All 50 states and the District of Columbia require teacher preparation programs to address state and national standards, including the foundational standards authored by the Interstate New Teacher Assessment and Support Consortium, or inTASC (Webb & Metha, 2017). While the standards address the substrative areas of instruction, assessment, and professional responsibilities, the learning and developmental needs of students are fluid, and additional supports for teachers to meet these needs may be necessary based on demographic location, student experience, and grade level. The present paper considers both general recommendations for teacher preparation programs serving pre-service teachers in Washington State, as well as a recommendation for district-level service delivery to address the needs of new teachers.