackfeetCommunityCollegeTheDigitalStoryworkPartnership:EngagingStudents,Educators,andCommunityMembersinResearchandFilmmaking

JesseMoonLonghurst,SouthernOregonUniversity“Hereislotsofplaces”:TeacherPreparationForandWithOregon’sRuralCulturesandRuralSchools

ChrisReading,UniversityofNewEngland,AUTheWorldAroundUs:NurturingSpatialReasoninginRuralSchools

5

4:00-5:30Wednesday,August1:ParallelSession2

SUBBallroomB SUBBallroomC SUBBallroomD SUBRoom233 Theme1-Community Theme2-Partnership Theme3-Profession Theme6-Leadership

4:00-4:30PresentationA

OutiMarjaAutti&Unn-DorisK.Baeck,UiTTheArcticUniversityofNorwayTeachingShouldNotbeaBubbleDisconnectedfromtheCommunity:RuralTeachersandLocalCurricula

StevenL.Johnson,LisbonPublicSchoolsTheValueofRuralSchool/CommunityPartnerships

JesseLonghurst,SouthernOregonUniversity,MichaelThier,UniversityofOregon,PhillipGrant,Jr.,UniversityofWestGeorgia,SherylD.Craig,UniversityofOklahoma,&CaseyJakubowski,UniversityatAlbany:StateUniversityofNewYorkGeographicandMethodologicalGapsinU.S.RuralEducationResearch

HobartHarmon&ThomasButler,AppalachiaIntermediateUnit8BuildingLeadershipCapacityforScalingInnovationsinRuralSchoolDistricts

4:30-5:00PresentationB

JenniferLutey&TinaHamilton,BrightwaysLearningDoYouGenerate“WebsofSupport”inYourSchool?

JeffHawkins&DessieBowling,KentuckyValleyEducationalCooperativeAppalachiaRising

TomSchram,KathrynMcCurdy,TomHigginbotham,&DanLord,UniversityofNewHampshirePlaceMatters:ReviewoftheLiteratureonRuralTeacherEducation

MicahWixom,EducationCommissionoftheStatesHowtheSausageGetsMade:EngaginginthePolicy-MakingProcess

5:00-5:30PresentationC

SamanthaAvitaia,UniversityofWollongong,AUDevelopingaContextualizedModelofOutreachforRuralCommunities

BradMitchell,BattelleforKids,DanetteParsley,EducationNorthwest&KristinaHesbol,UniversityofDenverRuralSchoolPartnerships:ConnectingImprovementScience,CollectiveImpactandPlaceBasedEducation

NickKleese,UniversityofMinnesotaConversationasMethod:TowardaMoreRurallyAttunedMethodology

DevonBrenner,MississippiStateUniversity&SusanMcClelland,UniversityofMississippiBuildingtheAdvocacySkillsofRuralLeaders

ISFIREScheduleforThursdayAugust2,2018

8:00 RegistrationHelpDeskOpen 1:30 InteractivePanel MSUStudentUnionBuilding(SUB) SUBBallroomA

9:00 KeynoteAddress EducatingforSustainabilityinRemoteLocations SUBBallroomA ChrisReading(Chair),DawnWallis(Canada),NeilTaylor SimoneWhite,AssistantDean(Internationaland (Nauru),ConstanceKhupe(SouthAfrica),MoragRedford Engagement)QueenslandUniversityofTechnology, (Scotland),PatrickHampton(Australia),TenaVersland(USA) Brisbane,AU 3:00 AfternoonTea&Coffee SchoolingTeachersforRuralCommunities?Sharing SUBBallroomA

theLessonsfromRuralEducationResearch 3:30 ParallelSession410:00 MorningTea&Coffee SUBBallroomB,C,D,233 SUBBallroomA 5:00 Break10:30 ParallelSession3 5:30 Reception SUBBallroomB,C,D,233 SUBBallroomA

12:00 Lunch&RuralHighlight 6:00 Dinner SUBBallroomA SUBBallroomA KeynoteAddress:AllenPratt,Director,NationalRural EducationAssociation RuralEducationandPublicPolicy:AMajorEnterprise SponsoredbytheJohnW.KohlEducationalLeadershipEndowment,

MontanaStateUniversity

6

10:30-12:00Thursday,August2:ParallelSession3

SUBBallroomB SUBBallroomC SUBBallroomD SUBRoom233 Theme2-Partnership Theme3-Profession Theme4-Practice Theme5-Students

10:30-11:00PresentationA

ElizabethWargo,DavinCarr-Chellman&KathyCanfieldDaviss,UniversityofIdaho,&KathleenBudge,BoiseStateUniversityRuralStakeholdersandResearch-PracticePartnershipInvolvement

JenniferLutey&TinaHamilton,BrightwaysLearningMaking(andKeeping)ResilientEducators

RichardKitzmiller,NiswongerFoundation,SusanSavell,BuildingAssets,ReducingRisks(BARR)Center,RachelBear,NationalWritingProject&CaseyOlsen,ColumbusHighSchool,NationalLeadershipTeamCollege,Career,andCommunityWritersProgramFacilitator:VictoriaSchaefer,WestatInnovativeApproachestoImprovingRuralStudents'Achievement:InterventionsforPersonalizedLearninginMiddleSchool,Social-EmotionalLearningin9thGrade,andWritinginSecondarySchools

TriciaSeifert,MontanaStateUniversity“Gaming”theTransitiontoPost-secondaryEducation

11:00-11:30PresentationB

JoeHicks,KristoferOlsen,AllisonWynhoffOlsenMontanaStateUniversity&DanetteLong,NorthernStateUniversityIntegratingRuralityinTeacherPreparation

JenniferLuebeck,MontanaStateUniversityReachingRuralMathematicsTeachers:EffectiveStrategiesforOnline/BlendedProfessionalLearning

NatalieDownes&PhilipRoberts,UniversityofCanberra,AURethinkingDistanceEducationandICTUse:AdvancingArgumentsofAccesstoQualityTeaching&Learning

11:30-12:00PresentationC

BrianO’Neill,CalenDistrictStateCollege,AUDifferentStrokes:DifferentSpokesforDifferentFolk

MariaCoady,UniversityofFloridaRuralTeacher-LeaderProfessionalDevelopmentforEnglishLearnersinanAnti-ImmigrantClimate

ConstanceKhupe,UniversityoftheWitwatersrand,JohannesburgUnderstandingtheFirst-YearExperienceofStudentsfromSouthAfricanRuralSchools

3:30-5:00Thursday,August2:ParallelSession4

SUBBallroomB SUBBallroomC SUBBallroomD SUBRoom233 Theme3-Profession Theme4-Practice Theme5-Students Theme6-Leadership

3:30-4:00PresentationA

NeilTaylor&PenelopeSerow,UniversityofNewEngland,AUANewModelofTeacherEducationforSmallIslandStates:TheNauruTeacherEducationProject

HeatherFisher,MontanaStateUniversitySuccessfulWritingInstructioninaHighPovertyMiddleSchoolintheEraofStandardizedWritingAssessment

KateCaton,GeorgiaStateUniversityRetentionPolicy,DirectCertification,andRuralityinGeorgia

BrianO’Neill,QueenslandStateP-10/12SchoolAdministrators’Association,AUWhoYa'GonnaCall?GhostbustersorMentors?:MentoringforNewRuralPrincipals

4:00-4:30PresentationB

MoragRedford, UniversityoftheHighlandsandIslands&AnnePatterson,ArgyllandButeCouncil,ScotlandPlace-basedRuralTeacherEducationinScotland

KristiBorge,PolarisSchoolInstructionalPlanningPracticesofRural,Multi-gradeTeachers:ACaseStudy

PhillipGrant,Jr.,UniversityofWestGeorgiaWhatDoYourParentsMake?TheOverridingEffectofSocioeconomicStatusforRuralStudents

LoraWolff,WesternIllinoisUniversity&MichaelaFray,QuincyPublicSchoolsGrowingSuccess:TheNeedforRuralSchoolstoCollaborativelySuccessionPlantoGrowandSustainTheirLeadershipPipelines

4:30-5:00PresentationC

HarveyRude,ColoradoCenterforRuralEducationattheUniversityofNorthernColoradoSystemicRecruitmentandRetentionofRuralEducators

ElizabethReierson,MilesCityHighSchool,AllisonBehrens,WhitehallMiddleandHighSchool&CatherineDorian,FortBentonSchoolsTeacherInquiryandInnovationsAcrossRuralContexts

SarahSchmitt-Wilson,J.MitchellVaterlaus&AshleyBeck,MontanaStateUniversityRuralAdolescents’EducationalandOccupationalValues:AreTheyDifferentandDoTheyMatterinYoungAdulthood?

DawnWallin&PaulNewton,UniversityofSaskatchewan,CALeadershipinCommunity:StrengtheningRuralEducation

7

ISFIREScheduleforFridayAugust3,2018

8:00 RegistrationHelpDeskOpen 12:00 Lunch&RuralHighlight MSUStudentUnionBuilding(SUB) SUBBallroomA9:00 KeynoteAddress 1:30 InteractivePanel SUBBallroomA SUBBallroomA JohnPegg,DirectorSiMERRNationalResearch StrengtheningRuralEducation:PartneringforEnduring Centre,UniversityofNewEngland,AU Success StrengtheningRuralEducation:Alternatives AlisonHarmon(Chair),SweeneyWindchief,Simone inEnhancingEducationinRuralAreas White,AllenPratt,JohnPegg10:00 MorningTea&Coffee 3:00 AfternoonTea&Coffee SUBBallroomA SUBBallroomA10:30 ParallelSession5 3:30 ParallelSession6 SUBBallroomB,C,D,233 SUBBallroomB,C,D,233 5:00 Farewells/Departures RegistrationHelpDesk

10:30-12:00Friday,August3:ParallelSession5

SUBBallroomB SUBBallroomC SUBBallroomD SUBRoom233 Theme5-Students Theme3-Profession Theme4-Practice Theme6-Leadership

10:30-11:00PresentationA

SusanSullivan,MontanaStateUniversityPersonalizedTeaching/LearningintheK-16Classroom

Unn-DorisBaeck&OutiAutti,UiTTheArcticUniversityofNorway“HereComestheTeacher”:BeingaTeacherinaRuralCommunity

TomLowrie,RobynJorgensen&NatalieDownes,UniversityofCanberra,AUSpace,Place,&Mathematics:ExploringtheDiverseMathematicalKnowledgesofRuralandRemoteStudentsinAustralia

IvanLorentzen,FlatheadValleyCommunityCollege&WilliamMcCaw,UniversityofMontanaASystemsApproachtoImprovedDistrictPerformance:PerhapsPeopleareNottheProblem

11:00-11:30PresentationB

BethKennedy,HaileyBuckley&AlexHardy,MontanaStateUniversityDevelopingaRuralEducatorSelf-Identity:APre-ServiceTeacherEarlyFieldExperience

MeredithMcCool,SweetBriarCollege"ThisisaRuralActivity":AnActivityTheoryPerspectiveonRuralClassrooms

RoseVallor,MontanaStateUniversityTeachingOutdoors:AMultipleCaseStudyofTeachers’MethodsandMotivationsPracticingSchool-basedOutdoorTeaching

AllisonWynhoffOlsen,KirkBranch,MontanaStateUniversity,AlanHoffmann&AmberHenwood,SavageHighSchoolCreatingaTeamofTeacherLeadersinRemoteSchoolsandLocalCommunities

11:30-12:00PresentationC

KimberlyMcCluskey,ScotlandCountyR-1IncreasingEquityandAccessinDualCreditPrograms

MelyssaFuqua,MonashUniversity,AUImportanceofRuralCareersEducators’LocalProfessionalNetworks

LaurenDotson,MontanaStateUniversityRuralEducationandtheNeedforTrauma-InformedCare

MoragRedford,UniversityoftheHighlandsandIslandsScotlandTheRoleofValuesInaTeacherLeadershipProgrammeforScottishIslandCommunities

3:30-5:00Friday,August3:ParallelSession6

SUBBallroomB SUBBallroomC SUBBallroomD Theme2-Partnership Theme3-Profession Theme6-Leadership

3:30-4:00PresentationA

VickiHoward,UniversityofMontanaWestern&LonaRunningWolf,NapiElementarySchoolBuildingCapacitywithinRuralIndigenousCommunities

TenaVersland,JanessaParenteau&LynnePeterson,MontanaStateUniversityMSU’sRuralPracticum:APromisingPracticetoAddressTeacherRecruitmentandRetention

IvanLorentzen,FlatheadValleyCommunityCollege&WilliamMcCaw,UniversityofMontanaTheFiveStandardsofBoardsmanshipandtheirRelationshipwithStudentAchievement

4:00-4:30PresentationB

SuzanneArnold&BarbaraSeidl,UniversityofColorado,DenverMaximizingPartnershipsinRuralCommunities:MultiplePathwaystoSupportTeacherDevelopment

SusanGregory&ReneRosellYarbrough,MontanaStateUniversityBillingsMeetingtheNeedforSpecialEducationTeachersinRuralAreas

DanielLee,UniversityofMontana,JenniferLutey&LisaKerscher,BrightwaysLearningRuralSchools,Standards-BasedTeacherEvaluationandTechnology'sOdysseanPromise

4:30-5:00PresentationC

RyanFowler,TNTP,AllenPratt,NREA,&StevenJohnson,LisbonPublicSchoolsDesigningaNationalTalentStrategyforRuralSchools

RobertMitchell,UniversityofColorado,ColoradoSprings&MeganQuitter,ColoradoDepartmentofEducationFillingClassrooms:Colorado'sEffortstoResolvetheEducatorShortagesinRuralColorado

MelodySchopp,ConsultantBuildingaFootBridgeinRuralEducation

8

ISFIRE2018KeynoteSpeakers

Wednesday,August19:30aminSUBBallroomADr.SweeneyWindchiefAssistantProfessorofAdult&HigherEducationMontanaStateUniversity,BozemanTheSharingofIndigenousKnowledgeThroughAcademicMeansbyImplementingSelf-reflectionandStoryIndigenousresearchscholarsnavigateacomplexlandscapethatisimpactedbytheirrelationships,aswellastherolesandresponsibilitiesthatcomewithboththeirIndigenousandprofessionalpositionality.ThispresentationcontemplatesthepassingofIndigenousknowledgethroughacademicmeansbyimplementingself-reflectionandstory.ConcludingthatIndigenousresearchisforIndigenouscommunity,thispresentationexploresquestionssuchas;whatarethe“Rules”tousingIndigenousmethodologiesinresearch?HowcanweuseIndigenousmethodologiesinresearchthatreflectthenuanceofourcommunityidentity?HowcanwereciprocateinthesharingofIndigenousknowledge?Finally,howcanweshareIndigenousknowledgeinawaythatmaintainsculturalprotocol?ThepracticalimplicationsofthisworkincludesupportforIndigenousmethodologiesandconsiderstheculturalcontextoftheISFIREcommunity.Futurescholarshipconnectedwiththisworkincludescomplicatingtheperceptionsofresearchfrom1)academicperspectivesand2)Indigenouscommunityperspectiveswhichcanbeconsideredinternationally,nationally,orlocally.Bio–SweeneyWindchief,aNakodamemberoftheFortPeckTribesinnorthernMontana,servesasanAssistantProfessorofAdultandHigherEducationatMontanaStateUniversity.HisresearchinterestsincludehighereducationspecificallyundertheumbrellaofIndigenousintellectualism.SweeneyiscurrentlyaCo-PIonanNSFsponsoredAGEP-TGrantentitled:PacificNorthwestCirclesofSuccessinMentoringOfStudents(PNW-COSMOS)andagrantforimprovingthepathwaysforRuralandAmericanIndianStudentsEnteringComputerScienceViaStorytelling.Histeachingprivilegesincludecriticalracetheory,Indigenousmethodologiesinresearch,lawandpolicyinhighereducationandinstitutionalresearch.Hisoutreachandcommunityengagementactivitiesinclude;MSU’sAmericanIndianStudentCenterExecutiveCommittee,theCollegeHorizonsadvisorycouncil,andamemberoftheAERAIndigenousPeoplesoftheAmericas(IPA)SIGawardscommittee.HeandhiswifeSarahavetwosonswhohelpkeepthingsinperspective.

