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sistently addresses problems that make it hard to staff and retain qualified teachers at rural schools. These problems are tied to rural areas' tendency to:

1. Pay teachers less;

2. Make individuals feel geographically isolated;

3. Make individuals feel socially isolated;

4. Have difficult working conditions;

5. Have a lack of career advancement opportunities;

6. Have a higher cost of living;

7. Have harsher climates/weather;

8. Are distanced from larger communities and family;

9. Have inadequate shopping and other amenities. (Roberts, 2004; Jimerson, 2003; McClure & Reeves, 2004; Monk, 2007)

These many problems take a toll on the teachers and also deter teachers from teaching in a rural area, especially when there are teaching opportunities elsewhere. These problems also are faced by teachers teaching in northern Ontario. The current conditions have led to rural and remote teachers reporting a high rate of stress and depression (Sharplin, 2010). This stress is especially felt by newly appointed teachers. It is clear that the situation of staffing rural schools has many deeply engrained causes that when considered together seem insurmountable.

Incentives

Researchers have concluded that if rural schools expect to be able to attract qualified teachers similar to that of urban areas monetary and non-monetary incentives are required (McEwan , 1999). The proposed solutions are consistent among much of the literature, these usually include:

1. Competitive salaries and benefits;

2. Signing bonuses;

3. Bonded scholarships and/or tuition assistance;

4. Loans and loan forgiveness;

5. Moving expenses and/or relocation reimbursement;

6. Housing incentives;

7. Tax credits for teachers;

8. Increased leave with period of service;

9. Community and in class programs to support new teachers;

10. Grow-your-own teacher;

11. Improved recruitment and hiring practices;

12. Improved school-level support for teachers. (Roberts, 2004; Jimerson, 2003; McClure & Reeves, 2004; Monk, 2007; Smithers & Robinson, 2000).

Moreover, for northern Ontario schools in First Nations communities school boards have been trying to attain more First Nations teachers and teachers who understand their culture (Heimbecker, Minner & Prater, 2000; Anderson, Horton, Orwick, 2004). Some other interesting teacher attainment strategies found were targeted scholarships, directed towards individuals who fit the criteria (individuals from northern Ontario and will move back home) they are looking for at an early age and establishing career management planning for these people (Mills, Martino & Lingard, 2004)

These many solutions appear unsuccessful or unfeasible to put in place. Though the same recommendations are found in multiple articles, evidence suggesting that they have worked in practice is not apparent. Some initiatives have reported to have limited success (tuition assistance and bonded scholarships), while others may need time to assess the outcome (grow your own teacher, and attaining First Nations teachers) (Roberts, 2004). What has become clear out of these rep