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Recruiting teachers to rural Colorado: Smaller classrooms and more freedom, but about that salary …

Shaundra Johns grew up in Aurora and worked for 11 years in metro Denver, but long imagined herself teaching in a rural community. She wanted the family feeling of a small town, the flexibility of a school district with less bureaucracy, and someday to own a goat.

That’s why the 29-year-old Metro State University student traveled last month from her home in Littleton to La Veta in southern Colorado for a three-day immersion experience for prospective rural teachers.

Johns and seven other participants, some still in school and some considering career changes, toured the town, met with district staff and students, and helped with floats for the district’s homecoming parade. One evening, they gathered with leaders of the 225-student district to eat dinner at Frankie’s Steak and Seafood, the nicest restaurant in town.

“I fell in love,” Johns said.

With many of Colorado’s rural school districts locked in a perennial struggle to fill teaching jobs, those four words are exactly what district administrators and organizers of the immersion trip want to hear.

In fact, introducing current and future teachers to the realities of rural teaching was precisely the point of the all-expenses-paid trip. It was part of a three-trip series organized by Colorado State University Pueblo and several partners, inspired by a similar teacher recruitment program used in Alaska.

Chelsea Wendorf, who visited La Veta as part of the rural teacher immersion program, helps in a third grade classroom.
PHOTO: Kathryn Allison
Chelsea Wendorf, who visited La Veta as part of the rural teacher immersion program, helps in a third grade classroom.

The immersion trips, launched last spring with a trip to the 548-student Huerfano district, and wrapping up later this month with one to the 133-student Manzanola district, are among a raft of recent initiatives aimed at beefing up rural teacher recruitment and retention in Colorado.

Other efforts include day-long bus trips to rural districts for students in teacher preparation programs, stipends for student teachers in rural districts and for rural teachers who want additional training, and “teacher cadet” programs to get rural high school students interested in teaching careers.

Teacher supply and demand in the U.S. is very much a local story, with some areas doing better than others. As the economy has improved and enrollment in traditional teacher preparation programs has declined, both urban and rural districts have reported struggles to find qualified teachers.

Much of the work around rural teacher recruitment is taking place at the school or district level, or in partnership with teacher preparation programs, according to a June report from the Denver-based Education Commission of the States, which tracks policy shifts and research.

A few other states in addition to Colorado have invested in the issue. In Minnesota, a new grant program provides student teaching stipends for low-income students and grants for licensed teachers who agree to teach in regions struggling to find qualified applicants. Mississippi introduced a loan repayment for teachers meeting certain qualifications who choose teach in geographic areas facing a shortage.

Last winter, Western State Colorado University hired Megan Quitter to be the state’s first rural education outreach coordinator. She serves as a connector of sorts between Colorado’s 147 rural districts and teacher preparation programs across the state.

Quitter’s position and the rural teacher immersion trips are paid for with federal grant money. Some of the other rural education initiatives are funded with $441,000 approved by the state legislature last spring.

Teacher preparation students visited McKinley Elementary in the Canon City district on a recent day-long bus trip to rural districts.
PHOTO: Megan Quitter
Teacher preparation students visited McKinley Elementary in the Canon City district on a recent day-long bus trip to rural districts.

Robert Mitchell, academic policy officer for teacher preparation at the Colorado Department of Higher Education, said the burst of recent rural education efforts helps, but represents only a short-term solution.

“There’s just a teacher shortage, period,” he said, noting a 30 percent decline in the number of college students attending teacher preparation programs in Colorado over the last six years.

“Any given year when people are looking for elementary teachers, there’s a good chance our rural districts will get zero applications for those jobs,” Mitchell said.

Still, he believes some of the best teaching in the state happens in rural communities, owing to their smaller, more intimate classrooms and willingness to experiment.

“Rural Colorado is the best-kept secret that we have,” Mitchell said.

Convincing a skeptic

When La Veta Superintendent Bree Lessar first heard the idea for the rural teacher immersion program, she thought it was ridiculous.

What makes a school district rural?

 

  • Districts are categorized as rural based on their size, student enrollment and distance from a large urban area.
  • Of Colorado’s 178 school districts, 109 are considered “small rural,” which means they have fewer than 1,000 students.
  • Another 38 are considered “rural,” which means they have 6,500 students or fewer.
  • Rural and small rural districts educate about 20 percent of Colorado students.

“I just really couldn’t see it working,” she said. “You’re going to bring in a dozen people from somewhere and make them have sleepovers?”

But the more Lessar thought about it, the more it made sense — especially since a grant would cover the costs. She knew it was important for prospective teachers to visit in person because small-town living isn’t for everyone.

One candidate she’d hired after an interview over Skype didn’t make it through the first year. Teacher fairs weren’t particularly effective, either, yielding just one or two hires in eight years.