9

ISFIRE2018KeynoteSpeakers

Thursday,August29:00aminSUBBallroomAProfessorSimoneWhiteAssistantDean(InternationalandEngagement)FacultyofEducationQueenslandUniversityofTechnology,Brisbane,AustraliaSchoolingTeachersforRuralCommunities?SharingtheLessonsfromRuralEducationResearchResearchcontinuestotellthetale,thatruralschoolsexperiencehigherteachershortagesandstaffingchurnthantheircitycounterparts.Thisstoryisreflectedinmostcountriesacrosstheworld.Thispresentationlooksfirstlyatwhatweknowabouttheglobalruralstaffing‘crisis’phenomenon,exploringboththeresearchandpolicylandscapeacrosscountriessuchastheUS,AustraliaandCanada.Attentionthenturnstoprovidingarangeofcounter-narrativeswhereruralschoolcommunitieshavegoneagainstthistrend.Illustrationsofpracticewillbesharedfromacrossavarietyofschool-university-communitybasedinitiatives.Storiesofsuccessfromtheruralfieldhighlightthatteachereducationisthekey.Bothatthepre-servicelevelthroughinitialteachereducationandattheprofessionaldevelopmentlevelforteachersandimportantlyruralschoolleaders.Studieshaveidentifiedkeylinksbetweenthesustainabilityofruralcommunitiesandteacherpreparation,findingthatruralcommunitiesstandtobenefitfromteachereducationcurriculumthatisinclusiveofruraleducationneeds.Understandingandvaluingruralplacescanbeacentralcoretoallteachereducationcurriculumandprofessionalexperience.Schoolingteachersandimportantlyre-schoolingteachereducatorscanprovidetheverysolutiontoenablingthrivingruralcommunitiesandensuringthelearningandwell-beingforallruralstudents.Bio–SimoneWhiteisProfessorandAssistantDean(InternationalandEngagement)intheFacultyofEducationatQueenslandUniversityofTechnology(QUT).SimoneisalsotheImmediatePastPresidentoftheAustralianTeacherEducationAssociation(ATEA).Simone’spublications,researchandteachingarefocusedonthekeyquestionofhowtobestprepareteachersandleadersfordiverserural,regionalandremotecommunities(bothlocalandglobal).Hercurrentresearchareasfocusonteachereducationpolicy,teacherdevelopment,professionalexperienceandbuildingandmaintaininguniversity-school/communitypartnerships.SimonecurrentlyleadsanAustraliangovernmentfundedprojectfocusedonimprovingthepreparationoffutureteacherstoworkinpartnershipwithAboriginalandTorresStraitIslanderparentsandcaregivers.Throughhercollectivework,Simoneaimstoconnectresearch,policyandpracticeinwaysthatbringteachersandschoolanduniversitybasedteachereducatorstogetherandbreakdowntraditionalbordersbetweenacademics,policymakers,communitiesandpractitioners.

10

ISFIRE2018KeynoteSpeakers

Thursday,August27:00pminSUBBallroomADr.AllenPrattExecutiveDirector,NationalRuralEducationAssociation UniversityofTennessee,ChattanoogaRuralEducationandPublicPolicy:AMajorEnterpriseIn1944,theWhiteHouseConferenceonRuralEducationpublishedareportstatingthebeliefthat“theruralschoolsareafundamentalandindispensablemeansofbuildingandmaintaininginAmericathemostgloriousrurallifeanywhereintheworld”andthat“thereisnothinginvolvedthatcannotbeadequatelycopedwithifpublicpolicy,stateandnational,makesavailable(1)theteachingpersonneldevotedtotheeducationofruralchildrenandequippedbyeducationforthatimportantwork,(2)theleadership—national,state,andlocal—necessarytopromoteandoperatethekindofschoolsneeded,and(3)thefinancialresourcesnecessarytomaintainadequateeducationalopportunities(Dawson,1944,p.42).Fast-forwardto2018,andDawson’swordscontinuetoringtrue.ItiscriticalthatwecarefullyexamineaspectsofstateandfederaleducationpolicyfromtheperspectiveofruralschoolsandcommunitiesacrosstheUnitedStatesandunderstandhowtheseruralschoolsandcommunitiesaddresstheworkwhichhasbeenmandatedfromafarandmanagetoeducatetheirstudents.Citation:Dawson,H.A.(1944).TroubleattheCrossroads.TheWhiteHouseConferenceonRuralEducation.Washington,D.C.Bio–Dr.AllenPrattcurrentlyservesastheExecutiveDirectoroftheNationalRuralEducationAssociation.Inthepast,hehasservedasahighschoolscienceteacherandcoach,ahighschoolprincipal,assistantsuperintendent/curriculumdirector,executivedirectoroftheTennesseeRuralEducationAssociation,executivedirectoroftheEastTennesseeCenterofRegionalExcellencefortheTennesseeDepartmentofEducation,andruraloutreachliaisonforLincolnMemorialUniversity.Hisprimaryinterestsarethoseissueswhichimpactruralschoolsandtheroleofinstructionalleadersatthedistrictandbuildinglevels.HeisalsoinvolvedattheUniversityofTennesseeatChattanoogaintheSchoolofEducationandtheirEducationalLeadershipprogram.

11

ISFIRE2018KeynoteSpeakers

Friday,August3 9:00aminSUBBallroomAProfessorJohnPeggDirector,SiMERRNationalResearchCentreSchoolofEducationUniversityofNewEngland,Armidale,AustraliaStrengtheningRuralEducation:AlternativesinEnhancingEducationinRuralAreasAustraliacontinuestobeatcross-roadsintermsofequityofopportunitiesandachievementsforstudentsinruralandremoteareascomparedtothoseoftheirmetropolitanpeers.IsthistheperspectiveofotherCountries?DespitenumerousreportsonruraleducationinAustralia,andcontinuedeffortsbyStateandTerritorygovernments,toaddressthesituationlittle,ifanything,haschanged.InAustralia:country-widecomparisonsusingnationalandinternationaltestsshowcontinueddisparityofachievementamongremote,provincialandmetropolitanstudents;ruralschoolscontinuetobestaffedbyAustralia’sleastexperiencedteachers;andthereisnonationallycohesiveframeworktoaddresssystematicallytheconcernsandissuesthathaveplaguededucationprovisioninruralAustraliaforseveraldecades.Dothesepointsresonatewithissuesinruralschoolsinothercountries?ThispresentationconsiderspossiblealternativesforruralAustralia(andpossiblyothercountries)throughthelensesofstudentlearning,teacherqualityandgovernmentpolicies.Bio–JohnPeggbeganhiscareerasasecondarymathematicsteacher.Currently,heisProfessorandFoundationDirectoroftheNationalCentreforScienceICTandMathematicsEducationforRuralandRegionalAustralia(SiMERRNationalResearchCentre)basedattheUniversityofNewEngland,Armidale,Australia.Hisworkisfar-ranging,andheisknownforhiscontributiontotheory-basedcognitionresearchinMathematicsEducationandAssessment,especiallylinkedtotheSOLOModel.HeisaChiefInvestigatorforthebrain-based,AustralianResearchCouncilAustralianScienceofLearningResearchCentrebasedattheQueenslandBrainInstitute,Brisbane,Australia.Johnadvocatesforequalityofeducationallearningoutcomesforstudentsandteachersregardlessoftheirgeographiccircumstance.Hehasstronglinkswithschools,professionalteachingassociations,andeducationalauthoritiesinAustraliaandoverseas,asaconsultant/evaluatorinadiverserangeofeducationalcontexts.Herecentlycompletedafive-yeartermastheMinister’snomineeonthepeakeducationbodyinNewSouthWales.InthepastfewyearsJohnhasbeenteamleaderonmanysignificantlarge-scaleAustralianandInternationalprojectslinkedto:underachievinglearnersinbasicMathematicsandLiteracy,state-widediagnostictestinginScience,developmental-basedassessmentandinstruction,validationoftheAustralianNationalProfessionalStandardsforTeachers,investigatingschoolfacultiesachievingoutstandingstudent-learningoutcomes(ÆSOPstudy),andpromotingsystem-widequalityreformsinteachereducationinthePhilippinesthroughtheestablishmentofthePhilippineNationalResearchCentreforTeacherQuality(RCTQ)andthedevelopmentintopolicyofthePhilippineProfessionalStandardsforTeachers(PPST).

12

InteractivePanelDiscussions

Wednesday,August12:00pmSUBBallroomA

CommunityResponsiveLeadershipPreparation:ExplicitObjectivesandTacitAssumptionsParticipants:BillRuff(Chair),GodfreySaunders,JasonCumminsTheIndianLeadershipEducationandDevelopment(ILEAD)projecthasbeenpreparingAmericanIndianeducatorsforschoolleadershippositionsformorethanadecade.ILEADgraduateshaveheldleadershippositionsateverylevelwithintheAmericaneducationalsystem—school,district,state,tribalandfederal.UsingtheILEADprojectasanexampleofaneducationalleadershippreparationprogramthatpurposefullysoughttoprepareleaderswhowereresponsivetotheneedsoftheirruralcommunities,thispaneldiscussionwillexplorethefollowingessentialquestion:Howarecommunityresponsiveleaderspreparedandwhatimpactcantheyhaveonlocalruralcommunities?Inexploringthisessentialquestion,thepanelwillattempttoanswerthefollowingquestionsfromtheperspectivesofprogramdesign,programimplementation,andlocalengagement:

1. WhatweretheexplicitobjectivesoftheILEADproject?2. HowwastheILEADprogramdesignedtomeettheseobjectivesandhowhasitchanged

overthecourseoftwelveyears?3. WhatisdifferentaboutILEADprojectthatcanbegeneralizedtocommunityresponsive

leadershippreparation?4. WhatimpacthaveILEADgraduateshadonschoolsystemsservingspecificrural

communities?

13

InteractivePanelDiscussions

Thursday,August21:30pmSUBBallroomAEducatingforSustainabilityinRemoteLocationsParticipants:ChrisReading(Chair),DawnWallis(Canada),NeilTaylor(Nauru),ConstanceKhupe(SouthAfrica),MoragRedford(Scotland),PatrickHampton(Australia),TenaVersland(USA)Atatimewhensocial,economicandpoliticaldecisions,alongwithextremeweatherevents,challengetheviabilityofcommunitiesinremotelocations,educatorsneedtorisetothechallengeofpreparingtheyoungstersinthesecommunitiestoworktowardssustainabilityforamorecertainfuture.Whatinnovativeapproacheshavebeentakentowardseducatingforsustainabilityinremotelocationsandwhatarethechallengesfaced?Apopularviewofsustainabilityderivesfromviewingsustainabledevelopmentasmeeting“theneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds”(BrundtlandReport,1987).Toachievesustainabilityinanyparticularcontextorsituation,threeimportantpillarshavetobeaddressed:socialsustainability,environmentalsustainability,andeconomicsustainability.Foracommunitytobesustainableitmustbe“economically,environmentally,andsociallyhealthyandresilient”(InstituteforSustainableCommunities).Thissustainabilityismorelikelytobeachievedthroughintegratedsolutionsratherthanfragmentedapproachesthat meetonegoalattheexpenseofanother.So,toworktowardssustainabilitycommunitiesneedtodriveinnovationbutnotcompromise“wayoflife.”Communitiescanberemotefordifferentreasonsbutmostlytheseinvolvedifficultiesofaccess.Oftenthisisforgeographicreasons:mountainranges,thickvegetation,sparsevegetation,bodiesofwaterorjustvastdistancefrommorepopulousareas.However,social,cultural,economicorpoliticaldivisionscanalsocausecommunitiestobe“remote.”Whatcaneducatorsdofortheirstudentstohelpremotecommunitiesworktowardsmoresustainablesolutions:environmental;cultural;social;economic….?Whatisalreadybeingachievedinremotelocations?Whatwerethechallengesinachievingthis?Howwerethechallengesmet?Thisinteractivepanelprovidestheopportunitytoconsidereducatingforsustainabilityinremotelocations.Thepanelmembers,eachfromadifferentcountry,willshareinnovativesolutionsand/orchallengesrelatedtotheirowncountry.Theinteractivestructureofthepanelwillallowfordiscussionandwidersharingofinnovativepractice.

14

InteractivePanelDiscussions

Friday,August31:30pmSUBBallroomAStrengtheningRuralEducation:PartneringforEnduringSuccessParticipants:AlisonHarmon(Chair),SweeneyWindchief,SimoneWhite,AllenPratt,JohnPeggForthepast3days,wegatheredtogetherforaninternationalforumonruraleducationwiththespecificintentofcelebratingtheimportanceofruraleducation,discussingourcommonchallenges,andsharinginnovativesolutionstoaddressourcollectiveconcerns.Wethoughtfullysharedourresearchfindings,innovativepractices,andevaluatedapproacheslinkedtopositive,practicaloutcomesandactionsforourstudentsandourcommunities.NowasweapproachourfinalinteractivepaneldiscussionandlooktothedaysbeyondISFIRE2018,wewanttoconsiderarenewedvisionforfuturepartnershipsdesignedtosupportruraleducationandfostersuccessforall.Whataresomeoftheinnovativeapproacheswecantaketoformpartnershipsthatwillstrengthenruraleducationandsupportourruralschoolsandcommunities?Aswereturntoourruralcommunities,howcanweengageinvariouslevelsofpartnerships(international,national,regional,local),withvarioustypesofpartners(governments,organizations,businesses,communitygroups,individuals),inwaysthathelpustoaddressourveryrealchallengesandfosterenduringsuccessforourstudents,ourschools,ourcommunities,andourselves?Ourkeynotespeakersonthispanelwillsharetheirperspectivesandoffersomeinsightsforallofustoconsiderregardingthenatureandroleofeffectivepartnerships,approachestoestablishingandsustaininghealthypartnershipsovertime,andtheevolvingnatureofpartnershipsinourglobalcommunity.Itisourhopethatourdiscussiontogetherwillinformandinspirethedevelopmentof,andyourparticipationin,effective,purposeful,andproductivepartnershipsformanyyearstocome.

15

Wednesday,August111:00-12:30 SUBBallroomB Theme:Partnership

11:00-11:30WritingTogether:ExpandingOpportunitiesforTeachersandStudentsinRuralCommunitiesAllisonWynhoffOlsen,KirkBranch,JanZauha,MontanaStateUniversity&EmilyNelson,BelgradeHighSchool

TeacherswritingwithteachersattheYellowstoneWritingProject(YWP)createanengagedlearningcommunity.YWPcapitalizesonwriting’scapacitytofostercreativeapproachestoideasandcultureswithincommunitiesasweextendourreachintoremote,ruralsettingsthroughpartnershipswithBigSkyCountryFair(BSCF),MontanaStateUniversity(MSU)LibraryandtheIvanDoigArchive,MuseumoftheRockies(MOR),andInternationalYouthSilentFilmFestival(IYSFF).Thispresentationprovidessnapshotsintoourpartnerships,considerationsofhowthesepartnershipsinvolveruralteachersandschools,andhowwemakeuseofmultifacetedassessmentstomonitorandevaluatejoint-successandmutualbenefit.DrawinguponTeacherActionResearchmethodologies,weofferpreliminaryfindings:WithBSCF,ruraladultsandchildrenstatewideparticipateinawritingcontestthatengagestheminsharingtheirMontanastories.WithMSULibrary’sDoigArchive,primarydocumentsreachruralMontanaclassroomstoopenawindowonanaward-winningauthor’sapproachtowritingascreativeprocesslinkedtoplace.WithMOR,uniqueexpertiseandresourcesaresharedamongsteducators,museumprofessionals,andstudentstocreatewritingopportunitiesformuseumguests,offerprofessionaldevelopmentforeducators,andprovidewritingworkshopsforstudentwriters.WithIYSFF,Montanastudentsengageinstorytellingviasilentfilm,givinginternationalvoicetotheirexperiences.AcrossYWP’scollaborativepairings,threeimplicationsemerge:(1)WearebuildingrobustconnectionsacrossMTclassrooms;(2)WehaveincreasedparticipationandleadershipfromruralMTstudents;(3)Wearebuildinguniversity-relatedrelationshipswithruralschoolsacrossthestate.

11:30-12:00WalkBesideMe,LearnTogether:AService-LearningImmersiontoaRemoteAboriginalSchoolandCommunityPatrickHampton,UniversityofNotreDame,AU

Theaimofthisstudywastoexplorethepotentialofaservice-learningimmersionprogramtopromotepre-serviceteachers'developmentofculturalcompetencyintheareaofAboriginaleducation.Thatis,theresearchfocusedonwaystheimmersionprogramhelpedpre-serviceteachers(a)developawarenessofculturalimplicationsinteachinginaremoteschooland(b)understandandrespectAboriginalpeoplewithaviewtoreconciliation.Theprogramhasoperatedsince2013andoccursinaremoteAboriginalschoolandcommunityinWesternAustralia.Thedurationoftheimmersioniseightdaysandisopentoearlychildhood,primaryandsecondarypre-serviceteachers.Theunderlyingepistemologyoftheresearchisconstructivist,specificallyinterpretivistinnature,withasymbolicinteractionistlens.Thatis,theresearchattemptsto“givevoice”totheparticipantsthroughtheirownlanguage.Contentanalysiswasthemethodologyusedtoexplorethepre-serviceteachers’experiencesandperceptionswhileundertakingtheirservice-learningimmersion.Datacollectionmethodsincludedfocusgroupinterviews,participantjournalsandaquestionnaire.Thesedatawerecollectedoverafour-yearspanfrom2014to2017.Thefindingsindicatethattheservice-learningimmersionhasenabledpre-serviceteacherstoexploretheirinterestsandpassiontoteachAboriginalstudentsinbothruralandremotelocations.

12:00-12:30TheDigitalStoryworkPartnership:EngagingStudents,Educators,andCommunityMembersinResearch&FilmmakingChristineStanton,LuciaRicciardelli,MontanaStateUniversity&BradHall,BlackfeetCommunityCollege

TheDigitalStoryworkPartnership(DSP)integratescommunity-basedparticipatoryresearch(CBPR)withIndigenousResearchMethodologies(IRMs)toadvanceculturallyrevitalizingpedagogy,interdisciplinaryscholarship,andcreativeactivityinruralandtribalcommunitiesacrossMontanaandWyoming.PartnersincludeIndigenoushighschoolyouthandeducators;communitynonprofits;universityandtribalcollegestudents,faculty,andalumni;andelders,languageteachers,andtriballeadersfrommultipleIndigenousnations.ThroughDSPactivities,studentsconductcommunity-centeredresearchandcreatefilmsfordisseminationofeducationalcontent.ToframeDSPactivities,weapply6Rs(respect,responsibility,relevance,reciprocity,relationality,andrepresentation)identifiedascentraltoIndigenousresearchandeducation.Generally,theDSPprocessemphasizes:1)identifyingcommunityresearchandeducationalinterests,culturalprotocolneeds,andmethodological/technical/creativerecommendations;2)applyingappropriatemethodstoinvestigatecommunityinterestsandshareculturalknowledge;and,3)debriefingandplanningforfutureactionwithcommunitypartnersandeducationalinstitutions.TheDSPisverydifferentfromconventionalapproachestoresearch,education,andfilmmakinggivenitsfocusoncommunitydecision-makingandprotectionofculturallysensitivecontent.ThispresentationwilldescribetheDSPmodel(asbothateachingpedagogyandresearchmethodology),shareexamplesfromresearchandfilmmakingworkshops,andoverviewbenefitsandchallengesspecifictoruralcontexts.TheDSPadvancesworkrelatedtomultipleareasofinterestwithinruraleducation,particularlythoserelatedtoruralpartnerships,revitalizingIndigenouswaysofknowing,integratingtechnologytosupportlearning,andnurturingleadershipdevelopmentinstudentsandcommunitymembers.

