Active RTAPs |
No |
N/A |
SAA |
Yes |
Alabama Executive Order No. 732 establishes the K-12 teacher registered apprenticeship pilot program. It also outlines the following goals for the pilot: (1) increase the amount of classroom experience teachers gain before becoming the teacher of record; (2) allow apprentices to serve as the teacher of record during their final program year; (3) improve the rigor, consistency, and effectiveness of mentorship programs; (4) improve recruitment and remove financial barriers; and (5) create realistic and affordable pathways for school system employees |
Apprentices receive paid, on-the-job learning with a mentor teacher for one year, followed by one year as the teacher of record |
|
Yes |
$2.4 million from Gov. Kay Ivey’s FY 2024 Education Trust Fund budget |
Yes |
|
|
6 |
Active RTAPs |
No |
N/A |
OA |
Yes |
The Alaska Department of Education issued guidance for prospective programs outlining the state's model of teacher preparation under a competency-based apprenticeship. The guidance asks that programs be tailored for teacher aides and high school students and that they consider: (1) adjusting the teacher aide salary schedule to reflect scaffolded pathways; (2) adopting methods from other apprenticeship programs, such as Tennessee's model, that support Alaska's framework; (3) aligning the curriculum with the Alaska Educator Standards and Alaska Cultural Standards for Educators; and (4) conducting independent evaluations of programs based on program goals, national standards, and best practices |
Competency-based apprenticeship programs offer paid jobs and training, access to on-site experts, hands-on experience, and pathways for multiple certificates |
|
Unclear |
N/A |
No |
Alaska is building a competency-based teacher apprenticeship program modeled after Tennessee |
|
N/A |
No RTAPs |
|
|
|
|
|
|
|
|
|
|
Arizona has a teacher aide apprenticeship program and is developing a lead teacher program (DOL) |
|
N/A |
Active RTAPs |
Yes |
Arkansas Department of Education |
OA |
No |
N/A |
Apprentices receive skill-building and one-on-one mentoring opportunities with a seasoned classroom expert, working alongside a mentor teacher for one year |
|
No |
$2.2 million in federal apprenticeship dollars from U.S. Department of Labor grants |
Yes |
|
|
28 |
Active RTAPs |
No |
N/A |
OA |
No, bill proposed |
N/A |
No detailed state-level information is provided. Apprentices in LA County, for example, receive 180 hours of classroom training at local colleges and 2,000 hours of paid on-the-job learning |
|
Yes |
RTAPs are eligible for funding from the $500 million Golden State Teacher Grant Program and the $550 million Teacher Residency Grant Program |
No |
In February 2024, California had 17 approved registered teacher apprenticeship programs, all of which are early childhood prep programs |
Yes |
1 |
Active RTAPs |
No |
N/A |
SAA |
Yes |
Colorado SB23-087 establishes a teacher degree apprenticeship program and specifies that apprenticeship programs must: (1) register with the DOL or state office; (2) include a bachelor's degree program from an accredited institution in a field related to the type of licensure; and (3) provide on-the-job training in meaningful and time-saving ways
The Colorado Department of Education issued more detailed guidance requiring all Teacher Degree Apprenticeship Programs to: (1) demonstrate evidence of need; (2) adopt eligibility requirements that allow only candidates without bachelor's degrees to qualify as teacher apprentices; (3) adhere to on-the-job learning standards (as discussed in the next column); (4) ensure apprentices pursue a bachelor's degree in a matching content area or specific endorsement areas; (5) meet five levels of apprenticeship; and (6) provide apprentices with mentor teachers and a schedule of progressively increasing wages, among other requirements |
Apprenticeship programs must last a minimum of two years, and require the completion of at least 4,500 hours of on-the-job training. Apprentices must also receive on-the-job learning, which can be obtained in the following ways: (1) earning 30 or more credit hours for successfully completing on-the-job training; or (2) creating a residency model that accounts for 25% or more of a bachelor's degree; or (3) embedding on-the-job learning into 25% or more of course requirements; or (4) operating a competency-based bachelor's degree program |
|
Yes |
$116,134 appropriated from the state budget to the Colorado Department of Education |
Yes |
|
Yes |
26 |
Active RTAPs |
Yes |
N/A |
SAA |
No |
N/A |
Apprentices receive classroom training, on-the-job learning, and support from experienced mentors |
