Rural Teacher Corps Spotlight: Proud Rural Teacher Initiative at University of Wisconsin-Platteville Supports All Students as Future Rural Teachers

At University of Wisconsin-Platteville School of Education, every student experiences a rurally-focused place-based curriculum. Supported in part by a Catalyst Grant from Rural Schools Collaborative (RSC), the Proud Rural Teacher Initiative aspires to create excellent, rural-ready leaders who go out into the field of education to become rural teachers and community leaders. The program is led by Dr. Tim Buttles, director of the School of Education and RSC’s Driftless Region Hub contact.

With a strong emphasis on place-based practices, professional flexibility, equity and inclusivity, and social justice, graduates of this program develop a critical understanding of the realities of living and teaching in rural communities. The curriculum fosters asset-based perspectives and challenges negative stereotypes of small towns.

The Proud Rural Teacher Initiative joins sixteen others in the Rural Educator Ecosystem: Community of Learners, a collaborative initiative that strengthens rural teacher pipelines through local partnerships and place-based strategies. Supported by generous grants from the ECMC Foundation and Margaret A. Cargill Philanthropies, the Community of Learners connects rural education leaders, teacher preparation programs, and philanthropic partners in a shared effort to uplift rural schools.

Dr. Austin Rickels, Assistant Professor at UW-Platteville shared that “Our rural-focused teacher education program intentionally helps build small town teachers, coaches, and leaders who will positively impact their school districts and rural communities at-large.” Key to the approach is strong partnerships.

UW-Platteville works with rural schools in southwest Wisconsin to provide placements starting in the Introduction to Education course and lasting through student teaching. Beyond their placements, students engage with the larger school communities. Students from all education majors enrolled in the Instructional Design and Assessment course plan activities for an evening family STEM or STEAM night at a local school.

However, these partnerships aren’t limited to rural school districts – they extend beyond the classroom and into the community as part of a deep celebration of place. For example, students from elementary and secondary majors enrolled in the Community Based Learning course visit the Rollo Jamison and Mining Museum in Platteville for a collections or underground mine exhibit tour and then create lesson plans and education materials for the museum’s K-12 programs.

In addition, students from all education majors enrolled in the Human Growth and Development course work with the Platteville Public Library to prepare and teach an activity for the library’s afterschool program. These educational programs have consistently brought in 30-40 kids from the local area. Furthermore, students in the elementary science methods course spend a day at Bethel Horizons Camp and Retreat center near Dodgeville, WI, to experience environmental education activities and complete Project WILD training.

One special program that students in the Proud Rural Teacher Initiative have is an opportunity to participate in a partnership with the schools and community of Bayfield, Wisconsin – six hours north of Platteville on the shore of Lake Superior. For elementary education students completing their final pre-student teaching practicum, the experience combines classroom experiences in Bayfield Schools with learning about Indigenous land sovereignty, history, and culture through interacting with members of the Red Cliff Band of the Lake Superior Chippewa. The experience highlights how the School District of Bayfield partners with the Bayfield community to implement Wisconsin ACT 31, a requirement to teach the history, culture, and tribal sovereignty of American Indian Nations of Wisconsin.

“Bayfield is an important piece of what we do here in the School of Education. It provides students with an immersive experience in a different rural context. Our students have the opportunity to talk with teachers both inside and outside of school about the pedagogy, implementation of Act 31, the significance of building a community within and around the school. The teachers at Bayfield do such a wonderful job, and they continue to provide excellent mentorships for our students. Our students in turn are afforded a space to engage authentically with students over the course of the full day and feel the rhythms of the school.” said Dr. Doug Adams, Assistant Professor.

All students part of the Rural Teacher Initiative at UW-Platteville come together for a rural education conference to explore rural education issues on the Platteville campus. This provides an opportunity for students to experience a professional development conference without the barriers of travel to a conference. The 2025 conference featured a keynote address from a husband and wife team of rural teachers, both UW-Platteville Alumni, a student poster session, and a rural job fair.

UW-Platteville’s comprehensive strategy for rural education works. They report that 99% of students in the school of education are placed and 80% of graduates go on to teach in rural communities. UW-Platteville was recognized as a top-tier undergraduate degree in education, due, in part, to the work of the Proud Rural Teacher Initiative. These outcomes show how strategic, place-based preparation can effectively address rural teacher shortages and stabilize the local educator pipeline.

This spotlight series highlights Rural Teacher Corps. Rural Teacher Corps are intentional efforts to recruit, prepare, and retain rural teacher-leaders. These 20+ programs work together to tackle the rural teacher shortage. Learn more about the Proud Rural Teacher Initiative and the Rural Teacher Corps Learning Network here.