Op-ed: Dr. Tammy La Prad Reflects on What Unites Rural Teacher Corps

Rural Teacher Corps, or the intentional efforts to recruit, prepare, and retain rural educators, are essential to rural communities. RSC’s Rural Teacher Corps Network supports 20+ unique rural teacher programs to build rural-ready educators for strong schools, including two programs highlighted here.

Dr. Tammy La Prad, RSC Board Member and Illinois Hub Lead at Monmouth College, joined RSC for a visit to Little Rock, AR in February of 2025. The team met with Brandon Lucius and Candace Williams, who lead RSC’s Arkansas Hubs. In this Op-ed, Tammy shares her reflections on the trip and the importance of connections within education.

While the national teacher shortage is not a new problem, the need for teachers specifically prepared to teach in rural schools is rising. Forming authentically rural partnerships is a common thread among the Rural Teacher Corps programs being established nationally. Through my association with Rural Schools Collaborative (RSC) and my work with Monmouth College’s TARTANS teacher corps, I have met many of the folks, like myself, who are at the center of this work.

On a recent trip to Little Rock, AR, I met with Brandon Lucius, Executive Director of the Arkansas Teacher Corps (ATC), and Candace Williams, Executive Director of the Rural Community Alliance (RCA). Our meeting was a welcome opportunity to affirm commonalities and share perspectives and experiences regarding what makes a Rural Teacher Corps authentically rural.

“Rural people trying to save their schools.”

I listened as Candace explained how the Rural Community Alliance emerged in 2003 with a mission to empower rural communities, improve quality of life, create economic opportunities, and provide an excellent education to their children. The collective power of grassroots organizations like RCA are the heart of rural advocacy and keeping rural communities visible, which is why RCA is one of the oldest partners of Rural Schools Collaborative. Finding common ground is critical for connecting distinct organizations, be it two Rural Teacher Corps in different parts of the country, or two Arkansas-based education support organizations like ATC and RCA that seek to meet aligned but distinct needs.

In talking about the power of partnerships, we began conversations about what it means to be a Rural Teacher Corps. Beyond literally teaching in a rural school, there are a few other commonalities that these programs share. Brandon suggested that authentic Rural Teacher Corps programs possess an asset-based lens, emphasizing that rural people know what they need– so listen to them!– and bring that same opportunity-focused mindset about rural places in general. Although the ATC is in many ways different from the Rural Teacher Corps that I co-coordinate (TARTANS at Monmouth College in rural Illinois), I couldn’t help but note the striking similarities in mission. [To read more about programmatic components of the Arkansas Teacher Corps, read our 2024 spotlight story here.]

Rural Teacher Corps are as diverse as the communities they serve, and are similar to each other in spirit and necessity.

In action, connection is something bigger as it defines, differentiates, and celebrates that we have something in common on which to build. What makes a Rural Teacher Corps program unique are the stories of possibility that are shared. These narratives elevate the teaching profession and highlight individual teachers (to check out some of these stories, visit RSC’s Rural Teacher Corps page here).

Rural schools need teachers; there is no question. But I was reminded from Brandon not to underestimate the power of what he refers to as “transformational teaching.” He notes the potential for teachers to be excellent in their practice, and additionally to advocate for themselves and their fellow teachers, students, and community. This includes learning how to leverage resources and build networks while also navigating conflict and flexing with shifts in policies that impact teacher education and funding.

Rural spaces are rich in history, possess significant resources both human and economic that are often overlooked. Teachers are in key positions to work with their communities within education to bring forward what makes their community special and harness the assets that support the education of their students. This in turn drives community vitality and innovation. What those look like are again both similar and vastly different from Arkansas to Illinois.

During our conversations, we acknowledged that as leaders of a Rural Teacher Corps, we too need connection and opportunities to share our own stories of possibility, as well as a platform to celebrate the growth of our programs. RSC is currently planning their annual Hub Summit that brings rural education leaders and community partners together to do just that: build connections and foster collaboration among the programs that may differ greatly programmatically, but seek many of the same outcomes. That these partner programs (viewable here) are so distinct is an asset and testament to the unique contexts of rural communities.

To Be Of Use.

One of my favorite poems is To Be of Use by Marge Piercy. I encourage you to check it out– the poem succinctly describes the author’s love for those who immerse themselves in their life’s work, who exist “submerged in a task" and “move in a common rhythm.” This poem has always reminded me of the work of teachers, and my own reason for being in the educational sphere.

In reflecting on my time with Brandon, Candace and Taylor McCabe-Juhnke (RSC Executive Director), I again thought about this poem. About the kind of people that Rural Teacher Corps attract. People who work side by side to do the work that needs to be done. The people that are not afraid of getting their hands dirty in the work and don’t require or expect acknowledgement or recognition. Rural schools need teachers. Rural communities need rural teachers. Rural students need stories of possibility.

In turn, rural teachers need acknowledgement and recognition, for they most-importantly do the work that needs to be done, as Piercy states, “again and again.” With the support of Rural Teacher Corps, the story of possibility sharpens into focus: teacher resilience and retention contribute to positive community development, adding to quality of life and place.

About the author: Dr. Tammy La Prad is chair of Educational Studies at Monmouth College and serves as one of RSC’s Illinois Regional Hub leads, in addition to her role on the RSC Board of Directors. Over the course of the 2025 spring semester, Tammy is joining RSC as a Rural Teacher Corps Fellow, assisting staff with planning and deepening our Rural Teacher Corps Network. RSC would like to thank Brandon Lucius and Candace Williams for their hospitality in hosting RSC on the recent visit to Little Rock, AR.