Yes (DOL) |
No |
$3 million in federal funding |
Yes |
|
Yes |
N/A |
Active RTAPs |
Yes |
Delaware Department of Education |
SAA |
Yes |
Delaware Title 14, Chapter 46 orders the state Departments of Labor and Education to create and administer the Delaware Educator Apprenticeship Program. The law requires the Department of Education to consider the following criteria when sponsoring programs: (1) commitment to Grow Your Own educator programs; (2) established and proposed partnerships with other institutions; (3) commitment to diversifying the workforce and supporting underrepresented populations; (4) commitment to providing on-the-job training, competitive wages and benefits, and long-term hiring opportunities; and (5) commitment to new teacher mentoring programs |
Apprentices receive competitive wages and benefits, long-term hiring opportunities, on-the-job training and mentoring |
|
No |
$150,000 from the Federal State Apprenticeship Expansion Formula (SAEF) grant funds |
No |
|
Yes |
10 |
Active RTAPs |
Yes |
Office of the State Superintendent of Education |
SAA |
Yes |
DC offers two pathways, each with defined eligibility requirements. The "District Graduate Bachelor's Pathway" is available to any candidate who has a high school diploma or GED from a DC high school and does not have a bachelor's degree. The "Current Paraprofessional Bachelor's Pathway" is open to any currently employed paraprofessional at a DCPS or DC charter school who does not have a bachelor's degree |
Apprentices receive paid on-the-job training, working 30 to 40 hours a week in a DC school under the guidance of a mentor teacher. Their wages increase based on years of experience |
|
Unclear |
N/A |
Yes |
|
Yes |
N/A |
Active RTAPs |
Yes |
Florida Department of Education |
SAA |
Yes |
Florida Statutes Section 1012.555 establishes the following eligibility requirements: candidates must have (1) received an associate's degree; (2) earned a cumulative grade-point average of 2.5 in that degree program; (3) successfully passed background screening; and (4) received a temporary apprenticeship certificate. Apprentices must be hired as paraprofessionals, receive a salary, commit to spending the first two years in the classroom of a mentor teacher, and fulfill the necessary on-the-job training component of the program
Among other rules, this statute establishes criteria for eligible mentor teachers: They must (1) have at least five years of teaching experience in Florida; (2) have received an aggregate score of "highly effective" on the three most recent value-added model scores or, if inapplicable, their three most recent performance evaluations; and (3) satisfy any other requirements established by the Florida Department of Education |
Apprentices are employed as paraprofessionals and receive at least two years of on-the-job training under a mentor teacher, related classroom instruction, and guaranteed wage increases |
|
Yes |
$5 million from Florida's Pathways to Career Opportunities Grow Your Own Teacher Grant |
Yes |
|
|
28 |
Active RTAPs |
Yes |
Georgia Department of Education |
OA |
No |
N/A |
Georgia DOE's program focuses on practical training under the supervision of an experienced educator and/or mentor while the apprentice is enrolled in an undergraduate education preparation program approved by the Georgia Professional Standards Commission. The program is competency based, however apprentices must work a minimum of 19 hours per week. Apprentices may transition to become an intern or resident who serves as a teacher of record once they have completed 75 credit hours of related instruction and mastered 75% of the competencies (DOL) |
|
Yes |
Resources are in development (DOL) |
|
Georgia is in the early stages of creating registered teacher apprenticeship resources for interested programs, with an introductory event scheduled for November 2024 |
|
5 |
No RTAPs |
|
|
|
No, bill proposed |
|
|
|
No |
In July 2024, Hawaii was awarded a $4.9 million SAEF grant to develop a statewide registered apprenticeship program for K-12 teachers. This funding will be used to guide 142 apprentices through the state's first cohorts |
|
The University of Hawaiʻi at Mānoa is developing an early childhood education (ECE) RTAP (link) |
|
N/A |
Active RTAPs |
Yes |
Office of the Idaho Board of Education |
OA |
Yes |
N/A |
Apprentices receive progressive wage increases, on-the-job learning, teacher-mentorship, related technical instruction, and earn a credential or certificate |
|
No (SEA) |
