Date of Award

August 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

First Advisor

Julie Robinson

Abstract

Teacher shortages have become a persistent challenge across the United States, particularly following the COVID-19 pandemic. Although alternative certification pathways have helped fill vacancies, many have also resulted in underprepared teachers entering the profession. This Dissertation in Practice addresses the need for sustainable solutions that strengthen teacher preparation while supporting school districts facing workforce shortages. Guided by improvement science and the Plan-Do-Study-Act cycle, this study investigates school-university partnerships as a strategy for addressing both teacher shortages and teacher preparedness. A qualitative document analysis was conducted to examine funded school-university partnerships and state policies that support their implementation. The study explored three research questions focused on how partnerships are implemented, the characteristics and funding structures of successful partnerships, and policy differences among states where partnerships have flourished. Analysis revealed five themes essential to successful partnerships: funding, clear purpose, sustained teacher support, partnership systems and structures, and external forces influencing partnerships. The findings informed the development of two practitioner-focused products. The first is a strategic plan for establishing a sustainable school-university partnership designed to strengthen teacher preparation and address local workforce needs. The second is a new conceptual framework, the Multi-Tiered System of Supports for Teachers (MTSST), which emphasizes sustained support for educators throughout their professional careers. Together, these products demonstrate

how improvement science can translate research into actionable practice. This study contributes to the field by providing an evidence-informed framework that institutions of higher education and school districts can use to collaboratively improve teacher preparation, support educator development, and strengthen the teacher workforce.Keywords: School-University Partnerships, Partnerships, Improvement Science, PDSA, Teacher Preparation, Educator Development

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