Shaping future staffing systems to support students in rural, remote and isolated communities.

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    Abstract

    This paper explores the conclusions of a study into attracting and retaining teachers in Australia’s rural, remote and isolated schools. It places the need to adequately staff these schools with appropriately trained quality teachers as a social justice imperative and as a way teachers and systems can shape futures. The paper explores a proposed model of a successful staffing system for these schools based on four broad directions which encourages professionalism, recognises rural difference, compensates for economic loss and limits social
    isolation. The model is based on the findings of a study tour of Australian state and territory staffing departments and their policies, public education Unions, an online survey and a review of related literature. The confluence of these four areas is explored as a form of ‘Rural Educology’ where education achieves its social and ethical potential to alleviate disadvantage and create equity and opportunity regardless of place.
    Original languageEnglish
    Pages (from-to)1-11
    Number of pages11
    JournalA U M L A
    Issue number46
    Publication statusPublished - 2007

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