Funding opportunities are provided in coordination with the ID-DOL; LEA and teacher-apprentices meet with the IDOL Funding Coordinator and Apprentice Navigator to review options for funding and supportive services (SEA) |
Yes |
The Idaho State Board of Education has a transparent website that features an "implementation flowchart" to help districts and EPPs understand each step in the registration process |
|
10 |
Active RTAPs |
N/A |
N/A |
OA |
Yes |
Illinois has the following eligibility requirements: Program participants must (1) hold a valid Educator License with Stipulations endorsed for Paraprofessional, or a valid paraprofessional approval; (2) be currently employed as a paraprofessional providing services to students within the Learning Behavior Specialist I scope; (3) have worked at least two years as a paraprofessional; and (4) have completed at least 60 semester hours of coursework from a regionally accredited higher-education institution
Additionally, according to the Illinois State Board of Education's Apprenticeship Pathway Addendum, Illinois teaching apprenticeship programs and all partners must meet the National Guidelines Standards for K-12 teacher apprenticeships outlined by the Pathways Alliance |
|
Yes |
Yes |
$2 million from the Illinois Job Training and Economic Development Grant Program |
Yes |
After the pilot concludes, "Illinois will have a Department of Labor registered Teacher Apprenticeship." |
Yes |
N/A |
Active RTAPs |
No |
N/A |
OA |
No |
N/A |
Apprentices receive tangible, hands-on experience and earn multiple education-related certificates |
|
Unclear |
N/A |
No |
|
|
58 |
Active RTAPs |
No |
N/A |
SAA |
No |
N/A |
Apprenticeship programs must follow the minimum paid on-the-job learning requirements set by the Department of Labor's Registered Apprenticeship standards. Apprentices receive paid on-the-job training while being mentored by a licensed teacher. They also receive related instructional training, which culminates in a bachelor's degree in teaching and a nationally recognized certificate upon completing the registered apprenticeship program |
|
No |
Initially funded using $9 million from the American Rescue Plan Act (ARPA) Elementary and Secondary School Education Relief
Current funding comes from the SLFRF funds under ARPA, which is a $45.6 million grant aimed at supporting wages and tuition costs for each apprentice (Iowa Workforce Development) |
Yes |
Iowa Workforce Development has created guiding resources that EPPs and districts can use to ensure that teacher apprentices are properly trained and receive quality on-the-job learning |
|
557 |
Active RTAPs |
Yes |
Kansas State Department of Education (KSDE) |
SAA |
Yes |
Kansas Statute Section 75-50,234 establishes the Kansas educator egistered apprenticeship grant program, requires the State Board of Education and the Secretary to adopt rules and regulations, implements annual program evaluations, and allocates $3 million annually, subject to appropriation acts
Additional RTAP standards from the Kansas State Department of Education require programs to provide apprentices with on-the-job learning, 120 credit hours of postsecondary instruction, mentor teachers, and a progressive wage scale. Additional guidance specifies that apprentices must be proficient in on-the-job learning competencies before completing the program and that state apprentices cannot serve as a teacher of record during their program |
Apprentices receive a comprehensive approach to teacher training, combining on-the-job learning, related technical instruction, mentorship, and a structured wage scale |
Yes |
Yes |
Using the $3 million from the state general fund, the Kansas State Department of Education will provide $2,750 per year for each apprentice. KSDE will also provide the following to districts with RTAPs from SAEF grant funding (DOL): $7,500 in tuition funding, $1,500 for mentor stipends, and a one-time payment of $5,000 for administrative costs |
Yes |
|
|
95 |
Active RTAPs |
No |
N/A |
SAA |
No |
N/A |
No detailed state-level information is provided. Nelson County Schools, for example, explain that apprentices will be hired by the district to work as student teachers while enrolled at Western Kentucky University, receiving two years of paid student teaching |
|
Unclear |
N/A |
No |
|
|
13 |
Active RTAPs |
No |
N/A |
SAA |
No |
N/A |
Apprentices receive full-time employment with close mentorship, a minimum of 2,000 hours of on-the-job training per year, at least 144 hours of related technical instruction per year, and a progressive wage schedule |
|
Unclear |
Louisiana will support up to 500 apprentices statewide, providing $3,500 per apprentice in a rural school and $2,500 per apprentice in a non-rural school (link) |