Lessar, who grew up in rural Wyoming, has plenty of eventual vacancies to think about in her district. Seven of her 21 teachers are officially retired but work limited hours or will soon because of state retirement rules. The openings may be two or three years out, but she knows she needs to plan carefully to find a good fit.

Take the high school science teacher who has helped steer four of La Veta’s graduates to medical school over the last several years. Lessar wants the replacement to spend a year in the classroom with that teacher before she departs.

Overall, Lessar believes the immersion program was successful and with some tweaks could be a promising recruitment strategy. About half the participants expressed interest in officially applying, she said.

No sugarcoating

While immersion experiences like the one in La Veta are a chance for districts officials to highlight the benefits of the rural lifestyle — lower cost of living, close-knit communities and flexibility in the classroom — they are also frank about the downsides.

Student artwork extolls the benefits of Cotopaxi schools.
PHOTO: Megan Quitter
Student artwork extolls the benefits of Cotopaxi schools.

The dating pool is limited, housing is tricky in some communities and most of all, starting salaries are low.

In La Veta, base pay is $31,000. Mitchell said in some rural districts, it’s $25,000.

Money was the deal-breaker for Graham Carpenter, who went on the trip to La Veta. The 32-year-old Fort Collins resident runs a residential real estate company and applied to participate because his girlfriend at the time was exploring rural nursing.

Carpenter described the experience as “first-class,” but said at this stage in his life he can’t live on the salary.

“The pay is just killer,” he said. “Nobody in their right mind is going to take a pay cut or leave the Front Range to go down there.”

But asked if the opportunity would be more appealing if he was 22 and not 32, he said, “Yes, if I didn’t own property and I was younger, it probably would have made a difference.”

Johns, who barely cleared $25,000 a year working in child care centers, had a little different take on La Veta’s base salary.

“It’s not bad per se. It’s not great either,” she said. “You don’t go into education for the money.”

Still, state leaders believe mediocre pay is a big reason why fewer college students are seeking teaching degrees these days, a trend hurting districts of all sizes.

“If we could pay all our teachers $65,000 a year, my problems go away,” Mitchell said.

Struggling Detroit schools

The story of Detroit’s schools is much more nuanced than many people realize. Here’s how we can cover it together.

PHOTO: Erin Einhorn
Rynell Sturkey, a first-grade teacher at Paul Robeson Malcolm X Academy on Detroit's west side often manages jam-packed classrooms of 37 kids or more. Her students have no music or art or gym. “They’re with me all day in this room. We’re tired,” she said.

Ever since my husband and I announced to friends and family three years ago that we’d made the somewhat-impulsive decision to sell our apartment in Brooklyn and move with our two small children to downtown Detroit, we’ve been confronted with the same persistent questions:

Erin Einhorn
Erin Einhorn

“You live in Detroit” we’re asked, with a tone of skepticism and, frankly, judgement. “And you have kids?”

The questions are rooted in the perception that the schools in Detroit are so awful that no decent parent with other options would reasonably choose to live in this city. It’s a perception I know is grounded in some deeply concerning conditions in Detroit schools, including many of the issues I’ve covered as a reporter for Chalkbeat. I’ve written about the Detroit teachers and families who alleged in a federal lawsuit last year that the conditions in Detroit schools are so deplorable that they violate children’s right to literacy. I’ve spent time in classrooms where a teaching shortage has meant 37 first-graders packed together all day without a break for music, art or gym. And I’ve seen the heartbreak on the faces of students and parents who’ve learned that the charter school they’d chosen would be closing, leaving them to scramble for another school in a city where choice is abundant, but quality is rare.  

I appreciate the concern from friends and family who are worried about my children, but the truth is that my kids are going to be completely fine. My husband and I have a car and accommodating jobs that enable us to enroll our kids in any school in any neighborhood  — options that poor transportation and the uneven distribution of schools have put out of reach for far too many kids. And, as it happens, we found a great public school right in our own neighborhood where our oldest child now walks every day to kindergarten.

The truth is that the story of Detroit’s school is much more nuanced than most people realize. There are serious challenges — no doubt about that — but we’re not going to be able to address them until we stop asking each other what we’re going to do about educating our own children. We need to start asking what we can do to make sure that families in every neighborhood have a shot at a decent education. That’s what we try to do at Chalkbeat. We aim to tell the stories of teachers and students and parents, to put a human face on challenges that would otherwise be difficult to understand. We look at what’s working in our schools and what urgently needs to change.

This school year marks the first full year that Detroit’s main school district will be led by a new school board and superintendent. And it will be Chalkbeat’s first full school year since we formally launched in Detroit last winter. We hope to grow this year, adding another reporter to help us expand our coverage of early childhood education, special education and other matters crucial to the city’s future. And we’ll continue to cover the important issues affecting Detroit children and the way they learn.

We can’t tell these stories without you. So please — reach out! Introduce yourself, join our community by submitting a story tip, giving us feedback or making a financial contribution. Contact us at [email protected], follow us on Facebook and at @ChalkbeatDET. And, please, keep reading!

