Teachers who resist the lure of the big city are finding joy in the country, writes Kristie Kellahan.
Richard Skinner could be the face of rural and remote teaching. The principal of Dubbo College Senior Campus, Skinner has spent his entire teaching career - some 30 years - in schools far removed from the big-city hustle and bustle.
His first appointment, in the maths and science department at Goodooga Central School, was in a small community on the NSW and Queensland border north-west of Lightning Ridge.
"The school had an enrolment of only about 180 students," Skinner says. "Although initially it was difficult to adjust to the remoteness and lack of facilities that I was used to, I would have to say it was some of the most rewarding times of my career thus far."
Skinner says teaching in rural and remote areas offers so many intrinsic rewards that far outweigh the challenges. "The communities make you feel welcome and you can become involved in a huge range of activities and cultural experiences," he says.
"My strong advice for any teacher contemplating working in remote areas is to embrace the opportunity, involve yourself fully in all the community activities, immerse yourself in the local culture and practise your profession with some of the most deserving students you will ever teach."
This year, Skinner received the Premier's Xstrata Coal Rural and Remote Education Scholarship in the 2011 NSW Premier's Teacher Scholarships. With the award funds he will undertake a study tour to the US to explore the potential for rural and regional
NSW schools to emulate a model of small, career-focused communities within larger school settings.
California, in particular, has embraced this model of education to serve the needs of students who may have otherwise not been as engaged with the traditional curriculum.
"The main focus of my scholarship is to study the operation of US career academies," Skinner says. "These academies are small learning communities within larger high schools that focus on training students for particular occupational fields. They establish links with local community and industry networks and encourage retention of students to matriculation."
Teacher Doreen Conroy says the best thing about working in a rural school is the positive relationships that can be developed with every student. Conroy is the whole school development officer (deputy principal) at Portland Central School, about 24 kilometres from Lithgow. The school has an enrolment of 170 students from kindergarten to year 12.
"It is a very rewarding teaching environment, as you get to know every student from five to 18 years old," Conroy says. "Helping them to develop to their full potential is such a great experience.
"You get teachers and students who feel a sense of belonging."
Conroy says the main challenge is to ensure that quality education is consistently offered to all students. "Every opportunity for students to reach their full potential is given," she says.
"We offer a diverse curriculum meeting the needs of our students and community."
Conroy, who has worked previously in primary, secondary and TAFE education, says she does not know why it took her so long to work in a central school.
"Portland is a very special place where every day is so different," she says. "Living in regional NSW has been something we have never regretted. I have had many opportunities ... and it has been a great place for our son to grow up. We came for three years and have stayed for nearly 36 years so far."