Date of Award

Fall 11-15-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Bryan McCoy

Abstract

This mixed-methods study examined PK–16 leaders’ perspectives regarding the alignment of an educator preparation provider (EPP) with the Council for the Accreditation of Educator Preparation (CAEP) Standards 2 (Clinical Partnerships and Practice) and 5 (Quality Assurance System and Continuous Improvement). Data were collected through a researcher-designed survey and semi-structured interviews with principals, district administrators, and university leaders. Survey results provided descriptive insights into stakeholder perceptions, while interviews offered deeper contextual understanding of the strengths and challenges within school–university partnerships. Findings indicated that leaders valued residency programs and recruitment pipelines as key strengths, highlighting the mutual benefits of sustained clinical partnerships. Participants also emphasized the importance of authentic stakeholder engagement in program decision-making, consistent communication, and trust-building across institutions. However, limitations included reliance on self-reported perceptions, a single institutional context, and the absence of direct measures of teacher candidate or PK–12 student outcomes. The study contributes to the literature on partnership and stakeholder theory by underscoring the need for transparent feedback loops, differentiated roles for PK–12 leaders, and stronger accountability systems in alignment with CAEP standards. Recommendations for future research include comparative studies across multiple (EPP)s, longitudinal analyses of candidate and student outcomes, and expanded inclusion of diverse stakeholder voices to ensure continuous improvement and sustainable partnerships.

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