Yes |
|
Yes |
N/A |
Active Non-Registered Teacher Apprenticeship Programs |
N/A |
N/A |
SAA |
No |
N/A |
Apprentices receive hands-on experience in real classroom settings under the guidance of experienced mentors |
|
No |
$600,000 in federal funding from the Governor's Jobs Plan and U.S. Department of Labor's State Apprenticeship Expansion, Equity, and Innovation Grant (link) |
No |
|
|
N/A |
Active RTAPs |
No |
N/A |
SAA |
No, bill proposed |
Maryland Senate Bill 84, if passed, would establish a Teacher Apprenticeship Startup Grant Program to provide technical assistance and financial support for developing teacher apprenticeship programs for high school and college students and career changers. The bill would authorize the Maryland Department of Labor to award up to $225,000 to sponsors to develop and launch these programs |
No detailed state-level information. Apprentices at Notre Dame of Maryland University, for example, obtain 2,000 hours of training during a year-long internship with a mentor teacher |
Unclear (SB84, which has not been passed, says Level 1 and 2 apprentices cannot serve as the teacher of record) |
Unclear |
N/A |
No |
|
|
N/A |
Active RTAPs |
Yes |
Massachusetts Department of Elementary and Secondary Education |
SAA |
Yes |
Massachusetts' RTAP Work Process Schedule and Related Instruction Outline requires programs to provide a minimum of 2,000 hours of on-the-job training, alongside 150 hours of related instruction per year. Apprentices may not serve as the teacher of record, nor may they be independently assigned additional duties outside the intent of the apprenticeship, such as lunchroom monitoring, substitute teaching, study hall supervision, office duty, or in-school suspension supervision. Apprentices must be at least 18 years old and employed in a full-time instructional role related to teaching (paraprofessional, teacher aide, etc.).
These rules establish a 1:1 ratio of apprentices to mentor teachers, require apprentices to be paid a progressively increasing wage, and set minimum eligibility requirements for mentor teachers |
During the apprenticeship term, apprentices will be employed in an instructional role while working in a classroom setting under the supervision of a licensed mentor teacher
Upon completion of the program, apprentices will have demonstrated the knowledge and skills necessary to be effective teachers, prepared to assume full-time teaching positions within the state
Notably, MA guidance is equity-centric, aiming to build an RTAP model that is grounded in culturally and linguistically sustaining teaching and learning environments; embedded in local communities to close existing gaps between student and teacher demographics; focused explicitly on filling high-need, hard-to-staff roles; supported by organizations committed to equity-driven preparation and support; and that provides multiple entry points for all types of aspiring teachers |
Yes |
Yes |
RTAPs are funded through a combination of grant programs from the MA Department of Elementary and Secondary Education, federal grant funding, grant funds from the MA Executive Office of Labor and Workforce Development, scholarship programs (e.g., Pell Grants, Tomorrow's Teacher), and Workforce Innovation and Opportunity Act (WIOA) program grants |
Yes |
|
Yes, Yes |
N/A |
Active RTAPs |
No |
N/A |
OA |
No |
N/A |
Apprentices obtain paid work experience with substantial pre-teaching mentoring and receive progressive wage increases, engage in college coursework, and graduate with a Michigan teaching certificate |
|
No |
College courses are paid for by the employer, which can take advantage of a variety of federal, state, and local funding streams |
Yes |
|
|
66 |
Active RTAPs |
N/A |
N/A |
SAA |
No |
N/A |
No detailed state-level information is provided. Apprentices in Intermediate School District #917, for example, obtain job-embedded learning and related instruction at minimal cost, which meets the standards for licensure in emotional-behavioral disorders and autism spectrum disorders
Apprenticeship programs in MN are competency-based and utilize the Standards of Effective Practice (SEA) |
|
No |
N/A |
No |
|
|
13 |
Active RTAPs |
N/A |
N/A |
OA |
No |
N/A |
No detailed state-level information. The apprenticeship program at the University of Southern Mississippi, for example, "will help meet the teacher workforce needs for the state by providing well-supported pathways to teacher licensure that lead to longevity in the profession" |
|
Unclear |
N/A |
No |
|
|
N/A |
Active RTAPs |
No |
N/A |
OA |
No |
N/A |
