Partnerships among professionals within urban school districts and teacher preparation programs are necessary to address teacher shortages through innovative and sustained professional learning from initial clinical experiences through induction (Yendol-Hoppey & Hoppey, 2018). A collaborative model of teacher preparation was envisioned and implemented by faculty and administrators in a large, urban school district to address teacher shortages through continued professional learning, coaching, mentoring, and supports within High Need Schools (HNS). The focus of this manuscript describes an enhanced partnership model and specific programmatic components of a reconceptualized continuum of professional learning and roles by university faculty, supervising teachers, and preservice teachers. Specific impacts from program implementation are shared. Lastly, considerations for enhancement and sustainability of the innovative model are described.