Abstract

Across the United States, Pre-kindergarten through 12th-grade (Pre-K–12) classrooms are facing a certified educator shortage due to teacher attrition and/or individuals not pursuing a teacher education degree, particularly educators who provide direct instruction to students in special education, bilingual education, and English as a second language (ESL). Today, more than ever, educator preparation programs (EPPs) are called to action to mitigate the teaching shortages; however, they must utilize innovative programming and collaborative partnerships with school districts to overcome these challenges. The advantages of EPPs becoming increasingly nimble in the delivery of program pathways allow for continuous improvement in university-level systems (e.g., application processes, advising), college/program-level systems (e.g., course offerings, advising, wraparound supports), and district-level systems (e.g., eligibility criteria, professional development, sustained mentorship). This article focuses on how one EPP in the southern region of the United States reimagined their educator preparation pathways through innovative educator on-ramps to better support the needs of incoming students aiming to become a degreed and certified educator. Recommendations on how EPPs could consider implementing innovative preparation pathways and collaborating with school districts to prepare future teachers are discussed.

Keywords

Adult LearnerCollaborationCompetency-Based EducationEducator PreparationGrow Your OwnPartnerships

References

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How to Cite

Maria Peterson-Ahmad, Randa Keeley, Juan Araujo, Javier Flores. Reimagining Educator Preparation through Innovative Programming and Partnerships. Innovations in Pedagogy and Technology. 24 February 2026. https://doi.org/10.63385/ipt.v2i2.424
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Copyright © 2026 Maria Peterson-Ahmad, Randa Keeley, Juan Araujo, Javier Flores. Published by Nature and Information Engineering Publishing Sdn. Bhd..

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