It's a Rap

creating partnerships to develop a dynamic, robust, well-prepared educator workforce

  • A Community-Based Approach to Strengthening the Early Childhood Workforce: Day One Early Learning Center

    High-quality early childhood education depends on strong programs and a strong, supported workforce. In Dutchess County, Day One Early Learning Center is taking a community-based approach to strengthening that workforce. The organization is creating pathways into the profession while investing in the educators who make quality early learning possible

    We recently had the opportunity to sit down with Madeline Henriquez, Executive Director of Day One Early Learning Center, to learn more about her journey, the organization’s approach to workforce development, and what she believes is possible when communities invest in early educators.

    Madeline’s path to Day One was not linear. With more than two decades of experience in the nonprofit sector, including work in social justice, maternal and infant health, and community wellness, she joined Day One five years ago. What began as a role within the entity grew into an opportunity to lead an organization deeply connected to the needs of children, families, educators, and the Poughkeepsie community.

    For Madeline, that connection is personal. As a mother herself, she understands the importance of knowing that children are safe, supported, and learning in environments where educators are prepared and valued.

    “Every child deserves strong support, and every community deserves educators who are doing that work.”

    That belief is central to how Madeline leads and to how Day One approaches its work.Like communities across New York, Dutchess County faces challenges recruiting and retaining early childhood educators. Day One’s response has been to look within the community itself. Their flagship apprentice training model, The Teacher Apprenticeship Pathway (TAP) creates an earn-while-you-learn pathway into early childhood education, combining paid, hands-on experience in real classrooms with formal training, mentorship, and coaching.

    The model recognizes that traditional pathways can create barriers for people entering the field. By providing paid training and practical experience, TAP helps community members build skills while working toward the credentials they need to continue their careers. For Day One, TAP is about more than addressing workforce shortages. It is also a pathway to economic mobility, particularly for women, while strengthening the quality of early learning through better-prepared and better-supported educators.

    As Madeline described it, the program provides a practical path for community members to enter the field, receive on-the-job training, and build a career in work that matters.

    Since its launch, more than 129 educators have completed the program, with new cohorts expanding the model into additional communities, including Kingston & Hudson and the first Spanish-language cohort. Intentional expansion equips Apprentices with bilingual Spanish training, ensuring the workforce reflects the families and children it serves. This is essential to creating culturally responsive early learning environments.

    For Madeline, strengthening the workforce isn’t just about getting people into the field; it’s about creating reasons for them to stay. Day One approaches retention by investing in preparation, mentorship, trauma-informed care, cultural competency, professional development, and compensation. Educators have access to benefits, paid time off, professional growth opportunities, and support for credentials such as the Child Development Associate (CDA).

    The goal is to create an environment where educators build a career, not simply find a job. The impact extends beyond Day One. As TAP graduates move into the field, continue their education, and take on new opportunities, they become part of a growing network that helps others find their way into early childhood education.

    That ripple effect is one of the most powerful outcomes of community-based workforce development. Madeline sees an important shift happening across Dutchess County with conversations about economic development, workforce participation, education, and community well-being increasingly coming back to early childhood.

    Families cannot fully participate in the workforce without access to reliable, high-quality early learning. Children benefit from engaging, language-rich environments. None of this is possible without educators who are prepared, supported, and valued.

    Day One’s work reflects a broader recognition that early childhood education is essential community infrastructure. Programs like TAP demonstrate what that investment can look like in practice: creating opportunities for educators, expanding access for families, and strengthening the quality of early learning for children.

    When Madeline thinks about the future, she sees an early childhood system where educators are recognized as professionals from the first day, where workforce development is connected to economic mobility, programs reflect the realities of the communities they serve, and sustainable change is built alongside the people closest to the work.

    Madeline and Day One’s vision is simple and profound: when we invest in educators, we invest in children. When we invest in children, we invest in the future of our communities. Day One is showing what that investment can look like when workforce development starts within the community and when the people doing the work are given the opportunity and support to succeed.

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  • What Educator Apprenticeships Look Like in Practice: Inside EDHUBNY’s New Case Series

    New York’s educator shortage is not a future problem. It is here. Across the continuum, from early childhood to high school classrooms and school leadership, districts and education organizations are grappling with how to recruit, prepare, and retain a stable, qualified workforce without placing unsustainable financial burdens on aspiring educators.

    To better understand what effective solutions actually look like on the ground, EDHUBNY is excited to release A Case Series: Registered Apprenticeship Programs for Educators, a deep dive into how five education agencies  across New York State are using Registered Apprenticeship Programs (RAPs) to strengthen their local educator pipelines.

    Registered Apprenticeship Programs are rapidly emerging as one of the most promising workforce strategies in education. Nationally, more than 100 educator RAPs are active across 45 states, supporting thousands of apprentices through paid, structured, earn-while-you-learn pathways. New York was the first state to register the title of teacher as an apprenticeship occupation, and the momentum has continued.

    Yet, while interest is growing, many education leaders still ask:

    • What does an educator apprenticeship actually look like in practice?
    • How does this work in early childhood, K–12, and school leadership?
    • How are programs funded, sustained, and scaled?

    This case series was designed to answer those questions with real examples, real data, and honest reflections from the field.

