Strengthening school–university partnerships using shared governance

Purpose This study aimed to explore how shared governance was enacted to strengthen a school–university residency partnership within a pre-service teacher education program at Texas A&M University-Corpus Christi (TAMU-CC), a Hispanic-Serving Institution (HSI). The program, supported by University-School Partnerships for the Renewal of Educator Preparation (US PREP), reflects a shift from traditional clinical experiences to a year-long residency model in partnership with Corpus Christi Independent School District (CCISD), a public school district serving over 30,000 PreK-12 students. Emphasizing transparency, trust and communication, the study drew on structured documentation and observations from four governance meetings during the 2023–2024 academic year. The research was guided by two overarching questions: (1) How was shared governance enacted in the development of a school-university residency partnership? and (2) In what ways did university, district and third-party stakeholders collaborate in decision-making across governance meetings? Design/methodology/approach This qualitative case study (Yin, 2014) analyzed data from four quarterly governance meetings where stakeholders collaborated, negotiated and shared responsibilities. Data were collected through meeting observations, minutes, notes and document analysis using constant comparison coding (Glaser and Strauss, 1967). The analysis was guided by the shared governance principles outlined by the US PREP. Findings Governance meetings facilitated inclusive decision-making, reduced hierarchical barriers and supported program sustainability and diversity. Key findings highlight the benefits and challenges of shared governance in residency models, including increased transparency, improved communication and collaborative problem-solving between school and university partners. Research limitations/implications As a single-case study, findings may not be generalizable to all contexts. Findings are context-specific and their transferability to other settings or residency models requires careful consideration. Practical implications This study offers insights for policymakers and educators seeking to strengthen school–university partnerships and enhance equity and inclusivity in teacher residency programs through shared governance structures. Originality/value This research advances the understanding of shared governance in teacher preparation programs, demonstrating its role in promoting equitable participation, collaborative decision-making and strengthened partnerships in diverse educational settings.