I Am a Rural Teacher: Crystal Barnett-Sheaves – Marietta, OH

Crystal Barnett-Sheaves, a rural teacher in Marietta, Ohio, was nominated to share her story by Rural Schools Collaborative’s Ohio Hub partners. Crystal was an inaugural member of the Rural Teacher Fellowship, a partnership between Building Bridges to Careers and Ohio University Regional Higher Education. This Rural Teacher Corps cohort provides mentorship, professional development, and resources that empower teachers to connect students to their communities. The Rural Teacher Fellowship is a three-year program supporting teachers throughout southern and eastern Ohio, strengthening the connection between schools, businesses, and communities.

My career journey has come full circle: one that began in healthcare and ultimately led me back to the classroom, serving the same rural community that raised me and that I now call home with my own family in Marietta, Ohio.

From Healthcare to the Classroom

After earning an Associate’s Degree in Applied Science, I spent the next six years working as a Registered Respiratory Therapist at a local hospital. Today, I bring that scientific expertise to my role as a middle school science teacher in Marietta City Schools, helping students explore science not as an abstract subject, but as a vital life skill and a pathway to meaningful careers. I now have the privilege of educating the next generation in the same community that raised me.

I did not always see myself as a teacher. As a first-generation college graduate, I recall having limited guidance on career options. A single high school visit to a local community college opened the door to possibilities I hadn’t previously considered, but much of my discovery happened through trial-and-error.

Over time, and through the mentorship and guidance of Building Bridges to Careers (BB2C) - a local nonprofit that helped me see the connection between education, business, and community - I began to discover a vast landscape of regional careers and connections I never knew existed. As a rural educator, I am driven by the desire to give my students the exposure I lacked, which is why I have deeply rooted my classroom in Community and Career-Connected Learning (CCCL).

Leadership Through Connection

I embrace the strong sense of community that defines rural education and view teaching as a leadership role that extends well beyond the classroom. In a rural area, teachers are natural leaders, and that leadership is built on a foundation of trust and a shared commitment to our students’ futures. To me, being a leader means acting as a vital bridge between my classroom and the community’s network. I strive to organize field experiences, invite local experts into my classroom, and create learning opportunities that help students see exactly how their education connects to life right where they live.

One of these opportunities is STEAM Stories, which evolved as an evergreen extension of my original project, STEMpals. In that initial phase, I connected more than 80 STEM professionals with my students to write letters back and forth, sharing their personal journeys from middle school through their current careers. While those personal connections were invaluable, STEAM Stories was created to turn those narratives into a lasting resource.

This project, born from a partnership with the Ohio Rural Teacher Fellowship and BB2C, addresses a specific gap. While my students develop essential skills like creativity and critical thinking every day, many struggle to see how those skills translate into professional opportunities within their own community. STEAM Stories bridges this gap by connecting rural students with visible, relatable role models without the need for students to leave the classroom or for teachers to organize guest speakers.

By showcasing the candid journeys of local professionals—honestly sharing both their triumphs and their challenges—I want to prove to my students that setbacks are temporary and that they can be the next generation of STEAM pioneers without ever leaving home. For example:

• Dr. Allison Emmerson, a Marietta High School graduate, shares how she fell in love with the Romans in 7th grade; she never imagined that writing a middle school paper on the Romans would lead to her career as an archaeologist working in Pompeii.

• Jacqueline Thompson, a geologist in Columbus, Ohio, provides a candid perspective on resilience, sharing that experiencing homelessness taught her that true happiness is not defined by material possessions.

• Brennan Watt, a Biological Science Technician with the U.S. Fish & Wildlife Service, focuses on invasive carp in the Ohio River Basin. He is open about his academic struggles, admitting, "I wasn’t the best student in high school or college as I struggled with ADHD—and still do today. I would study to pass rather than study to learn, which was my biggest mistake."

To bring the STEAM Stories vision to life, I partnered with Emory Spitler, a senior Graphic Design student from Marietta College. Emory not only designed our engaging posters and digital layouts but is also featured as a "STEAM Story" herself, highlighting the vital intersection of art and technology. I am currently developing lesson plans to help fellow educators integrate these local narratives into their daily curriculum. I am proud to offer these digital stories, posters, and lessons as free resources for teachers, which can be accessed at https://www.bb2careers.org/steamstories. I truly believe in the power of storytelling to shift perceptions regarding the vast opportunities waiting for students right here in their own backyard.

Innovation in Our Backyard

As the "Pioneer City" and the first organized settlement in the Northwest Territory, Marietta’s rich history—from the Hopewell Earthworks to its industrial heritage—blends seamlessly with modern innovation and community pride. Whether it’s our vibrant downtown or riverboat traditions like the Sternwheel Festival, Marietta is a community that honors its history while actively building a vibrant future where our students can learn and grow.

In addition to STEAM Stories, I have launched Future Tiger Pathways this year, a pilot program designed to give my seventh-grade students an early, firsthand look at local career opportunities. Throughout the year, students take part in trips to see these careers in action. We’ve already explored advanced manufacturing through the Appalachian Ohio Manufacturers' Coalition (AOMC) M.A.D.E. Tour and visited the Marietta College Geology Department to discuss careers in Geology. Moving forward, my students will also investigate law and law enforcement careers at the Washington County Courthouse and explore healthcare careers in the biology lab at Washington State College of Ohio (WSCO).

Through my involvement in the Ohio STEM Learning Network’s (OSLN) teacher academy, I’ve been able to bring high-level, real-world innovation directly into my classroom. My students worked alongside professionals from the AOMC and STEAM Instructor Liz King from WSCO in the FlexFactor challenge to incorporate Hybrid Flexible Electronics into design solutions for real-world problems.

I was also able to bring Bambu 3D printers into my classroom through an OSLN grant, giving my students hands-on experience with modern manufacturing tools. Currently, we are preparing to design vertiports and fly drones to support emerging technologies like drone delivery and electric air taxis—a project that will be enhanced by the expertise of a drone pilot from the Washington County Sheriff’s Office. These challenges and experiences prove to my students that innovation can happen right here in their own backyard. As teachers, the more variety we can provide in exposing students to these community opportunities, the better. By offering a broad range of experiences now, we empower students to make more informed and confident decisions about their future career paths by the time they reach high school.

My Advice for Rural Educators

Like many rural educators, I am candid about the hurdles I face—from limited funding and professional isolation to common misconceptions about a lack of opportunity in rural areas. However, instead of viewing these as barriers, I choose to see them as opportunities to think creatively and build strategic partnerships. I’ve learned to turn our community into our greatest resource, and BB2C has become an invaluable ally in helping me make this vision a reality.

For those considering a career in rural education, I offer this advice: lean into the community. Your students’ families and neighbors can be your greatest allies. Build relationships, ask questions, and don’t be afraid to reach out for support. I also encourage new teachers to embrace CCCL and to see rural schools not as isolated spaces, but as integral parts of vibrant communities. When students see their own community as a place of opportunity and innovation, they develop a sense of purpose—and that’s incredibly powerful.

I hope to encourage other rural teachers to lead the way in turning rural classrooms into places where learning, leadership, and community come together—preparing students not just for the future, but for a future rooted right at home.

Thank you to Crystal Barnett-Sheaves for sharing her rural teacher story with Rural Schools Collaborative. Crystal was nominated to share her story by RSC’s Ohio Hub Leads at Ohio University and Building Bridges to Careers. Learn more about RSC's Ohio 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.