Teacher Retention in a Teacher Resiliency-Building Rural School

Context

We selected Nurtureville Elementary for this case study, for three reasons. First, it is located in a rural setting and reflects a student population typical of a rural elementary schooll. In 2004, Nurtureville had 442 students (K-8) and according to Reeves (2003), the average elementary urban school enrolls 634 students, whereas the average elementary rural schools have a population of 400 students. Second, the record of teacher retention at the school is noteworthy. Third, the researchers' awareness of the school's nurturing environment has been noted through the accumulating of anecdotes shared by the principal, superintendent, and other administrators during five years of regular meetings related to professional development school initiatives between the researchers and the district administrators.

The county where Nurtureville is located encompasses 707 square miles and has a population of 52,000. Currently there are 300 residents in Nurtureville and the racial composition is 60% Caucasian, 35% African-American, and 5% other. In recent years there has been an increasing influx of Hispanics and Pakistani residents. The median income for families living in the county is $42.851. This median income level is heavily influenced by the rather affluent population in the northern portion of the county that consists of high income white collar workers and well-to-do retirees who have relocated from other states.

According to the Fall 2004 Ethnicity/Membership Report, Nurtureville had a student population of 442 students (Caucasian 83%, African-Americans 10%, and Hispanic and Other 7%). The attendance area for the school extends beyond the boundaries of the town of Nurtureville (population 300) because it is an isolated area in the southern portion of the county and also a K-8 school. The poverty level as established through the free and reduced lunch program was 35.3%. Academically, 44 students were classified as Academically Gifted and 57 students were classified as Exceptional Children.

The professional staff was composed of 1 principal, 1 assistant principal and 31 teachers. Staff ethnicity is 90% Caucasian, 8% African-American and 2% other. All professional staff were certified and reflected the following longevity patterns:(a)1-2 years - 3 ; (b) 3-5 years - 3; (c) 6-10 years - 6; (d) 11-15 years - 2; (e) +15 years - 17.

Regarding the challenges of recruitment and retention that continuously confront rural schools, Nurtureville has been in a very unique position. When there was a teacher opening there were more than a sufficient number of applicants because of the school's reputation for maintaining a safe, engaging, and supportive community for both teachers and students. In addition, one could easily discern from the teacher longevity patterns that once teachers are hired they very seldom leave. Specifically, the teacher turnover rate for 2003-2004 was 6% as compared to 20% for the district and 19% statewide. The 6% turnover rate was due to one retirement and one resignation related to the relocation of a spouse.