When it comes to decreasing regional inequalities, improving the performance of rural and regional schools is crucial. A recent study from the University of New South Wales aims to do just that.
“One of the main things that struck us is that teaching or leading a school in a rural or regional community is a very different job. In a rural context, you’re a teacher 24/7,” the researchers explain. “You are recognized wherever you go and there are always parents who want to talk about their child when they see you. School principals are seen as leaders in the community, not just in the school.”
One notable opportunity highlighted by the project is the provision of continuous induction programs for teachers and school leaders. These programs encompass a comprehensive understanding of the local community, including its history, industries, and the significance of being a prominent member of a small community.
“The role teachers play outside the classroom needs to be taken into account when considering teacher workloads,” the authors continue. “To build relationships with the local communities takes time. And the research showed that having those relationships made schools more effective. Teachers need support to do that, especially if they’ve moved from a metropolitan area.”
Rural lens
Another identified opportunity is the application of a “rural lens” to government policy. This entails conducting thorough assessments of initiatives to ensure their suitability across diverse rural contexts prior to implementation.
“The report noted some rural and regional areas are staffed by relatively inexperienced principals with relatively inexperienced teachers,” the authors explain. “Not to mention the impact of drought or floods. It’s a very different context to that of urban schools, and a lot of the initiatives don’t quite catch that.”
The report proposes a coordinated strategy involving the NSW and Federal Governments to enhance the economic conditions and accessibility of social and health services in rural and regional communities. These improvements are seen as crucial prerequisites for enhancing educational outcomes.
Customized opportunities
Furthermore, the report highlights the importance of customizing professional development opportunities for teachers in rural and regional schools. It emphasizes the need to address local requirements and empower teachers to effectively adapt the curriculum to suit the specific context of their communities.
“Things like adapting curriculum to explore science in agriculture, or reflect local Indigenous knowledge, are all important in engaging students and communities with schooling,” the authors explain. “As is connecting with Aboriginal elders and entering into educational partnerships with Aboriginal organizations.”
An opportunity identified is to offer support to school leaders in establishing and fostering positive relationships with their local communities. This acknowledges the essential role of schools in meeting the needs of local students. Developing these relationships can also enhance the distinctive strengths of the local school and contribute to sustained engagement.
In small towns facing enrollment challenges, the authors emphasize the importance of supporting schools to collaborate and ensure the provision of optimal education for students within the community.
