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For Areia Bustillos and Michelle White, the path to becoming teachers wasn’t immediate. It developed through time spent in classrooms, steady encouragement from colleagues, and a district willing to invest in potential it already had. Through the Kansas Registered Teacher Apprenticeship Program (RTAP), Syracuse USD 494 created a sustainable way to turn potential into preparation.

Bustillos has lived in Syracuse her entire life and spent four years in the district as a paraeducator before entering the RTAP. During that time, she supported students across classrooms, filled in where needed, and gradually gained confidence in the classroom. What stood out to those around her wasn’t just her reliability, but her growing comfort stepping into teaching moments. 

When district leadership learned about the RTAP, Bustillos was already doing much of the work the program is designed to support. What the RTAP provided was a realistic pathway forward, one that allowed her to continue working while earning her degree at Fort Hays State University. 

Now placed in classrooms, Bustillos regularly volunteers to teach lessons, takes on instructional responsibility, and reflects on each experience she learns with increasing confidence. 

“I’ve surprised myself,” Bustillos shared. “There are moments where I just step up and do it, even when I’m not completely comfortable yet.” 

The growth has been clear to mentor teacher Mary Larkin, who has worked closely with Bustillos throughout her time on the program. Larkin describes her as adaptable, attentive, and increasingly confident, someone who reads the classroom and responds without needing constant direction. 

Michelle White’s journey looks different, but the opportunity the RTAP provided has been just as impactful. A Syracuse graduate herself, White spent years raising a family, running a local business, and eventually returning to the school system as a paraeducator. Her time working with students sparked a renewed interest in teaching, but returning to college through a traditional route felt overwhelming. 

The RTAP changed that. With support from the district and the program, White was able to pursue her degree at Fort Hays State University while actively rooted in her community and working directly in classrooms each day. 

“This program didn’t just help me go back to school,” White said. “It showed me I didn’t have to do it alone. I knew I had support at school and through RTAP.” 

White now works primarily in kindergarten, where her calm presence and patience bring consistency to a fast-paced environment. Larkin also mentors White and describes her as steady and relationship driven, with a strong ability to support students socially and academically. The hands-on nature of the RTAP allows her to apply college course work immediately, reinforcing learning through daily practice.

For Syracuse USD 494, RTAP has become a strategic response to ongoing workforce challenges. With universities located hours away and rural population that has steadily declined, attracting outside candidates can be difficult. RTAP allows the district to grow educators internally, people who are invested in the community. 

“These apprentices already know our students, our families, and our expectations,” Liz Plunkett, principal of Syracuse Elementary School, shared. “RTAP allows us to develop teachers who are ready for our classrooms and committed to staying here.”

Beyond staffing, district leadership sees RTAP as a long-term investment in stability. Apprentices are gaining experience before becoming teachers of record, which reduces turnover and strengthens continuity for students. 

“We don’t just need to fill positions,” Plunkett added. “We need teachers who understand our community and are here for the long haul. Growing your own through RTAP gives us that.”

The impact is already visible. Apprentices support instruction, lead small groups, step in as substitutes when needed, and gain confidence managing classrooms, all before completing their degrees. Students benefit from familiar and trusted adults, while teachers gain additional support during the day. 

When asked what advice they would give to anyone considering RTAP, both apprentices emphasized preparation and balance. The work is demanding, but the structure of the program makes it manageable. 

“It seems like a lot at first,” Bustillos said, “but the students who need you the most are the reason you should keep going.”

White was emphatic. “Do it,” she said. “Absolutely do it.”

Through RTAP, Syracuse USD 494 is building a system that recognizes potential, removes barriers, and prepares future educators in real classrooms, alongside experienced mentors. By investing in people who already know the district, USD 494 is strengthening its schools one apprentice at a time.

About Syracuse, Kansas

Syracuse USD 494 serves a rural, agriculture based community in southwest Kansas, with local dairies and farming as primary industries. The district enrolls approximately 270 students at the elementary level, with overall enrollment declining in recent years, a trend common across rural communities. Roughly 75 percent of USD 494 students come from Hispanic or Latino backgrounds, and many families have deep, multigenerational ties to the community. 

Contact Joel Gillaspie, or Aysha Satterlee, with questions about the Kansas RTAP. Visit the RTAP webpage for more information.