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Communities of Practice for Early Career Teachers

Supporting, Sustaining, and Empowering New Educators

The Communities of Practice for Early Career Teachers (ECT) at Miami University’s College of Education, Health, and Society provides a supportive, year-long professional community for new educators across Southwest Ohio. Grounded in Excellent Teaching practices and guided by the principles of mentorship, collaboration, and teacher leadership, this initiative helps early-career teachers thrive, not just survive.

Why This Matters

No teacher preparation program can anticipate every challenge a new teacher will face. With nearly 44% of new teachers nationally leaving the profession within five years, the need for holistic, sustained support is urgent.

High attrition rates among early-career teachers do not just impact staffing. They affect student learning, school culture, and long-term community outcomes. The loss of even one passionate, well-prepared educator can have lasting consequences for the students and schools they leave behind.

That is why the Communities of Practice for ECT program exists: to create a network of new educators who feel supported, connected, and empowered to stay in the profession and make meaningful change in their classrooms and schools.

Program Structure

Each year, the program brings together a cohort of up to 20 early-career teachers, with priority given to Miami alumni teaching in Cincinnati Public Schools and surrounding districts.

Key Components

  • Opening Institute
    A summer convening to build community, revisit the foundations of Excellent Teaching, and explore potential passion projects.
  • Monthly Meetings and Mentoring
    Regular gatherings for shared learning, peer support, and one-on-one mentoring from Miami faculty and experienced ECT project leaders.
  • Passion Projects
    Each ECT designs and implements a classroom- or school-based project aligned with their teaching values and one or more of Ohio’s Excellent Teaching standards. These projects promote innovation, action research, and long-term leadership development.
  • End-of-Year Institute
    A final convening where participants present their passion projects, share insights, and reflect on their growth as educators.

Outcomes and Impact

Since its launch in 2020, the Communities of Practice for ECT initiative has shown measurable success in:

  • Increasing early career teachers’ self-efficacy and personal agency
  • Reducing isolation, burnout, and demoralization
  • Strengthening teacher retention in high-need schools
  • Supporting the development of relevant, inclusive, and engaging classroom practices

Estimated Annual Impact

  • 20 teachers supported
  • 1,100+ students reached
  • Countless ripple effects through improved teaching, mentorship, and leadership

What Teachers Say

"The passion project helped me reconnect with why I chose teaching in the first place."
— ECT Participant, 2021

"Having consistent mentoring and peer support made all the difference in my first year."
— ECT Participant, 2023

Who Makes This Possible

This initiative is generously supported by the Martha Holden Jennings Foundation and led by faculty in the Department of Teaching, Curriculum, and Educational Inquiry and the College of Education, Health, and Society at Miami University.

We are especially grateful to the many current and former faculty who have shaped this work over time, including Kenzie Andrews, Katherine Batchelor, Sheri Leafgren, Colton Morton, Lexie Persinger, Kelli Rushek, Ash Shaffner, Scott Sander, Brian Schultz, and Kim Wachenheim, as well as our dedicated colleagues in the Office of Advancement.

McGuffey Hall
For more information or to get involved, contact:

Kelli Rushek, Ph.D.

Assistant Professor, Teaching, Curriculum, and Educational Inquiry
210 E. Spring St.
Oxford, OH 45056