No detailed state-level information. The Missouri Department of Elementary & Secondary Education states that RTAPs must meet USDOL's criteria for registered apprenticeships and all necessary state regulatory requirements |
|
No |
Pathway for Paraprofessionals, Missouri State University's RTAP, relies on a combination of federal, state, university, and community-based funding (link) |
Yes |
|
|
324 |
No RTAPs |
|
|
|
|
|
|
|
|
|
|
|
|
N/A |
Active RTAPs |
Yes |
Nebraska Department of Education |
OA |
Yes |
Nebraska LB705 Section 51 requires the Nebraska Department of Education to create and administer the Nebraska Teacher Apprenticeship Program and establishes the following eligibility requirements: Candidates must (1) be an employee of an approved or accredited school, or (2) have a contract to begin work for a school. The Nebraska Department of Education is also tasked with creating program requirements, which must include, at a minimum: (1) the completion of a one-year apprenticeship in a classroom; (2) a baccalaureate degree; and (3) successful completion of a subject area and pedagogy examination |
Apprentices receive hands-on training and work alongside supervising teachers directly within the classroom. They also receive classroom instruction and a nationally recognized credential from the Department of Labor upon program completion |
Yes (to be eligible for competitive grants, apprentices cannot serve as the teacher of record) |
Yes |
$1 million per year from Nebraska's Education Future Fund
NDE has created the Nebraska "Grow Your Own" Teacher Apprenticeship Competitive Grant, which plans to award up to $2.5 million to programs that submit high-quality proposals. Individual grants will be made in increments of $100,000 |
No |
|
|
8 |
Active RTAPs |
No |
N/A |
SAA |
No |
N/A |
Apprentices receive in-person and online courses in four- to eight-week intervals, along with extensive coaching, mentoring, and professional development, all while maintaining employment and earning a bachelor's or master's degree |
|
Unclear |
N/A |
No |
|
Yes |
519 |
Active RTAPs |
No |
N/A |
OA |
No |
N/A |
Apprentices work 30 hours per week in a school district as paraprofessionals, take 8-week classes online or at a local community college, earn a salary and benefits that include progressive wage growth, complete an associate's and a bachelor's degree, and become certified teachers upon program completion |
|
No |
According to PowerPoint slides published by the New Hampshire School Administrators Association, RTAPs are funded via WIOA, state apprenticeship money, FAFSA and Pell Grants, NH Charitable Foundation Scholarships, and course reimbursement from higher-education institutions (link) |
Yes |
|
|
140 |
Active RTAPs |
No |
N/A |
OA |
No |
N/A |
No detailed state-level information |
|
No (NJDE) |
N/A |
No |
|
|
58 |
Active RTAPs |
No |
N/A |
SAA |
No |
N/A |
No detailed state-level information. Hobbs Municipal Schools' RTAP states that apprentices will work alongside experienced teachers to gain classroom experience, develop teaching and classroom management skills, and complete related instruction |
|
Unclear |
In July 2024, it was announced that New Mexico had received a federal four-year, $4 million grant to support the Educator Apprenticeships NM project |
No |
|
|
N/A |
Active RTAPs |
No |
N/A |
SAA |
Yes |
New York RTAPs must be competency-based, and apprentices must engage in no fewer than 1,200 hours of on-the-job learning and at least 144 hours of related technical instruction each year. Time spent in other roles, such as a substitute, does not count toward the 1,200 hours. All on-the-job learning hours must be completed under the 1:1 guidance of an experienced mentor teacher |
Apprentices participate in a high-quality earn-and-learn model that provides paid on-the-job experiences and two years alongside an accomplished school-based educator who provides job-related instruction |
Yes |
Yes |
RTAPs can obtain funding from a various federal and state sources, including foundation aid restoration, ESSA and IDEA (including Title funds), BOCES Cooperative Services Agreements (CoSERS), NYS DOL, Apprenticeship Building American Grants, and SUNY Apprenticeship funds |
Yes |
|
|
N/A |
Active RTAPs |
Unclear |
Unclear |
SAA |
No |
N/A |
N/A |
|
Unclear |
N/A |
No |
North Carolina has a least four active registered teacher apprenticeship programs: NC Lenoir, McDowell, Surry-Yadkin, and Wayne (DOL) |
|
N/A |
Active RTAPs |
Yes |
North Dakota Department of Public Instruction |
OA |
Yes |