16

11:00-11:30SupportingRuralEducators:LessonsfromthePBSTeacherCommunityProgramKerriBalint,PublicBroadcastingServiceBenGarcia,SouthernOregonPublicTelevisionKariWardle,IdahoPublicTelevisionNikkiVradenburg,MontanaPBSMekcaWallace-Spurgin,IowaPublicTelevisionDarcyBakkegard,PrairiePublicBroadcastingInselectruralareasoftheU.S.,fiveformerclassroomteachershavebeenembeddedatlocalPBSstationsandhaveundertakenthechallengeofcreatingconnectionsamonglocaleducators.ForaboutayeartheyhavebeenprovidingqualityprofessionaldevelopmentforruraleducatorsintheirareaaspartofaPBSTeacherCommunityProgram(TCP)whichisagranttheirstationhasreceived.FundedbytheAnnRayFoundationwithdatagatheringsupportfromRockmanetal,thisfive-state(OR,ID,MT,ND,IA)three-yearpilotprojectaimstoreduceteacherisolationwhilestimulatinggreatercollaborationbetweeneducationalstakeholders.Thisfive-state(OR,ID,MT,ND,IA),three-yearpilotproject,intendsto1.Reduceteacherisolation2.Stimulategreatercollaborationandconnectionbetweenlocaleducationalstakeholders3.AddresslocalteacherneedsandofferprofessionallearningopportunitiesbasedonPBSresearchfindings,and4.Connectlocaleducatorswiththeirlocalstationsotheirstoriescanbetoldtothebroadercommunity.InOregon,TeacherAmbassadorBenGarcia,isdevelopingpartnershipswithindividualteachers,localschools,localschooldistricts,andalsothelocalEducationalServiceDistricttoparticipateintheplanningofnew,orexisting:teachersummits,technologyconferences,technologyintegrationteams,varioustypesofprofessionaldevelopmentworkshopsandalsostudentcamps.ThevitalprocessoftellingtheTeacherCommunityProgramstory,notjustfromaresearchstandpoint,isjustbeginningtotakeformatSOPTVandotherTCPstations.Wehopetoeffectivelyrelaythisfascinatingstoryaboutwhatwehavelearnedthusfar.InIdaho,KariWardle,isworkingwiththreeruralschoolstoprovidetechnologyintegrationtrainingandcoaching,includingin-classroommodelingforteachers,workingwithcollaborativeteams,andprovidingoneononecoaching.Additionally,sheisworkingtoincreaseawarenessoftheresourcesavailabletoteachersbytravelingstatewideandattendingandpresentingatconferencesandworkshops.InMontana,NikkiVradenburgisservingthreeruralschooldistrictsasatechnologyintegrationcoach.Bymeetingwithteacherswithinthecontextoftheschooldaysheisattemptingtoofferfree,personalized,embeddedandon-goingprofessionaldevelopmenttoK-12teachersthatincludesonetoonecoachingmeetings,modeledlessons,co-teaching,providingtopicalwebinars,smallgroupplanningsessionsandafterschoolworkshops.InIowa,TeacherAmbassadorMekcaWallace-SpurginisembeddedintheCentervilleCommunitySchoolDistrictinthesouthernmostpartofthestate.Sheisdevelopingvariousprofessionaldevelopmentopportunities,coursesforcreditandrecertification,andmeetswithK-12educatorsonadailybasistoprovidesupportfortheintegrationoftechnology.MekcaalsohelpswiththeimplementationofthePBSStudentReportingLabatCentervilleHighSchoolinanefforttopromotestudentvoice.InNorthDakota,TeacherAmbassadorDarcyBakkegardisdevelopingpartnershipswithvariousstateagenciestomaximizeresources,networkingwithschoolstocreatevirtualPLCsandtechnologycadres,providingtopicalwebinarsforteachers,andcoordinatingvariousprofessionaldevelopmentworkshops-allfreeforeducators.

Wednesday,August111:00-12:30 SUBBallroomC Theme:Profession

17

Wednesday,August111:00-12:30 SUBBallroomD Theme:Practice11:00-11:30Deficits,Dichotomies,andOtherTrapsinProblemFormationforRuralEducationAmyAzano,VirginiaTech&CatBiddle,UniversityofMaineThispresentationattemptstonameanddispelruraldeficitnarrativesunderlyingconceptionsofruralityandtheoreticalconstructsinruraleducationresearch.Whileeducationresearchreliesonidentifying“problems”wequestionifproblemliteraturehasreifiedthepervasiveandenduringdeficitframesscholarshipattemptstodisrupt.Forthiswork,wegleaninsightfromdeficitideologiesinurbaneducationandquestionhowthisideologymightbeoperationalizedinruralspaces.Giventhistheoreticalforegrounding,weaskwhatruraleducationliteraturedoestopositiondeficitthinkingaboutruralteachers,students,andspaces.Wealsoaskhowruraleducationresearcherscanaddressdeficitswithoutusingdeficittheory.Gorski(2010)positstodismantledeficitthinking,onemustidentifythesignsthatadeficitideologyisatplay.Theseincludesharedassumptionsandstereotypes,embeddingpovertyandinequalitieswithincultures,andalackofunderstandingofthesociopoliticalcontextsatplay.Inthinkingaboutpreparingteachersforworkinurbanschools,Lazar(2007)sayswemustdismantlealegacyofracialprejudice.Isthatsamedismantlingneededinruralschoolsandresearch?Howdoweadvocateforruralcommunitieswhereprideservestomaskprovincialism,nationalism,orracism?Howdowemoveconversationsawayfromthe“cultureofpoverty”tounderstandingsaroundfoodorhousinginsecuritiestomakeconcretetheabstractlanguageusedtocharacterizeruralpeopleandplaces?Thesequestionsandourreckoningwithtroubledruralnarrativeswillserveasdiscussionpointsforparticipantsworkinginandwithruralcommunities.11:30-12:00ExaminingProductivityinRuralEducation:SignalsofInnovativeApproachesandBestPracticesMatthewFinster,Westat

Expectationsforstudentperformancecontinuestorisewhilemanyschooldistrictsarefacingconstrainedbudgetsrequiringschoolleaderstobemoreproductive--increasingoutcomesforagivenexpenditure.While,ruraldistrictsandschoolsareoftenconsideredlessproductivethanurbanandsuburbancounterparts,exhibiting,onaverage,lowerreturnsoninvestment(ROI),ananalysisbyRoza(2015)usingnationaldatafromtheUnitedStatesdemonstratesthatoneinfiveruralremotedistrictsactuallyhaveahighROI.Theseproductive“brightspots”mayprovidevaluablelessonsaboutinnovationandbestpractices.UsingWisconsinstatedataforelementaryandmiddleschools(N=2,114),weexaminewhetherruralschoolsaremoreproductiveonaveragethannonruralschools,basedonanROIindexthatincorporatesdistrictexpendituresandschool-levelvalue-added(VA)estimates,andtheextensivenessofhighlyproductiveruralschools.WhilemostROIstudiesusemeasuresofstudentachievement,whicharehighlycorrelatedwithsocio-economicstatusandpriorattainment,usingschool-levelVAestimatesinanROIindexprovidesameasureofstudentlearningrelativetoeducationexpenditures.Theresultsofthemultilevelregressionanalysisindicatethat,onaverage,therearenotstatisticallysignificantdifferencesbetweenschools’productivitylevelsbylocale;however,approximatelyoneinfiveruralelementaryschoolswereidentifiedasbeinghighlyproductive.Furtherexaminationofschool-levelfundingallocations,servicedeliverymodels,andinstructionalpracticesinthesebrightspotsmayprovidenewinsightsintoproductivityandinnovationinruralsettings.

12:00-12:30“Hereislotsofplaces”:TeacherPreparationForandWithOregon’sRuralCulturesandRuralSchoolsJesseMoonLonghurst,SouthernOregonUniversityManygraduatesofOregonteacherpreparationprogramswillteachinruralandsmalltownschools.Despitethis,mostteacherpreparationprogramsinourstatedonotspecificallyaddressthevariedrealitiesofaruralteachinglifeandthevarietyandnuanceofruralculturesandcommunities.Ruralpeopleexistincontestedspacebetweenanidolizedrurality(andanimagineddarkandbackwardruralitythatisblamedforourcurrentpoliticalandsocialwoes.TherehasbeenmuchpublicwringingofhandsoflateaboutruralAmericawhichisimaginedaseitherthewholesomerepositoryofourbestnationalqualitiesortoincubateracismandintoleranceofallkinds.ThesuccessofbookssuchasVance’sHillbillyElegy(2016)speaktothepublic’srenewedcuriosityandambivalenceaboutruralityandruralpeople.Theworkwedotoprepareruralteachersisfraught,particularlyatthishistoricaljuncturewhenthepublicdiscourseaboutruralityandaboutpublicschoolsislouderandmorevitriolicthanever.Thisisthelandscapewenavigateasweguidethemthroughclinicalpracticeandtheintersectionofschoolandcommunity.ThispresentationinterrogateswhatitmeanstobeaculturallyresponsiveteacherinruralOregonanddiscussesstrategiesforpreparingteachersforandwithOregon’sdiverseruralculturesandruralcommunities.

18

Wednesday,August111:00-12:30 SUBRoom233 Theme:Students

11:00-11:30DevelopinganAdvancedPlacementProgramaSmall,RuralSchoolKimberlyMcCluskey,ScotlandCountyR-1ScotlandCountyR-1(SCR-1),withahighschoolenrollmentofunder200students,islocatedinruralMissouri,hoursfromtheclosestmetropolitanarea.Aspartofourcommitmenttohighqualityeducation,anAdvancedPlacementprogramwasimplementedduringthe2014-15academicyear.ThissessionwillwalkthroughtheprocessofdevelopingasuccessfulAPprogramthroughtheuseofprofessionallearningcommunitiesandextensivecollaboration.Small,ruralschoolsfacemanychallengesindevelopingAPprogramsandwaystoovercomemanyoftheseinordertodevelopatrueAPculturewithinthedistrictwillbeshared.Variousmethodsofcollectingdatatotrackthegrowthandsuccessoftheprogramwillbediscussed.Inthreeshortyears,SCR-1hasimprovedfroma0%passrateontheAPexamstoa40%passratein2017,withgrowthexpectedin2018aswell.ThenumberofAPcoursesofferedhasincreasedfromtwotosevenscheduledforthe2018-19academicyear.In2017,theCollegeBoardreportedthat33%ofgraduatingpublichighschoolstudentshadtakenanAPexam;however,SCR-1surpassedthisat46.3%forourclassof2017.TheCollegeBoardalsoreported11.4%ofMissouripublichighschoolstudentspassedanAPexam,butSCR-1exceededthisaswellat19.5%.Datafromthe2018APexamcyclewillalsobeshared.ThispresentationwillhighlightthestrategiesutilizedbySCR-1tofacilitatethegrowthanddevelopmentofasuccessfulAPprogram.11:30-12:00Puttingthe"T"inSTEMforRuralEducatorsMelindaDavis&CassidyHall,UniversityofIdahoEffectivetechnologyintegrationprofessionaldevelopmentforruralK-12educatorsmusthelpteachersrealizetheimpactofeffectiveclassroomtechnologyuse,beeasytoimplement,beusablewithlimitedresources,andbuilduponpriorknowledgeandexperience.ByusingtheDanielsonFrameworkforTeachingasapriorcontext,teachersmaybemoreapttoconsiderusingtechnologymorebroadlytosupportteachingandlearning.In2016and2017,summerSTEMprofessionaldevelopmentinstitutesweredeliveredtoover500K-12teachersacrossIdahofocusedonintegrationoftechnologyinSTEMeducation.Manyoftheparticipatingteachersarefromsmall,ruralcommunitiesandfromschoolswheretheyserveasthesoleteacheroftheircurriculararea.Teacherswereinstructedonuseoftechnologiesthatwereindependentofthehardwareusedsuchthattheycouldbeutilizedregardlessoftheresourcesavailabletothem.Therelationshipbetweenteachers’self-efficacyandimplementationoftechnologyintheclassroomwasinvestigatedwithpreandpostinstitutesurveys.The2016datademonstratedthatmanyteachersarecomfortableusingtechnologyforlessonplanninganddeliverybutlesssousingitforotherdomains.However,2017datasuggeststhatbyusingtheframework,teachersconsidertechnologyusesinalldomains.Thesignificanceofthisstudyrestsinthepotentialofthisapproachformoreeffectivetechnologyintegrationprofessionaldevelopment,particularlyinruralareas.Effectiveinthiscontextmeansconsistentandpersistentintegrationthroughunderstandinghowthesepracticesimpactbothteachersandstudents.12:00-12:30TheWorldAroundUs:NurturingSpatialReasoninginRuralSchoolsChrisReading,UniversityofNewEngland,AUTheimportanceofspatialreasoningisbecomingmorewidelyrecognised.Curriculaaroundtheworldareincludingspatialreasoningmoreexplicitly.Researchersareidentifying,inparticular,thatyounglearnersdemonstrateinformalspatialreasoning,thatspatialreasoningcanbedevelopedthroughlearning,andthatthereisalinkbetweenspatialreasoningandmathematicalability.Theinvestigationdescribedinthispresentationaimedtofindoutwhatruralschoolsaredoingtonurturespatialreasoningandhowsuccessfulthishasbeen.Ratherthaninitiatenewdatacollectionforthisinvestigation,theresearcherreliedonprojectsalreadyimplementedthathadbeenreportedpublicly.Analysisoftheseon-goingorcompletedprojects,relatedtospatialreasoningandmathematics,wasundertakentodetermineinternationallywhatisbeingdoneandwhatworksbest.Avarietyofprojectsimplementedinruralspacesindifferentcountrieswereidentified.Interestingly,manyoftheseprojectsinvolveIndigenousstudents.Whenprojectsfocusingonspatialreasoninghaveincorporatedconnectionwiththelocalcommunity,andacknowledgedtheimportanceofculturally-basedandspace-basedmathematicslearningtherehavebeengainsinmathematicalengagementandability.Thefindingshavethepotentialtoencourageteachersto:changeapproachestoassessingstudentswhoarebeginningschool;planactivitiesthatnurturepre-existingspatialreasoning;andconnectthelearningofspatialreasoningtofundamentalmathematicalconcepts.Aboveall,thoselivinginruralcommunitiesneedtorecognisetheimportanceofspatialreasoningandhowitcontributestoevery-daylifeinthatcommunity.

