Teacher shortages and the lack of diversity in education are interconnected challenges that demand collective solutions. In “Diversification of the Educator Workforce: Toward Communities of Practice and Integrated Networks of Care,” Miami University faculty Ganiva Reyes, Belinda L. Flick, and Tammy Schwartz, along with colleagues from regional universities, show how collaboration, not competition, can transform teacher recruitment and retention. Their cross-institutional partnership in Southwest Ohio supports Black, Indigenous, and People of Color (BIPOC) teacher candidates through mentorship, shared resources, and what they call “integrated networks of care”—systems where educators care for one another while working toward equity.

The study uses communities of practice (groups of people who share learning around a common goal) and integrated networks of care to reveal how educators sustain one another amid systemic inequities. This collaborative model reframes how to solve the teacher shortage: by creating supportive, culturally responsive spaces that nurture belonging and professional growth. As the authors show, when universities and school districts unite around shared purpose, they can build a more just and representative educator workforce, one that reflects and uplifts all students.

Faculty authors: Ganiva Reyes, and Tammy Schwartz, Miami University; Romena Holbert and Christa Agiro, Wright State University; Connie Bowman, Novea McIntosh and Rochonda Nenonene, University of Dayton; Trey Clements, Sinclair Community College; Sandra Sumerfield, Central State University

Student authors: Belinda L. Flick, Miami University
SEO keywords: teacher shortage, communities of practice, black male educators, educator diversity, integrated networks of care, why educators are important
Publication details: Multicultural Learning and Teaching (2025), “Diversification of the Educator Workforce: Toward Communities of Practice and Integrated Networks of Care.” https://doi.org/10.1515/mlt-2023-0017