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unities where people can find opportunity, build support structures, be themselves, and not get stuck in any one identity. This is not northern Ontario. To prosper today, regions have to offer a climate that satisfies young people's social interests and lifestyle needs, as well as address those of other groups (Florida, 2002; Smithers & Robinson, 2000). Simply put northern Ontario communities don't have this to offer. Communities like the ones found in northern Ontario are trapped by their past. They are unwilling or unable to do what it takes to attract the creative class.

For the reason that northern Ontario communities are unable to attract these young people, I propose creating the proper climate for young people should be taken up by the schools. There currently is a lack of young people located in northern Ontario and that will only deter young teachers from going there (Map 1.3). School boards should when recruiting should offer positions in groups so that individuals can teach with friends and colleagues from their university. I would contend this would greatly increase the chances of obtaining the young teachers. Focus should be placed on how many other young teachers are currently there. Once teachers are there the schools and school boards encourage social gatherings to keep teachers happy, entertained and to allow them to build some lasting friendships.

Qualified teachers

As stated earlier I would argue that schools should be specifically putting their efforts towards targeting new graduates and do their best to retain these individuals. There is no need for these school boards to be casting a wide net. I believe new graduates can be overlooked and undervalued. Individuals with fewer than 5 years of teaching are often referred to as inexperienced (Sharplin, 2010). However, these people can bring a fresh look to teaching and if they are retained they will gain the experience. Not all qualified teachers need to be obtained, instead they can be built. It is highly unlikely that a teacher of over 5 years in a board would move to a new place, and for that matter northern Ontario. They have seniority which would be lost if moved. Furthermore, these individuals probably have already started a family and have settled into their current teaching location and community.

Conclusion

Through this study I hoped to have made apparent the inadequacies of the education offered in northern Ontario, as well as their difficult circumstances preventing change. Northern Ontario school boards are unable to adequately staff their schools and action needs to be taken. The paper explored this concern by examining the three main staffing difficulties of northern Ontario school boards: staffing schools; retaining teachers and; and attaining qualified teachers. The study made clear that by re-examining recruiting strategies and aggressively attracting young professionals northern Ontario schools can improve their current and future circumstances.

The paper will began by first examining background information on northern Ontario through the use of relevant literature. Special attention was given to northern Ontario's struggling economic and educational systems. As well the flooding of southern Ontario's teaching market was also explored. Parallels were then drawn between northern Ontario and other rural communities international