Rural Schools Need Bold Action, Not Best Intentions, to Diversify Our Teaching Workforce

Rural Schools Need Bold Action, Not Best Intentions, to Diversify Our Teaching Workforce

As a superintendent in a rural district, I’ve seen firsthand how the richness of our students’ experiences is shaped not only by what we teach but by who teaches it. Yet, despite the growing diversity in our student population, many rural schools are still staffed by teaching teams that do not reflect the students they serve. This isn’t due to a lack of care or commitment. It’s due to deeply embedded barriers that persist in our recruitment and retention systems, barriers I explored in depth through my doctoral research on rural schools in Minnesota.

One of the key findings of my study is that while rural school leaders widely believe in the value of diversifying their teaching staff, their belief alone does not translate into action. Strategic practices, such as establishing “grow your own” pathways, mentoring programs, equity-centered professional development, and inclusive hiring processes, are being used, but often in isolation and without rigorous evaluation. In fact, my study found only modest relationships between these practices and actual improvements in recruiting and retaining teachers of color. The takeaway? We can’t afford to confuse action with impact.

For rural districts working with limited resources, this distinction is critical. We must be more intentional and data-driven about where we invest our time and energy. Good intentions and performative efforts won't create lasting change. If we want our students of color to thrive, academically, emotionally, and socially, they need to see themselves reflected in the adults who guide them. That begins with creating school cultures that not only welcome diverse educators but also support and sustain them.

Here’s the call to action: Let’s stop assuming that what works in urban and suburban districts will automatically translate to rural communities. Instead, let’s build solutions that are tailored to our unique contexts. This involves conducting honest evaluations of our current practices, challenging assumptions embedded in hiring and evaluation systems, and collaborating with higher education institutions to establish sustainable pipelines.

We owe it to our students to ensure they are taught by educators who reflect and respect their identities. We owe it to our rural communities to build schools where diversity is more than a goal, it’s a lived reality.

If you’re an education leader in a rural district, I invite you to connect, collaborate, and commit to this shared effort. The future of our students and our profession depends on it.