Emergent Educators Advisory Council 2nd Year Reflections: Bethany Schnetzler (Illinois)

This story is part of a three-part series sharing reflections from the second-year members of RSC’s Emergent Educators Advisory Council. It features the perspective of Bethany Schnetzler, a graduate of the Monmouth College TARTANS Rural Teacher Corps. Click here to view the reflections of Betty Jones and Logan Mackenzie.

Rural Schools Collaborative’s Emergent Educators Advisory Council (EEAC) is an opportunity for early-career teachers to form a peer network, receive professional development, and engage in a place-based grant that supports projects connecting classroom and community. Participants, who are in their first three years of credentialed teaching, are graduates of teacher preparation programs within RSC’s Rural Teacher Corps Community of Learners. Of the 2025-26 council, three members of the 12-person community were also participants in the 2024-25 council, and served in a leadership role during their second year. 

The three returning members were Bethany Schnetzler (a graduate of the Monmouth College TARTANS, Illinois Regional Hub), Betty Jones (Appalachian Future Educators at Morehead State University, Appalachia Regional Hub), and Logan Mackenzie (Eastern Oregon University’s Oregon Rural Teacher Corps, Oregon Regional Hub). Following the completion of their second year, in which they helped plan and facilitate cohort meetings, support RSC’s Grants in Place program, and more, Bethany, Betty, and Logan offered reflections from their two years on the council. 

In this story, Bethany shares her perspective:

Bethany joined the council directly after graduating from Monmouth College, where she studied Elementary Education and now teaches 3rd grade in a nearby district, United West Elementary School. “I originally joined EEAC my first year to join a community of people who have similar goals and beliefs that I do. I wanted to be surrounded by people who also valued student-led learning and embracing the place around you through learning. I knew this group would help me feel encouraged in branching out to help my students learn in a different and unique way.” 

Throughout the year, participating teachers met virtually, received professional development around Place-Based Education and grant-writing, and used their knowledge to apply for and receive a $500 grant through RSC. They conducted projects aimed to connect classroom and community, and shared struggles and successes within their cohort. 

Bethany reflects that “I was right in my predictions. In year one, I was able to hear from teachers just like me around the country. We shared and brainstormed how to embrace the place around us. With everyone having a different climate and community aspects, there was such a wide variety of ideas. We each were able to find something that we were passionate about, help others shape their ideas, and grow a project that will benefit our students in more ways than one. We learned about grants and how to write them so our projects can come to life.” 

After completing her first year, Bethany decided to stay on the council and serve in a leadership role. “In my second year with the EEAC group, I was able to apply what I learned in year 1 to help those in their first year with the group. I was able to share my positives and my not-so-positives that I experienced with my grant project.” In addition to supporting the group during meetings, Bethany reflects that helping the council members through the grant writing process was a highlight for her. “I was able to brainstorm with the first years and help them tweak their plans. I then was able to help with their grant writing process, answering questions as someone who was recently in their shoes and who had read a lot of grants.” 

Bethany and her fellow 2nd years also assisted Rural Schools Collaborative’s Grants in Place project, reading through applications and submitting recommendations for selections. This provided them with an opportunity to apply their learning from the first year and see grant applications from a different vantage point: “I think that helped me the most in my grant writing process. Putting myself in the selectors’ shoes, I now know how my grant proposals reflect my ideas and what I can do to improve them. I also used this insider view to help the others in the group write their grants for this year.” 

All told, Bethany shares that her two-year experience on the council helped solidify her belief in the power of Place-Based Education. For teachers considering incorporating more place-focused pedagogy, Bethany offers that “Place-based learning doesn’t have to be a large, extravagant piece that takes up a ton of energy and time like many initially believe. It can be added in small chunks to your lessons, even as small as short comments that can inspire more questions later on. Place-based learning encourages students’ imagination, increases their love and appreciation for their community, and expands learning beyond the four walls of the classroom.”

Even as a new teacher, Bethany also notes that she has begun sharing her experiences with her colleagues, hoping to make a school-wide impact. “I can’t help but share with the teachers in my school different ideas and strategies that I have learned. I am truly grateful for this experience and all that I have learned. Rural Schools Collaborative lives up to its name in helping create communities for people to be supportive and it has been a blessing in many ways to myself and so many others. I am proud to be a part of the RSC family.” 

Rural Schools Collaborative is deeply thankful for the participation of our Regional Hub Partners in supporting the Emergent Educators Advisory Council. Special thanks to Drs. Arren Duggan, Tammy La Prad, and Lori Ferguson of Monmouth College for nominating Bethany and supporting their TARTANS after graduation.