National Rural Education Association Official Podcast

In this episode, we discuss rural initiatives to train students in computer science. We interviewed Ms. Karen Mix, the co-director of CS4NorCal, a five-year research grant. This program creates K-12 computer science training. CS4NorCal was funded by a grant from the U.S. Department of Education, Education Innovation and Research (EIR) Program and sponsored by SSDA to support Computer Science (CS) professional learning and instruction in rural Northern California. The project is currently building a model for computer science in rural schools. Ms. Mix discusses the role of partnerships within the six counties in Northern California with professional development for teachers and generating access for teachers to attend. We discussed how the various ways this program has supported computer science programs in rural schools. We discuss how schools can find funding for these programs and how partnerships can aid resources and education. We discuss how the curriculum can be implemented at various levels and programs. Links of interest CS4NorCal Main Website - https://www.cs4norcal.org/ CS4NorCal Facebook - https://www.facebook.com/CS4NorCal/ CS4NorCal Linkedin - https://www.linkedin.com/company/cs4norcal/ Code.org - http://code.org CSforCA - https://csforca.org/ CS for All - https://www.csforall.org/ Computer Science Teachers Association (CSTA) - https://csteachers.org/ CS4NorCal Presentation - https://docs.google.com/presentation/d/1zvybwzYf4RiIGsfeu3R8J-T8bvcLgE4ssn_x5PWtMT0/edit#slide=id.g2b9a718b659_0_1733 Implementation Dashboard - https://lookerstudio.google.com/reporting/90b34553-bb57-4969-84fe-7af0d3a9c6e4/page/5iGTD This episode is sponsored by My Credential at https://www.mycredential.com/

In the first episode of the new season of the Rural Voice, we talk about the research of place and process of rural education from a data-informed perspective. We discuss the role of Ground Truthing and connecting data within the domains of politics, culture, and fear of consolidation. Dr. Mitchell talks about somewhere (rural) and anywhere (urban and suburban). The politics of these are what many would expect. Somewhere, lean more conservative, and anywhere is more liberal. However, these trends in the data are not uniform. In some rural areas, some voters lean liberal, particularly for those people of color. More rural suburban locations vote more conservatively. These spaces include many small business owners. More diverse suburbs lean more liberal as well. Similarly, we are seeing a shift toward skills-based education in high schools, such as trade education (e.g., Information Technology). Thus, educational pathways should be more connected to local needs. We discussed the role of emotion and between-group conflict, such as city and rural tension, the reemergence of populism, women's rights, diversity, and others. These trends have a trickle-down influence on education. We discuss psychology's role in explaining the American shift toward being "groupy" and how it insulates us from perceived threats to our values and groups. We talk about access to resources such as money, natural resources, services, etc. This directly connects to educational offerings and how policy influences local schools, particularly concerning policy and law. From the cultural perspective, it relates to migration and the changing rural demographics. At the same time, we see a change in Hispanic populations in rural America, but African Americans also move to rural areas, including the Southeast United States. This can place a financial strain on these small communities as, in some cases, these communities are seeing an increase in migration, particularly for public schools. This will create new challenges for educators in rural education to meet the needs of these populations (e.g., ESL services). The final domain concerns the fear of consolidating small communities to merge services where rural communities may lose their identity. Dr. Mitchell suggests that these issues will play a role in rural education in the future. Much of the curriculum and policy will be related to places, resources, and job markets and how rural education changes to meet these challenges through the somewhere versus anywhere paradigm.

