A. Supplement Teacher Expertise

1. Itinerant Teaching Assignments

When schools pool teacher expertise, it supplements the expertise available to any one school and frees individual teachers to concentrate on their strongest areas of expertise. Itinerant teachers usually provide services in specialized areas such as special education, music, or industrial arts. Refer to the following entry elsewhere in this guide for further information:

II. A. 1. Page 8 Itinerant teaching assignments

2. Distance Education

Two forms of distance education may serve to supplement teacher expertise: (a) SaskEd Correspondence School distance education courses and (b) locally delivered distance education. Refer to the following entries elsewhere in this book for further details on each:

II. A. 2 Page 9 Provincial distance education courses
II. A. 3. Page 10 Local distance delivery

3. Probationary Certification of Local Instructors

Local community members who have credible expertise in specialized subject areas (i.e., accounting, industrial arts, etc.) may qualify for probationary teacher certification under certain circumstances. Refer to the following entry elsewhere in this guide for further information:

II. C. 2. Page 15 Probationary certification of local instructors

4. Community Resource Directory

The diversity of expertise within or beyond the local community can be tapped to enrich learning opportunities for students. Resource persons who might be invited to speak in the school or to host field trips include law enforcement officers, conservation personnel, heath services personnel, amateur astronomers, seniors with historical experience, international travelers, and so on. Teachers often take advantage of community resource persons on an ad hoc basis, but divisions could actively promote and facilitate involvement of community resource persons by maintaining and distributing a directory or by coordinating referrals. Agencies and individuals known to have valuable expertise could be invited to register as resource volunteers. Teachers could also contribute the names and expertise areas of resource persons whom they have used in the past. The division would update the registry on a regular basis.

Implementation Considerations:

• Resource persons should not be registered without their consent.
• Resource persons can indicate their preferences regarding the type of involvement (i.e., provide resources, give classroom presentations, or host field trips), the period of advance notice required, and the times or days when they may be available.
• It may be advisable to provide some means for teachers to provide an assessment of a resource agency or person’s suitability following an engagement.

Expected Outcomes:

• Community resource persons can contribute their knowledge, experience, perspectives, and resources to enrich the diversity and quality of learning experience for students.
• Teachers can easily locate and call upon a diverse range of specialized expertise as needed.
• Community involvement in the school would be enhanced.
• Students would gain insights into community diversity and exposure to a variety of career role models.

References and Contacts for Further Information:

• The Innovators in the Schools Program (ISP) provides schools throughout the province with referrals to over 300 registered resource persons. In many cases, employers will sponsor travel costs. ISP also publishes a directory of programs, agencies, and facilities to support learning opportunities. Contact the ISP (Gerry Cooke, Regina, or Emily Cherneski, Saskatoon, 1997) at 1-800-336-7955 for referrals or further information.
• Outlook Division schools host an annual Kids’ Convention, utilizing resource persons from the community. Contact the Program Consultant (Elaine Hanson, 1997), Outlook School Divison, at 306-867-8622 for further information.

1. Volunteer Programs

Divisions can take steps to facilitate school involvement of both regular and parent volunteers. Regular volunteers are those who commit to serve on a regular basis for a specified term. Potential recruitment sources for regular volunteers are human services training programs or adult career-development programs that involve volunteer service or work experience. Other potential candidates are unemployed persons or recent post-secondary graduates who seek meaningful work experience and references. For consistency and efficiency, a program to recruit, train, place, and monitor regular volunteers should be coordinated at the division level. Parent volunteers, on the other hand, are best recruited at the school level on an incidental basis. Parent volunteers may provide a variety of services such as assisting with special classroom projects, supplementing field trip supervision, coordinating special events or fund-raisers, or coaching sports teams. Division administrators can support parent volunteer programs by establishing policy guidelines, developing orientation material for parent volunteers, and providing teacher in-service related to managing parent volunteers effectively.

Implementation Considerations

• All volunteers must be supervised, but regular volunteers should also receive appropriate prior training and performance evaluations during and after their term of service.
• Regular volunteers should be required to commit to defined schedules and performance standards.
• Volunteer programs must be well coordinated to produce a net gain for the effort invested.
• A regular volunteer coordinator’s responsibilities should include establishing contacts among agencies that seek work experience placements for their clients.
• Some teachers may be uncomfortable working with parent volunteers, especially where there is not a high degree of goodwill and trust between the teacher and parent.
• Realistically, parent volunteers cannot be expected to consistently conform to professional standards of behaviour and discretion.

