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This paper outlines how shared decision making among teacher education faculty, preK-12 educators, and the Science and Mathematics faculty at Wright State University successfully led to the preparation of quality educators. It offers a historical overview of the Wright State redesign efforts, then: examines the university’s collaboration for teacher content preparation; clarifies how learned society guidelines and state teacher performance requirements (Praxis III) are integrated into an electronic portfolio template; demonstrates the documentation of content and teaching proficiency via electronic portfolios; and presents the evaluation process used in a multi-faceted renewal project. It describes: the university-school district partnership agreement; the Professional Educator Program (the culmination of the college’s efforts to be a collaborative partner in teacher preparation and professional development of K-12 practitioners); lessons learned; experiences using Praxis to evaluate beginning teachers’ skills; and the Praxis-based electronic portfolio. The paper also explains the integration of science and mathematics with the Praxis III model. Evidence indicates that the Professional Educator Program is dynamic and enriching for beginning teachers. The interns’ Praxis-based electronic portfolios demonstrate teaching proficiency in four crucial domains and visually display their commitment and ability to teach. (Contains 21 references.) (SM)