Dr. Valerie Rutledge, Dean of the College of Health, Education, and Professional Studies at the University of Tennessee at Chattanooga, discussed the large, diverse mix of accredited and licensure programs her college oversees. With an extensive background as an educator and administrator, Rutledge highlighted impressions from the record-setting National Forum to Advance Rural Education conference. She noted the hundreds of attendees from 48 states and abroad, representing the importance of understanding widespread rural needs despite regional differences. If Rutledge had a "magic wand," she would increase rural schools' visibility and confidence while expanding opportunities and resources for rural students to unleash their potential. Dr. Rutledge can be reached at valerie-rutledge@utc.edu. Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

Mike Hines, representing business and industry, discussed new federal infrastructure funding for rural schools at the National Forum to Advance Rural Education conference. The Inflation Reduction Act's $369 billion tax credits allow non-taxable entities like schools to access cash to upgrade aging systems for energy efficiency. Hines explained how schools can leverage these funds as a down payment and use future energy savings to pay for complete infrastructure modernization without further straining budgets. The act also emphasizes job training so future workers can operate and maintain new technology. Hines invites listeners to contact the TRAIN organization to connect with him about the 48C ITC federal program supporting rural schools with major facility Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

Dr. Melissa Seidorf, superintendent of a small, rural Arizona district, was interviewed at the National Forum to Advance Rural Education conference. Seidorf co-hosts the Rural Scoop podcast highlighting rural education issues. At the conference, she presented on overcoming leadership challenges, drawing from her upcoming book "The Resilient Rural Leader." Seidorf discussed the tight-knit, supportive nature of rural communities that actively engage with their schools. If she had a "magic wand," Seidorf would amplify rural voices at all levels to raise awareness that rural student needs differ from urban ones. She defines the "rural advantage" as an intimate community and family connectedness where schools are central hubs. Seidorf can be reached on Twitter @Dr_Sadorf and will retire after 13 years leading her district this summer. Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

Julia Cunningham, the U.S. Department of Education's Director of Rural Engagement, attended the National Forum to Advance Rural Education conference to connect with rural advocates and share federal efforts like the new Career Connected High School grant program. This program funds career pathways and work-based learning to provide rural students with more local career opportunities. Cunningham noted the optimism, alignment, and collaborative spirit across the rural education community in spaces like this. If she had a "magic wand," Cunningham would ensure every rural school could become a fully-funded community school offering healthcare, food, and other wraparound supports less accessible in remote areas. People can learn more by subscribing to Cunningham's monthly Rural School and Community Updates newsletter and emailing her at Julia.Cunningham@ed.gov. Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

Joe Sanfilippo, a superintendent from Northwest Wisconsin, keynoted the National Forum to Advance Rural Education conference. He discussed the welcoming, supportive nature of rural educators who face common challenges with small school sizes and remote locations. Sanfilippo emphasized the importance of storytelling to inform the public, combat misconceptions, and spotlight the meaningful work happening in schools today. Rather than a "magic wand" solution, he believes supporting and taking care of staff to nurture students is most impactful. Sanfilippo can be found on social media @Joe_Sanfilippo to continue the conversation about elevating rural education. Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

Jerry Johnson, the Phoebe Moore Dale Distinguished Professor in Rural Education at East Carolina University, discussed the upcoming release of the 2023 "Why Rural Matters" report. This tenth edition marks the first published under the National Rural Education Association. Johnson notes how NREA has strengthened connections between researchers and practitioners to serve rural schools better. The report uses public data to highlight the top issues facing rural education in each state, informing policymakers' priorities. If he could instantly resolve one problem, Johnson would want universal recognition that rural people and places matter. He expects future data to quantify COVID-19's impacts on rural communities. Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

Dr. Jason Gordon, an assistant professor at the University of Tennessee at Chattanooga, was interviewed at the National Forum to Advance Rural Education conference. Gordon discussed his former special education teacher background and current work preparing teacher candidates. He presented research on an apprenticeship model for teacher training. Gordon emphasized the importance of networking and collaboration between rural communities to share information and support each other. He designs clinical experiences to expose teaching candidates to diverse settings like urban, suburban, and rural schools. Gordon invites people to connect with him by email to learn more about UTC's teacher preparation programs. Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

Christopher Ligoni, executive director of the Indiana Small and Rural Schools Association, was interviewed at the National Farm to Advance Rural Education conference. He discussed innovative teaching models like Cosmos teacher sharing that help small, rural districts maximize resources. He touched on equity issues like broadband access and attracting talent to rural areas. Ligoni emphasized the importance of policymakers truly understanding the rural education experience before making decisions. He believes immersive experiences in rural schools would lead to more informed, empathetic policies. Ligoni invites people to learn more at indianasmallworld.org. Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

