Across the nation, there is a shortage of teachers who reflect the demographics of students. Even though the teaching workforce has diversified nationally in recent decades, teachers from diverse backgrounds, when attracted, depart schools at a significantly higher rate than white teachers (Ingersoll, Merrill, Stuckey & Collins, 2018). Over the past seven years, Highline Public Schools, a diverse urban multilingual district, has developed a Schools University partnership with Western Washington University. The partnership is guided by the Second Edition of the NAPDS Nine Essentials (NAPDS, 2021). This model allows employees an opportunity for a robust clinical preparation program supported by all stakeholders (NAPDS Essential 2). Partnerships can support the growth of diverse teachers, from the community, to advance equity, antiracism, and social justice within and among schools (NAPDS Essential 1). Extensive mentoring and support in a cohort is essential to develop and retain emerging teachers from diverse backgrounds. In this article, the authors describe how this collaborative approach created well-defined and boundary-spanning mentoring roles that supported an emerging multilingual teacher through the first four phases of his professional career (NAPDS Essential 9). They describe the role of mentoring in each of these phases: (1) High School Teaching Academy; (2) Paraprofessional; (3) Teacher Certification; and (4) Early Career.