19

Wednesday,August14:00-5:30 SUBBallroomB Theme:Community4:00-4:30TeachingShouldNotbeaBubbleDisconnectedfromtheCommunity:RuralTeachersandLocalCurricula

OutiMarjaAutti&Unn-DorisK.Baeck,UiTTheArcticUniversityofNorwayOurpresentationfocusesonthewaysruralteachersinFinlanduselocalcontentsintheirteaching.TheFinnishnationalcorecurriculum,drawnupbytheFinnishNationalAgencyforEducation,framestheobjectivesofdifferentsubjectsandplanningofthecontentsofteaching.Itincludese.g.pupilassessment,theprinciplesofgoodlearningenvironment,pupilwelfare,andeducationalguidance.Nationalcurriculumservesasabasisforthelocalcurricula.Theideaistoenhanceequalityineducationthroughoutthecountry.Thelatestcorecurriculumforpre-primaryandbasiceducationwasintroducedin2014.Sincethen,themunicipalitieshavedrawnuplocalcurricula,whichsteerinstructionandschoolworkinmoredetail,takinglocalneedsandperspectivesintoconsideration.Inruralmunicipalities,individualsubjectteachersareresponsibleforthelocaladjustments.Teachersarerequiredtoholdamaster’sdegreeandtheyareallowedanextensivepedagogicfreedomintheirwork.Inourcasestudy,weinterviewed21ruralteachersandaskedthemabouttheirthoughtsandreflectionsonusinglocalcontentsintheirteaching.Teachers’roleinimplementinglocalcontentsiscentral.Theirinterestinthemattersoflocalcommunityisakeyfactor,buttheirbackgroundandthelengthofteachingexperiencealsoseemtoinfluencetheuseoflocalcontents.Teachersdiscussedthetensionbetweenimplementinglocalcontentsandexcludingchildrenfromthepossibilitiesoftheworld.Balancingthesetwodemandswasconsideredadifficulttask.Teachers’workloaddoesnotalwaysgiveanopportunitytouselocalcontentsinteaching.4:30-5:00DoYouGenerate“WebsofSupport”inYourSchool?JenniferLutey&TinaHamilton,BrightwaysLearningDoyouwanthealthystudents,ahappystaff,engagedparents,andanoverallpositiveschoolclimate?Then,comefindouthowsevenresearch-basedfactorscontributetoeachperson’sfeelingofself-worthandcapacitytoengage,learn,andgrow.Explorewithushowthosefactorscanfortifystudent-to-adultconnections,whicheaseclassroombehavioralandmanagementchallengesforteachers.5:00-5:30DevelopingaContextualizedModelofOutreachforRuralCommunitiesSamanthaAvitaia,UniversityofWollongong,AU

“It’shugelyimportant,youmakingthoseconnectionsarereally,reallyimportantinaruralenvironment”(Ruralprincipal,2017).IntheBegaValleyontheeastcoastofAustralia,15%ofpeoplegainaUniversityqualification**asopposedto42%inmajorcities.*TheUniversityofWollongong(UOW)Outreach&PathwaysunitisveryproudtoberecognisedastheAustralianawardwinnerfor‘ProgramsthatEnhanceLearning,categoryofWideningParticipation2017,AustralianAwardsforUniversityTeaching.Since2011UOWOutreachhasbeenworkingwithruralcommunitiesandin2017theUOWBegaregionalcampusreceivedaFederalgranttoextendtheirsuccessfuloutreachmodeltoschoolsinfurtherremotelocations.Thismodelputsruralschoolsandstudentsatthecentre,developingpracticalprogramsthathaveruraluniversitymentorsengagingwithruralschoolstudents,sharingpersonalsuccessandchallengestodemystifyuniversityandaddressbarriers.MillsandGale(2014)suggestthatthereisverylittlechanceofencounteringsomeonewhoactsinthiswaytodisruptyoungpeople’saspirationsinanisolatedruralcommunity.ContextualisingtheDesignandEvaluationMatrixforOutreach(DEMO)framework(Galeetal.,2010),UOWhasdevelopedaprogramthatinspiresandenablesruraluniversitystudentsto“payitforward”.Wewishtosharewithinternationalruralschoolsanduniversitiesourstoriesofsuccessandchallengesindevelopingruraleducationpartnershipsandpromotingstudentprogression,andtolearnfromothersandbringinternationalknowledgehome.*RegionalUniversitiesNetwork2017;**.idthepopulationsexperts2016

20

Wednesday,August14:00-5:30 SUBBallroomC Theme:Partnership

4:00-4:30TheValueofRuralSchool/CommunityPartnershipsStevenL.Johnson,LisbonPublicSchoolsThepresentationisabouttheworkoftheRuralSchoolsCollaborativeintheareasofruralteachercorps,place-basededucation,ruralschool/communitypartnerships,andcommunity/schoolbasedphilanthropyopportunities.Thesessionwillconcentrateoncreatingpositiverelationshipswithschoolsandthelocalcommunity.Ruraldistrictsareasdiverseasthecommunitiestheyserve.Still,ruralschooldistrictshavecommonthemes:communityhubs,studentparticipationandownership,centerforarts/activitiesandcatalystsformuchofoureconomicgrowth.SuccessfulruralteachercorpsprogramsinAlabama,California,andMissouriwillbepresented.Place-basededucationencouragesteachersandstudentstousetheschoolyardandcommunityplacesintoclassrooms.Whatistheroleofouryouthinourruralcommunities?Community-basedphilanthropypresentsrealeconomicdevelopmentpossibilitiesforoursmallruraltownsandschools.Educatorsneedtostrengthenthebondsbetweentheschoolandcommunitiestheyservetosurvive.4:30-5:00AppalachiaRisingJeffHawkins&DessieBowling,KentuckyValleyEducationalCooperativeTheKentuckyValleyEducationalCooperative(KVEC)iscomprisedof22ruralAppalachianpublicschooldistricts.KVECservesover50,000studentsand3,000educatorsthroughanintentionalfocusonTeaching,LeadershipandLearning.ThepowerfulworktakingplaceinourruralregionhasimpactededucationalpracticesacrossthenationasevidencedbythemultiplepartnershipsandcollaborationscurrentlyunderwayandiscontributingtotheresurgenceineducationalachievementinAppalachia.KVEC’soverarchingmissionistoleadanddirectsustainablesystemicimprovementthatdriveseducationreformandimprovesstudentachievementthroughinnovationinsystemsdesign,resourceuse,andhumancapitaldevelopment.TherearethreebroadaimsthatguideKVEC’swork:buildingagency(includingautonomy,mastery,purpose),inspiringhopeandfosteringtrustinselfandothers.KVECactivelyengagesaunifiednetworkofschoolscommittedto:puttingstudentsfirstwithawillingnesstoshareresourcesandstrategiesacrossschool/districtboundaries,developing/maintainingthecapacitytoengagebroadcross-sectionsofthecommunityinasystemicprocessforpositivechange,andthedrivetorecreatethelandscapeofruraleducation.Theinteractivepresentationwillincludeinformationandcontextfortherangeandscopeofinitiativesandstrategiesthatworktogethertobuildaregionalsystemoffulcrumsandleversthat,whencombined,canliftacommunityandaregion.Presentationcomponentswillinclude:micro-investmentsinInnovation,FIRESummits(ForgingInnovationinRuralEducation),ProfessionalActionNetworks,theholler.org(aplace-basedsociallearningnetwork),BuildingitForward(TinyHouseInitiative),CommunityShare(on-linecommunityengagementstrategy),etc.5:00-5:30RuralSchoolPartnerships:ConnectingImprovementScience,CollectiveImpactandPlaceBasedEducation

BradMitchell,BattelleforKids,DanetteParsley,EducationNorthwest&KristinaHesbol,UniversityofDenverRuralschoolsfaceuniqueimprovementpartnershipchallengesregardlessofformat-networkedimprovementcommunities,researchandpracticepartnerships,innovationcollaborativesand/orcollectiveimpactframeworks.Thepresentershaverichexperienceinworkingeffectivelywithruralschoolsacrossalltheseimprovementformats.Basedonbothpracticalexperienceandrelatedresearch,thepresenterswillhighlighteffectivestrategiesandprocessesforscalingandsustainingefficaciousschoolimprovementpartnerships.Specifically,thepresentationwillfocuson:--Networking:Whatnetworkstrategiesandprocessesoptimallyconnectanddevelopimprovementeffortsacrossruraldistrictsandschools?--Leading:Whatcapacitiesandsupportsdoruralpartnershipleadersneedtobesuccessful?--Impacting:Howdoparticipatingschoolsanddistricts"scaledown"improvementeffortsthatmakearealdifference?Thepresentationwillcenteronapartnershipframeworkthatblendsimprovementscience,collectiveimpactandplacebasededucationdesignprinciplesandpracticeswithreallifeexamplesfromaroundtheworld.

21

Wednesday,August14:00-5:30 SUBBallroomD Theme:Profession

4:00-4:30GeographicandMethodologicalGapsinU.S.RuralEducationResearchJesseLonghurst,SouthernOregonUniversity,MichaelThier,UniversityofOregon,PhillipGrant,Jr.,UniversityofWestGeorgia,SherylD.Craig,UniversityofOklahoma,&CaseyJakubowski,UniversityatAlbany:StateUniversityofNewYorkGeographiclocale,specificallyrurality,isaconsequential,albeitseverelyunderstudied,predictorofU.S.students’socialandeducationaloutcomes.Problematically,policymakersandresearchersoftentreatruralsettingsmonolithically,failingtoconsiderregionalnuancesthatdistinguishamongstthemanddiversitythatexistswithinthem.Throughacomprehensiveandsystematicliteraturereview,wesetouttolookforgeographicandmethodologicalpatternsandgapsintheresearch.Ourstudyaimstounderstandhowadequatelyruraleducationresearchfindingsreflectregionalandstate-levelvariationsinruralcontexts.Unfortunately,noonehascomprehensivelymappedwhereruraleducationresearchhasbeenconducted.Wealsointerrogatedhow(andif)ruralityisdefinedintheliterature.Definitionsofruralvarywidely;U.S.federalagenciesaloneusemorethan20definitionalschemasforgeographiclocale.Weasked:1)WhatlocationsandparticipantsareincludedandexcludedfromstudiesofeducationinU.S.rurallocales?2)HowdoexplicitandimplicitdefinitionsofruralitypotentiallyobfuscateimplicationsthatcanbedrawnfromstudiesofruraleducationintheUS?OurpreliminaryfindingsarethatruraleducationresearchintheUnitedStatesismostcommonlyconductedintheMidwestandinAppalachia.SeverelyunderrepresentedareasincludetheMountainWestandthePacificNorthwest.Ourpreliminarydataanalysisalsoindicatesthatthereisadearthofstudiesthatexplicitlydefine“rural”intheirresearchsettingsineventhemostbasicterms.4:30-5:00PlaceMatters:ReviewoftheLiteratureonRuralTeacherEducationTomSchram,KathrynMcCurdy,TomHigginbotham,&DanLord,UniversityofNewHampshireThroughareviewof97peer-reviewedarticlesonruralteachereducationpublishedbetween2007-2017,weexaminehow“place”and“rurality”areconceptualized,operationalized,andinvestigatedintheliterature.Ourconceptualframeworkbuildsuponthefundamentalnotionofplaceasapedagogicalconstruct(Gruenewald,2003)andpositscontextassomethingthatis“worked”and“workedwithin”bythosewhoinhabititandbythoseresearcherswhoseektounderstanditsroleinruralteachereducation.Wefirstanalyze“howplacematters”intheposingofquestionsandtheshapingofprioritiesrelativetothepreparation,support,recruitmentandretentionofteachersforruralplaces.Indoingso,wehighlightdistinctionsbetweenproblem-based,practicum-focused,andplace-consciousapproaches,includinghowresearcherscanworkbetweencategoriestodrawonconceptualizationsofplaceasbothgeneralizedruralspaceandplace-specificwithinthesameproject.Wethenanalyzehowscholarsoperationalizeandinvestigateplaceand/orruralitythroughareviewoftheempiricalliteratureonruralteacherpreparation.Wefindthatresearcherstendedtoinvestigatequestionsrelatedtopreparation,professionallearning,recruitmentandretentioninandforruralplacesthroughanalysesofspecificprogramsandexperiences,withlimitedattentiontotherelationshipamongthesecomponentsortobroaderinitiatives.Overall,ourreviewinvitesconsiderationofhownuancedsynergiesamongsocialcapital,identity,andculturecontributetounderstandingsthatbringtobearaplace-specificparadigminthepreparationofteachersforruralsettings.Weconcludebyofferingrecommendationsforfutureresearch.5:00-5:30ConversationasMethod:TowardaMoreRurallyAttunedMethodologyNickKleese,UniversityofMinnesotaIntheintroductiontoDoingEducationalResearchinRuralSettings(2014),MichaelCorbettcallsonyoungscholarsofruraleducationto“developmoretheoreticallyattunedmethodologies”(1)thathonorruralwaysoflivingandlearning.Coladarci(2007),inhiseditorial“SwanSong”,echoestheneedforrectify“methodologicalandsubstantiveshortcomings”(1)inruraleducationresearch.However,intheirattempttoavoidessentializingruralpeoplesandresearchmethodologies,neitherscholardiscussesparticularmethodologicalapproachesindepth.Similarly,theyavoidprescribingspecificresearchmethods.Whileotherwritershavearguedforreciprocalresearchrelationshipsbetweenresearcherandparticipantinruralresearch(KvalsundandHargreaves,2014;Brann-Barrett,2014;EppleyandCorbett,2012),thesewritersdonotdirectlyrecognizethewaysinwhichreciprocitycanbepracticedasmethod.DrawingonindigenousscholarsKovach(2009)andWilson(2008),aswellasmyownobservationsandexperiencesconductingformalresearchasaruralinsider,Iarguethatconversationasmethodnotonlyfulfillsthecallforreciprocity,butalsoallowsparticipantstosharetheirexperiencesinmoreauthenticcontexts.Asaformofnarrativeinquiry,thismethodallowsresearchtooccurspontaneously,organically,unmediatedbythealienating,metrocentric(Corbett,2007;2014)trappingsofacademicresearch—andyet,foralloftheallowancesconversationasmethodoffers,italsoviolatesmanyacceptednormsofacademicresearch,thusrenderingitdifficulttopursuewithinstitutionalendorsement.Thispresentationexploresthebenefitsandlimitationsofconversationasmethodandattemptstocontinuetheongoingdevelopmentofrurallyattunedmethodologies.

22

Wednesday,August14:00-5:30 SUBRoom233 Theme:Leadership4:00-4:30BuildingLeadershipCapacityforScalingInnovationsinRuralSchoolDistrictsHobartHarmon&ThomasButler,AppalachiaIntermediateUnit8Schooldistrictleadersseektoimplementeducationalimprovementsthatsupportchange,includingrequirementsofthenewfederalESSAlaw(e.g.,interventionswithevidenceofeffectiveness).Butfewinterventionsaredevelopedspecificallyforruralcontexts.Consequently,leadersstruggletoscale-upinterventionsthatofferimportantbenefitsforruralstudents,schoolsandcommunities.WewilldescribehowaPennsylvaniaeducationalserviceagency(ESA)isbuildingcapacitywithandforits35schooldistrictstoaddressthisleadershipchallenge.IntermediateUnit8(IU8)isestablishingaprocesswherebyIU8andleadersofschooldistricts,schoolsandcommunitiespartnerindiscovering,promotingandscalingcustomizedsolutionsthatimpactstudentlearningopportunitiesandsuccess.TheprocessiscalledCARE,CatalyzingActionforResponsiveEducation.CAREincludesfoursteps:(1)discovery,(2)capacitybuilding,(3)intentionalplace-baseddesignofinnovation,and(4)successassurance.WewillpresentresultsofaretreatwithdistrictleadershipteamstobeheldinJune2018thatdiscoverstheirinnovativepolicies,programsorpracticesas“signaturecandidates”forplacementintheIU8innovationlab.Selectedcandidatesgothroughanincubationperiod,withalearningnetworkofparticipatingschooldistrictsusingadesign-basedimplementation(DBIR)processtomaketheinnovationmostadaptableforscale-upintheruralIU8region.Implicationsinclude:schooldistrictsabletoleadchangethatservesstudentsandcommunitieswell,scale-upofrural-appropriateinnovations,micro-credentialtorecognizeinnovativeleaders,IU8Innovator’sAcademytosupportmicro-credentialedleaders,andpotentialmodelforESAsinU.S.andothercountries.4:30-5:00HowtheSausageGetsMade:EngaginginthePolicy-MakingProcessMicahWixom,EducationCommissionoftheStates

Acommonquestionforpractitionersandresearchersisunderstandinghowtheycanengagewithorinfluencethepolicy-makingprocessatthelocal,state,ornationallevels.Additionally,stateshaveseenalargeamountofmovementinstate-levelofleadershippositionsduringthepastelectioncycles,andareexpectedtoseeevenmoreduringtheupcomingelections;thiswillundoubtedlyaffecteducationpolicies.Duringthissession,presenterswilldiscusshownovicestothepolicy-makingprocesscanengagewithpolicymakersandthepolicy-makingprocess.Attendeeswillalsolearnabouttheeducationpolicylandscapeinthecountry,includinggovernanceturnoverinpositionslikesuchasgovernors,legislators,stateboardofeducationmembers,andsoon.Finally,presenterswillprovidesomeexamplesofhowstatesareaddressingeducationissuesspecifictoruralissuesthroughstate-levelpolicies.5:00-5:30BuildingtheAdvocacySkillsofRuralLeadersDevonBrenner,MississippiStateUniversity&SusanMcClelland,UniversityofMississippiThepurposethissessionistopresentlessonslearnedduringthe2017-2018MississippiEducationPolicyFellowshipProgram(MSEPFP)aboutbuildingcapacityforruralleadershipandruraleducationadvocacy.MSEPFP,designedbystatecoordinatorsincollaborationwiththenationalInstituteforEducationLeadership,wasayear-longconveningofeducationstakeholderswhoengagedinthestudyofruraleducationpolicyissues(e.g.,teachershortages),preparedforandmetwithstateandfederalelectedofficials,honedcommunicationskills,andparticipatedinavarietyofadvocacylearningopportunities(e.g.,roleplays,paneldiscussionswithstakeholders,etc.)Thesessionwillbepresentedbybothaprogramcoordinatorandprogramparticipant,whowilldescribethefellowshipanditsimpactonruraleducationleadersinMississippi.Dataaredrawnfromthe17-18cohortofMSEPFPandincludedescriptionsofeachdays’session(e.g.,plans,coordinators’notes)aswellasparticipants’writtenfeedback(e.g.,surveys,follow-upinterviews).FindingssuggestthattheEPFPmodelbuiltunderstandingofpolicyprocessesandstrengthenededucationleaders’abilitytoadvocateforruraleducation.Participantsbuiltrelationshipswithstatepolicymakersandvaluedthenetworksofadvocatestheybuilt.MSEPFPhasimplicationsforotherswhowishtosupporteducationleaders’abilitytoengageintheimportantworkofadvocatingforruraleducation.Stateandfederalpolicyoftenfailstoaddresstheuniqueneedsofruralschools.Ruraleducatorsmustlearntoadvocateforeducationpolicythatrecognizesthestrengthsofruralcommunitiesandaccountsfortherealitiesofruralschools.