Rural education leaders Bill Chapman and Jason Bell were interviewed at the National Forum to Advance Rural Education conference. As members of state and national rural educator associations, they value the quicker impact and tight-knit community support possible in rural schools. Chapman emphasized rural schools' vital role in expanding students' limited worldviews. If he had a "magic wand," Bell would make legislators truly understand rural challenges differ from urban ones when crafting education policies. They encouraged embracing the strengths of rural schools, not just the struggles. Chapman and Bell can be followed on Twitter @Dr_Chap_PISD and @jasonbelltnto continue the rural school's conversation.

Josh Reese, a special education supervisor from rural Tennessee, attended the National Forum to Advance Rural Education conference seeking collaboration. Representing a small, 5,000-student district, Reese values the tight-knit community and the opportunity to empower staff to benefit students. He stressed the importance of partnerships and advocacy to align stakeholders toward progress. If Reese had a “magic wand,” he would raise expectations so students, families, and communities understand children’s potential. He encourages interested listeners to engage actively with the welcoming attendees at the 2024 conference. Reese can be followed advocating for public education on Twitter @JoshuaReese84. Michael Crosa helps people across the US to create, distribute, and monetize their podcasts. Learn more at Chattanooga Podcast Studios dot com. He is also the head of the PodNooga Network which can be found on Instagram and Facebook at PodNooga.

We interview Hal Bowman, a social influencer and the author of Teach Like a Rockstar. He will speak at the Chattanooga National Forum to Advance Rural Education (NFARE) conference. In this episode, we discuss how teachers should take the perspective of a parent or grandparent in the education kids receive. Kids have access to knowledge of the internet in their pockets. Still, teachers serve an important role in navigating the information that may or may not be pertinent to the topic domains or in understanding the accuracy of the information content on the internet. Hal’s work addresses school culture and its importance in creating the most effective environment for student success and teacher retention. We discuss the importance of training for teachers and how longevity is no longer an option for training teachers. We discuss how teaching is an Emotionally challenging career. It appears that six years is the window for teachers to stay. The cohosts note that many of us are called to our careers, and the attrition rate is a problem for rural educators. We discuss the importance of loving the teaching process, not just the students. Teachers should be aware of the responsibilities of the job. We discussed the importance of having a high energy level when teaching. Hal shares that he attempts to model this high energy level. Hal says we must be emotionally invested in our teaching and curriculum to engage students in the course content. Hal shares that many incoming teachers are similar to those students, particularly with issues like block scheduling. We talked about the recruitment of teachers in rural schools. We note the challenges of finding housing, regional development, broadband, and commuting as challenges we must address. We note there are many benefits to teaching in rural environments. Hal talks about the importance of work in rural schools. This is a great episode. For more information, go to the following website. https://halbowman.com/

In this episode, we interview Dr. Maria Coady, the Goodnight Distinguished Professor in Educational Equity from North Carolina State University. Dr. Coady's research examines multilingualism, multiliteracy development, bilingual education, teacher and leader education, and language policies. We discuss the current migratory patterns of immigrants to the United States, including the changing landscape of multilingual learners in rural education. Dr. Coady has noted that rural districts need more resources to address these changes. Moreover, she notes that multilingual learners vary in their needs. Many multilingual learners vary in their use of language based on where they are from. Many of these families have varied experiences and need educational leaders who understand the complexities of needs based on the diverse cultures and experiences of these families. We discuss how funding has changed and impacted these rural communities. Dr. Coady has suggested that there needs to be greater professional development for teachers and administrators around multilingual education in rural education. In her work, she worked with teachers to educate beyond online education, including weekend workshops and site visits to the industry where these families work. Dr. Coady noted that, as a case study, teachers implemented community teaching. They adapted their curriculum to meet the complex needs of these families, like having students start their work at school to accommodate the completing time needs of kids helping their families. Schools also assigned experienced teachers as part of their curricular plan and included bilingual teachers in the classroom. As a result, 62% in English language arts and 85% in Mathematics on state standardized test scores. This provided a community classroom learning model. We have noted her research in the podcast and have attached links below. The first National Conference on Rural English Learner Education and Research (CREER, which means "to believe" in Spanish). A direct link is here: https://www.linkedin.com/posts/mariacoady_creer-ruraleducation-englishlearners-activity-7109370992442961920-vIGF and an NC State article here: https://ced.ncsu.edu/news/2023/09/15/scholars-gather-to-learn-about-rural-multilingual-learners-at-conference-on-rural-english-learner-education-and-research-creer-organized-by-goodnight-distinguished-professor-in-educational-equity-ma/ Some other links where folks can read more about rural EL students, families, and educators are in JRRE (open access) on teacher education https://jrre.psu.edu/sites/default/files/2023-03/39.01.pdf