 

now hiring

With a new school year underway, hundreds of teaching positions remain unfilled in New York City

PHOTO: Jaclyn Zubrzycki

Hundreds of schools are missing teachers and support staff two weeks into the school year, with many of the openings in high-poverty districts and struggling schools that are typically the hardest to staff, according to postings on a city database in mid-September.

There were almost 1,700 job postings as of Sept. 19, according to data obtained by Chalkbeat. The listings offer a snapshot of the jobs advertised that day — not an official tally of the total citywide staff openings.

Still, they indicate a critical need for special-education teachers and paraprofessionals, teaching assistants who tend to work with young students and those with disabilities. Many of the unfilled positions were in low-income districts in the Bronx and Brooklyn, and dozens were in schools in the city’s Renewal program for low-performing schools.

The vacancies were posted in the city’s Excessed Staff Selection System, which lists jobs available to teachers in the Absent Teacher Reserve — a pool of teachers who lack permanent positions because they face disciplinary or legal issues, or their schools were closed or downsized. The listings hint at where teachers in the ATR pool may land this year, since the city recently announced it will place such teachers in schools that still have vacancies after Oct. 15.

Education department officials said the data “doesn’t provide accurate or precise information on school vacancies.” In particular, they said there could be a lag in updating the postings, or that schools could post positions that are expected to become available but are currently filled.

In addition, schools may list the same job more than once in order to advertise the position to teachers with different certifications, officials said. For example, a posting for a computer science teacher could also appear as openings for math and science teachers.

Still, the postings suggest where the need for teachers may be greatest — and where ATR teachers could likely end up.

Four out of the five districts with the most postings were in the Bronx. They include Districts 7 and 9 in the South Bronx, along with Districts 10 and 12. District 19 in Brooklyn, which includes East New York, also had dozens of listings.

In District 7, where more than 90 percent of students are poor, there were 60 postings for teachers in subjects ranging from Spanish to physical education and music. That includes 26 listings for paraprofessionals, who are often mandated by students’ special-education plans.

Overall, there were more than 600 listings for paraprofessionals, about half of which were needed to work with students who have disabilities. Almost 400 of the postings were for special-education teachers, who are often in short supply.

Devon Eisenberg knows these staffing challenges well. She is co-principal of The Young Women’s Leadership School of the Bronx in District 9. Despite boasting a staff-retention rate of about 90 percent, the school started the year short one teacher. To plug the hole, Eisenberg relied on substitutes and other teachers to cover the class. She was able to find a permanent hire this week, though the pool of qualified candidates was slim.

“This is definitely not fair for our students as they are not receiving consistent and coherent instruction,” she wrote in an email. “It is also stressful for the teachers covering these holes.”

Starting the school year with a substitute teacher can become a barrier to learning. Research has shown that staff turnover leads to lower test scores, even for students who weren’t in the class that lost its teacher.

Turnover tends to be highest in struggling schools, which often serve the neediest students.

Schools in the Renewal program — which includes 78 low-performing schools — posted about 70 openings, according to the data analyzed by Chalkbeat. The greatest shortage was for special-education teachers, for which there were 16 postings. That was followed by math teachers, with nine openings.

At M.S. 391 The Angelo Patri Middle School, a Renewal school in the Bronx, there were two postings for math teachers. Last year, only 8 percent of students passed state math exams at the school, which has a new principal.

Carmen Marrero teaches special education at M.S. 391 and has worked in other Bronx schools that struggle with staffing.

“We tend to deal with a lot of behavior challenges,” she said, referring to schools in the Bronx. “I guess that keeps some of the aspiring teachers or some of the teachers who are already in the field away from this side of town.”

This year, the openings come with an additional consequence: Schools with vacancies could be prime candidates to receive teachers in the ATR.

Though officials say they will work closely with principals, the department could place teachers even over the objections of school leaders. Some principals have threatened to game the hiring system by simply not posting openings in order to avoid having a teacher from the ATR placed at their school.

Meanwhile, some teachers in the pool dread being assigned to schools whose openings could signal poor leadership or a tough work environment.

Teachers who are in the ATR will not be placed in positions outside of their license areas, which may limit how many of the openings the education department can fill after mid-October.

Critics say the policy will place the least effective teachers in the neediest schools. Education department figures show that only 74 percent of ATR teachers were rated effective, highly effective or satisfactory in 2015-16 — compared to 93 percent of all city teachers.

Education department officials said the city has worked with schools to fill their vacancies well before the start of the school year.

Maria Herrera, principal of Renaissance High School for Musical Theater in the Bronx, said she tries to have all her hires in place by June. That way, she can involve future teachers in end-of-the-year activities that help build a sense of community, and provide training over the summer.

This year, she was able to start school fully staffed. The education department allowed schools to fill positions earlier this year and held numerous job fairs, she said.

“I feel really supported,” she said.