The reality of rural life

Located 240km west of Rockhampton is a gem of a rural town: Emerald

The hub of the Queensland Central Highlands and home to the Kairi and Wangan peoples, Emerald is – despite its name – a gateway to one of the largest sapphire fields in the southern hemisphere.

In the 1980s and 1990s, Emerald grew rapidly as a result of new coal mines in the Bowen Basin and is now a thriving rural service area rich in minerals and agriculture.

IEUA journalist Jessica Willis talks to Jenny Finlay, Director of Borilla Community Kindergarten, and Kay Harling, Director of Emerald Preschool and Community Kindergarten, about the joys and challenges of teaching in rural communities.

Both directors are passionate and tenacious early childhood teachers who have taught generations of families in rural communities, for 40 and 35 years respectively, and are advocates for supporting high quality rural teaching.

Finlay’s family has strong ties to the Emerald community.

“I grew up in central Queensland and my family have settled here from the 1800s so I have a very strong link to this community,” said Finlay.

“I have always been an advocate for quality early childhood education.”

“I strongly believe that children in rural communities deserve the best of teachers. You should not have to go to the city to have the same quality education – and that’s a passion of mine.”

Similarly, Harling has family connections to the community.

“I started working rurally as my husband was offered a position at a coal mine and so we moved. I always wanted to raise my family in a small town as I was raised in small towns,” Harling said.

“And I love it. It gave me a place to raise my children in a small community with great support.

“Emerald Community Kindergarten is an amazing caring community who support their staff and believe in the magic we provide for staff, students and families.

“This has been my reward.”

Diverse and inclusive services

Both centres cater for a large and complex cohort of children which means that Finlay and Harling work hard at maintaining the professional development of staff and supporting them in every way possible.

“Borilla Community Kindergarten is a large kindergarten with three operating units and 132 children,” said Finlay.

“We have a very complex enrolment cohort.

“About 20% of our children classify as having a disability and we have a high enrolment of children from Indigenous backgrounds.

“We also have a mixture socio-economically, with about 40% of our families classified as low socioeconomic.

“So we are very mixed and diverse, and we pride ourselves in being an inclusive service.

“We are also quite an innovative community.

“We were the first kindergarten in Queensland to have a Domestic Violence Leave provision – we’ve had that since 2015 – and we’ve had an EAP (Employee Assistance Program) for our staff for four years, which should be in every kindergarten but unfortunately is not.”

Unique challenges

Teaching in remote areas does have unique challenges which require innovation and tenacity to overcome.

Most challenges are directly related to the remoteness of these communities which create barriers for both teachers and students.

“Accessing good professional development is the biggest challenge. For example, the cost of sending 15 staff to Brisbane, accommodation and course fees is huge. As a non profit affiliate kindergarten this impacts our service,” said Harling.

Finlay agreed, adding that being proactive in the community is critical.

“I’ve tried to engage the very best staff that I can and keep them up to date, as I have done myself,” she said.

“Our service spends a lot of money on professional development that is tailored to the individual and if that means travelling to Melbourne, then that means we travel to Melbourne.

“Quite often grants are sourced wherever we can.

“Technology has definitely made this easier but as good as online [Professional Development] is, it isn’t the only answer,” she said.

“I work closely with the QCAA (Queensland Curriculum and Assessment Authority) and if I can get a certain number [of staff] for a workshop, they will come to Emerald and deliver it to us.

“In the long term, it benefits the whole community.”

Another challenge of the kindergartens’ remoteness is the mismatch between perceptions of policy makers and rural realities, such as the sheer distance and waiting times for essential services.

Both teachers said it is difficult to grasp these practicalities without first hand experience living in a rural community.

“We have children who travel an hour and a half just to get to kindergarten one day a week,” Harling said.

“If children require interventions we have to navigate who in the community, or in the surrounding areas, can help,” Finlay said.

“For example, an occupational therapist might only be here for six months before moving on, so we have to know where to look rather than who to look for.

“This impacts us if we have deadlines for things like funding. A child might wait months for an appointment and drive five hours for it; therefore we need to allow for this.”

Rural advocates

Finlay has also found herself to be a prominent advocate for early childhood education and teachers in the community.

She explained how it is critical that early childhood teachers in rural areas are recognised for the high quality education they provide and that families realise they don’t need to move for their children to receive the best education.

“Teaching rurally has meant not being afraid to take the fight to whatever level is needed. The needs of a rural service are different [to urban or metropolitan services] and as a result I have been an advocate on many occasions whether it is for teachers, children or families,” Finlay said.

Being part of our Union also provides strength and support for members working in rural and remote settings.

“Our Union ensures that the voices of the rural teachers are heard,” Finlay said.

“Our unique needs are acknowledged and issues are always addressed.

“Our Union is very approachable and provides accurate information that is not always easily accessible to our rural teachers.”

Harling and Finlay explained that with big challenges come big rewards; they say there are an abundance of reasons for teachers to move or stay rural.

First of all, Harling said, teachers can access financial support to make the move such as the ARIA Funding from Queensland Department for Education.

Incentives include support with housing, moving costs and above award wages.

“Teaching rurally means you are part of a small and supportive community. There are always great social events and many sporting clubs,” she said.

“There are wonderful people, less traffic, clean air and amazing wildlife.”

“The children get so many unique opportunities. For example we had one of our farming parents bring in an echidna to show the children.”

Finlay added that rural communities are a very special place to teach as the pace of life is slower and the relationships built between teachers and families are beautiful.

“One of the best things is that I get to know the families really well and this can enrich the education experience for both teacher and child,” she said.

Making the move rurally

Finlay and Harling encouraged teachers beginning a career in a rural area to make the most of the varied opportunities it will bring.

“Go out with an open mind and really join in with the community,” said Finlay.

“Network! We have some amazing services in our region and other early childhood teachers who are willing to mentor,” Harling explained.

“It will change your life; there is nowhere else I’d live.”

For information on Queensland Department of Education funding for Early Childhood Education, visit https://earlychildhood.qld.gov.au/funding-and-support/grants-tenders-and-funding/QKFS/qkfs-resources/aria-and-seifa-subsidies .