She has taught for 22 years at the Morris Area School District in West Central Minnesota. We begin the episode by discussing the importance of embedded activity by teachers where they identify with the local community. Jenny discusses how each rural community could be like a postcard where we capture the local story. Each postcard would be unique, demonstrating the simplicity of the local region. Jenny discusses the importance of relationships and how those connections impact storytelling, particularly. We discuss how passion and little moments leave an impact on others. We discussed the great work at Minnesota Rural Education. Jenny shared her youth experience and how her education impacted her choice to become a teacher. She has always wanted to be a teacher as far back as she can remember. Her business high school education teachers impacted her choice of business education and the practical skills that come from business. As a high school student, Jenny started a school store, which is still being used today at her local school. She shares the importance of inspiring kids to find their place in education. Education is about creation, not just learning. Learning is a creative process. We are excited to have Jenny at this year's conference. Jenny's passion for education began as soon as she knew what teaching was. With her humble classroom beginnings in a spare bedroom of her childhood home, Jenny Maras vividly recalls "playing school" as a fond, youthful pastime. Early in her time as a high school student, Jenny knew business education would be her path. Jenny Maras has been a high school business teacher for 22 years. She teaches everything from introductory computer classes to advanced digital media curriculum and traditional business courses such as accounting, marketing, entrepreneurship, and personal finance. She is drawn to the practical aspects of her curriculum, pointing students to their future at every turn while emphasizing relationships and community connections in her rural community on the West Central Minnesota prairie. She was awarded the Minnesota Educator of Excellence award in 2022. She is honored and humbled to share her rural story as the 2023 National Rural Teacher of the Year. Facebook: jennifer.maras LinkedIn: www.linkedin.com/in/jennifer-maras-321ba0291 X (formerly Twitter): @MAHSbusinessED

In this episode, we interview Dr. April Ebbinger, a Nationally Certified School Psychologist who is the Director of Psychological and Behavioral Services for the Tennessee Department of Education. In this episode, we discussed recruitment and retention of mental health providers in rural Tennessee. One of the challenges smaller and remote school districts experience is that many healthcare providers are not attracted to these regions. To address these challenges, Dr Ebbinger is the principal investigator on a federal grant called Project RAISE. Many students have mental health challenges by age 14, and given several new challenges, such as COVID-19, students have new challenges. Her research and advocacy is to address these concerns to provide resources and networking through the grant. As professionals sign on, they are expected to stay and provide support and services within mental health. 44% of schools had no school psychologist. In other words, many students did not have access to student mental health services. The grant was designed to help address these gaps. Further, we discussed how contract agencies impact these services, including the funding approaches and how those resources are used. Dr. Ebbinger would like to see more mental health providers stay in these communities. We discussed how these resources can positively impact student learning and communities. Dr. April Ebbinger, a Nationally Certified School Psychologist, is the Director of Psychological and Behavioral Services for the Tennessee Department of Education. Additionally, she is the primary investigator on the federal grant Project RAISE to provide mental health support in rural school districts. Dr. Ebbinger has experience as a classroom teacher, school psychologist, district administrator, and higher education faculty. She has authored multiple journal articles and presented them at state and national conferences. Dr. Ebbinger serves on the Board of the Tennessee Association of School Psychologists Dyslexia Advisory Council and was the 2020 Tennessee School Psychologist of the Year.

