This paper reports a small case study in which selected experienced co-operating teachers were appointed as school-based teacher educators (SBTE) undertaking a supervisory/ mentoring role for the 3-week period of the rst practicum for students in a one-year Graduate Diploma of Education-Secondary (GDE) course. The study identi es any bene ts that accrue as a result of changes to the traditional triadic arrangement and any changes in perception about the various roles of participants. The ndings illuminate the opportunities for a more collaborative practicum model that has the potential to bene t all participants.

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Preparing teachers for rural school appoinunents through including courses in their pre-service program that examine issues about rural lifestyles, community participation, and provide opportunities for multigrade and rural practice teaching experiences have been identified as an important teacher recruitment strategies for rural schools (Watson, et al., 1986; Smith-Davis, 1989; Cross and Murphy, 1990; Luft, 1992). One research outcome from these studies suggests that when students are provided with these components in their pre-service courses their preparedness to seek and/or accept a rural appoinunent is enhanced.

Thank you for giving SPERA the opportunity to respond the your Consultation Paper on the development of a Broadbanded National Equity Program for schools. Thank you also for the opportunity to appear in Sydney to tender our views verbally. The following represent the broad views of SPERA on those particular issues that the Society sees as most relevant for it to comment upon. It should be borne in mind that while all programs affecting education in rural areas are the concern of SPERA the especial focus of the Society is on the CAP and DSP Programs.

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