Human Resource Management in Small Rural Districts: The Administrator's Role in Recruitment, Hiring, and Staff Development

The rural school administrator's role often requires him/her to become involved in every aspect of a school's functions. Seeking teachers most likely to be sold on the benefits of teaching in a rural school is recommended. ;The rural school administrator's role often requires him/her to become involved in every aspect of a school's functions. Often the turn over for rural teachers is low.

Current Teacher Shortage in Rural Areas

requirements for highly qualified teachers (Collins, 1999).

Rural Administrators Have Difficulty Finding Qualified Teachers

Teachers in rural locations must also be able and willing to adjust to the community.

It is no secret that teachers in rural schools can expect to have smaller incomes. Newly hired teachers report feelings of social, cultural, and professional isolation.

Helping New Teachers Overcome Feelings of Isolation

3.; Provide; school-community orientation;

It is also important for campus level administrators to help experienced teachers in the acquisition of new skills (Collins, 1999).

Often rural teachers have been on the job, in the same grade level, at the same school for many years.

Characteristics of Successful Rural School Staff Development Programs

Doris Helge (1985) identified the characteristics for a successful rural school staff development programs as the following:

1.; Involving teachers in the planning stage;

It is imperative that administrators place high priority on the continual professional development of teachers and support staff at the school. Research and experience says that the campus level administrator's role in teacher professional development is critical. Information on the activities of the campus level administrator travels quickly and widely in a small school. When the campus level administrator models continual learning, the support staff is more likely to focus on their own professional development. Teacher learning is encouraged when the campus level administrator participates in the learning. Both the campus level administrator and the teachers benefit from learning together (Payne ; Wolfson, 2000).

By careful planning and linking professional development to school improvement, campus level administrators and teachers work to ensure student learning is the central focus for professional development.

The campus level administrator must ensure that new teachers are initiated into the culture of the school. Through teacher mentoring programs, new teachers formally and informally learn that the school is an organization that emphasizes professional growth.

Rural area administrators must use data to set professional growth priorities.

Professional Growth, Improvement and Development Critical for Rural Schools

Administrators must act as motivators and supporters of teachers. Outcomes are more positive when teachers view their campus level administrator as a helper, supporter, a source of information, and resource for professional development. Teachers are comfortable sharing their professional goals and asking their campus level administrator for assistance in pursuing professional growth opportunities. Teachers are also willing to ask for help. The administrator must also encourage teachers to share what they have learned from their professional growth experiences (Payne ; Wolfson, 2000).

Teachers need to be

Campus level administrators must provide resources and find creative ways to give teachers the time, money, and support they need for professional development. The campus level administrator must actively seek ways to help teachers find the time to learn and provide teachers with the available resources and the encouragement they need (Payne ; Wolfson, 2000).

Along with the central office administrators, the campus level administrator must allocate time during the school day for professional development activities. In order to provide time for teacher professional development in a rural district, the campus level administrator can occasionally arrange for teachers on the same grade level to share a substitute by dividing the training in half so that each teacher can have a half day available for professional development.

Teacher professional development is critical to school improvement and increased student learning.

The campus level administrator can serve as the facilitator for professional development activities, arrange for outside consultants, and coordinate the logistics for school wide professional development. The campus level administrator can also recruit teachers from within the school to conduct professional development activities. ;Depending on ;an ;administrator's ;knowledge, skill, and ;interest, ;a ;campus ;level administrator can ;

also occasionally conduct professional development activities for teachers (Payne ; Wolfson, 2000).

In conclusion, attracting and retaining highly qualified teachers is one of the chief concerns facing rural school administrators. Understanding the culture and expectations of the community works to the advantage of rural administrators as they work to recruit, hire, and foster the professional growth of teachers in their school districts.

Teachers new to the district need specific information about the culture surrounding the school and the community. ;Attracting and retaining teachers in rural areas. ;Planning staff development programs for rural teachers. Why rural matters.