In this episode of the Rural Voice, we interview Todd Cordrey, the Superintendent of Mancos School District, about project-based learning. In School Year 2020/21, the Mancos Board of Education worked to formalize its strategic plan. Teachers and Parents identified project-based learning that would facilitate long-term learning and apply to the workforce. Cordrey highlighted the importance of student-based learning, where students facilitate active learning by finding their voice in their education. Moreover, businesses are seeking ownership of projects. This opens the opportunity for internships for students scheduling student experiences beyond the classroom. Students were surveyed, asking them what their preferences were for career interests, and then adapted to the curriculum to meet their needs. Based on the results, the students could participate in student-based learning. As a reminder, this is occurring in rural Colorado, which made identifying expertise difficult; however, the faculty and staff stepped up to meet the needs of the students. Each curricular focus was organized into a career pathway. The school system applied for grants for staff and resources. The team focused on rigor and authenticity to ensure the program met student career needs. The goal was to give students experience with business planning and application. Students started their own businesses and even profited from the skills gained in the class. These skills were aligned with the course curriculum and outcomes. They partnered with Uncharted Learning and the Local Chamber of Commerce to help the team structure and implement this curricular approach. We discussed all the success stories of students and how using the Shark Tank model prompted students to be innovative. For more information on Todd, please go to https://www.mancosre6.edu/people/2162808/todd-cordrey

S03E12 - Rural Literature as Pedagogy and Whippoorwill Award, An Interview with Drs. Chea Parton and Erika Bass. In this episode of the Rural Voice, we interview Drs. Chea Parton and Erika Bass about their work with the Whippoorwill Committee, which recognizes outstanding rural literature. The episode is organized on two themes. The first is the need for voices in rural experience. We discuss how much rural literature uses negative stereotypes to present rural voices. The Whippoorwill Award seeks to highlight voices that juxtapose these voices within a shared narrative of empowerment and place. We discuss how teachers and students may be unaware of the significance of raising these voices in the common marketplace of fiction and nonfiction ideas. We discuss the diversity of voices and how rural identity changes over time. We discuss the importance of ELA teachers using books from a rural source to reflect student experiences through literature. The Whippoorwill Award provides a list of books sensitive to rural experience and how such work might empower students to see themselves as writers. We also discussed ways teachers can refer students to publish their work and be considered for the Whippoorwill Award. While it is an unusually long episode, there are several themes related to diversity of voice, stigma, and raising voices that complement the Whippoorwill Committee's goals. Whippoorwill information for teachers and writers: https://whippoorwillaward.weebly.com/ Twitter: @WhippoorwillCo1 Instagram:@WhippoorwillCommittee Facebook: @WhippoorwillAwardforYALiterature Bios Chea Parton Chea Parton grew up on a farm and still considers herself a farm girl. She has been a rural student, a rural English teacher, and is currently a visiting assistant professor at Purdue University where she works with future teachers through the Transition to Teaching Program. She is passionate about rural education. Her research focuses on the personal and professional identity of rural and rural out-migrant teachers as well as rural representation in YA literature. She currently runs Literacy In Place where she seeks to catalogue rural YA books and provides teaching resources, hosts the Reading Rural YAL podcast where she gives book talks and interviews rural YA authors, and co-chairs the Whippoorwill Book Award for Rural YA Literature selection committee. Her first book Country Teachers in City Schools: The Challenge of Negotiating Identity and Place is available through Rowman & Littlefield. You can reach her at readingrural@gmail.com. Reading Rural YAL Podcast https://podcasts.apple.com/us/podcast/reading-rural-yal/id1606560033 Social handles: Twitter: @readingrural Instagram and Facebook: @literacyinplace YouTube: @readingruralyal Erika Bass Erika Bass is assistant professor of English education at University of Northern Iowa. Her research is focused on preservice teacher education, rural education, and literacies; often those three areas intersect. She truly believes place and identity are deeply connected.

