Chapter 15: A Unified Scene: The Evolution of EPP and LEA Partnerships

In response to increased rates of teacher attrition, teacher preparation programs designed for alternatively certified, job-embedded educators have made it more possible for schools to staff high-need positions such as special education, math, science, and career and technical education. As educators at the PK–12 and university levels have worked to address this urgent need for certified classroom teachers, the traditional dividing line between university Educator Preparation Program (EPP) and Local Education Agency (LEA) has been increasingly blurred via boundary-spanning activities. PK–12 educators and school leaders play a more active role in EPP recruitment, determination of course objectives and delivery, and programmatic decision-making. In turn, educator preparation faculty play a more active role in LEA professional development training and instructional coaching, while also coming alongside school-based teacher leaders to mentor and support alternatively licensed teacher candidates who already have their own classrooms of students. Further, as more alternatively licensed teacher candidates have entered teacher licensure programs, traditional university practices regarding admissions, class schedules, clinical practices, and course assignments have been evaluated with greater consideration of the necessity for a more unified partnership between university and school district leaders. Thus, teacher training, recruitment, and retention efforts have incorporated collaborative and meaningful boundary-spanning methods to support alternatively certified teacher candidates through more effective, symbiotic school–university partnerships.