23

Thursday,August210:30-12:00 SUBBallroomB Theme:Partnership

10:30-11:00RuralStakeholdersandResearch-PracticePartnershipInvolvementElizabethWargo,DavinCarr-Chellman&KathyCanfieldDaviss,UniversityofIdaho,&KathleenBudge,BoiseStateUniversityThisstudyprovidesanin-depthlookatresearch-practicepartnership(RPP)designelementsstemmingfromthefirstportionofathree-yearcooperativeschoolimprovementprojectbetweenruralschooldistrictsinaRockyMountainstate,aWesternstateland-grantuniversity,andasecondlargestateuniversity.Usingin-depthfocusgroups(sondeos)(Butler,1995),sustainedobservation(Barley,1990),anddocumentanalysisthedatarevealpromisingdesignelementswhichinclude:buildingandaccessingprofessionalcapital,opportunitiestoincludekeychangeagents,andcross-systemstakeholderperspectives.FindingsindicatesmallandruralschoolRPPprogressandoutcomesarecomplexlywovenintothetapestryofthelocalcommunitiesinwhichtheyserve.TheprimaryimplicationforRPPdesignisthecentralityofinvolvingruralstakeholders.11:00-11:30IntegratingRuralityinTeacherPreparationJoeHicks,KristoferOlsen,AllisonWynhoffOlsen,MontanaStateUniversity&DanetteLong,NorthernStateUniversityGivendeficitorientationsofrurality,wefeelurgencytodisrupttheseperceptionsandexploreopportunitiesforourpre-serviceteachers(PSTs)toworkinandwithruralschools/communities.Thisresearchinvestigatestwoiterationsofruralpracticumexperiencesinthemountainwest,acrosstwocohortsofsecondaryEnglishmajors:12inthefirstcohortand5inthesecond.Ourresearchquestionsinclude:1.HowdoPSTsexperiencecommunityduringaruralintensiveexperience?2.Howispridemadevisibleinschoolsandinthetowns?3.HowdoPSTsconnecttosaidpride?4.Whatwerethedifferencesbetweencohort1andcohort2inPSTs'experienceswithcommunityandprideinone'scommunityduringtwoiterationsofruralpracticum?Ourmethodisinformedbynarrativeinquiryandqualitativeresearch.OurdatacorpusconsistsofPSTs'before,during,andafternarratives;reflectionpieces;sectiononeoftheTeacherWorkSample(TWS);photographsfromtheruralpracticumexperience;andfocalinterviews.Findingsfromthefirstroundofdatacollectionindicatealevelofprideinruralschoolsandthelargercommunity,andthreedistinctcategoriesofcommunity(peer-to-peerpre-serviceteachercommunity,ruralcommunity,andcollegialcommunity).Inthesecondround,wenotedashiftinbothschoolandcommunityprideandthecategoriesofcommunity[bothwillbeexploredinthispresentation].Anotherfindingalsoholdskeysignificanceforthiswork:Acrossbothpracticumiterations,PSTs'expressedincreaseddesiretocontinueinruralenvironmentsforstudentteachingorearlycareeremployment.11:30-12:00DifferentStrokes:DifferentSpokesforDifferentFolkBrianO’Neill,CalenDistrictStateCollege,AUThispresentationexaminesonesmallruralschool'spartnershipswithcommunityorganisationsandindustrytoprovidelearningopportunitiesforstudents.Theprograminvolvescomponents(orspokes)suchasMechanicsMatterwhichinvolvesstudentsworkingwiththeapprenticecoordinatorfromCumminsSouthPacific,adieselmotorcompany;RadioRockswhichinvolvesstudentspresentingprogramsoncommunityradioandachievingaqualification;SUNStudentswhichinvolvesseniorsecondarystudentscompletinguptofiveuniversitysubjectswhiletheyarestillatschool.Asthesecoursesareofferedon-line,theyareidealforstudentsinruralandremoteschools.theschool'spartnershipwiththelocalpolicestationhasseentheschoolstudentsconstructingthenewcounterinthepolicestationandalocalpoliceofficerrungymworkoutsessionsintheschool'sgym.TheMechanicsMatterstudentsarealwayssuccessfulinobtainingapprenticeships;theRadioRocksstudentshavetransitionedintocareersinpublicrelations,theArts,Journalismandradiopresenting.OverhalfofourseniorcohortgenerallynowtransitiontouniversitystudyinsuchdiversefieldsasAccounting,Business,Engineering,Journalism,Law,MedicalImaging,Nursing,Pharmacy,PhysiotherapyandTeaching.Theprogramhasbeenawarded-anAustralianRuralEducationAward(2011),RegionalShowcaseAwardsofExcellenceandwasaStateFinalistintheShowcaseAwardsandtheschoolwasacknowledgedasthenumberoneschoolinQueenslandintermsofseniorstudents'outcomesandinmeetingseniorstudents'needs.

24

Thursday,August210:30-12:00 SUBBallroomC Theme:Profession

10:30-11:00Making(andKeeping)ResilientEducatorsJenniferLutey&TinaHamilton,BrightwaysLearningResearchshowsthere’sacorrelationbetweenaschool’ssupportfortheireducatorsandtheirjobperformance,satisfaction,andretentioninthedistrict.Butwhatdoesthat“support”looklike?Joinustodiscoverhowyoucanadvanceeducatorresiliencybyreflectingonaneducator’s“WebofSupport”insideandoutsideofschool,includingthatWeb’sdynamicbalance.11:00-11:30ReachingRuralMathematicsTeachers:EffectiveStrategiesforOnline/BlendedProfessionalLearningJenniferLuebeck,MontanaStateUniversityTheneedforprofessionallearninginclusiveofruralK-12educatorsfuelstheSTREAMproject’ssix-yearefforttodesign,offer,andinvestigateasuccessfulmodelofonline/blendedlearning(OBL)formathematicsteachersacrossMontana,where75%ofschoolsandteachersarerural.ThemodelattendstofiveelementsofDesimone’s“coreconceptualframework”foreffectiveprofessionallearning(2009,p.183):afocusoncontent,activelearning,coherence,adequateduration,andcollectiveparticipation.STREAMworkshopsandonlinemodulesfeaturestandards-basedanddomain-specificmathematicscontentknowledge.Asactiveparticipantsteacherssolverichmathematicaltasks,examinestudentwork,analyzeinstructionalvideos,andcreatestandards-basedlessonsusingcarefullyvettedmaterialsthatmaintaincoherencewithdistrictcurriculum.Adequatedurationisassuredovermonthsofblendedlearning,whileopportunitiesforsharedreflectionandcomparisonencouragecollectiveparticipationinalearningcommunity.CentraltotheSTREAMcurriculumareover20three-weekonlinemodules,eachtargetingaclusterofmathematicalconceptsoralearningprogressionspanningseveralgrades.Eachweekteacherscompletetwoorthreetasksthatexploreimportantconceptsinmathematics,examineevidence-basedpractices,introduceWeb-basedresources,oraskthemtoinvestigatetheirownclassroomsandstudents.Solutionsandreflectionsarecommunicatedindiscussionforumswithfeedbackfrompeersandinstructors.WewilldescribetheSTREAMmodulestructure,demonstrateexemplartasks,anddiscussteacheroutcomes.TheSTREAMcurriculumprovidesatemplateforonline/blendedprofessionallearningthatcanbereplicatedforruraleducatorsanywhere,aswellasotherteachergroupschallengedbylimitationsoftime,money,distance,andisolation.11:30-12:00RuralTeacher-LeaderProfessionalDevelopmentforEnglishLearnersinanAnti-ImmigrantClimateMariaCoady,UniversityofFloridaOngoingteacherprofessionaldevelopment(PD)isacornerstoneofeducationacrosstheUS.However,teacherandeducatorPDprogramsthataimtosupportimmigrantEnglishLearners(ELs)facetheaddedchallengeofasociopoliticalclimateandanti-immigrantrhetoric.WedescribeoneruraleducatorteacherPDprogramandthechallengesfacedinthecurrentcontext.Usingaframeworkofcriticalconsciousness,wedescribehowtheprogramwastransformedfromonetoprepareteacher-leaderstoonethataimedtoincludeandaddressissuesofequityandjustice.WealsodescribethetransformationofaparentengagementcomponentofthePDthatprioritizedthelivedexperiencesofimmigrantELparents.

25

Thursday,August210:30-12:00 SUBBallroomD Theme:Practice

10:30-12:00InnovativeApproachestoImprovingRuralStudents'Achievement:InterventionsforPersonalizedLearninginMiddleSchool,Social-EmotionalLearningin9thGrade,andWritinginSecondarySchoolsRichardKitzmiller,NiswongerFoundation,SusanSavell,BuildingAssets,ReducingRisks(BARR)Center,RachelBear,NationalWritingProject,&CaseyOlsen,ColumbusHighSchool,NationalLeadershipTeamCollege,Career,andCommunityWritersProgramFacilitator:VictoriaSchaefer,WestatTheU.S.DepartmentofEducationpresentlyfundstheEducationInnovationandResearch(EIR)ProgramandpreviouslytheInvestinginInnovation(i3)grantprogramtoencourageandsupportinnovativeapproachestoimprovingstudentachievementinU.S.schools.Theprogramprioritizesavarietyoftopicsrangingfromcollegeandcareerreadiness,tosocialandemotionallearning(SEL),toworkingwithruraldistrictsandschools.Threegranteeswithprovenresultssharebriefoverviewsoftheirworkandthendiscussthecommonalitiesacrosstheirworkthatcreatedthepositiveresultsforstudents.Allgranteesworkinsecondaryschools;twoprojectsarenationalinscalewithpositiveresults,andoneisregional(Appalachian)andisnew.Thegrantees'areasoffocusarewriting,literacy,andSEL.

26

Thursday,August210:30-12:00 SUBRoom233 Theme:Students

10:30-11:00“Gaming”theTransitiontoPost-secondaryEducationTriciaSeifert,MontanaStateUniversityThechallengeinmanyruralcommunitiesislessonstudentsfailingtograduatefromhighschoolbutinthenumberofstudentswhopursuesomeformofpost-secondaryeducation,despitethewell-documentedwagepremiumofcollegegraduatescomparedtothosewithahighschooldiploma(Mayhew,etal.,2016).Inarecentarticle,astudentfromruralIowasummedupthepost-secondarypursuitsofhispeers,“There’sjustnomotivationtogo”(Markus&Krupnick,2017).Thisstudent’sinsightisboreoutbyahostofresearchstudiesusingstateandUSnationaldata(Irvin,etal.,2012).Studentsfromruralareas,manyofwhomfeelpressuretomaintainthefamilyfarmorranch,arereluctanttoleavetheircommunities.Theymayexperienceconflictingmessagesregardingthevalueofcontinuingtheireducation(Byun,etal.,2012)and/orfeellostintheacademicjargoninherentintheapplicationandadmissionprocess(Ardoin,2013).ResearchersfoundMontanahighschoolstudentshaveahostofquestionsandconcernsregardingthepost-secondarytransition,spanningfrompayingforcollegetomakingnewfriends(Oliveri,Funke,Clark,&Seifert,2018).Inanefforttorespondtostudents’questionsandaddresstheirconcerns,Dr.Seifertandherteamhavedevelopedacollegetransitionboardgamethatsimulatesthefirstsemesterofcollege.Throughgameplay,highschoolstudentsdeveloptheir“collegeknowledge”bylearningtimemanagement,thepeopleandprogramsthatexisttosupporttheirsuccessintheirfirstyear,andthenormsandvaluesofcollege(oftenreferredtoasthe“hiddencurriculum”).Gamingthefirstyearofcollegedrawsonthepowerofgamingforeducationalpurposes.Ratherthantellingstudentswhattheyneedtoknow,studentsplay.Theyfail.Theyplayagain,learnandadvanceinthegame.Forthosewhogame,thisistheprocessof“levelingup.”Thecollegetransitionboardgameprepareshighschoolstudentstomakeamoreseamlesstransitionbecausetheyarenotexperiencingcommonfirstyearofcollegesituationsforthefirsttimewhentheconsequencesarereal.Theyhaveconfrontedthesesituationsandlearnedfirstinagamesetting,wheretheycantestoutdifferentdecisionsandseetheresults.Thissessionwillintroduceattendeestotheboardgameandsharefeedbackgleanedfromplaytestingwithhighschoolstudentsin13ruralMontanacommunities.11:00-11:30RethinkingDistanceEducationandICTUse:AdvancingArgumentsofAccesstoQualityTeaching&LearningNatalieDownes&PhilipRoberts,UniversityofCanberraDistanceeducationfacilitatedbyICTisincreasinglyrecognisedashavingacrucialroleinsupportingtheschoolingofstudentsinruralandremoteregions.However,thetechnologicalinfrastructureand“access”isoftenconflatedwiththelearningmethod.Inthislogicconnectingstudentstoschoolsubjectsandresourcestheycan’treadilyaccessintheircommunityispositionedasthemosteffective(andcosteffective)solutiontoovercomingthelimitationsimposedbyisolation.Inthispaperwearguethatthefocuson“access”islimitingthepotentialofdistanceeducationandICTuse,whilstfundamentallychangingthenatureofeducationinrural,regionalandremotecommunities.Fromatheoreticalperspectiveonlineaccesstothecurriculumchangesthenatureofthecurriculumandeducationalinteraction.Suchthatthelearningrelationshipbetweenteacherandstudentrisksbeingredefinedintocontenttransmissionandcontentmastery.Itisnotcertainthatthecurriculumisdesignedfromthisperspective,andthatthisrearticulationenhancesstudentlearning.TodemonstratetheseissueswedrawonAustralianexamplesconstitutingadocumentanalysisofsomekeyeducationpolicydocuments,distanceeducationliteratureinanAustralianruraleducationresearchjournal,andanethnographicstudyofdistanceeducationparentsupervisors.Inthepolicydocumentsandjournalliterature,thefocusisontheprovisionofaccesstoresourcesandexperiencesandusingthesemethodstoovercomeperceivedruraldisadvantage.However,theexperiencesofparentssupportingtheirstudentsindistanceeducationindicatethatitisimportanttoconsiderthenatureofteachingandlearningthattakesplace.Specifically,theirexperienceshighlighttheimportanceofensuringthatteachersworkingwithstudentsfromadistanceareabletocreatecontextuallyrelevantlearningexperienceusingICTtechnology.Thesecontradictionshighlightthatitisnecessarytolookmorecloselyatthenatureofdistanceeducationtoensurethebestpossiblesystemisprovidedforallstudents.11:30-12:00UnderstandingtheFirst-YearExperienceofStudentsfromSouthAfricanRuralSchoolsConstanceKhupe,UniversityoftheWitwatersrand,JohannesburgHistoricaldisparitiesineducationandothersocialserviceshavecontinuedtomarginaliseSouthAfrica’sruralcommunities.Accesstohighereducationforruralstudentsdoesnotguaranteesuccess.In2014,theUniversityoftheWitwatersrandreviseditsadmissionspolicyforHealthSciencedegreesaspartofcontinuingeffortstoachieveastudentpopulationthatdemographicallyrepresentsSouthAfricansociety.Thenewpolicyallowsforupto40%enrollmentfromruralandotherlow-resourcedschools(QQR).ThispapersharesinsightsintotheuniversityexperiencesofQQRstudentsandimplicationsonuniversityeffortstobe“student-ready”.ThispaperispartofabroadertransformativeparticipatoryresearchstudyinvolvingunderstandingQQRstudents’universityexperiences,anddesigninginterventionsthatarerootedintransformativelearningtheory(Dirkx,1998;Mezirow,1997,2000).Thedataforthispaperwerecollectedthroughsemi-structuredquestionnairesdesignedtoestablishQQRstudents’baselineinformation.Becauseofthedifferencebetweenhome/schoolcircumstancesandthatoftheuniversity(e.g.social,language,finance,learningresources),QQRstudentsexperiencedifficultiestransitioningintouniversity.Securingfunding,beinginuniversityresidenceandengagementinsocialactivitiescontributetoquickersettlingin.Academicchallengesmainlystemfromlittleexperiencewithuniversityteachingmethods,languageofinstructionanduseofcomputers.QQRstudentsmakehelpfulsuggestionsonthefocusareasforacademicdevelopmentinterventions.ProvidingaccessisanimportantfirststepauniversitycantakeinservingstudentsfromQQRschools.Studentsuccessisenhancedwhenprotectivefactorsoffinance,accommodationandappropriateacademicdevelopmentinterventionsareinplace.

