TEACh Cincinnati Program

�þ��Ƶ’s TEACh ( T ransformative E ducators A dvocating Ch ange) Cincinnati seeks to create a self-sustaining educational ecosystem designed to cultivate a robust teaching workforce to effectively serve communities in Cincinnati Public Schools. This initiative introduces young people to careers in education. By offering opportunities and support throughout both high school and college, TEACh Cincinnati has the deep potential to transform the educational landscape through a path for �þ��Ƶs to become licensed teachers who are both expert pedagogues and community insiders.

Quick Links

As part of a workforce development effort, �þ��Ƶ's College of Education, Health, and Society collaborates with partners across PK-12 schools, higher education, and the community to address the teacher shortage. Focusing on Cincinnati neighborhoods and engaging those who have the most at stake – community insiders who live in and have attended Cincinnati Public Schools – TEACh Cincinnati seeks to cultivate a cadre of new teachers who not only know the Cincinnati community but are able to serve as anchors to those communities.

The initiative is financially supported by the Ohio Department of Higher Education, the HCS Foundation, the Greater Cincinnati Foundation, Accelerate Great Schools, the Martha Holden Jennings Foundation, the Haile Foundation, and the U.S. Department of Education.

The Challenges

Great communities require great schools, and great schools demand great teachers. However, the teaching profession is facing critical shortages due to a combination of declining enrollment in educator preparation programs, low retention rates for early-career teachers, and a surge in teacher resignations. According to the Bureau of Labor Statistics, there are 567,000 fewer teachers today than before the pandemic. Closer to home, Cincinnati Public Schools (CPS) started the 2023-2024 school year down nearly 300 teachers.

Cincinnati, like the rest of the nation, faces significant challenges in recruiting, maintaining, and retaining a vibrant teaching workforce that reflects the �þ��Ƶs in classrooms. These challenges unfold along three key fronts:

Insufficient New Teachers Entering the Pipeline
There aren’t enough new teachers entering the profession to keep up with high attrition rates. Between 2010 and 2018, Ohio saw a 50% decline in teacher education enrollments, making it one of nine states with a net loss of more than 10,000 prospective teachers. This trend worsened during the pandemic. More must be done to identify emerging teachers before college, invest in their pre-college preparation, and support their entry into and success within teacher preparation programs.
Struggles to Retain Early-Career Teachers
School districts are also struggling to retain early-career teachers. Research indicates that approximately 44% of teachers leave the profession within their first five years, with the highest turnover rates in urban and high-need schools. Furthermore, a recent National Education Association (NEA) survey revealed that 55% of current teachers plan to leave the profession earlier than they initially intended. Early-career teachers need continuous support, particularly in managing their well-being and navigating school structures, especially in urban environments.
Lack of Representation in the Teaching Workforce
The nation’s teaching workforce is not keeping pace with national and classroom demographics. Research shows that having broad representation among teachers benefits all �þ��Ƶs by helping them understand and engage with differing perspectives and lived experiences. Lessening the disparity between the demographics of �þ��Ƶs and their teachers will help increase �þ��Ƶ achievement.

Addressing the challenge of developing a sustainable, representative teaching workforce requires innovative approaches. This includes identifying, attracting, and supporting prospective teachers earlier in their schooling, helping them graduate, and mentoring them as early-career teachers. This effort is critical not only to the success of their �þ��Ƶs but also to the development of a strong workforce for neighborhoods across Cincinnati.

The Opportunity

Founded as MU TEACh, the TEACh Cincinnati program began at Aiken High School with a simple premise: teachers are more likely to serve in districts similar to the ones they grew up in, and they are better equipped to understand the challenges faced by �þ��Ƶs in those districts. This recruit-retain-retire model aims to prepare diverse, effective, and long-term educators who are rooted in their communities through the following stages:

