IMPACT Arkansas Program Welcomes New Cohort of Aspiring Leaders for High-Needs Schools

The IMPACT Arkansas Principal Fellows Program selects a cohort of educators from across the state every year to earn their master's degree in educational leadership from the College of Education and Health Professions.

The intensive 18-month journey centers on leadership skills, collaboration among educators and student success. The mission is to develop effective leaders for Arkansas' highest-needs schools.

The program's 11th cohort gathered in Little Rock this summer for the annual IMPACT Symposium, the official launch of their fellowship experience. The new fellows participated in professional development, explored the program's expectations and reflected on the challenges and opportunities facing today's schools. They also connected with peers who share the commitment of improving outcomes for Arkansas students and communities.

Since 2014, IMPACT has been a pipeline for school leaders in rural or geographically isolated parts of the state, providing the education and training needed for talented educators who aspire to be principals, assistant principals, instructional coaches or to fill other leadership roles. The program, which receives grant funding from the Walton Family and Windgate foundations, equips fellows with the skills they'll need to flourish where they are, benefiting their districts and communities. This fall alone, 35 IMPACT graduates were promoted to new leadership roles in schools across Arkansas.

"Coming from a small rural district, I know how important it is for students and teachers to have strong educational leaders who understand our community's unique strengths and challenges," said Abby McMillan, who is in her 12th year as a certified teacher.

McMillan is among the 31 new IMPACT fellows. She currently teaches fifth and sixth grade math at Oscar Hamilton Elementary in the Foreman School District.

McMillan said she's always wanted to grow beyond her classroom and eventually pursue a career in school leadership. While looking for leadership opportunities available to teachers in Arkansas, she found the IMPACT program.

"I was searching for a way to develop my leadership skills while continuing to make a difference for students and teachers in my community," she said. "One of the things that really drew me to IMPACT was the emphasis on hands-on learning. In a small rural district, there are fewer opportunities to gain administrative experience before stepping into an official leadership role. IMPACT provides authentic experiences, mentorship and opportunities to learn alongside experienced school leaders, which made it the perfect fit for where I am in my career."

Another new fellow, Taylor Swygert, first heard about IMPACT while enrolled in the Arkansas Teacher Corps (ATC), another initiative in the College of Education and Health Professions that provides a non-traditional pathway to full licensure for non-certified school staff and aspiring teachers in rural communities. Kevin Beaumont, director of outreach for IMPACT, spoke about the program at an ATC professional development session.

"While I was initially interested, I didn't plan on applying this year and simply saved a flyer for later," Swygert said. "However, about a month later, Mr. Beaumont emailed me to share that I had been recommended for the program. I took that as a sign, stepped out on faith and applied."

Swygert graduated from the three-year ATC program in May. She recently landed a new role as the parent facilitator for the 2026-27 school year in the Osceola School District, where she teaches fourth grade English Language Arts at Carroll Smith Elementary. She was also voted Teacher of the Year for her district.

She wants to keep growing and learning new leadership skills through IMPACT. "I feel blessed to be a part of these programs and would recommend them to any educators or aspiring educators in Arkansas," she said.

Swygert said the June IMPACT symposium inspired her to strengthen self-efficacy and reflection skills in her classroom when school kicks off in the fall.

"I believe these practices will be beneficial in keeping my students grounded and motivated," she added.

As part of the fellows' training this summer, they learned directly from the cohort before them. Cohort 10 presented findings from their year-long action research projects that showcased how data-driven decision making and intentional leadership brought about meaningful improvements in their schools.

McMillan said one of her biggest takeaways from the summer symposium revolved around being more intentional with relationships. She said the professional development reinforced that a positive school culture is built through day-to-day interactions with students and colleagues.

"It also challenged me to embrace teacher leadership in a new way," she said. "I was reminded that you don't need a leadership title to make a meaningful impact on your school. I plan to seek opportunities to encourage and support the teachers around me. I believe strong schools are built by educators who lead wherever they are."

The symposium also highlighted one of IMPACT's greatest strengths: a growing professional learning network of educators committed to supporting one another. McMillan said that network was evident at the symposium, and she's excited to become part of it.

"Although we all come from different schools, districts and backgrounds, there is a genuine culture of collaboration within the entire program, not just cohort 11," she said. "Everyone is willing to share ideas, encourage one another and celebrate each other's successes because we all have the same goal — to make a positive difference for students across Arkansas. It's encouraging to be part of a group that believes we are stronger when we learn from one another, and I know these relationships will continue long after my time in the program is over."