Expected Outcomes

• Students can receive additional assistance and personalized attention.
• Teachers may be able to dedicate more time to improving planning, preparation, and instruction.
• Teachers may be able to undertake intensive projects that they could not manage otherwise.
• Community and parent involvement with the school is enhanced.

References and Contacts for Further Information

• South Corman Park School has implemented an effective parent-volunteer program. Contact the Principal (Char Elder, 1997) 306-477-0001 for further information.
• Outlook Elementary School utilizes student volunteers from Outlook High School. Contact the Principal (Maria Karppinen, 1997), Outlook Elementary School, at 306-867-8653 for further information.

2. Recruit Teacher Interns

Smaller schools might seek to attract more interns for a number of reasons. Teacher interns typically provide valuable assistance in the classroom and bring fresh expertise into the school. As well, since pre-service programs tend to concentrate on practices appropriate for larger schools, internship is an opportunity to ensure that more students are better prepared to teach in small schools. Finally, internship provides an opportunity to preview and attract potential applicants for teaching positions. At the University of Regina, students are informed of and are influenced to some extent by stipends currently offered by some rural school divisions (i.e., $100.00 per month). The University of Saskatchewan does not provide this information beforehand to students, but they do favour sites that offer two placements in one school or community. In either case, there may be opportunity for school divisions to actively promote the advantages of internship in small schools, which include the potential for diverse practical experience, close involvement with a community, and enhanced employment prospects. Alternatively, divisions might promote the unique innovations and practices within a particular school. Where it may be persuasive, divisions might also consider offering further incentives to attract interns.

Implementation Considerations:

• Divisions should direct their promotional efforts to both faculty and students. Tactics might differ depending on targeted audience.
• Divisions should consider what they might do to enhance the quality and convenience of the internship experience to appeal to both students and faculty.
• Approved cooperating teachers should be those who model best practices and are able to work effectively with interns.

Expected Outcomes:

• Both teachers and students can benefit from extra assistance in the classroom.
• Guiding interns requires reflecting on and articulating one’s own practice, which can be a revitalizing experience for established teachers.
• Interns may bring specialized expertise and fresh perspectives of value to the school.

References and Contacts for Further Information:

• For information regarding internship at the University of Regina, contact the Coordinator of Professional Development and Field Experience (Dr. Garth Pickard, 1997) at 306-585-4521.
• For information regarding internship at the University of Saskatchewan, contact the Administrative Coordinator (Lynn Bayne, 1997), Centre for School-based Experiences, at 306-966-7665.

3. Collaborative Teaching

When a small cadre of staff must supply the entire range of expertise and fill all the multiple roles required to operate an effective school, collective effort and collaboration can enhance overall efficiency and effectiveness. A collaborative team works together to meet common goals rather than concentrating only on individual assignments. Conducive attitudes are cooperation and collective responsibility (What can I do to help?) rather than competition and isolationism (That’s not my job!). Collaborative planning may involve complementary scheduling and resource allocation or coordinating an interdisciplinary focus on unified themes across the curriculum. Collaborative instruction may involve team teaching or occasionally combining or exchanging classes when one teacher can complement the expertise of another. Collaborative professional development would ideally involve generously sharing expertise and providing peer coaching or assistance as a matter of course.

Implementation Considerations:

• A democratic administrative climate, flexible organizational structure, and team problem-solving approach create the necessary conditions for effective, creative teacher collaboration.
• While collegial collaboration occurs to some extent in any school, active promotion conveys the message that collaboration is welcomed as the rule, not tolerated as the exception.
• Leadership is responsible for encouraging collective effort, providing opportunities for collaborative planning and instruction, and modeling peer collaboration and assistance.
• A comprehensive inventory of in-house expertise may facilitate effective collaboration.

Expected Outcomes:

• Pooling collective expertise may relieve diversity demands on individual teachers.
• Collaboration facilitates efficient and effective use of time, resources, and expertise to improve the quality of education throughout the school.
• Teachers model cooperative teamwork and resourceful problem-solving to students.
• Optimal use of individual and collective strengths can enhance staff morale.
• Collaboration contributes to professional renewal, constructive innovation, and creation of a dynamic learning organization to cope effectively with continuous change.

