I Am a Rural Teacher: Emma Tupper- Medway, ME

Growing up in Old Town, just outside Bangor, Maine, Emma Tupper was surrounded by forests, farms, and the type of close-knit community that defines rural life. At her small school, she immersed herself in theater, student council, and National Honor Society, experiences that helped shape her future. "I knew from a very early age that I wanted to be a teacher," she said.

That goal became a reality this spring when Emma graduated from the University of Maine College of Education and Human Development. This fall, she'll begin her first teaching job as a seventh- and eighth-grade social studies teacher at Medway Middle School, where she'll help students better understand the world around them while building on the strengths of their own communities. "I want to teach younger kids about our world, and I think social studies is a great way to do that," she described.

Emma credits her preparation at the University of Maine with helping her feel ready for the classroom. UMaine is building a system of robust, rural-focused programs supporting small towns and rural schools across the state, and leads the collaborative network of like-minded advocates and organizations throughout the larger New England region. UMaine serves as Rural Schools Collaborative’s New England Hub Lead.

One of the most meaningful parts of her preparation came through the Rural THRIVE program, which gave her opportunities to experience the realities of teaching in rural schools while building relationships with fellow educators. Rural THRIVE is a project of the University of Maine College of Education and Human Development. It is funded with $3.3 million in Congressionally Directed Spending awarded to the University of Maine System to provide ongoing professional development, mentorship and other evidence-based supports, with the goal of leading to better resilience and retention among rural educators and school leaders, as well as improving PK-12 student outcomes.

The Rural THRIVE program supports Maine’s rural public school educators across their careers. First, as early career educators through their first three years of teaching. Then, as teacher leaders in their mid-career who are interested in exploring leadership opportunities for classroom teachers. The program also supports building or school district leadership in rural places. Additionally, the program uplifts pre-service teachers through the Rural Substitute Teaching and Innovation Corps (RuSTIC).

RuSTIC connects undergraduate students interested in teaching with rural schools in need of substitute teachers. Participants get hands-on substitute teaching experience and support in becoming a substitute teacher. Members of the Rural THRIVE team support RuSTIC students throughout the substitute teaching process by assisting with their substitute teaching application, preparing them for what to expect before they enter the classroom, and debriefing with them afterward. Partner districts also benefit from the program because it expands their pool of substitute teachers, as participating students are more likely to return to substitute in the district when additional coverage is needed.

Through RuSTIC, Emma had the opportunity to serve as a substitute teacher for a day while a classroom teacher attended rural education professional development. The experience gave Emma valuable hands-on practice while allowing her to reflect on the experience with her professor afterward. "It's good exposure for the student teachers, but also for the teachers to be able to get culturally relevant professional development," Emma said.

Emma also built strong connections with the school district during her time as a substitute teacher. When a teaching position became available, those relationships helped her secure her first full-time teaching job.

Beyond the classroom experience, Rural THRIVE reinforced something Emma hopes to carry throughout her career: the importance of community. As she prepares for her first year of teaching, Rural THRIVE continues to support her journey. Emma attended the Summer Educators Institute run by the Rural THRIVE project and the College of Education and Human Development. Here, she joined more than 100 fellow educators to learn and grow together through inspiring keynote speakers, workshops, and consultancies. "I felt very connected," she said. "It just reinforces that I am in exactly the space I want to be."

Emma is excited to return to the kind of rural school community that first inspired her to become an educator. Outside the classroom, she enjoys camping with her corgi and participating in theater, hobbies that keep her connected to the outdoors and the creative community she has always loved. But for Emma, teaching is a chance to invest in rural communities like the one that shaped her, helping the next generation discover both the wider world and the value of the place they call home.

Thank you to Emma Tupper for sharing his rural teacher story with Rural Schools Collaborative. Emma was nominated to share her story by RSC’s New England Hub Lead. Would you like to nominate someone or share your story as a rural educator? Fill out our online submission form here.

I Am A Rural Teacher shares the stories, experiences, and aspirations of America’s rural teachers. By highlighting the narratives of veteran, new, and future teachers, I Am A Rural Teacher strives to support an education ecosystem where rural teacher-leaders are front and center. This project is supported by the Rural Teacher Corps: A Community of Learners.