4. Composition of rural and remote recruits
Overview
An ideal staffing situation in a school should include a mix of both new and experienced teachers. In rural and remote schools, however, young and inexperienced teachers make up the majority of the staff (Tomlinson 1994, page 70). A combination of experienced and new staff provides an opportunity for mentor relationships to develop. The transfer of experience and knowledge from established staff to new staff can assist in the acculturation process. New staff bring with them information about the current pedagogical theory and innovative teaching strategies. This makes for a good mix of experience, knowledge and innovation.
In WA the majority of staff in positions outside of the metropolitan areas have less than five years teaching experience (Tomlinson 1994, page 70). Across Australia women make up the majority of teaching staff. In fact, women constitute 70% of the teaching profession and only 30% of the management positions (Lisa Heap, Australian Education Union, Darwin public hearing, 10 May 1999). In rural and remote schools this gender demographic changes slightly. There are increased numbers of male teachers in rural and remote schools though women still constitute the majority (Tomlinson 1994).
If we were to build a picture of the rural and remote teacher it would be that of a young female with limited teaching experience. This raises some questions about access to professional development, support and professional enhancement. Distance and isolation are barriers to these resources and so many staff in rural and remote placements work in professional isolation. Unless the school has excellent leadership, this can be quite a hardship for the beginning teacher.
Evidence to the Inquiry
In the Northern Territory, as Australia-wide, there are few women in leadership positions, albeit with a recent couple of noted exceptions in the Northern Territory. This is not unique to the Northern Territory. Australia-wide, women make up 70% of the education workforce and make up less than 30% of those in leadership positions.I'd like you to ask to look, when you're going through your inquiry to some of the remote locations in this system, at the number of young women who are in teaching jobs in these communities (Lisa Heap, Australian Education Union, Darwin public hearing, 10 May 1999).
Research indicates that:
The importance of induction and mentorship programs for beginning professionals has received attention in both urban and rural areas. Mentorship has long been recognised as even more vital to beginning rural practitioners to overcome the tremendous feeling of professional isolation that they experience in their first year. The literature lends overwhelming support for induction and mentorship programs for the beginning teacher (Hirsh). Not only does the induction program benefit the beginning teacher but it also contributes to the professional development of the more experienced teacher who acts as a mentor (Killion 1990) (Boylan & Bandy 1994, page 156).Last updated 2 December 2001.