North Dakota's application to the U.S. Department of Labor Office of Apprenticeship outlines additional eligibility requirements: Applicants must be employed paraprofessionals working in a North Dakota PreK-12 school and must meet all admission requirements of the related instruction provider, which includes participating in a competitive application process |
Apprenticeships are approximately three years long and contain 4,320 on-the-job learning (OJL) hours and 1845 related technical instruction (RTI) contact hours |
|
No |
$4.031 million in grants from the U.S. Department of Labor |
Yes |
|
|
39 |
Active RTAPs |
Yes |
Ohio Department of Higher Education |
SAA |
Yes |
Ohio's RTAP program application states that programs must adequately comply with the apprenticeship requirements established in the Ohio Administrative Code. Rule 5101:11-3-02 requires apprentices to receive at least 145 hours of related instruction and at least 2,000 hours of on-the-job training |
Apprentices receive structured on-the-job learning, progressively increasing wages as they gain skills and experience, hands-on training from an experienced mentor at the job site, quality feedback, and credit for prior experience that counts toward related instruction and on-the-job training requirements |
|
No |
Apprentices will be eligible for a scholarship of $7,500 per year for four years through Ohio's Grow Your Own Teacher scholarships. In exchange, they must commit to teaching in a qualifying Ohio school for at least four years |
Yes |
Ohio has made public the application that EPPs and districts use to apply |
|
1 |
No RTAPs |
|
|
|
|
|
|
|
|
|
|
The Oklahoma Public School Resource Center appears on ApprenticeshipUSA's database of active RTAP sponsors (link) |
|
N/A |
Active RTAPs |
Yes |
Oregon's Joint Apprenticeship and Training Committee (JATC) |
SAA |
Yes |
Oregon's RTAP model is hybrid-based, requiring apprentices to complete 2,800 hours of employment, 144 hours of related technical training, and demonstrate competencies to graduate. If an apprentice is unable to fulfill the total work hours, the JATC will evaluate the apprentice's knowledge, skills, and abilities and provide additional related instruction to ensure that competencies are acquired. Oregon's model establishes a 1:1 ratio of apprentices to mentors |
Oregon's RTAP model is a five-phase, 10-step model with two wage progressions. Apprentices must complete the required on-the-job hours and demonstrate competencies in work processes while also completing related coursework. Each apprentice is assigned a subject-matter expert or mentor for the duration of their program |
|
Yes |
SB283 awarded the Oregon Department of Education $2,000,000 to build and operate a RTAP pilot program |
Yes |
|
Yes |
7 |
Active RTAPs |
No |
N/A |
SAA |
No |
N/A |
Apprentices teach while working toward a degree, earning progressively higher wages based on their completion of competencies |
|
Unclear |
Central Susquehanna Intermediate Unit was awarded a $379,000 grant to build and expand an apprenticeship program for teachers |
No |
Gov. Josh Shapiro has tasked the Central Susquehanna Intermediate Unit to design a registered teacher apprenticeship program that school districts across Pennsylvania can use as a template |
Yes |
N/A |
No RTAPs |
|
|
|
|
|
|
|
|
|
|
|
|
N/A |
Active RTAPs |
No |
N/A |
OA |
No |
N/A |
Apprentices spend an entire year in the classroom with a mentor teacher, earn a paycheck, all while taking college courses leading to a South Carolina teaching certificate |
|
Unclear |
N/A |
No; requires login to third-party site |
|
|
315 |
Active RTAPs |
No |
N/A |
OA |
Yes |
To participate in South Dakota's Teacher Apprenticeship Pathway, candidates must be employed as a paraprofessional in their district. Participants will be responsible for paying $1,000 per year to assist with tuition, required books, and state-designated assessments, and school districts will contribute $1,000 per year to support assigned mentors |
Apprentices receive hands-on mentoring and on-the-job learning, aligning their coursework with real-world experiences |
|
Yes |
$800,000 from South Dakota's general fund |
Yes |
|
|
166 |
Active RTAPs |
Yes |
Tennessee Department of Education |
SAA |
No |
Tennessee Department of Education requires programs to meet federal apprenticeship requirements |
Apprentices earn while they learn, receiving pay that increases as their skills and knowledge grow. They work alongside experienced mentor teachers while completing the coursework needed to obtain their initial teaching license. The length of the apprenticeship varies depending on the program and each apprentice's prior experience and learning (TN GYO Center) |
|
Yes |