Recruitment starts as early as middle school and continues through high school, with teaching-based affinity groups and mentoring from Miami teacher preparation faculty and staff to expose �þ��Ƶs to the possibilities of careers in education.
High school juniors and seniors engage in college prep, take college courses through the College Credit Plus (CCP), and participate in campus visits.
Students gain admission to Miami’s teacher education programs, supported by financial, academic, and social resources to enhance both access and retention.
Students may participate in Miami’s award-winning Urban Cohort program, specifically preparing them for the challenges and opportunities of urban teaching environments and community engagement.
Students complete their �þ��Ƶ teaching in Cincinnati Public Schools.
Graduates receive preferred hiring status within Cincinnati Public Schools.
Early-career teachers receive ongoing mentoring and support through Miami’s Early Career Teacher Community of Practice and have an opportunity to enroll in a Miami graduate program, helping them not only persist but thrive.
Early-career teachers grow into established, high-impact educators, persisting until retirement and creating lasting legacies as leaders, mentors, and community anchors.

In Fall 2022, four �þ��Ƶs from Aiken High School were among seven total Cincinnati Public Schools (CPS) �þ��Ƶs entering �þ��Ƶ’s teacher education programs, marking a key milestone for a groundbreaking initiative that began in 2018. Since then, two additional cohorts of �þ��Ƶs have followed, bringing the total number of �þ��Ƶs at Miami in Fall 2024 to 23. We are excited that another 12 �þ��Ƶs will be entering Miami in Fall 2025, bringing the total group across four cohorts to 35. These �þ��Ƶs represent schools across Cincinnati, including Aiken, Oyler, School of Creative and Performing Arts, Spencer, Taft, Walnut Hills, and Withrow, with additional �þ��Ƶs coming from Cincinnati Job Corps, Mt. Healthy, and in the future, Shroder. To date, the TEACh Cincinnati program has been able to support �þ��Ƶs through scholarships and grants that meet their demonstrated financial need as indicated on the FAFSA.

In 2023, Miami also began partnering with Cincinnati State and to strengthen the already robust pipeline of high school �þ��Ƶs involved in the program. With over 350 �þ��Ƶs participating, many are learning about careers in education and recognizing the potential of pursuing post-secondary education with the possibility of becoming a teacher. The TEACh Cincinnati program can be visualized as a funnel, initially engaging as many �þ��Ƶs as possible and exposing them to the possibilities of careers in teaching. As the funnel narrows, �þ��Ƶs are provided with subsequent experiences and engagement opportunities in order to capture an incoming class that is both interested and can be supported by the current resource infrastructure (e.g., personnel and scholarships).

The success of this model led to an Ohio Department of Higher Education grant focused on helping to alleviate the teacher shortage. With additional funding from the Greater Cincinnati Foundation, HCS Foundation, Accelerate Great Schools, Martha Holden Jennings Foundation, the Haile Foundation, and the U.S. Department of Education, with further investments from both �þ��Ƶ and Cincinnati Public Schools, the program aims to expand across all interested Cincinnati high schools in the coming years. The goal is to create a continuous pipeline, graduating a significant number of new, homegrown teachers over the next decade.

The true promise of this initiative lies not only in Miami’s impact but in the scalability of the model itself. It can be expanded across Cincinnati schools and to the nine higher education institutions graduating educators within 50 miles of Cincinnati.

Where Do We Go from Here?

While the challenge is daunting, the imperative for action, economically and socially, is too important to ignore. A shortage of quality teachers limits the effectiveness of our communities’ schools, leaving a generational impact on educational attainment and, ultimately, life outcomes.

The weight of this challenge is beyond the capabilities of any one entity or sector. The ramifications are felt and, thus, the responsibilities shared across a community.

�þ��Ƶ and its College of Education, Health, and Society invite Cincinnati partners from across education, industry, government, and philanthropy to join in critical discussions surrounding educator recruitment and retention and share their knowledge and resources to ensure all Cincinnati �þ��Ƶs benefit from committed, well-prepared and inspiring teachers.

TEACh Cincinnati Annual Meeting Highlights

Each spring, the TEACh Cincinnati community gathers for a day of reflection, celebration, and collaboration. On May 29, 2025, �þ��Ƶs, educators, funders, and leaders from Cincinnati Public Schools and �þ��Ƶ came together at the Voice of America campus to share progress, explore big ideas, and shape the future of the TEACh pipeline. Here are video highlights from four key sessions:

Overview of the program’s progress, growth, and future goals.