References and Contacts for Further Information:

• None available at this time

4. Computer Facilitation of Teacher Tasks

Though computers have become essential desktop tools for education administrators, they are conspicuously absent from most teachers’ desks. Numerous teacher tasks–including planning and delivering instruction, assessing and recording achievement, preparing materials, and recording attendance–could be facilitated by a computer. Teachers then could devote more time to student interactions, produce better quality materials, and enliven instruction with multi-media and computer presentation tools. If teacher computers are network-linked, student information can be transferred directly to a central database and inter-school or division communications can be circulated electronically. If computers are linked to the Internet, teachers can access online resources, lesson plans, in-service, and contacts with other teachers beyond the school.

Implementation Considerations:

• One classroom computer can serve multiple purposes for both teachers and students.
• Teachers are far more likely to use computers effectively and efficiently if they are located in the classroom for convenient and timely access.
• Installing computers in the classroom should precede hands-on in-service. Computer instruction is most effective when users can immediately apply their knowledge to produce practical results.
• An essential strategy for enhancing students’ computer competence is to have teachers model competent and effective computer use.

Expected Outcomes:

• Time saved from tedious tasks can be dedicated to planning, preparation, and instruction.
• Efficiency and quality of student record keeping and reporting may improve significantly.
• Teachers who appreciate the value and versatility of computers for facilitating their work are more likely to integrate technology effectively into classroom instruction.

References and Contacts for Further Information:

• For an example of effective use of computers in a small school, contact Cabri School (David Harrison, Vice Principal, 1997) at 306-587-2229.
• Teachers at Rabbit Lake Central School use a computer program, Cumulative Progress ReportÓ , as a tool to facilitate management of individualized education programs. Contact the director, Northern Lakes School Division (Denis Tetu, 1997) for more information.
• Teachers at the Outlook High School use a locally developed computer program to record and track evaluation. Contact the school (Blake Lyons, 1997) at 306-867-8697 for further information.
• O’Brodovich, K. (1996). Technology integration in Saskatchewan schools: A position paper. Regina, SK: League of Educational Administrators, Directors and Superintendents (LEADS).

5. Computer-assisted Instruction

Computer-assisted instruction (CAI) involves using computers to enhance or supplement teacher instruction. To enhance instruction, presentation software can be used to prepare and display overheads or to prepare mulit-media presentations complete with text, audio, video, and graphic illustrations. To supplement instruction, available educational software ranges from simple drill-and-practice programs to complex, interactive hypermedia programs. CAI can be used for whole-class or small-group instruction; for review, remediation, or enrichment; or to individualize a student’s program. In heterogeneous groupings, educational software can serve to engage part of the class while the teacher works with others.

Implementation Considerations:

• CAI should be intended to complement rather than replace teachers as professional judgement is required to identify student needs, monitor activity, guide effective use, and assess effectiveness.
• CAI should be integrated into a coherent program of instruction to meet specified educational goals.
• Some degree of technical expertise is required to effectively install and configure software.
• Educational software varies widely in terms of quality, cost, and intended purpose. Products should be previewed or existing reviews consulted to determine suitability prior to purchase.
• If installed on a network, software can be used simultaneously by several students. Network versions of software are initially more expensive but more cost-effective in the long run.
• Hardware capabilities must meet software requirements. Vintage software will usually run on newer computers, but recent releases generally require the latest in computer capability.

Expected Outcomes:

• CAI provides variety in learning activities, accommodates individual learning needs, and facilitates self-paced, independent learning.
• CAI can meet some needs for one-to-one remedial instruction, thus freeing the teacher to attend to other tasks.

• The Saskatoon Board of Education maintains an educational technology resource centre where educational software can be previewed. Contact the Educational Consultant: Technologies (Grant Dougall, 1997) at 306-683-8334 or DougallG@indigo.quadrant.net for further information.
• Heide, A. & Henderson, D. (1994). The Technological Classroom: A Blueprint for Success. Toronto: Trifolium Books.
• Heller, N. (1994). Projects for new technologies in education: Grades 6-9. Englewood, CO: Teacher Ideas Press.

