Developing diverse educator pathways: a descriptive case of a future educator ecosystem

Purpose This article addresses the intersecting national challenges of teacher shortages and educator workforce diversification by presenting a descriptive case of a future educator program embedded within multiple school district–university partnerships in the Southeastern U.S. The program focused on increasing interest in and access to education careers among high school students from underrepresented and marginalized communities. Design/methodology/approach Drawing on the authors' reflections, systematic feedback from high school and university students, school and university partner input, and enrollment and matriculation data gathered between 2019 and 2025, this article presents a descriptive case study of five interconnected initiatives: a Virtual Teaching Academy offering free dual enrollment, Future Educator Workshops at partner high schools, collaborations with Florida Future Educators of America (FFEA) school chapters, a university-hosted regional FFEA conference and a week-long Summer Bridge program. Findings Key outcomes emerged from the program's evolution: an increased sense of belonging and community among participating students; a program purpose that authentically supports students' exploration of education as a career; and strengthened, reciprocal relationships with district partners. Critically, the conceptual shift from a pipeline model to an ecosystem model characterized by multiple entry points, overlapping partnerships, and varied levels of engagement was foundational to these outcomes. Originality/value This article contributes a practitioner-grounded case that challenges the dominant pipeline metaphor in teacher recruitment by proposing an ecosystem framework. It offers concrete programmatic models for educator preparation programs seeking to build sustainable, equity-centered pathways into the profession for high school students from diverse backgrounds.