Leadership advocacy towards teacher and student success: Addressing inequities and opportunities in a rural district Wowek Kearney a , Elizabeth Murakami b , Kriesti Bunch c , Ciro Viamontes b and Alisa Campbell d a Department of Educator and Leadership Preparation, Texas A&M University-San Antonio, San Antonio, TX, USA; b Department of Teacher Education and Administration, University of North Texas, Denton, TX, USA; c Somerset Independent School District, Somerset, TX, USA; d Southwest Independent School District, San Antonio, TX, USA ABSTRACT The purpose of this research is to examine the effects of a districtwide teacher development initiative in a rural high-need area in Texas in the United States. This article examines the effects of the Teacher and Student Advancement Program (TAP), a system for teacher and student evaluation, designed to improve school culture and climate and positively impact student learning. When comparing the district’s reform strategies in generating equal opportunities for students, the article considers how this district is addressing inequities and creating opportunities in this rural area by demonstrating leadership advocacy towards teacher and student success. The article adds to the existing literature by exploring the challenges and success related to implementing the TAP model in a rural school district, aiming for information gleaned from this study to be of relevance to global audiences working in similar settings. KEYWORDS Peer evaluation; rural schools; social justice; teacher compensation; teacher performance Introduction In 2016, Texas Commissioner Mike Morath created a Rural Schools Task Force, composed of selected superintendents and officials from each of the regional areas in the twenty Edu- cational Service Centers in the state with the goal of elevating support for Texas rural and small schools (TEA, 2017a). To meet the needs of school districts in these areas, the task force established priorities related to the importance of preparing and supporting teachers in the areas of teacher recruitment and teacher retention. In relation to teacher recruit- ment, the report indicates the importance of developing “grow your own” programmes, promoting a rewarding and impactful teaching profession, encouraging awareness and opportunities for teaching in rural areas, and providing opportunities for flexibility in teaching opportunities. In relation to teacher retention, they suggest that rural and small schools, “Encourage the implementation of career pathways for teachers including leadership opportunities, differentiated compensation, and other opportunities for growth without leaving the classroom” (TEA, 2017a, p. 5). Education reformers indicate quality teachers are individuals who are best positioned to improve the experiences of students and their academic achievement (Haskins & Loeb, © 2018 Informa UK Limited, trading as Taylor & Francis Group CONTACT Wowek Kearney wowek.kearney@tamusa.edu RURAL SOCIETY 2018, VOL. 27, NO. 2, 143–156 https://doi.org/10.1080/10371656.2018.1477512