1. Reduce Attendance Days

Teachers in small schools often have complex teaching assignments involving multiple graded classes and a variety of subjects. Providing quality instruction under those circumstances requires appropriate preparation time. Reducing attendance days is one strategy to increase preparation time. Refer to the following entries elsewhere in this guide for further information:

VI. B. 2. Page 52 Supported home-based study
VII. A. 2. Page 55 Four-day week

2. Block Scheduling

Block scheduling generally involves coverage of fewer subjects in a day, a term, or both. Teachers therefore prepare for fewer subjects but longer periods in one day and may prepare for fewer subjects over one term. Refer to the following entry elsewhere in this guide for further information:

VII. A. 1. Page 54 Block scheduling

3. Other Class Scheduling Alternatives

There are a variety of scheduling alternatives that either increase teacher preparation time or simplify a teacher’s load so that less preparation time is required:

1. When subject periods are scheduled back-to-back, the first period can be devoted to direct instruction and the second to student activity. Two class groups can then be combined for supervision of student activity during the second period, freeing one teacher for preparation.
2. Sequential courses can be offered simultaneously to two grades. For example, grades 11 and 12 could take Physics 20 together in one term or year and Physics 30 in the subsequent term or year. This strategy, sometimes referred to as A/B scheduling, allows the subject teacher to concentrate preparation on one rather than two grade levels in each term.

Implementation Considerations:

• Alternative (a) requires close collaboration so that one teacher can supervise activities introduced by another.
• With alternative (a), classrooms must accommodate two class groups or two rooms must be monitored simultaneously.

Expected Outcomes:

• Increased preparation time enables teachers to improve the quality of planning, preparation, instruction, and assessment.
• Simplified teaching loads enables teachers to focus their preparation more productively.

• Canady, R. L. & Rettig, M. D. (1995). The power of innovative scheduling. Educational Leadership, 45(2), 4-10.

4. Independent Study Periods

Independent study or reading periods can be incorporated into the schedule to vary learning activity for students, to encourage development of independent learning skills, and to provide additional preparation time for teachers. Many schools provide independent reading time with specified conditions: undisturbed quiet reading of approved materials. The teacher may be able to conduct some preparation while monitoring reading, or classes may be combined with reduced supervision so that other teachers are free for preparation time.

Implementation Considerations:

• A generous supply of quality reading materials is required to support an independent reading program. Alternatively, students could bring books from home or the community library.
• The primary aim of independent study or reading programs is to achieve educational goals for students though they may also provide additional preparation time for teachers.

Expected Outcomes:

• Independent reading of self-selected literature can cultivate an appreciation for reading and motivate students to develop reading skills.
• A quiet, relaxed period during a hectic day, as learner-centered school days are likely to be, can refresh students’ concentration and restore their energy levels.
• During independent study periods, students can gather resources for assigned projects, pursue independent learning, or to catch up with homework. When long bus rides curtail home life, homework time during school hours may be fair compensation.

• Rabbit Lake Central School has introduced an independent reading program with positive results. Contact the Principal (Wayne King, 1997) at 306-824-2101 for further information.
• Podl, J. B. (1995). Introducing Teens to the pleasures of reading. Educational Leadership, 45(1), 56-57.

1. Recruit Suitable Staff

Not all teachers or school administrators have the skills and disposition to cope effectively with the diverse demands of small schools or with the lifestyle and scrutiny of small communities. School boards must recruit, not only the most qualified candidate, but also the right person who will stay and thrive. The following strategies (Storey, 1993) should enhance the success of both recruitment and retention:

1. Develop a vigorous internship program and invite outstanding interns to apply for positions.
2. Select recruiters with warm, inviting, reassuring and discerning personality characteristics.
3. Identify valid relevant criteria for selection to avoid defaulting in favour of academic performance or extraneous distinctions.
4. Rural schools should concentrate on applicants with rural backgrounds as they are most likely to comfortably fit in a small community and least likely to yearn for urban attractions.
5. Provide incentive options which need not be lavish: relocation assistance, spousal relocation programs, forgivable interest loans, new-teacher transition programs, special teaching resources, teacher computers, and professional development opportunities.
6. Favour candidates who are particularly receptive to the defined teaching assignment, or negotiate assignments to the extent possible.
7. Show short-listed applicants the town, literally. Ensure that they know what to expect of the community and surroundings before offering a contract.
8. Favour applicants who have or are planning children as they may tend to appreciate the advantages of small communities for child-rearing.
9. Offer full-time employment if at all possible: partial positions may perhaps be converted into full-time itinerant positions.
10. Involve school staff in the selection process: they have to work closely with the chosen candidate and vice versa.

Implementation Considerations:

• Recruitment efforts should be directed equally to keeping, not just finding, suitable teachers.
• Selected candidates should be capable of significantly contributing to and benefiting from participation in a learning organization engaged in qualitative change.