S03E11 – the Role of HBCUs in Rural Education, an Interview with President Logan Hampton of Lane College. In this episode of the Rural Voice, we interviewed Dr. Logan Hampton President of Lane College in Jackson Tennessee. We open the discussion discussing the role of Jackson Tennessee as both a small urban and rural location. We discuss how perception of what constitutes rural versus urban can vary depending on students experience and perception. The episode shifts to discussing Lane College which is a traditional black college in Tennessee. Dr Hampton discusses the demographics of the types of students who attend, offering accessibility to students who might not consider higher education. Lane is housed on a former plantation and is now an institution of higher education. This story demonstrates how spaces with a strained history can be repurposed to serve students in need. We discussed how HBCUs serve an important role in rural education. Lane has a religious affiliation, and we discuss how religion can also provide a framework for values and ethics. Dr Hampton discusses why higher education spaces can be capitalized on finding common ground for difficult conversations. He proposes that higher education should be used for hosting and facilitating difficult conversations to find common ground. In other words, let’s stop focusing on the differences and find love of our fellow people. We end the episode discussing enrollment numbers nationally and locally at Lane regarding people of color and gender. Bio Logan Hampton was named 10th President of Lane College by the Lane College Board of Trustees on June 12, 2014. Dr. Hampton earned a doctorate in higher education from the University of Arkansas at Little Rock, a master's degree in student personnel services from Northwestern State University in Natchitoches, La., and a bachelor's degree in biology from Arkansas Tech University. Prior to coming to Lane College, Dr. Hampton served in numerous student services capacities at UALR including Vice Provost for Student Affairs. Before UALR, Hampton held positions at Texas A & M University, Texas Christian University, and the University of Central Arkansas. In addition to working as a higher education administrator, Dr. Hampton is an ordained elder in full connection of the Christian Methodist Episcopal Church (CME). He served twenty-four years as a pastor in the Arkansas Region of the First Episcopal District of the CME Church. He and his wife, Susan, are the parents of three adult children: Elise, Crystal and Logan III.

Today's episode discusses a timely issue on fully funding IDEA or the Individuals with Disabilities Education Act. Heather Zellers and Jamie Green rejoin us to discuss this very important legislation. IDEA is a law that provides free appropriate public education to eligible children with disabilities nationwide and ensures special education and related services to those children. The IDEA governs how states and public agencies provide early intervention, special education, and related services to almost 8 million children and youth with disabilities. Congress promised 40% of funding when it was approved but has not met that need. In other words, this is 55.5 Billion Dollars to fund IDEA fully. This money would help students with (dis)abilities and potentially free additional funds for innovation in the classroom and support other students. These funds would help educators provide early interventions to ensure all kids have an equal opportunity in education regardless of their condition. This would translate into services such as speech therapy, physical therapy, occupational therapy, and mental health services. This translates into increased gains in strategic resource allocation, improved performance in the classroom, and giving students opportunities earlier to help them actualize their potential. Fully funding the 40% federal contribution to IDEA will help all students and even teachers. It has Republican and Democratic support from New York to California. Listen to this episode as we discuss the bill's details and how it will benefit local schools in rural and urban areas, including topics of local control. This is a call to action for all our listeners, educators, administrators, and parents. Please get in touch with your senators and members of Congress to support this bill. We have a huge opportunity to make a real difference, and we invite you to join the call. About our Guests. Heather Zellers is the Director of Information and Advocacy for the Rural Schools Association of New York (RSA). Heather also serves as the Chair of the National Rural Education Advocacy Consortium (NREAC), President of the National Rural Education Association (NREA) Foundation, and is a member of the NREA Executive Committee. If you are interested in reaching out to Superintendent Jaime Green at jgreen@tausd.org https://www.tausd.org/index.html