$5 million from the governor's discretionary fund; nearly $750,000 from U.S. DOL apprenticeship grants; WIOA funds; other federal education funds (Title I, Title II, Perkins); state-funded tuition assistance at state institutions; federal student aid grants; GI benefits for veterans; state and local scholarships (TN Hope, TN Promise, TN Reconnect); flexible university funding to cover program costs; and utilization of the TN's free community college network |
Yes |
Learning Policy Institute published an in-depth analysis of TN RTAPs, which provides a detailed overview of the state's RTAP structure, funding, and operation |
Yes (pg 6) |
566 |
Active RTAPs |
No |
N/A |
OA |
Yes |
N/A |
No detailed state-level information. Apprentices at Dallas College, for example, fill short-term workforce needs of partner school systems while receiving rich, career-embedded learning opportunities, salaries of at least $30,000 per year, and guidance from mentor teachers, and earn a bachelor's degree in teaching and a teaching credential upon graduation |
|
No |
While no information exists at the state-level, Dallas College used $150,000 in U.S. DOL funding during its inaugural year |
No |
Texas Education Agency (TEA) and other education leaders are convening tri-agency leaders to establish state guidelines for apprenticeship programs
There is discussion about requiring TX RTAPs to provide a residency. To the best of our knowledge, no other state explicitly requires this, although some, like CO and IA, allude to residencies
TEA has released an uncodified list of vetted residency programs, that may carry over to the apprenticeship landscape |
|
203 |
Active Non-Registered Teacher Apprenticeship Programs |
Yes |
Utah State Board of Education (USBE) |
OA |
Yes |
The Utah Registered Apprenticeship Program for Teachers is a "learn and earn" model overseen by the State Superintendent (Intermediary Sponsor), who partners with local education agencies (LEAs) to employ apprentices and with institutions of higher education (IHEs) to provide related instruction. Apprentices in the program receive progressively higher wages as they gain experience and demonstrate competencies under the guidance of a mentor journeyworker. The state will provide financial assistance for on-the-job learning and related instructional costs. Upon completion of the program, apprentices are awarded a bachelor's degree and a professional educator license |
Apprentices may participate in the program for up to three years, serving in the role of an apprentice under the daily guidance of a mentor journeyworker. The primary objective of their on-the-job learning is for apprentices to learn how to be effective teachers while not serving as the teacher of record, paraprofessionals, substitutes, or any other role without sponsor approval. Apprentices will earn progressively increasing wages upon demonstrating the 37 general teacher preparation competencies and will advance through three apprenticeship levels. Competencies will be assessed collaboratively, with input from the apprentice and the mentor journeyworker, at least twice per year |
Yes |
Yes |
In collaboration with the Utah Department of Workforce Services, USBE secured a one-time grant of $1,768,750 over three years to start the state's teacher apprenticeship programs. This funding limits enrollment to 50 apprentices per year statewide. USBE is requesting $8,600,000 from the state legislature to operate RTAPs at full scale |
In development |
The Utah School Board of Education plans to establish a registered teacher apprenticeship program, a pre-apprenticeship program, and a youth apprenticeship for teaching program during FY24 and FY25, with the goal of enrolling at least 150 apprentices in FY26 |
Yes |
N/A |
Active RTAPs |
No |
N/A |
SAA |
No |
N/A |
N/A |
|
Unclear |
N/A |
No |
A Vermont NEA PowerPoint dated September 2024 reveals that there were 28 active teacher apprentices in the Northeast Kingdom across six school districts (link) |
|
6 |
Active RTAPs |
Yes |
Virginia Department of Education |
SAA |
Yes |