Expected Outcomes:

• Focused recruitment efforts are more likely to attract prime candidates.
• Concentrating on indicators of mutual fit should enhance retention.
• Competent staff nourish the dynamic strength of the school and attract like candidates.

• Story, V. J. (1993). Factors, issues, and problems in the recruitment and retention of teachers for rural school. Journal of Research in Rural Education, 9(3), 160-169.

2. Retain Good Teachers

The first step to retaining good teachers is selecting those most likely to stay (see previous entry). In addition, a new-teacher transition program can foster healthy roots among transplanted teachers. Such a program may involve socializing activities, tactful and developmental performance appraisals, timely professional development opportunities, and, perhaps most importantly, peer mentoring and coaching support from established teachers. Good teachers may still leave: spousal employment is a prominent factor among dual-career couples. Other factors related to teaching are (a) frustration with student apathy or behavior and (b) dissatisfaction with the teaching assignment (Storey, 1993). Schools can address these factors. A learner-centered approach to instruction tends to enhance student engagement and reduce disciplinary problems, and a collaborative, interdisciplinary approach to management of instruction may enhance teacher autonomy and variety within teaching assignments. A final factor is school longevity. Teachers will withhold commitment to schools threatened with closure; those aiming to establish careers will seek more secure positions. Ultimately, school boards must make a commitment to schools if they want teachers to do the same.

Implementation Considerations:

• If school boards concentrate their efforts on building dynamic, healthy, and sustainable schools, teacher retention should follow.
• Creating conditions for good, satisfying teaching may involve substantial change, which can elevate teacher stress. To reduce stress, teachers should be involved in decision-making and planning, and teacher support must keep pace with change.
• If professional autonomy is a key to teacher satisfaction, then a conducive style of administrative leadership is a crucial requirement.

Expected Outcomes:

• Good teachers are the backbone of quality education and key to the success of efforts for school improvement.
• Low turnover enhances continuity of relationships among staff, students, and parents.
• Low teacher turnover also reduces effort required for recruiting and orienting new staff.

References and Contacts for Further Information:

• Montgomery, J. & Grant, M. (1997). Issues common to rural professionals. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Punshon, H. (1997). Assisting the beginning teacher in rural areas: Suggestions for administrators and school boards. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Putz, B. (1992). Beginning Teachers’ Perceptions of Support Needs. SSTA Research Centre Report #92-13.

 
E. Support Professional Development

1. Peer Coaching Programs

Peer coaching is an effective approach to professional development opportunities for teachers. Research indicates that peer coaching is more likely to change teachers’ classroom practices than traditional in-service programs. Peer coaching, generally, is conducted over an extended period and involves peer practice observation and collaborative planning. To provide focus and relevance, the objectives of peer coaching should be related directly to school improvement goals. Division and school administrators can play crucial roles by promoting peer coaching and creating the climate and conditions for its success.

Implementation Considerations

• Program participants should design peer coaching plans to fit their own needs and preferred methods of collaborating.
• The most effective coaching involves coach modelling and demonstration rather than coach scrutiny and critique. Evaluative feedback is not particularly productive and may strain peer relationships (Showers & Joyce, 1996).
• In-house matches offer rich opportunity for live demonstration but limit the possibilities for effective matches.
• Matching with peers at other sites, facilitated at a distance, broadens the possibilities for effective matches but limits opportunities for live demonstration.
• Distance coaching can be facilitated by telephone or Email communication and by exchange of video or audio taped classroom practice, lesson plans, and student work samples.

Expected Outcomes

• Both novice and experienced teachers can improve their effectiveness and gain new skills.
• Peer coaches benefit from reflecting upon and articulating their own practice.
• All participants develop skills and experience with a collegial model of teacher development.

References and Contacts for Further Information

• Showers, B. & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.
• Dantonio, M. (1995). Collegial coaching: Inquiry into the teaching self. Bloomington, IN: Phi Delta Kappa.
• Wideen, M. F. & Andrews, I. (Eds). (1987). Staff development for school improvement: A focus on the teacher. New York: Falmer.

2. Sponsor Selective Professional Development

Where specialized expertise is generally lacking within a school or division, the division can sponsor enriched professional development for selected teachers who agree to share their acquired expertise with other teachers. Sponsored candidates may, for example, attend a summer school course in special education and then provide seminars and/or peer coaching for other teachers within the school or division.

