Lessons from Prairie Teachers

Abstract Twenty teachers began their careers in eight small rural schools selected on the basis of vulnerability to teacher attrition. After three years, only eight remained. Teachers who are likely to remain in rural schools have lived in and are committed to small communities. Rural schools likely to retain new teachers have ongoing programs of professional development, supportive colleagues and administrators, and stable conditions of employment. They are open to learning from new teachers. We encourage teacher educators to convey and support the excellence that can exist in rural education. Teacher education will not improve teacher survival in small rural schools without promoting teachers' ability to see rural schools as a resource for economic development and community involvement.