27

Thursday,August23:30-5:00 SUBBallroomB Theme:Profession

3:30-4:00ANewModelofTeacherEducationforSmallIslandStates:TheNauruTeacherEducationProjectNeilTaylor&PenelopeSerow,UniversityofNewEngland,AUTheremotePacificIslandnationofNauruisthesmallestrepublicintheworld.Itisatropicalislandwithanareaof21squarekilometres(8.1squaremiles)andapopulationofapproximately11,350residents.Itsits61kilometressouthoftheequatorandis4hoursflyingtimenortheastofAustralia.Throughoutthe1970and80s,royaltiesfromphosphateminingontheislandresultedinNauruexperiencinganextremelyhighpercapitaincome,however,educationwaslargelyneglectedandwhenfundsfromminingdeclined,theeducationsysteminNauruwassufferingfromalackoflocalteacherswiththeshortfallbeingmadeupbyexpatriateteachermainlyfromFiji.Toaddressthis,in2012theNauruGovernmentcalledfortenderstoestablishteachereducationprogramandtheUniversityofNewEnglandwasawardedtheNauruTeacherEducationProject.Theprojectinvolveson-linestudywithsupportfromtwoon-islandtutorsandisuniquetosmallislandstates.Itallowsstudents,ofwhommanyarefemalewithlargefamilies,tostudywithoutleavingtheisland.Implementedin2013,ithasbeenrunningsuccessfullyinoften-difficultcircumstancesandtodate33studentshavegraduatedwithanAssociateDegreeinEducation(PacificFocus)inprimaryandsecondaryeducation.Upongraduationtheseteachersenteredtheschoolsystembutanumberhaveoptedtocontinuestudyingpart-timeforafullBEd.Thispresentationoutlinestheprojectconceptualisationandestablishmentandreportsonasignificantamountofassociatedresearchthatinformsitsongoingimplementation.4:00-4:30Place-basedRuralTeacherEducationinScotlandMoragRedford, UniversityoftheHighlandsandIslands&AnnePatterson,ArgyllandButeCouncil(Scotland)Thispaperpresentsananalysisoftheroleofplaceintherecruitmentandretentionofprimaryteachersthroughaone-yearteachereducationprogrammeintheUniversityoftheHighlandsandIslands(UHI).UHIisafederatedinstitutioncoveringNorthandWestScotland.Theteachereducationprogrammeisdeliveredlocallytosmallgroupsofstudentsinsevencolleges:withonlinesessionsintheuniversityvirtuallearningenvironment,videoconferencingandfacetofaceworkshopsalongsideschool-basedplacements.Inthispaperwepresenttheoutcomesoftwointer-linkedstudies.Thefirstprogramme-based,wherewefollowedthreecohortsofstudentsinArgyllCollegeUHI(2015-2018)intotheirinductionyearplacementandemploymentasaruralteacherinArgyllandBute.Theresearchmethodswereinformedbytheteacheragencyframework(Priestlyetal,2015)underpinningtheprogrammeandanethnographicmethodologywithdatacollectedfromparticipantsatdifferentpointsintheirjourney.Theoutcomessuggestedthatwhiletheprogrammegavestudentsthepedagogicalskillstoteachinsmallschools(4-20pupils)itdidnotexploretheroleofplaceinthecurriculumandwiderschoolcommunity.Thesecondstudy(2017-18)workedwiththe2015-16graduatesintheirinductionyearasaprimaryteacherandexploredthroughaseriesofinteractiveworkshopsandindividualinterviewstheir'responses'toplaceandhowtheytaughtandlivedinruralcommunities.TheoutcomesfrombothstudieshaveinformednationalpracticeininitialandcontinuingteachereducationinruralScotland.4:30-5:00SystemicRecruitmentandRetentionofRuralEducatorsHarveyRude,ColoradoCenterforRuralEducationattheUniversityofNorthernColoradoTheColoradoCenterforRuralEducation(CCRE)wasestablishedin2016.TheCenterconvenesruraleducationagencypartnerstoimplementvariouspipelineprojectstosupporttheidentificationofruraleducators,connectseducatorpreparationprogramproviderswithregionalruralschooldistrictpartnerstocreateinnovativepathwaysforpreparation,andbuildscapacityofregionalpartnershipstoensuresustainability.Thisdescriptivestudyprovidesoutcomedataregardingongoingprojects:RuralTeachingScholarsstipendsforstudentteachersplacedinruralschooldistricts;ConcurrentEnrollmentEducatorQualification(CEEQ)andNationalBoardTeachingCertification(NBTC)scholarships,andUniversity/RuralSchoolDistrictPartnershipmini-grants.Theoutcomesfromtheseprojectsincludethenumbersofadditionaleducatorswhoelecttopracticeinruralschooldistrictsandthenumbersofruraleducatorswhocommittocontinuetheirpracticeinruralschooldistricts.Avarietyofdemographicandcontextualvariablesareaddressedintheanalyses.TheCenterhasawarded99RuralTeachingScholarstipends,22NEEQandNBTCscholarships,and7University/RuralSchoolDistrictPartnershipmini-grantstodate.PreliminaryfindingswillbesharedthatincludetheimpactsonalleviatingeducatorshortagesinthestateofColorado.Overthepastsixyears,Coloradoschoolshaveexperienced15%growthinnumbersofstudentsbeingeducatedwhilethenumberofeducatorsbeingpreparedbyeducatorpreparationinstitutionshasdeclinedby25%.TheCCREsupportsavarietyofrecruitment,preparation,andretentionprojectsandactivitiesdesignedtoaddressthecriticalshortagesofeducatorsinruralschooldistrictsacrossthestateofColorado.

28

Thursday,August23:30-5:00 SUBBallroomC Theme:Practice

3:30-4:00SuccessfulWritingInstructioninaHighPovertyMiddleSchoolintheEraofStandardizedWritingAssessmentHeatherFisher,MontanaStateUniversityDuetotheimportanceofwritingandthelackofproficiencynationwide,furtherresearchtoinformpracticeisnecessary.Unfortunately,thedepthofwritingresearchislimited,particularlyatthemiddlegradeswherestudentsareatapivotalpointintheireducationalcareers.Therefore,thissequentialexplanatorymixedmethodsstudywasdesignedtoidentifypatternsofwritingproficiencyacrossMontana'smiddle-gradestudentsandexploresuccessfulwritinginstructionforstudentswhohistoricallystruggle.Thefocusofthispresentationwillbethesecondphase,wherequalitativedataweregatheredfromaMontanamiddleschoolwherestudentsachievedproficiencyontheSmarterBalancedAssessmentEnglishLanguageArtsPerformanceTasktoexaminethewaywritinginstructionisapproachedintheschool.Fromtheteacher'sperspectiveatthecasestudyschoolthoseresultsareattributabletoseveralareas:relationships(studentsandteachers),studentmotivation,whichisbasedonrelationships,engagement(tech,topic,authenticity),andextrinsicrewards,co-teaching,andstandards-basedteachingandgrading.Severalrecommendationsintheareasofadministratorandteacherpracticeemergedbasedonthestudy.Findingsofferaholisticpictureofacontextuallyresponsivesystemofwritinginstructionthatresultedinpositiveoutcomesforstudentsandilluminatedfoursystemicfactorsthatmaycontributetotheirsuccess:theroleofco-teaching,therulesofstandards-basedclassrooms,thecommunityofstudentsandteachers,andthetoolsofengagingwritinginstruction.Thesignificanceoftheexplorationwasthatitcouldinformanunderstandingofhowteachersinfluencewritingoutcomeswithdiversepopulations.4:00-4:30InstructionalPlanningPracticesofRural,Multi-gradeTeachers:ACaseStudyKristiBorge,PolarisSchoolMulti-gradeteachersmustconsidernumerousfactorswhenplanningforinstruction.Thechallengesofmeetingcontentstandardsforseveralgradelevels,teachingnumeroussubjects,andmanagingstudentbehaviorscontributetoacomplexprocess.Thepurposeofthisstudywastoinvestigatethemethodologiesusedforlongandshort-terminstructionalplanninginmulti-gradeclassrooms,includingorganizationofstudentsandsubjectareas.Qualitativecase-studyresearchwasconductedonthreeruralMontanateacherswhoteachmultiplegradelevels.Interviews,classroomobservations,andplanningdocumentswereusedtoconstructdescriptionsoftheparticipants’yearly,unit,weekly,anddailyplanning.Goalsofplanning,resourcesused,planningformats,evaluationofplanningeffectiveness,andalignmenttoplanningmodelswerealsocompared.Themulti-gradeteachersreliedonpreviousplans,knowledgeofstudents,andcurriculumguidesasprimaryresourcestomeettheirplanninggoalofeffectivecontentcoverage.Notabledifferencesexistedinplanningformat,organizationofinstruction,anduseofcurricularintegrationbetweentheleastexperiencedteacherandmoreexperiencedteachers.Teachersalsoreliedonexecutiveplanningroutinestomanagetheirplanningduties.Theteachers’planningstrategiescouldbeappliedtogeneraleducationsettingsasamodelfordifferentiatinginstructionfordiversestudentpopulations.Additionally,pre-serviceteachereducationprogramscouldbenefitfromaddingcoursesfocusedonrealisticplanningmethodsratherthantheoreticalmodels.Finally,multi-gradeteacherscouldbenefitfrompeer-mentoringprogramsandstructuredopportunitiestoshareandreflectupontheirownpractices.4:30-5:00TeacherInquiryandInnovationsAcrossRuralContextsElizabethReierson,MilesCityHighSchool,AllisonBehrens,WhitehallMiddleandHighSchool,&CatherineDorian,FortBentonSchoolsThepurposeofthispresentationistohighlightpedagogicalinnovationsdevelopedbysecondaryEnglishteachersacrossdifferentruralcontextsinthestateofMontana.DrawinguponTeacherActionResearchmethodologies,thesepresentations,inadditiontoofferingsnapshotsofthecurriculadeveloped,explaintheprocesseswherebyteachersidentifiedissuesinruraleducation,setaboutinvestigatingtheseissues,andthendevelopedandimplementedcurriculatoaddressthem.Alloftheseprojectsaddressissuesofequity,representation,andcriticalplace-basedpedagogies.Outcomesincludeincreasedstudentengagementandachievement--bothinthenewandthetraditionalcurricula--aswellasimprovedschool-communityrelations.Acrosstheseprojects,theteachersdemonstratehowdrawingonruralfundsofknowledgemakesspaceforthemtoinnovateandpersonalizetheircurriculumfor21stcenturyruralyouth.Thus,akeysignificanceofthisworkisthattheseteachersandstudentsarebuildingnarrativesofcurrent-dayruralitiesthathelpreshapedeficit-orientedrenderingsofruralpeoples,schools,communities,andwaysoflife.Intheseways,thispresentationprovidestheaudiencewitharangeofwaystoseeandimaginethenexusoftheoryandpracticeinvolvingruraleducation,includinghowsocialjusticeliteracyeducationmighthappenwithinruralcontexts.

29

Thursday,August23:30-5:00 SUBBallroomD Theme:Students

3:30-4:00RetentionPolicy,DirectCertification,andRuralityinGeorgiaKateCaton,GeorgiaStateUniversityStudentretentionisamajorfactorimpactingstudentsuccessbothduringandafterthecourseoftheiracademiccareer,withanywidespreadshort-termgainsoffsetbylong-termadverseeffectsexperiencedbyvulnerablestudentpopulations(Huddleston,2014).ThisstudyexaminesdifferencesinretentionratesandpoliciesacrosspublicschooldistrictswithinGeorgia.Thedistrictswillbegroupedbylocaletype(rural,town,suburb,city)andstratifiedintothreesubgroupsbasedonper-studentspending;threedistrictswillberandomlyselectedfromeachstratum,foratotalof24districts.Ananalysisofcovarianceisusedtoanalyzethedependentvariableofretentionrateswiththepercentageofdirectlycertifiedstudentsinthedistrictusedasthecontrollingvariable.DirectlycertifiedstudentsarethosewholiveinafamilyreceivingSNAPand/orTANFbenefits,and/orthosewhohavebeenidentifiedastransient,homeless,foster,ormigrantstudents,andisincreasinglybeingusedasaproxymeasureofsocioeconomicstatus(gosa.georgia.gov).Preliminaryanalysesindicatethatwhilesomeruraldistrictsmaycomparativelyexperiencelowretentionrates,ruraldistrictsexperiencethegreatestwithin-groupvariabilityforretentionrates.Thetwodistrictswithhighestandlowestretentionratesineachoffourlocaletypesareidentifiedforthe2016-2017schoolyear,andtheirpoliciescomparedtotheGeorgiastatewidepolicyandeachothertodeterminesimilaritiesordifferences.Thequalitativedatacollectedwillaidindeterminingwhetheranypatternsofretentionuncoveredinthequantitativedataareduetodifferencesindistrictpoliciesorimplementedpractices.4:00-4:30WhatDoYourParentsMake?TheOverridingEffectofSocioeconomicStatusforRuralStudentsPhillipGrant,Jr.,UniversityofWestGeorgiaRuralstudentsintheUnitedStatesexperiencehighereducationdifferentlythanstudentsfromnon-ruralareas.Thispresentationexploreshowsocioeconomicstatuscanhaveanoverridingeffectthatbooststheruralstudentexperienceininstitutionsofhighereducation.Thedatafromthispresentationcomesfromabroadercase-studyanalysisof18ruralstudentsattheUniversityofGeorgia,anR1universityintheSoutheasternUnitedStates.Thestudyaimedtounderstandtheruralstudentexperienceincollegethroughthelivedexperiencesofstudents.Thepresentationwillexplorehowsocioeconomicstatusbenefittedstudentsintheformofacademic,cultural,andeconomiccapital.Theresearcherdoesnotarguethatsocioeconomicstatusismoreimportantthanruralstatus,butratherthattraditionalruralstudentsexperiencehighereducationdifferently,accordingtotheirparents'means.4:30-5:00RuralAdolescents’EducationalandOccupationalValues:AreTheyDifferentandDoTheyMatterinYoungAdulthood?SarahSchmitt-Wilson,J.MitchellVaterlaus&AshleyBeck,MontanaStateUniversityRuralstudents’educationalandoccupationalattainmentarerelated.Manyfactorsinfluenceattainmentintheseareasforruralstudentssuchassocioeconomicstatus,highschoolachievement,resourcesavailableinruralschools,parentalexpectationsandeducationalattainment,exposureandproximitytopost-secondaryinstitutions,andthecareersavailableinlocalcommunities.Asthe2016U.S.presidentialelectionhighlightedstarkvaluedifferencesamongresidentslivinginurban,suburban,andruralcommunities,itisworthwhiletoexaminethevaluesofruraladolescentsandhowtheyrelatetoyoungadulteducationalandoccupationaloutcomes.ThisstudyincorporatesELS:2002(N=16,200),alongitudinalstudyofadolescentsandyoungadultsintheUnitedStates,toexamineruraladolescents’educationalandoccupationalvaluesinanattempttoanswerthefollowingresearchquestions.Whataretheeducationalandoccupationalvaluesofruraladolescents?Arethevalues(educationalandoccupational)ofruraladolescentssignificantlydifferentfromtheirurbanandsuburbancounterparts?Furthermore,doeducationalandoccupationalvaluesinadolescencerelatetoeducationalandoccupationalattainmentinyoungadulthood?Resultsofweighteddescriptiveanalysessuggestthatruraladolescentsfeelthatbeinganexpertintheirfieldofworkandgettingagoodeducationareimportant.Moreover,resultsofweightedorderedregressionanalysessuggestdifferencesinvaluesofgettingagoodeducationandbeinganexpertinthefieldofworkbetweenadolescentsgrowingupinruralandurbancommunities.Therewerenosignificantdifferencesbetweensuburbanandruraladolescents.Basedonthesepreliminaryfindings,wewillconductweightedregressionanalysestoexamineifthevalueofeducation/beinganexpertinthefieldofworkpredictseducational/occupationalattainmentinyoungadulthood.Thisresearchhasthepotentialtoenhanceourcurrentunderstandingofruralstudents'educationalandoccupationalattainmentbyexploringhowadolescentvaluesrelatetoyoungadultoutcomes.

30

Thursday,August23:30-5:00 SUBRoom233 Theme:Leadership

3:30-4:00WhoYa'GonnaCall?GhostbustersorMentors?:MentoringforNewRuralPrincipalsBrianO’Neill,QueenslandStateP-10/12SchoolAdministrators’Association,AUTheQueenslandStateP-10/12SchoolAdministrators'Associationwasestablishedtosupporttheeighty-threedualsectorschoolsinQueensland.Eightypercentoftheseschoolsarerelativelysmallandarelocatedinruralandremotecommunities.Whilemanyoftheseschools'principalsaregenerallyexperienced,theirexperienceisrestrictedtoonlyonesector-onlyprimaryoronlysecondary.Recognisingtheneedtosupporttheseinstructionalleaders,theassociationhasestablishedinformalandformalmentoringprogramsandawellbeingprogram.Theassociation'smantraorsloganis"QualityeducationinP-10/12schoolsthroughexcellenceinleadership."WhiletheinformalmentoringprogramisdesignedtoassistprincipalintheirP-10/12schools,especiallytherecentlyappointedones,theformalprogramisdesignedtoprepareaspiringP-10/12principaltobetterpreparethempriortoapplicationandsubsequentappointment.Majorcomponentsinthisprogramareexploringcommunityandindustrypartnerships,leadershipofdualsectorschoolsandafocusonthesectorinwhichtheaspirantfeelsadeficit.Researchhasshownthatthequalityofaschool'sleadershiphasaprofoundimpactonthequalityofeducationandstudentoutcomesinschools.Theassociation'ssupportprogramsthereforeareimportantinprovidingsupporttoP-10/12principalsontheirleadershipjourneyandindevelopingtheirsenseoftheirwellbeing.4:00-4:30GrowingSuccess:TheNeedforRuralSchoolstoCollaborativelySuccessionPlantoGrowandSustainTheirLeadershipPipelinesLoraWolff,WesternIllinoisUniversity&MichaelaFray,QuincyPublicSchoolsIn2013,aUSDEgrantwasawardedtothreehigh-needschooldistrictsandtheiruniversitypartnersinIllinois.Throughthisgrant–calledtheIllinoisPartnershipstoAdvanceRigorousTraining(IL-PART),theseuniversities/districtspilotedanintensivefull-time/fullsemester-longinternshipmodelthatprovidedalongerdurationoffull-time,jobembeddedexperiences.Thefull-time,full-semesterinternshiphasproventobeamorecosteffectiveandreplicablestrategythanthefull-year,full-timeinternshipmodelusedbyseveralprincipalpreparationprograms.Notalltheprincipalcandidatesparticipatedinthefull-semesterinternshipandinsteadoptedtodothetraditionalinternship.Anevaluationofthegrantisstudyingtheextentofdifferencesbetweenthetwointernshipmodelsbytrackingoutcomesduringboththepre-servicephaseandaftergraduatesarehiredintoprincipalpositions.Thispresentationwillreportonthreeyearsofevaluationresultsonfidelityofimplementation,programsatisfaction,andlessonslearned.Thepresenterswillsharedataresultsandpracticalstrategiesforruraldistrictsregarding:--Utilizingthismodelforsuccessfulsuccessionplanningtosustaintheprincipalpipeline--Newteacherevaluationrequirementsandaligningthefull-semesterinternshipduringoff-yearteacherevaluationcycles--Identificationandplacementofqualitysubstituteteacherstoavoidnegativeimpactonstudentlearning--TheAffordableCareActandhowthisaffectssubstituteteacherbenefitsDocumentsthathavebeencreatedtohelpmessagethenewinternshipmodel,costoutthesubstitutecostsfordistrictsandretaincandidatesinthedistrictafterthereleasefromtheirteachingdutieswillbeshared.4:30-5:00LeadershipinCommunity:StrengtheningRuralEducationDawnWallin&PaulNewton,UniversityofSaskatchewan,CAThispresentationreportsonanongoingresearchstudyfundedbytheSocialSciencesandHumanitiesResearchCouncilofCanadathatexaminestheroleofteachingprincipalsinrural,remoteandnorthernschoolsinCanada.Theresearchhasamulti-methoddesignconductedinfourphases,butforthispresentation,wereportonthelatestresultsofobservationsandinterviewswithruralteachingprincipalsinAlberta,Saskatchewan,andManitoba.Weframethestudyutilizingcommonframeworksofinstructionalleadershipamidstprincipalleadershipstandardsinthethreeprovinces.Ourpreliminaryfindingsindicatethatteachingprincipalstendtoequateinstructionalleadershipwithtimevisitingclassrooms,butinfact,teachingprincipalsengageinmanyotherinstructionalleadershippracticesthattheymaynotdefineas“instructionalleadership."Thispresentationfocusesontheeffectsofexpectationsofinstructionalleadership(selfandleadershipmodels)onprincipalself-efficacy,aswellasthewaysinwhichruralteachingprincipalsareenactinginstructionalleadershipintheircommunitiesthroughthetestingandmodelingofteachingandlearninginnovations,collaborativeplanningandprofessionalgrowth,creativeschedulingandprogrammingopportunities,andworkingwithcommunitytoprovidelearningopportunities.