Implementation Considerations

• Selected candidates should have continuity of employment, interest in furthering their own expertise, professional credibility with their peers, and effective peer training skills.
• Sponsored professional development should be directly related to school improvement goals and focus on development of the specific expertise required.
• A plan for conducting subsequent peer teacher training should be developed and agreed to as a condition for sponsorship.

Expected Outcomes

• Relevant expertise can be developed and distributed within the school or division.
• An effective model and climate for collegial expertise-sharing and peer development is established.

References and Contacts for Further Information

• Eston-Elrose School Division has for many years sponsored selective professional development focused on specific improvement goals. Sponsored candidates then offer professional development to other teachers. Contact the Director (Jim Gunningham, 1997) at 306-378-2522 for further information.

3. Internet Resources and Discussion Groups

A growing number of sites on the Internet offer resources and discussion groups related to all aspects of teaching. Teachers can access those resources and contacts in the pursuit of self-directed professional development. Divisions and school administrators can promote the value of Internet resources and interaction, facilitate Internet access, and encourage teachers to use the Internet as a professional tool for locating resources and developing expertise.

Implementation Considerations

• Novice Internet users will need in-service or peer coaching to use the Internet effectively and to avoid experiencing discouragement and frustration with their initial attempts.
• In-service training and a promotion campaign should be implemented immediately after providing teachers with Internet access to enhance immediate relevance and application.
• Divisions can create web pages with links to guide teachers directly to relevant sites.
• If the computer hardware is already in place, Internet access is relatively inexpensive.

Expected Outcomes

• Teachers can gain access to a rich source of resources and support for self-directed, timely professional development.
• Teachers who appreciate the value of the Internet for their own purposes will be more likely to encourage and direct students to use the Internet effectively.

References and Contacts for Further Information

• Canada’s SchoolNet at http://www.schoolnet.ca maintains web sites and newgroups dedicated to a variety of teachers’ interests.
• Resources and contacts related to special needs education are located at http://www.schoolnet.ca/sne/

A. Multi-Grade Adaptations

1. Co-operative and Independent Learning

In multi-graded classrooms, teachers cannot attend to all students simultaneously. By necessity, students need to be engaged in productive activity while the teacher works with other students. This implies an emphasis on mediated learning strategies, cooperative learning groups, and independent learning rather than traditional, teacher-directed instruction. Cooperative group learning projects and independent learning activities require students to become actively involved in and responsible for their own learning. They are particularly appropriate when teachers cannot oversee and direct all aspects of student activity.

Implementation Considerations:

• Teachers with established habits of teacher-centered instruction may have difficulty mastering learner-centered methods. These teachers may need, but not necessarily welcome, supportive professional development. Collaboration with learner-centred teachers and tactful peer coaching may be an effective approach to teacher conversion.
• Preparing for multi-graded classes is more demanding than preparing for single-graded classes. Refer to the following sub-section in this guide for strategies to increase teacher preparation time: V. C. 1-4, Pages 40-42, Increase teacher preparation time
• Students habituated to passive learning may not be prepared for cooperative and independent learning. Teachers need to gradually shift teaching methods and coach students to adapt.

Expected Outcomes:

• Engaging students as active, responsible participants in the learning enterprise fosters development of teamwork, creative and critical thinking, and independent learning skills.
• When students provide their own learning momentum, teachers can direct more effort toward facilitating active learning and less toward enforcing compliance and countering resistance.
• Cooperative learning groups provide structure, group momentum, and collective creativity to support individual learners.

• Cherniawsky, J., Engel, K., Wihidahl, R, Horsman, H. (1997). "Doing the splits": Enriching the learning environment in multigrade classrooms. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Forte, I. & Schurr, S. (1993). The Definitive Middle School Guide. Incentive Publications.
• Molyneux, L. (1994). Cooperative Learning, Social Studies and Success. Trellis Books.
• Randhawa, B. S. (1997). Enhancing student engagement and equitable learning in rural classrooms. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Rich, Y. (1990). Ideological impediments to instructional innovation: The case of cooperative learning. Teaching and Teacher Education, 6(1), 81-91.
• Wideen, M. F. & Andrews, I. (Eds). (1987). Staff development for school improvement: A focus on the teacher. New York: Falmer.