RTAPs must include the following components: (1) non-teacher of record contractual agreements; (2) school-based mentors; (3) employment opportunities for apprentices upon graduation; and (4) integration of education and career pathways. RTAPs are encouraged to build two-year programs that are competency-based and include 2,000-3,000 on-the-job training hours alongside 288 hours of related technical instruction. Apprentices must be paid at least $14 per hour and receive at least one progressive wage increase upon completing 50% of required competencies. Eligible partner EPPs must offer a tuition discount and reduce any non-applicable institutional fees. Every RTAP must include structured on-the-job learning, hands-on training from an experienced mentor, and apprenticeship mentors must complete a state-provided training module. To graduate from an RTAP, apprentices must: (1) meet state endorsement requirements to be a licensed teacher; (2) fully complete RTI; (3) fully complete on-the-job student teaching and/or clinical experiences; and (4) meet any other program-specific requirements. Program leaders must submit implementation plans that detail the commitments each partner will make in MOUs, including signed letters from division superintendents agreeing to provide at least one-third of the cost of the program |
Apprentices gain in-school experience as non-teachers of record, receive related technical instruction, engage with school-based mentors, and obtain employment opportunities upon graduating from an accredited institution of higher education, and ultimately become fully licensed teachers |
Yes |
No |
RTAPs apply to the Virginia Department of Education for Grow Your Own Grants, which are funded through the federal American Rescue Plan
VA's RTAP RFP states that program costs may be shared between: (1) VDOE grant funds; (2) tuition and program cost discounts provided by EPPs and sources such as the Pell Grant; (3) LEAs; and (4) the Virginia Department of Workforce Development and Advancement (VDWDA), Division of Registered Apprenticeship |
Yes |
|
|
56 |
Active Non-Registered Teacher Apprenticeship Programs |
N/A |
N/A |
SAA |
No |
N/A |
Apprentices are encouraged to spend more time with mentor teachers and students before earning their certification |
|
No |
$3.5 million in federal grants |
Yes |
Washington's teacher apprenticeships are specific to special education |
Yes |
N/A |
Active RTAPs |
Yes |
West Virginia Department of Education |
OA |
Yes |
West Virginia's Teacher Apprenticeship Model starts as a youth-apprenticeship program, allowing high school students to enroll in their junior year. Students then apply for apprenticeship positions listed on their county school job boards and must complete at least 115 hours of paid on-the-job learning experience. Upon graduating from high school, apprentices automatically become certified teacher aides and enroll in an educator preparation program as "pre-service teachers." The program concludes with a mandatory yearlong paid clinical experience, during which apprentices serve as the teacher of record |
Apprentices engage in coursework related to a bachelor's degree, complete a minimum of 2,000 hours of on-the-job learning — which includes observation placements, field experience, and clinical experience — while receiving incremental wages |
|
Yes (SEA) |
State and local funds are being used to fund WV's RTAPs. This funding is provided to the LEA and is used to cover the wages of the apprentice (SEA) |
Yes |
WV RTAP candidates will complete a yearlong residency during the final year of their bachelor's degree. If a county has a vacancy that cannot be filled by a certified teacher, the WV teacher apprentice may be placed in that position as the teacher of record for their residency (SEA) |
|
11 |
Active RTAPs |
N/A |
N/A |
SAA |
No |
N/A |
Apprentices complete 4,320 hours of related instruction, earning both an associate's degree and a bachelor's degree, and engage in 2,680 hours of on-the-job learning, all while receiving wages, support from a mentor teacher, and teacher licensure |
|
Unclear |
N/A |
Yes |
|
|
N/A |
Active RTAPs |
No |
The Wyoming Department of Education initially sponsored the pilot districts but is now encouraging districts to apply as both sponsors and employers |
OA |
Yes |
Wyoming has set minimum eligibility requirements for the apprenticeship pilot program: Candidates must (1) be an employee of the district with a minimum work history of one academic year in same district, seeking a Wyoming teacher certificate; (2) complete an application that includes a letter of recommendation from an administrator within the district; and (3) enter into an agreement to complete the degree, engage in on-the-job learning, and obtain the Wyoming Professional Teaching Standards Board (PTSB) teacher certificate |
Apprentices complete the same educational prep coursework as teachers going through traditional routes; in addition, they must spend three years in a classroom with an experienced teacher-mentor, receive a baseline wage with step progressions, and graduate with a bachelor's degree and a teaching certificate |
|
No |
All funds that supported the pilot districts were federal, pulled from ARPA and USDOL |
In development |
|
|
29 |