Breaking Silos in Educator Learning: A Public-Private Partnership Model

Authors

• Jesslyn R. Hollar, University of Nebraska at Kearney
• Chelsea Feusner, University of Nebraska at Kearney
• Carrie Kracl, University of Nebraska at Kearney
• Megan Adkins, University of Nebraska at Kearney
• Shannon C. Mulhearn, University of Nebraska at Kearney

DOI

https://www.doi.org/10.14305/jn.19440413.2026.18.2.02

Abstract

Early childhood literacy development is a key predictor of long-term academic success, yet many early childhood educators and particularly those in rural education settings lack access to high-quality, evidence-based professional learning. Increasing policy mandates related to the science of reading have intensified the need for coordinated systems between policy, research, and instructional practice. This qualitative program evaluation examines Project RISE (Reading Instructional Strategies for Educators), a statewide professional learning initiative developed through a public–private partnership among a regional university, a state department of education, and an educational industry partner. Drawing on Bronfenbrenner’s Ecological Systems Theory, Wenger’s Communities of Practice, and the Triple Helix model of university–government–industry collaboration, the study conceptualizes Project RISE as an ecologically embedded, cross-sector community of practice. Data were collected through four focus group interviews with key stakeholders and analyzed using thematic analysis. Findings highlight the importance of shared vision, relational trust, boundary-spanning roles, and flexible incentive structures in supporting educator learning across institutional boundaries. Findings identify challenges related to implementation pace, communication infrastructure, and long-term sustainability. The study contributes a conceptual and empirical model for designing coherent, equitable professional learning systems that support initiatives in early literacy and educator workforce development.

Recommended Citation

Hollar, J. R., Feusner, C., Kracl, C., Adkins, M., & Mulhearn, S. C. (2026). Breaking Silos in Educator Learning: A Public-Private Partnership Model. Excelsior: Leadership in Teaching and Learning, 18(2). https://www.doi.org/10.14305/jn.19440413.2026.18.2.02 CCBY.