2. Individualized Education Programs

Even students in single-graded classrooms proceed at varying rates, and their needs differ at any one time. Multi-grade groupings compound this potential for variation in individual needs. Individualized education programs (IEPs) are typically employed to accommodate students with special or unique needs that diverge from those of the class majority. In multi-graded classrooms, all students are likely to have unique needs at any one time. For more information about IEPs, refer to the following entry elsewhere in this guide:

III. C. 3. Page 24 Individualized education programs

3. Collaborative Teaching

Team or collaborative teaching can enhance the variety of subject expertise and instructional techniques to meet the diverse needs of multi-graded classes more effectively. Refer the following entry elsewhere in this guide for further information:

V. B. 3. Page 37 Collaborative teaching

4. Computer-assisted Instruction

Educational computer programs can be used to engage individual or small groups of learners while the teacher concentrates attention elsewhere. Computers can also be used as research and production tools for learners engaged in independent or co-operative learning projects. Refer to the following entry elsewhere in this guide for further information:

V. B. 5. Page 39 Computer-assisted instruction

5. One-room, Hutterian School Strategies

Teachers in Hutterite Colony schools typically cover the provincial curriculum for grades one to nine in one-room, one-teacher schools. Yet anecdotal reports indicate that students often achieve beyond the grade nine level in many subjects. Effective teaching strategies include the following: (a) thematic organization of the curriculum across grades, (b) organizing adjacent grades into sub-groups, (c) covering common subject topics with and assigning similar activities, but graduating the level of difficulty for each grade, (d) coaching older students to effectively assist younger students, (e) careful monitoring of individual programs and progress.

Implementation Considerations:

• The success of Hutterian teachers may be due in part to the high value placed on cooperation, self-discipline, and industriousness in the Hutterite culture.
• Multi-grade instruction is facilitated by ready access to a wide range of learning resources.
• Careful organization, scheduling, and tracking is necessary to manage planning and instruction for multi-graded classes.

Expected Outcomes:

• Curriculum and instruction strategies designed specifically for multi-graded classes may improve the quality of student learning and achievement in those classrooms.
• Students who are managed productively in multi-graded classrooms are likely to develop cooperative and independent learning skills.

• For more information, contact the Hutterian Teachers Association (Virginia McPhail, President, 1997, at home during the evening at 306-856-4702).
• Cross, W. & Frankcombe, B. (1994). Making the curriculum fit the child: Instructing in the multigrade elementary classroom. Chapter in The Small Rural School: Manual to improve effectiveness & efficiency (59-82). Vancouver, BC: EduServ Inc.
• Kroeger, L. (1997). Curriculum Management Plan for Hutterian Schools. Regina, SK: Saskatchewan School Trustees Association.

B. Supported Independent Learning

1. Distance Education

Study programs can be extended and individualized by incorporating distance education courses into school-based programs. There are at least two potential sources for distance education courses: (a) the provincial Correspondence School system and (b) other schools within the division or region. Refer to the following entries elsewhere in this guide for further information on either of these alternatives:

II. A. 2. Page 9 Provincial distance education courses
II. A. 3 Page 10 Local distance delivery

Whatever the source of distance education, students need on-site support to ensure success. The nature and extent of on-site support required depend on individual student needs and the quality of interaction with the distant instructor. In most cases, the course provider supplies direct instruction, by one means or another, while the on-site teacher fulfills the role of learning facilitator. An important motivational aspect of on-site support, especially with more impersonal modes of distance instruction, is a personal relationship with someone who cares. Beyond that, strategic support entails helping the student to locate resources, schedule and pace independent study, and plan assignments. The facilitator would also assess on-going progress and intervene as needed with appropriate and timely assistance.

Implementation Considerations:

• On-site support is essential for effective distance learning and should be figured into cost and resource allocations, though some delivery modes may require less support than others.
• Distance learning support should be responsive to individual student needs.
• Providing on-site support for distance learning should be acknowledged as a legitimate aspect of a teacher’s assignment load and fully supported as such.

Expected Outcomes:

• Appropriate and timely support for distance learning enhances student perseverance, satisfaction, and achievement.
• Introducing distance education courses has the secondary effect of necessitating development of students’ independent learning skills and teachers’ learning facilitation skills. These skills can then be transferred to enrich the quality of classroom-based education.

• Rabbit Lake Central School imports distance education from both provincial and local sources and has developed strategies for providing on-site support. Contact the Director, Northern Lakes School Division (Denis Tetu, 1997) at 306-883-2424 or D.Tetu@sk.sympatico.ca for more information.

