A cornerstone of this strategy is a licensed mental health therapist, hired through a grant, who provides a powerful ROI in staff retention and efficacy. This professional supports students but is also “available to teachers, staff and extended staff… anytime that they need it,” Buckley explains. THE COMMUNITY AND THE CHALLENGE: ISOLATION AND GROWTH The strategy of Mena Public Schools is profoundly shaped by the unique economic character and evolving landscape of its community. Smith describes the area as “somewhat isolated,” being at least ninety minutes from any comparable municipality. “That isolation brings about some unique characteristics,” notes Smith, “it’s an agricultural community, poultry houses, cattle, and forestry.” Alongside a strong manufacturing presence, Smith believes “we kind of have the best of both worlds in as far as opportunities for students.” Now, the economic base is experiencing rapid growth from an unexpected sector: tourism. The scenic mountains have drawn developers building bike trails with lifts, a project Smith calls “a big boom for our local economy.” He notes the tangible effects, “we’re seeing a lot of property values increase because people are moving in. We don’t have enough housing.” While this generates excitement, Smith is candid that it “also creates some friction and there are pain points because we don’t have the infrastructure to handle all the needs that we are anticipating coming.” Faced with this challenge, the district is proactively shaping the skilled workforce needed to sustain this new economic reality. THE STRATEGY: CURRICULUM ALIGNED WITH ECONOMIC REALITY Mena Public Schools is executing a direct strategy to align its curriculum with the community’s evolving labor needs. “Lots of lots of health care, hospitality and tourism jobs,” Smith explains. A key partnership with the University of Arkansas Rich Mountain feeds students into a diesel mechanics program and aims to revive a comprehensive culinary outlines a personalized professional development model that moves far beyond academics. “Each principal works with teachers to help them identify what areas they need additional support in,” she says, noting that while academic support is a constant, the needs can vary widely. “It may be that they’re frustrated with technology. So we make sure we get them technology support. It may be wellness that they truly need…we have an organization in the state called Aware that provides wellness for teachers.” 246 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 10
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