HOLYOKE, Colo. — Nic and Allie Balog’s decision to take teaching positions in the Holyoke School District, a small district on the eastern plains, was based at least in part on a case of mistaken identity.
“There’s a Holyoke, Mass., which looks a lot different” from the rural Colorado town of about 2,000 inhabitants, just 20 minutes from the Nebraska border, said Nic Balog. “The whole time I was driving out here [for my interview], I was like, ‘What is this oasis in eastern Colorado that I’ve never heard of?'”
But in the end, the couple was drawn by the lure of the small town and decided to stay.
Rural administrators say they must rely on this sort of rare lucky catch to attract teachers to their remote districts, where pay is often lower than in urban centers and the towns offer fewer amenities. And the even greater challenge, convincing teachers to stay, often requires administrators to look outside the school building for solutions.
Holyoke’s superintendent Bret Miles recruits candidates like the Balogs who he thinks will find a reason to stay, although he says he’s often happy to get anyone. One tactic he’s had some success with is finding local candidates, either by getting alternate teaching licenses for folks who have other expertise or by drawing back locals who have left. Nearly a third of Holyoke’s teachers graduated from the school where they teach.
Chalkbeat spoke with a group of Holyoke teachers about what drew them to Holyoke — and what made them stay.
Abby Einspahr, math teacher, Holyoke Junior High School
I grew up here. I always knew I wanted to be a teacher…[But] I did not decide to stay here. I decided to go into Lutheran education.
But when her position at a private Lutheran school in California was cut, she ended up back in Colorado, teaching in nearby Yuma. Then the high school principal in Holyoke lured her back. That’s a common practice in rural districts, where teachers are often poached from nearby schools, creating a game of musical chairs of open teaching positions in rural areas.
Einspahr returned to her hometown where she hadn’t lived for several years, which created its own set of social challenges:
The friends I did have coming back are at a different phase of their life. They’re married with kids and coming back single is hard.
It also meant returning to a community where the lines between work and personal are blurred.
I changed greatly from who I was in high school and who I was in college to living in California for six years. I was completely different person, coming back here. I have kids in my class going, “Well, your brother, right?” They have perceptions of me based on my siblings, my parents, my cousins, my grandparents. I have nieces and nephews in school.
Einspahr just finished her first year back in Holyoke but she still isn’t sure whether she’ll stay.
Maury Kramer, math teacher, Holyoke Senior High School
In many rural and remote districts, administrators turn to talent that already exists in their community to recruit teachers. Kramer is one of those, a former auto technician who now teaches the higher levels of math at the high school.
I grew up here in Holyoke. I really failed at college the first try and ended up raising a family. So I moved back here to work with my dad on the farm and that went to trouble in the eighties. So I just had to work around here and raise a family, raise six kids through the school system.
After, while they were starting to go to college, because of my job and things changing there, I knew I wanted to find something else. Helping them with homework and every job I’ve had I’ve been teaching or training students in some way or another. So that kind of led me to [teaching]. So I went back to school online in 2003, finished in 2008, tutored for a couple years, finally started here in 2011.
He uses his deep roots in the community in his classes, to deal with students and pull in the town’s history.
It’d be really hard for me to teach where I don’t know anybody. Here, I know everybody in town. I also know what kids’ parents do and I can make math more applicable to them. So kids whose folks work in construction, we can talk about the triangles in the house, how they work in the rafters or…using the Pythagorean Theorem rather than a laser or a GPS or something.
And he often knows kids’ families and their issues and can adjust to students’ needs.
Sometimes you don’t know everything but you know something is going on so you can be a little less restrictive of them.
Nic and Allie Balog, social studies and special education teachers, Holyoke Senior High School
Sometimes, the barriers are as simple as a lack of housing. When the Balogs first moved to Holyoke to take up teaching positions, there was only a single house in the entire town available for rent. The house lacked amenities and was in rough condition.
Nic Balog: When the wind blew, the curtains would blow open and move [even with the windows closed].
Eventually, the couple purchased a house, that was in better shape.
Nic Balog: It probably kept us here, to be honest…Conveniences like the garbage disposal and air conditioning made Holyoke a lot more livable.
But the transition wasn’t easy, especially for Allie Balog.
Allie Balog: I’ve never been away from my family. I know it’s only two and a half hours. But for me that was still hard. And not only that, I love to shop and go out and do things. I couldn’t do any of that. That was what I felt at first.
But I think doing it together, we always had each other at the end of the day, you know playing cards in our house for three months straight, because we didn’t have anything to do.
When the couple first accepted the position, they arrived with a group of five other young teachers. Today, only one of that group still teaches in Holyoke, along with the Balogs.
Allie Balog: We have a life here and I don’t know if that’s true for the others. You have to try really hard to fit in with people. Once you do and you are willing to do that, people are willing to do the same back to you.
Bret Miles, superintendent, Holyoke School District
Getting teachers is harder and harder for rural districts, as pay stagnates and cuts made during the recession linger.
It used to be that we’d sit down and say, “Any elementary opening, we’ll be able to fill that.” Social studies, no problem, we’ll fill that anytime of day…Now, all of them are really hard to find. We’re going into the last week of June and we haven’t filled our social studies opening, which used to be no-brainer.
We’re trying to make the work environment so attractive that people will just want to stay. So we try to improve technology, we try to make sure we focus on a collaborative structure for how we make decisions in the district.
We have to have all those other things working because we don’t pay as well as in the city. That’s a really a school finance formula issue, partially.
And the competition for a small pool means districts are competing with each other for candidates.
At the baseball game in Haxtun last weekend, I spoke with the elementary school principal there. It took her five offers to hire a fifth grade position. We found out two of them had interviewed in every school in northeast Colorado [including Holyoke] and only one of us gets him.
So Miles has started to search for teachers farther afield.
Tomorrow, we will interview international candidates because we haven’t had a math teacher application…we’re Skyping with someone in the Philippines.