Presenters

Sydnie Singleton and Prince Edward Johnson II, TEACh Cincinnati Coordinators
Teri’Ana Joyner, Student, Integrated Social Studies Education

Facilitators

Kevin Kushman, CEO, Electrada and Chair, TEACh Advisory Board
Krystal Tipton, Senior Director of Development for EHS, �þ��Ƶ

Panel

Paige Lindy, Chief of Staff, Accelerate Great Schools
Kirsten McDougal, Program Officer, Haile Foundation
Loren May, Retired Superintendent, Bensenville Schools, IL, and Chair, EHS Advisory Council

A Conversation with Dr. Alesia Smith, Deputy Superintendent, Cincinnati Public Schools

Facilitator

Tammy Schwartz, Director, Urban Cohort, �þ��Ƶ

TEACh Students share experiences and opportunities about the program

Facilitators

Aaron Turner, Teacher, Taft High School
Lakisha Zyyon, Teacher, Aiken High School
Jai’Nya Chinn, Student, Inclusive Special Education

Student Panel

Jametria Tutt
Teri'Ana Joyner
Shawn Bell, Jr.
Racky Barry
LeVaughn Gipson
Myles Harrison

Our Approach: Grow Your Own Teacher Pipeline

Recruit, Retain, Develop

Get Involved

Recruit - Starting as early as eighth grade
High School - Courses, college prep, and supports
College - Financial, academic, and social supports
Graduation - Prioritized employment in home district
Early Career - Master’s degree opportunities and mentoring supports

Support TEACh Cincinnati

Show your support with an investment in TEACh Cincinnati.

The overall TEACh Cincinnati Fund will support the needs of the pipeline that are not yet fully realized or already supported through other financial commitments. This would include transportation costs, summer housing expenses, experiential learning opportunities, participation and presentation of research, summer and winter course offerings, etc.

Logos for the Greater Cincinnati Foundation and TEACh Cincinnati.

Greater Cincinnati Foundation grant supports Miami effort to grow future educators

�þ��Ƶ’s TEACh Cincinnati program is working to address teacher shortages by guiding �þ��Ƶs from Cincinnati Public Schools toward careers in education. Backed by a $100,000 in...

Aiken High School graduates who are part of the TEACh program wearing their graduation regalia and their �þ��Ƶ/TEACh Cincinnati cords. From left to right: Jada Martin-Showes, Camerin Scott, Sky Whaley.

Three Aiken graduates celebrate next step in Miami’s TEACh Cincinnati program

Jada Martin Showes, Camerin Scott, and Sky Whaley, graduates of Aiken High School and incoming primary education majors at �þ��Ƶ, are taking the next step in their journeys as future edu...

Thirteen TEACh participants posing behind a table filled with food dishes and drinks in a community kitchen.

TEACh �þ��Ƶs lead finals prep and community-building event

TEACh �þ��Ƶs at �þ��Ƶ took the lead in organizing and hosting a weekend Lock-In event designed to help peers prepare for finals while fostering a sense of connection. Held at Western L...

Lakisha Zyyon, Prince Johnson, Camerin Scott, Syndnie Singleton, and Brian Schultz pose together for a picture

Aiken High School seniors commit to TEACh Cincinnati program at Miami

Three Aiken High School �þ��Ƶs—Camerin Scott, Jada Martin-Showes, and Sky Whaley—celebrated their commitment to join �þ��Ƶ’s TEACh Cincinnati program on C...

Confronting the Teacher Shortage Crisis (Reframe)

The teacher shortage has become a national crisis. COVID exacerbated the issue, but other factors like burnout, a lack of adequate preparation and support, increased school violence, and political divides are also at play.

Hear about a new initiative called TEACh Cincinnati, which aims to address the teacher shortage and develop a cadre of community-oriented educators.

Contact Information