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Rural teachers face unique challenges, including limited resources, professional development, and support, leading many to quit the profession, especially new teachers. As the problem of rural teacher retention swells, teacher educators may find the social media tool Twitter useful in preparing novice teachers for teaching in rural communities. This article examines current practices in preparing rural preservice teachers, as well as strengths and challenges of rural schools. Previous research into using Twitter to support preservice teachers’ access to resources, professional development opportunities, and emotional needs in the teacher education program and beyond are highlighted. Guidelines for using Twitter with rural preservice teachers are also provided, including rural education hashtags, professional Twitter users, and the only known Twitter chat for rural education supporters.

The purpose of this article is to examine a ‘grow your own’ model of leadership preparation and placement of educational administrators in the state of Tennessee. The growing need for school and district administrators in the rural counties of Tennessee mirrors a nationwide issue, and state policymakers and practitioners must respond appropriately to sustain adequate K-12 educational leadership that is representative of state demographics. Recommendations for policy and practice are provided for state and local education agencies as well as principal preparation programs in higher education.

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This chapter examines the potential for positive impact from partnerships between rural school districts and universities, currently underexplored and overlooked. The challenges facing rural schools offer opportunities for school districts and university partners to develop, organize, and implement strategies for productive collaboration. Examining the rural, educational landscape through the lens of children in poverty, this chapter offers a view of urgency for educational reform. This chapter examines the challenges of high-poverty, rural schools; the rationale for building university-school partnerships with rural schools; insight into building trust with rural school leaders and teachers; and suggestions for developing practical programs which benefit children in rural poverty. Practical suggestions for improving the quality of the educational experiences of children in poverty are included in this chapter.