Building Strong PK-22 Partnerships with Higher Education

Reporter: Shadia Salem, University of St. Francis 

This session examined how PK–22 school districts collaborate with higher-education institutions to expand opportunities for students, strengthen educator pipelines, and address persistent workforce challenges. Presenters included David Conrad, Ed.D. (Governors State University), Kelly Stewart, Ph.D. (McKendree University), Patrick Rice, Ph.D. (University of Illinois Urbana–Champaign), and Marleis Trover, Ph.D. (McKendree University).

Conrad opened the session by outlining the broad benefits of PK–22 and higher-education partnerships. He emphasized that universities can offer districts robust grant-writing and project-management support, streamlined processes for licensure and micro-credentialing, and access to transcript and certificate services. These partnerships also provide intentional opportunities to shape the next generation of educators. Conrad highlighted several collaborative models — including formal agreements, co-designed and co-delivered programming, and flexible informal relationships — that allow districts and universities to respond effectively to local needs.

Addressing the statewide educator shortage, Trover presented recent research documenting critical deficits not only among certified teachers, but also among substitutes, paraprofessionals, and candidates from historically underrepresented groups. She introduced Educators Rising, an Illinois initiative designed to support early recruitment into the profession. The annual state conference — scheduled for April 9, 2026, at Illinois State University — provides middle and high school students an opportunity to explore education careers, network with peers and professionals, and participate in professional development sessions led by experienced practitioners. A resource fair also connects attendees with educator-preparation institutions across the state.

Trover further described statewide efforts to strengthen school-leader development, including the work of ICPEA and the Illinois School Leader Pipeline Program. This initiative identifies, develops, and supports diverse cohorts of aspiring principals from initial preparation through entry into leadership roles. By coordinating universities, districts, and professional organizations, the program seeks to build a sustainable and equitable leadership pipeline for Illinois schools.

Expanding on partnership opportunities, Stewart highlighted an alternative principal endorsement pathway. This accelerated program allows candidates to earn the principal endorsement within one year, providing districts with a faster route to preparing qualified administrators. Stewart also shared her work on The Power of Positive Leadership in Action through McKendree University, emphasizing the role of positivity and resilience in effective school leadership. She concluded by underscoring the importance of high-quality mentoring for new principals, citing IPA’s statewide mentoring initiatives as a model for supporting early-career administrators.

Collectively, the presenters underscored that strategic PK–22 partnerships with higher education play a vital role in addressing educator shortages, cultivating leadership pipelines, and creating coherent pathways from student interest to professional practice. These collaborations offer scalable, adaptable solutions that strengthen both district capacity and long-term workforce sustainability.