I Am a Rural Teacher: Kailyn Hoesman - Monmouth, IL

Kailyn Hoesman, a student at Monmouth College in Monmouth, IL is embracing her student teaching experience as she prepares to build a career that blends her rural roots with innovative, community-centered teaching. Her experiences in Monmouth College’s Teachers Allied with Rural Towns and Neighborhood Schools (TARTANS) has profoundly shaped her journey, equipping her with mentorship, hands-on experience, and a deep understanding of rural communities.

Growing up in a small farming town in central Illinois, Kailyn understands the important role teachers play not only in classrooms but in the life of the entire community. “I chose to teach in a rural area because I want to give back to a community like the one that helped shape me,” she reflects. Her path in Monmouth College’s Educational Studies Department, guided by Dr. Tammy LaPrad, deepened this commitment by immersing her in Place-Based Education principles, connecting lessons to students’ lives, communities, and natural surroundings.

The TARTANS program provided Kailyn with structured mentorship from practicing teachers, intentional instruction about rural education, and access to local and national networks. Through these experiences, she learned how to integrate students’ environments into their learning, making lessons meaningful and relevant.

During her semester of student teaching, Kailyn has applied these principles through the Steele Elementary Outdoor Classroom Project, an initiative where second-grade students help design and shape an interactive outdoor learning space. Featuring a rock garden, sun dial, rain gauge, and outdoor seating, the classroom fosters hands-on science exploration, creativity, teamwork, and mindfulness. “Teaching in a rural school allows me to make a real difference and be a positive role model for students who may not always see a wide range of opportunities,” Kailyn explains.

The project encourages interdisciplinary learning and reflection, allowing students to connect lessons to their local environment. It also reflects the TARTANS emphasis on student-centered, community-informed education: students take ownership of their learning space while developing critical thinking and collaboration skills.

Teaching in rural schools comes with unique challenges. Teachers often take on multiple responsibilities beyond instruction, from leading extracurricular activities to organizing school events, and resources can be limited. TARTANS prepared Kailyn to navigate these realities with collaboration, creativity, and resilience.

She emphasizes the importance of building strong relationships early. “Start making connections right from the beginning! Build relationships with families, students, and colleagues as soon as you can—those connections will be the foundation of your success,” she says.

Kailyn’s experiences also highlight the leadership dimension of rural teaching. She takes initiative on projects that benefit both students and the community, collaborates with colleagues, and engages families to strengthen school-community connections. For her, leadership means more than classroom management; it’s about creating spaces where students, families, and educators work together for the benefit of the community.

She also believes that advocacy is key. Programs like TARTANS amplify rural voices and demonstrate the importance of flexible policies tailored to the needs of individual schools. “From what I’ve observed, programs like TARTANS are designed to ensure rural school voices are truly heard and supported.” Kailyn says. “Programs should be flexible and designed to meet the unique needs of each school and community.”

Kailyn Hoesman’s journey illustrates how Monmouth College’s TARTANS program equips rural educators to thrive. By blending mentorship, hands-on experience, and Place-Based Learning, the program cultivates educators who can lead, innovate, and strengthen their communities while inspiring students to connect learning to the world around them.

Through her work, Kailyn shows that rural education is not only about teaching academics – it’s about building community, fostering curiosity, and helping students see the possibilities in their own lives. Her dedication demonstrates the transformative impact that thoughtful, place-informed education can have on both students and the communities they inhabit.

Thank you to Kailyn Hoesman for sharing her rural teacher story with Rural Schools Collaborative. Kailyn was nominated to share her story by RSC’s Illinois Hub Leads at Monmouth College. Learn more about RSC's Illinois Hub, here.

Want 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.