31

Friday,August310:30-12:00 SUBBallroomB Theme:Students

10:30-11:00PersonalizedTeaching/LearningintheK-16ClassroomSusanSullivan,MontanaStateUniversityThisinteractivesessionisbasedon6+yearsofresearchwithstudents,administrators,andstafffromruralpublicschoolsystemsin3diversestates.Explicitly,theschoolsstudiedhaveboldlyshiftedawayfromthetraditionaltimeandtext-drivenmethodofteachingtoamorefluid,self-pacedmodeloflearningidentifiedas(CBE)competency-basededucation(UnitedStatesDepartmentofEducation,2014).RuralschoolsaretheperfectincubatorsforthisparadigmshiftasCBEcan/andshouldbeindividualizedtomeettheneedsofeachcommunitywhetheritbeinCalifornia,NewYork,orinanyruralcommunityabroad.AnoverviewoftherapidlyshiftingeducationlandscapeintheUnitedStatesandabroadwillbepresentedalongwiththestatedneedforthischangefromexpertsinthefieldofeducation.Participantswillbeintroducedtothemosthighlyrecognizedschools,districts,states,andcountriescurrentlydeveloping,implementing,and/orrefiningtheirCBEparadigmshift.ParticipantswillactivelyengagewithseverallearningtoolsusedinCBEschoolsandwillengageinaninteractivesurveyanddiscussion.InformationregardingthemostrespectedpublicationsandcurrenttrendsinCBEwillbeavailabletoattendees.11:00-11:30DevelopingaRuralEducatorSelf-Identity:APre-ServiceTeacherEarlyFieldExperienceBethKennedy,HaileyBuckley&AlexHardy,MontanaStateUniversityAddressingruralteachingrecruitmentandretentionneedsrequiresaninnovativeapproach.Providingpre-serviceteacherswithanopportunitytodevelopafirst-handawarenessandunderstandingoftheruralcommunitycontextservesasapromisingstarttoaddressingthiscomplexchallenge.Duringlatespring2018,acohortofpre-serviceteachersenrolledinanintegratingeducationaltechnologycourseparticipatedinapilot“TechClub”earlyfieldimmersiveexperienceincentralMontana.Suchanarrangementprovidedanopportunitytoconnecttheorytopracticeinavarietyofruralsettings.ÂParticipantsworkedcloselywithuniversityfieldsupervisors,schooladministrators,andclassroomteachersacrossthreedifferentcommunitiestogainteachingpreparationviaobservationandimplementationofseveraltechnology-richlessons.Asaresultofthistransformativeexperience,anumberofkeythemesemergedrelatedto:ruralself-identity,educatorgrowth,andcommunityrelationships.Thepresentationwillofferadditionalcontextfortheearlyfieldexperience,discusshowthisruralearlyfieldexperienceshapedthemasaspiringprofessionals,andfacilitatedialogueonpossiblechangesmovingforwardtofurtherenhancetheexperienceforallstakeholders.Suchauniqueteacherpreparatorypracticeoffersnewinsightsonhowtobestaddresstheinherentchallengesofbothpre-serviceteacherpreparationandruralteachingrecruitment/retentionefforts--somethingthatcanbereasonablyreplicatedinotherteachereducationprogramstohelpbettermeetruraleducationneeds.11:30-12:00IncreasingEquityandAccessinDualCreditProgramsKimberlyMcCluskey,ScotlandCountyR-1Onlinedualcreditprogramshaveallowedsmall,ruralschoolstoprovidestudentswithincreasedaccesstocollege-levelcoursesinhighschool.However,manystudentsinhigh-povertydistrictsdonothaveaccesstoacomputerortheInternetathomeandoftencannotaffordtopayforthecollegecredit.DiscoverthewaysoneschooldistrictinruralMissourihasincreasedequityandaccessindualcreditcoursesthroughtheuseofalearninglab,dualcreditscholarships,andenhancedcommunitysupport.

32

Friday,August310:30-12:00 SUBBallroomC Theme:Profession

10:30-11:00“HereComestheTeacher”:BeingaTeacherinaRuralCommunityUnn-DorisBaeck&OutiAutti,UiTTheArcticUniversityofNorwayThepurposeofthispaperistofocusonthesituationofruralschoolteachers.Researchshowsthatinruralareasteachingstaffistypicallyyoungerandlessexperiencedthaninotherlocationsandthatteacherstaffturnoveraswellasresignationratesamongteachersarehigher(GreenandNovak,2008).ThroughexploringhowteachersintwodifferentrurallocationsinFinlandexperienceworkingasteachers,ouraimistoshedlightontheworkingconditionsofruralschoolteachers,inordertocontributetoadeeperunderstandingofthechallengesrelatedtomaintainwell-qualifiedandstableteachingstaffsinruralschools.TheanalysesarebasedonqualitativeinterviewswithprimaryschoolteachersintwodifferentrurallocationsinthenorthernpartofFinland.Theanalysesshowthatworkingasateacherinaruralcontextbringswithitcertainchallenges,whichmaynotbepresentinother,moreurbancontexts.Thesechallengesarenotnecessarilyconnectedtotheworkthattakesplaceinsidetheclassroom,butalsohavetodowiththeexpectationsanddemandsthattheteacherroleimpliesinruralcommunities.Ourfindingsindicatethatruralschoolteachersencounterexperiencesthatmayaffecttheirabilityandmotivationtoworkasschoolteachers.Consequently,thismayinfluencetheirabilitytocreatefruitfullearningenvironmentsforthestudents.Thedataanalysesalsoindicatethatteachersemploydifferentstrategiesinordertocopewiththeexpectationsanddemandsthattheyexperience.Forsome,withdrawalfromthelocalcommunitiesisconsideredanecessarycopingstrategy.11:00-11:30"ThisisaRuralActivity":AnActivityTheoryPerspectiveonRuralClassroomsMeredithMcCool,SweetBriarCollegeWithinthefieldofeducation,activitytheoryhasbeenusedtoexplorepre-serviceteachers’appropriationofpedagogicaltools(e.g.,Grossmanetal.,2000;Leko&Brownell,2011)andin-serviceteachers’professionaldevelopment(e.g.,Yamagata-Lynch,2003;Yamagata-Lynch&Haudenschild,2009).Uptothispoint,however,activitytheory’sapplicationinruraleducationresearchhasbeenminimalwithrespecttoexploringteachers’enactmentoftheirroleasteachersinaruralcontext.Followingareviewoftheliterature,Isynthesizedthefindingsofseveralstudiesofruralteacherstoillustratetheelementsofanactivitysystemandexplorehowthoseelements--subject,object,mediatingartifact,rules,community,anddivisionoflabor--mightmanifestinaruraleducationcontextbasedontheextantliterature.Ithenconductedamulti-casestudyofruralteacherstoexplorehowtheyconceptualizeandenacttheirroleasteachersinaruralcontext.Cross-caseanalysisrevealedthatthesubjectelementoftheactivitysystemprovidedthemostinsightintohowtheseruralteachersconceptualizetheirrole;themediatingartifactanddivisionoflaborelementsoftheactivitysystemprovidedthemostinsightintohowtheseruralteachersenacttheirrole.Althoughbothteachersareindependentandinterdependentandemploysimilarpedagogicaltools,differencesinthewaystheteachersenacttheirrolecanbeexplainedbythedifferencesinthewaytheyconceptualizetheirrole,whichleadsthemtodividethelaborofteachingandlearningintheirclassroomsdifferently.11:30-12:00ImportanceofRuralCareersEducators’LocalProfessionalNetworksMelyssaFuqua,MonashUniversity,AUThispaperreportsononeaspectofastudywhichsoughttounderstandthelivedexperiencesofsixcareerseducatorsinruralVictoria.Itfocusesondatarelatedtoparticipants’viewsoftheirlocalprofessionalnetwork.Thelargerstudysuggeststhatcareerseducationandguidanceisunder-resourcedinVictorianschools,resultingincareerseducatorsoftenfeelingisolatedandundervaluedastheyworktoassiststudentstomakewell-informeddecisionsregardingtheirfuturepathways.Thiscanbeworseinruralschoolswheretherearechallengesaccessingrelevantprofessionaldevelopmentduetogeographicaldistanceaswellaslackofopportunitiesandsupportforstaff(Glover,etal.,2016).Assuch,theruralcareerseducatorsinthisstudyidentifiedtheirlocalprofessionalnetworkasakeyresourceforprofessionallearning.Usingnarrativeinquiry,co-constructednarrativesfromeachparticipantwereanalysedusingRiessman’s(2008)dialogic/performativeanalysismethod.Datashowedthattheparticipants’localnetworkwasamainsourceofprofessionallearning,especiallyforthosewithoutqualificationsincareerseducation.Itwasvaluedforitscollectivelocalknowledge,support,involvementofcommunitystakeholders,andforitsorganisationofacareersexpo.Findingsfromthestudystresstheimportanceofenablingruralcareerseducatorstodevelopandparticipateinprofessionallearningnetworksthatarecontextualisedandvaluelocalknowledge.Policy-makers,schoolleadership,andcareerseducatorsshouldsupportthesenetworksassignificantprofessionaldevelopmentopportunities.

33

Friday,August310:30-12:00 SUBBallroomD Theme:Practice

10:30-11:00Space,Place,&Mathematics:ExploringtheDiverseMathematicalKnowledgesofRuralandRemoteStudentsinAustraliaTomLowrie,RobynJorgensen&NatalieDownes,UniversityofCanberraThistalkwillfocusonaresearchprojectthatexploresthediversemathematicalknowledgesofruralandremotestudentsinAustralia,andhowteacherscandrawontheseknowledgeswhenteaching“schoolmathematics”.Specifically,wefocusonspatialreasoningskillsbecausethereisaprovenlinkbetweenspatialreasoningskillsandmathematicsachievementanditisknownthattheseskillscanbedevelopedthroughtargetedtrainingprograms(Lowrie,Logan,&Ramful,2017).Withthisinmind,thisprojectexploreswhataspatialreasoningtrainingprogrammaylooklikeindiverseruralandremotecommunitiesinAustralia,anditsimpactonstudents’mathematicsachievement.Inthisprojectwedrawonconsiderationsofspatialgeographies(e.g.,Green,2008)andrecognisethatplaceandspaceareinfluentialfactorsinstudents’learning.Werecognisethatthestudents’spatialreasoningskillswillbeinfluencedbywheretheylive,andtheirvariedlivesintheircommunitiesoutsideschool.Toexplorethis,casestudiesarebeingundertakeninruralandremotecommunitiesaroundAustralia.Specifically,studentsareparticipatinginactivitiesthatfocusontheirunderstandingandnavigationoftheircommunity.Itisanticipatedthatstudents’understandingsofcommunity,andthenatureanduseoftheirspatialnavigationskillsinandoutofschoolwillvary.Understandingthesevariationswillenablethedevelopmentoftailoredspatialtrainingprogramsthatdrawonthediverseknowledgesofruralandremotestudents.Withthelinkbetweenmathematicsachievementandspatialreasoningskills,thistailoredprogramhasthepotentialtoaddressthedisproportionateachievementofruralandremotestudentsinmathematics.11:00-11:30TeachingOutdoors:AMultipleCaseStudyofTeachers’MethodsandMotivationsPracticingSchool-basedOutdoorTeachingRoseVallor,MontanaStateUniversityThepurposeofthisresearchstudywastolearnhowandwhyteachersincludedoutdoorteachingintheirclassroompedagogy.Thebasisforthestudywasthatwhilesignificantresearch(Dillon,2006;Malone,2008;Rickinson,2004)hasshownthemanywaysstudentsgainfromoutdooreducation,anduncoveredtheissuesteachersfacewhenattemptingtopracticeoutdooreducation,(Dyment,2005),thereislittleresearchthatexaminesthepracticesandmotivationsofteacherswhosuccessfullyandconsistentlyincorporateoutdoorteachingintheirpedagogy.Theresearchdesignforthisstudywasamultiplecasestudy(Yin,2014)ofthreeexemplaryteachers.Datacollectionincludedinterviews,fieldobservations,ademographicsurveyandcurriculumartifacts.Dataanalysisshowsthatparticipatingteachersdevelopedcurriculathatmaximizeduseoftheattributesofeachteachers’schoolcampusandsurroundings.Furtheranalysisindicatesthatteachers’motivationsstemfrompersonalattachmenttospendingtimeoutdoors,alongwithconcernfortheirlocalenvironmentandtheenvironmentingeneral.Teachersalsospokeofbeingmotivatedbyincreasedstudentlearningandengagement,andobservationsofincreasedpositivecognitive,behavioralandaffectiveoutcomesintheirstudents.Thesignificanceofthestudyliesinthedocumentedevidenceofthepracticalmethodsteachersuseandthedeepcommitmentteachershavetomaintainingoutdoorteachingintheirpedagogy.Recognitionofhowandwhyteachersincorporateoutdoorteachingintheirownspecificcircumstancescanpointthewaytohowtoincludeoutdoorteachinginruralteachers’pedagogy.11:30-12:00RuralEducationandtheNeedforTrauma-InformedCareLaurenDotson,MontanaStateUniversityInthissession,aformerschooladministratorfromaruralschooldistrictinthemountainsofNorthCarolinasharesthetransformativepotentialofimplementingamodeloftrauma-informedcareforschoolandclassroomdisciplineprocedures.Thissessionisintendedtoilluminatebest-practicesandproceduresforcreatingaresponsive,trauma-sensitiveapproachtoschoolandclassroommanagementaswellashighlighttheneedforthisapproachinournation'sruralandhigh-povertyschools.Additionally,thepresenterwillalsosharestudentoutcomesfromacasestudyfromaruralsouthwesternNCschooldistrictthatrecentlypilotedatrauma-informedcaremodel.Thissessionisbestsuitedforcurrentlypracticingschooladministrators,classroomteachers,orprofessorsworkinginteacherpreparationoreducationalleadershipprograms.“Take-aways”fromthissessionwillincludeincreasedknowledgeandeffectsofadversechildhoodexperiencesandphysiologicalchangestothechild’sbrainfromchronicstressduetotraumaticexperiences;itwillalsoprovidetoparticipantsbothpreventionandreactiontechniques,ifdesired,whichteachersandadministratorsmayusetosupportstudentsintraumaticcrisesaswellashelpingimproveoverallstudentengagementandacademic/behavioraloutcomes.

