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\nSystemic Approaches for Professional Development on Diverse Learners in Rural Communities  \nElizabeth Thorne Wallington  \nMissouri Western State University, [ethorne@missouriwestern.edu](ethorne@missouriwestern.edu)  \nAdrienne Johnson  \nMissouri Western State University, [ajohnson76@missouriwestern.edu](ajohnson76@missouriwestern.edu)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons, and the Other Teacher Education and Professional Development Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nThorne Wallington, Elizabeth and Johnson, Adrienne (2022) \"Systemic Approaches for Professional Development on Diverse Learners in Rural Communities,\" Educational Considerations: Vol. 48: No. 2.  \n[https://doi.org/10.4148/0146-9282.2332](https://doi.org/10.4148/0146-9282.2332)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nSystemic Approaches for Professional Development on  \nDiverse Learners in Rural Communities  \nElizabeth Thorne Wallington and Adrienne Johnson  \nWhile rural communities are not monolithic, many have seen recent shifts in demographics from  \nhistorically homogenous populations to more racially, culturally, and linguistically diverse  \nresidents (e.g., Sharp & Lee, 2017; Brenner, 2016) . Such shifts can occur very rapidly as new  \nregional economic, social, or political forces emerge and are particularly impactful on  \neducational communities which may have little time to adjust to the distinct needs of culturally  \nand linguistically diverse students (Hansen-Thomas et al., 2016) . Without clear systems for  \naddressing such changes, reactionary policies to address the accompanying conflict can establish  \nmarginalized communities, deficit-based perspectives, and structural inequities (Lee & Sharp,  \n2017) . As an alternative approach, this paper outlines promising practices for systemic  \napproaches to addressing the ongoing professional development needs for teachers in rural  \ncommunities who are supporting students from increasingly diverse backgrounds. These  \npractices provide the support and professional development that is needed to meet emerging  \nstudent needs and strengthen educators’ self-efficacy (Flores et al., 2008) in relation to working  \nwith diverse populations. Research addressing the specific needs of a growing number of rural  \ndistricts with low-incidence populations of students who are learning English as an additional  \nlanguage, known as “English learners” or “ELs,” is limited. This paper, then, focuses on state  \nlevel teacher certification policies and accompanying postsecondary teacher training programs  \nthat are designed to ensure that teachers are prepared to meet the needs of students who are  \nlearning English as an additional language.  \nTheoretical Background  \nPublic health, public policy, and education fields have all found differential impacts of federal  \nand state policies on rural populations as compared to urban populations (e.g., Mcfarland, 2018;  \nJones et al., 2009). Examining the impacts of state policy on rural districts is particularly  \nimportant given rapid demographic changes occurring in rural school districts nationwide  \n(Kreck, 2014) . Previous research on rural education has found significant gaps in student  \nachievement for a variety of subgroups, including English learners (ELs) (Johnson et al., 2014) .  \nAs historic","cbCaid5fiwOXvIsz","https://ap.wps.com/l/cbCaid5fiwOXvIsz","pdf",316262,"English","# Systemic Approaches for Professional Development on Diverse Learners in Rural Communities\n## Theoretical Background","[{\"question\":\"What problem does the paper address in rural communities?\",\"answer\":\"It addresses how rapid demographic shifts increase linguistic and cultural diversity in rural schools, while education systems often lack clear mechanisms to meet emerging needs.\"},{\"question\":\"Why does the paper emphasize systemic approaches for teacher professional development?\",\"answer\":\"Systemic approaches provide ongoing support and strengthen educators’ self-efficacy for working with increasingly diverse student populations, rather than relying on reactionary responses.\"},{\"question\":\"What is the paper’s focus regarding English learners in rural districts?\",\"answer\":\"It focuses on state-level teacher certification policies and postsecondary teacher training programs intended to prepare teachers to meet the needs of students learning English as an additional language.\"}]","Systemic Approaches for Professional Development on Diverse Learners in Rural Communities - Article 6 - July 2022 | PDF",1792094019,25]