From classroom to community: transforming teacher preparation and cultivating teacher leadership through school-university partnerships and the grow your own initiative

Purpose Teacher shortages in rural and economically disadvantaged communities persist, affecting student achievement and community stability. Traditional teacher preparation programs often lack long-term, immersive experiences necessary for rural education. This study examines how a South Texas University's participation in the Texas Education Agency's “Grow Your Own” (GYO) initiative restructured teacher preparation, embedding candidates in rural schools through a yearlong clinical teaching model to enhance retention and leadership development. Design/methodology/approach A mixed-methods approach was used, analyzing survey responses from 24 former GYO participants, demographic data, and qualitative feedback. An 80% response rate provided insights into candidates' preparedness, leadership development, and commitment to rural education. School district data were also examined to assess the program's impact on teacher retention and school-university partnerships. Findings The yearlong clinical experience significantly improved early-career teacher preparedness, particularly in classroom management and community engagement. Over 80% of participants assumed leadership roles, and all 24 respondents are currently employed as teachers, with 96% serving in Title I schools. While most felt prepared, some cited a need for additional support in lesson planning and time management. Originality/value This study demonstrates the transformative impact of yearlong clinical teaching experiences in addressing rural teacher shortages. Unlike traditional programs, the GYO initiative fosters deeper community ties, higher retention rates, and stronger school-university collaborations, offering a sustainable model for preparing committed educators in high-need areas.