This study reports on efforts over several years to design and implement a yearlong intervention intended to support secondary mathematics teachers in their early years of teaching. The intervention is designed to retain early career mathematics teachers in the professions by engaging them in the development of meaningful professional relationships with a school-based mentors, and by creating an online community of practice for support with other professionals. The intervention itself consists of early career teachers and their mentors participating in monthly professional learning activities such as online meetings, videoconferencing panels with experts, and collaborative reading and discussing timely, purposeful, and relevant content. The intervention is designed to not over burden the participants and to be feasible for national implementation with little to no funding. This article presents the purpose, design, and implementations of the intervention, as well as a discussion of challenges faced and potential next steps and future directions for similar work.

Document Type


Publication Date

Fall 2021

Notes/Citation Information

Published in Journal of Mathematics Education at Teachers College, v. 12, issue 2.

© 2021 Jakopovic, Weiland, Campitelli, Males, Amick

This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits the user to copy, distribute, and transmit the work provided that the original authors and source are credited.

Digital Object Identifier (DOI)