{"id":1503,"date":"2012-06-18T08:50:50","date_gmt":"2012-06-18T12:50:50","guid":{"rendered":"http:\/\/coreeducationllc.com\/blog2\/?p=1503"},"modified":"2012-06-18T08:50:50","modified_gmt":"2012-06-18T12:50:50","slug":"tips-for-supporting-preparing-culturally-diverse-teaching-force","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/tips-for-supporting-preparing-culturally-diverse-teaching-force\/","title":{"rendered":"Tips for Supporting, Preparing Culturally Diverse Teaching Force"},"content":{"rendered":"

\"\"<\/a>Rural administrators who want to better prepare and support a culturally diverse teaching force need to vary recruitment strategies, seek partnerships, and promote a culture of collaboration, according to a new study.<\/p>\n

Those are among a list of suggestions in “Teacher Identity in a Multicultural Rural School: Lessons Learned at Vista Charter,”<\/em> published in the Journal of Research in Rural Education<\/em>.\u00a0 The study involved over two years of research at a high-poverty, bilingual, elementary charter school in rural eastern Oregon.\u00a0 Seven of the 12 teachers at the school (called \u201cVista Charter\u201d in the report, though not the real name) are bilingual.<\/p>\n

The report focuses heavily on the teachers\u2019 backgrounds and exploring the five core beliefs they shared: all teachers were valued and valuable, all teachers expected to learn from the diverse student body and teaching staff, all expected to collaborate for professional development, that \u201cwe teach who we are,\u201d and that the school was a safe place to grow as a teacher.\u00a0 In addition to these, the researchers also culled tips for both rural school administrators and teacher educators.\u00a0 Some of these tips include:<\/p>\n