2. Supported Home-based Study

Few students actually like attending school, and a considerable number do not thrive in the structured, controlled school environment. Attitudes of resentment, reluctance, or indifference represent chronic barriers to effective learning. Reduced school attendance supplemented by supported home-based study may significantly improve student attitudes and introduce flexibility for meeting individual needs. As well, independent learning and learning facilitation, desirable roles for students and teachers respectively, lend themselves to supported home-based study. Communication technology makes it increasingly feasible to take education to students without compromising the quality of education.

Home-based study days would count as school attendance days. School attendance days are dedicated to direct instruction, demonstration, lab activity, and summative assessment–activities that require direct teacher contact and school facilities. Home attendance days are dedicated to independent reading, review, practice, and assignment completion–activities that do not depend direct teacher contact or school facilities. The degree to which structure and supervision are imposed on home-based study can vary according to students’ capacity for independent learning.

Implementation Considerations:

• This attendance alternative could be reserved for students who would particularly benefit.
• A pilot study is advisable before proceeding with full-scale implementation.
• Technology requirements depend on the desired degree of teacher interaction and supervision. A telephone may be sufficient; a personal computer, modem or Internet connection, and interactive video extend the interaction possibilities.
• Student transportation savings could be diverted to provision of supportive technology.
• A variation of this strategy offers a compromise for parents interested in home-schooling: parents, in collaboration with teachers, can supervise students during home-based study days.
• The virtual school concept may be adapted to provide effective support for home-based study (see next entry, VI. B. 3., Page 53).
• Students aged twelve and under legally require adult supervision at all times and may be less capable than older students of independent learning without parental or teacher supervision.

Expected Outcomes:

• If teacher support for home-based study meets student needs and attitudinal barriers are reduced, the quality of educational experience and achievement may be enhanced.
• The home environment, in some cases, may be more conducive to accommodating students’ preferred learning styles or special needs than is the school environment.
• Student transportation time and costs could be reduced significantly. Students would have more time to dedicate to studies and family life.
• Given a significant degree of student independence, student-teacher ratios may be increased.

References and Contacts for Further Information:

• Murphy, M. J. (1989). Breaking the school monopoly. The Administrator 21(2), 16-18.

3. Virtual Schools

Virtual schools represent an alternative approach to re-sizing or consolidating schools without transporting students ever-greater distances. The term distance education often evokes the image of solitary students receiving distance education from relatively impersonal, disconnected sources. In the virtual school model of distance education, students and teachers organize into stable, coherent learning communities (schools) but congregate by means of communications technology rather than within a school building. Teachers would still work in staff teams with a group of learners over a term of several years, and students would still interact within peer groupings or classes. The effectiveness qualities of enduring personal relationships within a stable community can be retained even though interactions occur at a distance.

Implementation Considerations:

• Mediums to facilitate synchronous or asynchronous interactions among a teacher and class members include audio conferencing, video conferencing, or computer conferencing.
• Local school buildings could be converted to virtual school support centres, providing a base for teachers, a site for live student meetings, and a centre for learning resource services.
• The virtual school concept might represent a workable approach to providing support for home-based study (see previous entry, VI. B. 2., Page 52).
• Local recreational and socialization programs for students may be coordinated by the school or community to compensate for the lack of live contact with role models and peers.

Expected Outcomes:

• Students could attend school and access a broad range of learning experiences without having to travel excessive distances.
• Students who attend virtual schools may be better prepared for life-long learning and working within an information technology society.

References and Contacts for Further Information:

• Kowch, E. & Schwier, R. (1997). Building learning communities with technology. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.
• Tiffin, J. & Rajasingham, L. (1995). In search of the virtual class: Education in an information society. New York: Rutledge.
• Stevens, K. J. (1994). Some applications of distance education technologies and pedagogies in rural schools in New Zealand. Distance Education, 15(2), 318-326.
• Stevens, K. J. (1995). Geographic isolation and technological change: A new vision of teaching and learning in rural schools in New Zealand. The Journal of Distance Education, 1(1), 32-38.
• Stevens, K. J. (1997). Telelearning and the development of virtual classrooms in small rural schools: Some international developments. Paper presented to the Second National Congress on Rural Education, Saskatoon, SK. Contact the Saskatchewan Educational Leadership Unit at 306-966-7626 to request a copy.