by Cathy Doetkott, Cohort 12
This year, I facilitated a monthly Community of Practice (CoP) gathering with nine Early Childhood ASPIRE to Teach alumni that was designed to foster reflection, professional growth, and connection. Over the course of the year, the group became a trusted community where educators could speak honestly about the realities of their work, support one another through challenges, and strengthen their capacity to lead and advocate for children and families.
Throughout the year, participants described a profession under increasing strain. Many expressed that they felt unheard by leadership, excluded from decisions that affect their classrooms, and constrained by systems that prioritize compliance over professional judgment. Teachers spoke about scripted curricula, excessive testing, micromanagement, and a growing sense that their expertise was not being trusted. They also wrestled with the risks of advocacy, wondering how to speak up for children and families without facing professional consequences. At the same time, many experienced isolation, difficult workplace relationships, and concern about mounting pressures on both children and educators.
Underlying these conversations was a larger question: How do we stay in this work while maintaining our values, our joy, and our sense of purpose?
In response to these challenges, the CoP became a powerful source of support. Participants repeatedly described the relief of being in a space where they felt understood and where they could collaboratively reflect on the challenges they were experiencing. Through shared reflection and dialogue, frustrations were validated, challenges were examined from new perspectives, and members worked together to identify meaningful responses.
And, as all members of the BECLN community would recognize, as their trust in one another grew, so did their confidence. Educators reported becoming more willing to speak up in leadership settings, advocate for students, and take risks in their practice. They were reminded to see themselves not only as educators, but as professionals, advocates, and leaders capable of influencing systems and creating change from wherever they are.
The group also served as a space for practical collaboration. Participants exchanged strategies related to classroom management, play-based learning, family communication, student independence, and navigating complex relationships with colleagues and administrators. Rather than searching for quick fixes, they engaged in thoughtful problem-solving grounded in shared commitments to equity, student voice, and agency.
Equally important, the CoP helped educators reconnect with joy. At each gathering, participants shared moments in which they had recently “delighted in a child,” intentionally pausing to notice the curiosity, wonder, and humanity that originally drew them to early childhood education. These reflections served as an important reminder that joy is not separate from sustainability, it is essential to it.
Perhaps the most significant outcome was the deep sense of trust that developed among participants. By the end of the year, conversations extended beyond instructional practice to include experiences with self-doubt, imposter syndrome, racism, sexism, career uncertainty, and professional isolation. Members listened without judgment, encouraged one another, and created a community where educators felt seen, valued, and supported.
Finally, and importantly to BECLN members, their reflections also offer important lessons for educational leaders. Participants consistently expressed a desire for leaders who demonstrate integrity, transparency, accountability, and trust—leaders who understand classroom realities, value teacher expertise, and partner with educators rather than simply manage them.
Communities of Practice can be a powerful source of support during turbulent and challenging times, like those many educators are experiencing today. They have to potential to strengthen participants’ confidence, deepen their sense of agency, and build their capacity to lead with integrity, equity, and purpose, even amid uncertainty.
While the broader challenges facing education remain, the educators in this community of practice left feeling more grounded, more empowered, and more connected to both their values and one another. The leadership, advocacy, and hope they have cultivated together will undoubtedly ripple outward, influencing people well beyond their classrooms.