34

Friday,August310:30-12:00 SUBRoom233 Theme:Leadership

10:30-11:00ASystemsApproachtoImprovedDistrictPerformance:PerhapsPeopleareNottheProblemIvanLorentzen,FlatheadValleyCommunityCollege&WilliamMcCaw,UniversityofMontanaVariousstateshaveenactedvariousreformsaimedatimprovingstudentachievement.Somestrategiesreplaceteachers,principals,superintendents,andevenentireschoolboards.Theassumptionisthatdistrictproblemsarepeopleproblemsthatrequirepeoplesolutions.Unfortunately,theresultshavebeenmixedatbest.Thissessionwillarguethatthemajorityofschooldistrictproblemsaresystemproblemsthatwillbestrespondtosystemsolutions.Amodelofschoolorganizationwillbepresented-TheCascadingTilesModel-thatmoreeffectivelyholdseveryoneinthedistrictmoreaccountableforhighstudentachievementwhileavoidingthedisruptionofdramaticpersonnelchanges.11:00-11:30CreatingaTeamofTeacherLeadersinRemoteSchoolsandLocalCommunitiesAllisonWynhoffOlsen,KirkBranch,MontanaStateUniversity,AlanHoffman&AmberHenwood,SavageHighSchoolThispresentationexplorestheconnectionsbetweenteacherleadershipdevelopmentandaK-12writinginitiativeinaruralMTschooldistrict.FourteachersacrossgradelevelsandcontentareasintheSavageSchoolDistrictinEasternMontanacollaboratedwiththeYellowstoneWritingProject(YWP)toleadaschoolwideinitiative,culminatingintheMay2018publicationofLandscapesofSavage,abookaboutthecommunitywrittenwhollybyK-12Savagestudents.Intheprocess,thesefourteacherstookonextensiveleadershipchallengesintheirschool.Asoneteacherleaderexplained,“Whenit'saruralschoollikeours,youcan'tjustbealeaderinyourdepartment;youhavetostepupschoolwide.”TheteachersalsobecamefullpartnerswithotherMontanateachersinYWPandprovidedkeylessonsabouthowbettertoworksustainablyinruralandremoteMontanaschools.Ourpresentationemphasizesboththeprocesswedeveloped-andthelessonswelearnedalongtheway-andsuggestswaysofreplicatingthisinotherschools,usingthefourteachersfromSavageasleadersinconsultationwithotherruralschools.Weattendtothelivedexperiencesofbothteachersandstudents,usingvideoexcerptshighlightinghowsomeoftheSavagestudentsexperiencedthisshiftinwritingcultureandcollaboration.ThisprojectoffersawayofdevelopingteacherleadersinruralandremoteschoolsandofinvitingthoseteachersintoaconstantlygrowingnetworkofMontanateachersengagedinongoingprofessionaldevelopmentthroughtheYellowstoneWritingProject.11:30-12:00TheRoleofValuesInaTeacherLeadershipProgrammeforScottishIslandCommunitiesMoragRedford,UniversityoftheHighlandsandIslandsScotlandThispaperexploresthedevelopmentandimplementationofaprogrammetosupportteacherleadershipintheislandcommunitiesofScotland.TheUniversityoftheHighlandsandIslands(UHI)workedwithteachersintheOrkneyandShetlandIslandstodevelopabespokeprofessionallearningprogrammein2015-16fordeliveryin2016-17.Theaimwastosupportteacherstoexploretheirroleasleadersintheclassroomandschoolcommunity,connectingteachersbetweentheislandcommunities.TheprogrammewasbasedonthevaluesbaseintheprofessionalstandardsoftheGeneralTeacherCouncilforScotlandandaskedteacherstoleadacurriculumdevelopmentintheirownsetting.ThetheoreticalbaseoftheprogrammewasestablishedfromScottishworkonteacheragency(Priestlyetal.,2015).Datawascollectedthroughthedocumentationofthedevelopment,includingpersonalnotes,andworkingdocumentscreatedintheprogramme.Discourseanalysiswasusedtoidentifytheoutcomesforthejointdevelopmentandthefirstgroupsofteachersparticipatingintheprogramme.Theanalysisofthedevelopmentworkrecordedthechallengesfacedbyruralauthoritiestoestablishastructurewhereteacherscould'leadthecurriculum'whennotinapromotedpost.Thislinkedtooutcomesfromthedeliverywhereteachersrecordedtheirfrustrationaboutalackofprofessionaldevelopmentopportunities.Akeyoutcomewasthatislandvaluesinformedpracticeandsupportedteachingvalues.ThisresearchhasdirectlyinformedtheprovisionofruralteacherleadershipopportunitiesthroughtheScottishCollegeofEducationalLeadership.

35

Friday,August33:30-5:00 SUBBallroomB Theme:Partnership

3:30-4:00BuildingCapacitywithinRuralIndigenousCommunitiesVickiHoward,UniversityofMontanaWestern&LonaRunningWolf,NapiElementarySchoolThroughanOIEgrant,UMWandBCChavepartneredtoprovideinitialcertificationfor40IndigenousteachercandidatesseekingaK8(Kindergartenthrougheighthgrade)orP3(Preschoolthroughthirdgrade)degreeand/orcertification.Mostcandidatesareteachers,paraprofessionalsorlong-termsubstituteteachersinandaroundBrowning.Themostimportantobjectiveofthisprojectwastodesignandimplementasustainableprogramthatwilladdressthelong-existingshortageofteachersservingIndigenouschildrenontheBlackfeetReservation.Throughthisgrant,WesternandBCCrecruitedBlackfeetfacultyfromtheBrowningSchoolDistricttodesignanddeliveraBlackfeetculturallyimmersedK8-UMWcurriculum,forBlackfeetteachercandidateswhoteachorwillteachintheBrowningschools.TheteacherpreparationcurriculumalignswithcurriculaandpracticesusedintheBrowningSchools,socandidatescanmoveseamlesslyfromourclassroomstotheirclassrooms.ThroughaBlackfeet-groundededucation--onethatalsoincludesthefoundationforsuccessintheWesternworld,itwillbepossibletorebuildancientvalues,restoreharmonyandeventuallyerasetherootsofpoverty.Thepurposeofthispresentationistodescribeacommunitybaseddeliverymodelthathasthepotentialforreplicationinotherruralareastobuildsustainablecapacityfromwithinratherthandependinguponexternalrecruitment.4:00-4:30MaximizingPartnershipsinRuralCommunities:MultiplePathwaystoSupportTeacherDevelopmentSuzanneArnold&BarbaraSeidl,UniversityofColorado,DenverThePartnershipforRuralEducationPreparation(T-PREP)attheUniversityofColoradoDenverpartnerswithmorethantwentyruraldistrictstoprovide“growyourown”pathwaystotheteachingprofession,aswellcontinuedteacherdevelopmentforallteachersthroughinductionandprofessionallearningoptions.Presenterswillsharethestructureoftwoinnovativeteacherpreparationpathwaysforruraldistricts:(1)afullyonlinehigh-techhigh-touchalternativelicensurepathwaydesignedandstructuredtocreateapersonalizedlearningprogramwithawebofsupportforthecandidatewithaprogramstructureallowingforcontinuousenrollment,whereacandidatecanstarttheprogramatanypointintheschoolyear;and(2)CommunityCollegepartnershipswherelocalstudentscanseamlesslymovefromanAAtoBAdegreethroughcourseworkandmediatedfieldexperiencesdeliveredlocallyacrossallfouryears.PresenterswillalsosharehowtheyoptimizedaTeacherQualityPartnershipGranttopartnerwithruraldistrictsbydevelopingresources,tools,andprocessesfordistrictleaderstoleverageforprofessionallearningandteacherdevelopmentpurposes.4:30-5:00DesigningaNationalTalentStrategyforRuralSchoolsRyanFowler,TNTP,AllenPratt,NREA,&StevenJohnson,LisbonPublicSchoolsWhatwoulditlookliketobuildanational,coordinatedefforttorecruitandretainteachersinruralschools?Inthissession,wewillexploreanew,collaborativeeffort,designedtodojustthat.Asnationalpartnersalignedaroundthegoalofbuildingbetterfuturesforruralschools,theNREA,RuralSchoolsCollaborative,andTNTPareteaminguptosharetheframeworkofaforthcomingnationalruralteachertalentstrategy.Aspartofthisstrategy,wearedevelopingnewtoolstoincreaseaccessandawarenessofjobopportunitiesinruralschools,elevatethestoriesofruralcommunities,andprovideasetofretentionresourcestailoredforspecificruralregions.Thissessionisanopportunitytopreviewourideasatanearlystageandhelpusmakethembetter!UsingaDesignThinkingformat,wewillusethissessionto:--GatherInspiration:Toinformourstrategy,wewanttoknowwhatmattersinyourcontextforrecruitingandretainingteachertalent.--GenerateIdeas:We’lluseeachothertogeneratenewideasthatcanbetestedduringourprogramdesignprocess.--MakeIdeasTangible:Bysharingsomeearlyprototypesofourcurrentstrategy,we’llaskforyourreactionsandfeedback.--SharetheStory:You’llhelpusbegintocraftahumanstoryaroundtheruralteacherexperiencethatcaninspireotherstowardaction.Yourinputandfeedbackiscriticallyimportant,sopleasejoinusindesigningthisnationalefforttoshowcasetheruraladvantageofournation'sruralschools!

36

Friday,August33:30-5:00 SUBBallroomC Theme:Profession

3:30-4:00MSU’sRuralPracticum:APromisingPracticetoAddressTeacherRecruitmentandRetentionTenaVersland,JanessaParenteau&LynnePeterson,MontanaStateUniversityRecruitingandretainingqualifiedteachersforAmerica’sruralschoolsremainsaproblem(Showalter,Klein,&Lester,2014;Barley&Brigham,2008).AccordingtoBarleyandBrigham(2008),offeringpractice-teachingopportunitiesinruralcommunitiescouldhelpaddresstheissueofteacherrecruitmentandretentioninruralareas.However,fewteachereducationprogramsoffercoordinatedopportunitiesforruralclinicalpractice,especiallyinremotesettings.MontanaStateUniversityhasbeenengagedindevelopingstrong,substantivepartnershipswithruralschoolsinNortheasternandCentralMontanatocreatesustainablepreserviceexperiencesforeducationstudents.TheMSURuralPracticumhasplaced28juniorlevelstudentsinweek-longimmersiveteachingexperiencein11small,ruralschoolsinthepasttwoyears.Datacollectionfromparticipatingstudentsandruralschooladministratorsindicatestheruralpracticumholdspromiseinhelpingstudentsunderstandtheuniquebenefitsandchallengesoflivingandworkinginruralcommunities.Dataalsosuggeststudentsinthisexperiencehadamuchmorefavorableviewofruralschoolsandcommunitiesandweremorelikelytoconsiderapplyingforandacceptingteachingpositionsinruralcommunities.Thispresentationwillshareoureffortsincreatingthisimmersivepracticumexperienceaswellassomeofthechallengeswefacedandourcurrentplansforfutureimplementation.4:00-4:30MeetingtheNeedforSpecialEducationTeachersinRuralAreasSusanGregory&ReneRosellYarbrough,MontanaStateUniversityBillingsMontanahasacriticalneedforspecialeducationteachers.Itreflectsanationaltrendthatthereisasevereshortageofqualifiedteachersinthisfieldandthattheshortageisparticularlyacuteinruralareas.TomeetthisneedtheOfficeofPublicInstructiondevelopedaprojecttosupportlicensedteachersinruralschoolsbecomeendorsedinspecialeducation.Theprojectwasdevelopedinconjunctionwithinstitutionsofhighereducationthatprepareteacherstoobtaintheirspecialeducationendorsement.Teacherswhoapplytotheprojectarelicensedteacherswhodonothaveanyqualificationstoteachstudentswithspecialneeds.Thepurposeofthisstudywastodeterminetheexperienceoftheseteachersandthechallengestheyface.Teachersandintheprojectandtheirschooladministratorsweresurveyed.Teacherswerealsointerviewedtodeterminetheissuesthatspecialeducationteachersfaceinruralschools.Schooladministratorsweresatisfiedwiththepreparationoftheseteachers.Theteachersdescribedthechallengesandthebenefitsofteachinginruralschools.Thefindingsindicatedthattheexperienceoftheseteachersreflectsthatofteachersreportedintheliterature.ThisprojectisalsofulfillinganeedinsomeruralpartsofthestatehowevertheneedforspecialeducationteachersremainsacriticalneedinthestateofMontana.4:30-5:00FillingClassrooms:Colorado'sEffortstoResolvetheEducatorShortagesinRuralColoradoRobertMitchell,UniversityofColorado,ColoradoSprings&MeganQuitter,ColoradoDepartmentofEducationThestateofColoradocontinuestostrugglewithfindingeducatorstofillvacantpositionsinthestate's147ruraldistricts.Inrecentyears,ruralschooldistrictshavebeenforcedtooperatewithoutqualifiedascience,mathorspecialeducationteacherformultipleyears.ThelackofeducatorsavailableandinterestedinworkinginColorado'sruralschoolshascontinuedtoexemplifythegrowinggapsbetweenthe"have"and"havenot"schooldistrictsthroughoutthestate.Inresponse,theColoradoDepartmentofEducationandtheColoradoDepartmentofHigherEducation(andtheirmemberhighereducationinstitutions)haveworkedtobolstertheeducatorpipelinesintotheruraldistrictsthroughoutthestate.Specificeffortshavebeenenactedtohelpretainveteranruraleducators,exposeemergingeducatorstopotentialcareersinruralschoolsandsupportteachercandidateswhoareinterestedincompletingtheirstudentteachinginremoteandruralareas.ThispresentationoutlinesthechallengesandtheongoingsolutionsthataredesignedtosupportColorado'sruraldistrictsandbolstertheteacherpipelinetotheseareas.Includedinthisdiscussionisacriticalexaminationoftheproblem,areviewofthelegislativeandagency-drivensolutionsandrecommendationsforfurtherneededactiontoresolvethisongoingproblem.

37

Friday,August33:30-5:00 SUBBallroomD Theme:Leadership

3:30-4:00TheFiveStandardsofBoardsmanshipandtheirRelationshipwithStudentAchievementIvanLorentzen,FlatheadValleyCommunityCollege&WilliamMcCaw,UniversityofMontanaIthasbeenwellestablishedthatboardsofhighandlowachievingdistrictsbehavedifferently.Morerecently,researchinMontanaandWashingtonhavedetailedwhichboardbehaviorsarestatisticallycorrelatedwithhighstudentachievement,andwhichbehaviorscanpredictlowstudentachievement.Inaddition,thisinfluencewasfoundtobeindependentofdistrictsize.Thissessionwillidentifyelementsofboardbehavior-bothcollectiveandindividual-thathasbeenshowntoberelatedtostudentachievement.Schoolboardsmatter,andtheirinfluenceisnotinsignificant.4:00-4:30RuralSchools,Standards-BasedTeacherEvaluationandTechnology'sOdysseanPromiseDanielLee,UniversityofMontana,JenniferLutey&LisaKerscher,BrightwaysLearningTheeffectiveimplementationofperformance-basedteacherevaluationthatencouragesreflectiveteachingandsubsequentlyimprovespracticeisachallengeforanyschooldistrict.Inruralschools,thelackofadequatestaffandresourcesposeparticularchallenges.Evolvingtechnologyinconcertwithanembeddedstandards-basedteachingrubricmayholdpromiseforimprovingreflectivepracticeinresource-strappedruralschools.InvestigatorsworkinginaruralAlaskanschooldistrictduringthe2017-18schoolyearstudiedtheimplementationofthreetypesoftechnology:“snippets”consistingoftext,photo,andshortvideoofclassroomactivities;“walkthroughs”wherebyanobserverselectsresponsesinacustomizedonlineformfollowingabriefclassroomvisitandfinally,a“formalobservation”withatoolsettoallowanadministratortorapidlyrecord,orscriptwhattheyobserveduringthisformalsession.Regardlessofthetypeoftechnologyutilizedeachpermitalignmentofteacherpracticetorubricindicatorsandeachmayreadilybemadeavailabletoanobservedteacher.Notsurprisingly,investigatorsfoundthatformalobservationshavethegreatestimpactonreflectivepracticewhilewalkthroughsandsnippetsfallinclosebehind.Becauseruralschooldistrictslacktheresourcesandsupervisorypersonneltoprovideformalobservationsbeyondthosethatareminimallyrequired;theinvestigatorsconcludethattechnologyjustmightholdpromiseforincreasingreflectivepracticeamongteachers.Toachievethis,however,requiresmoreworkwithrubricfamiliarizationandtechnologyproficiency.4:30-5:00BuildingaFootBridgeinRuralEducationMelodySchopp,ConsultantRuraleducationshouldbeviewedwithalensofoptionsratherthanbarriers.Theopportunitytobenimbleandcreativeisoftenoverlookedwhenfacedwiththeperceptionofobstaclesinruralareasthatmayormaynotexist.Thissessionwillfocusonprovenstrategiesthatstrengthenruraleducationwithasystemicapproach.Itwillencompasscrosscuttingideasthatincludeallstrandsofthesymposiumthemestoinclude:--Engagingcommunityinauthenticways;--Growingtheprofessioninnovativelythatresultsinretention;--Supportingandenhancinginnovativeandhighleveragepracticesthatresultinstudentsuccess;--Maximizingtheimpactoftechnologytoensureaccesstomeetstudentinterestsregardlessoftheirzipcodeorremoteness;and--Buildinternalcapacityforleadershipwithintheschooldistricts.Additionally,thesessionwillconsiderhowstateandfederalmandatescaninhibitinnovationandsuccessinaruralsetting.Thisrequiresthatstatepolicymakersandeducationleadersbewellinformedofthenuancesofruraleducationaswellasthepotential.Whatourruralcommunitieswantfromourleadersatalllevelsarepartnershipsandtheintentiontoremovebarriersinsteadofbuildingnewones.Examplesofsuccesswillbeshared.

38

ASpecialWordofThankstoOurISFIRE2018Supporters

• SiMERRNationalResearchCenter,UniversityofNewEngland,Armidale,AU

• CollegeofEducation,Health,&HumanDevelopment,MSU• JohnW.KohlEducationalLeadershipEndowment,MSU

• DepartmentofEducation,MSU• OfficeofInternationalPrograms,MSU

• MontanaPBS

Safetravelseveryone!

39