    The series profiles five distinct Registered Apprenticeship Programs, spanning urban, suburban, and rural communities, and covering roles from Teacher Assistant to School Administrator:

    • Kennedy Children’s Center (NYC), Early Childhood Special Education Teacher Assistant Apprenticeship
    • Brentwood Union Free School District (Long Island), a CTE high-school pathway through a Teacher Assistant Apprenticeship
    • Buffalo City School District, growing employed teacher assistants to teachers in a Teacher Apprenticeship 
    • Harpursville Central School District (Southern Tier), growing a current teacher into a School Administrator/Building Leader through an apprenticeship program
    • Classroom Academy (Capital Region/North Country),the nation’s first Registered Teacher Apprenticeship, operating through the Board of Cooperative Education Services (BOCES) spanning multiple districts and institutions of higher education to grow teachers regionally.

    Each program reflects a different entry point into education, a different community need, and a different staffing challenge. The commonality? All use apprenticeship as a strategy to invest in local talent, reduce turnover, and create clear, more accessible career pathways.

    What We’re Learning from the Field

    Across all five case studies, several themes consistently emerge.

    Apprenticeships expand access without lowering standards.
    RAPs combine paid, on-the-job learning with aligned degree coursework and mentorship, allowing candidates to earn credentials, gain essential school based experiences that readies them for their future role and establish meaningful professional networks and support within the organizational community.

    Local recruitment matters.
    Whether recruiting high school seniors, paraprofessionals, or experienced teachers ready for leadership, these programs are prone to leverage individuals who already know their communities. This strengthens both retention and school culture.

    Sustainability requires braided funding and strong partnerships.
    Successful programs leverage a mix of local dollars, workforce funding, higher education partnerships, and state and federal resources to support wages, tuition, and program infrastructure.

    Registered Apprenticeship is a workforce strategy, not just a training model.
    Employers across entities reported improvements in staffing stability, leadership continuity, and student outcomes, especially where apprenticeships are embedded into long-term district planning.

    EDHUBNY’s Role: From Pilot to Scale

    The case series also reflects EDHUBNY’s evolving role in supporting education employers statewide. Since its launch, EDHUBNY has helped grow New York from one registered educator apprenticeship to 40 registered programs, while engaging more than 1,500 stakeholders across the child-serving workforce landscape.

    In response to feedback from the field, EDHUBNY has further expanded support through initiatives such as:

    • ANEW, a new association which offers group sponsorship to reduce administrative burden for education and childcare employers serving children from birth through high school graduation. 
    • AppleCORE, an AmeriCorps embedded model to offset employer costs and support apprentices.
    • Facilitated partnership pilots with workforce development boards and local economic development groups to unlock additional apprentice funding and further embed educator careers into the local economy.

    These strategies are helping move educator apprenticeships from promising pilots to scalable, sustainable systems.

    Together, these case studies illustrate a clear message. Registered Apprenticeship Programs are not a one-size-fits-all solution as they can be contextualized to meet employer needs.They offer a powerful and adaptable tool for building the educator workforce New York needs. By centering paid learning, local talent, and cross-sector collaboration, educator apprenticeships offer a long term pathway to a more stable education workforce, resulting in stronger schools and stronger communities.

    Read the full case series: A Case Series: Registered Apprenticeship Programs for Educators

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  • Join Us! Educator Apprenticeship Summit 2026: Serving Our Communities, Registered Apprenticeship Programs Building the Child-Serving Workforce

    April 27th join educators, school leaders, and workforce partners from across the state in NYC for the NYS Educator Apprenticeship Summit 2026: Serving Our Communities. This one-day event will showcase apprenticeship programs transforming pathways into childcare and teaching across early childhood and K-12 education. Over the past few years, we’ve learned valuable lessons: how to engage diverse learners, support apprentices through coursework and supervision, and build sustainable pipelines that truly meet community needs. Now, it’s time to harness that knowledge and momentum to move the needle on workforce development for the child-serving sector.

    With an expanded focus on early childhood apprenticeships, the summit highlights innovative strategies to strengthen the entire child-serving workforce, supporting both high-quality care for children and investing in long-term economic development for New York State. With so many organizations working toward similar goals, this summit is your chance to connect, collaborate, and learn from leaders shaping the future of New York’s educator workforce. Explore proven strategies, hear first-hand success stories, and leave with actionable tools to strengthen apprenticeship pipelines in your own facilities, schools, and districts.

    Here’s a snapshot of what we have planned:

    Panel Discussions

    • Learning and Sharing in a Community of Practice
    • Recruitment and Retention Strategies Piloting to Scale: Partnering for Success
    • Voices from the Field, hear from local apprentices

    Interactive Breakout Sessions

    • The Shift in Supervision: Managing Training, Release, Coursework, and Cost
    • Prepping for Success: Using Direct Entry or Pre-Apprenticeship to Build a Pipeline and Rollout the Curriculum – Includes early childhood-focused programs
    • Leveraging Stackable Apprenticeship Titles and Funding for Economic Mobility and Workforce Success
    • Meeting Community Needs Through Spanish-Language Apprenticeship Programs
    • Making Apprenticeship Work in a Large Urban District

    Experts to Energize the Discussion (to name a few):

    • Amy Way, Executive Director, Office of Teacher Recruitment and Quality, NYC DOE
    • Claudine Campanelli, Senior Director, New York Early Childhood Professional Development Institute, CUNY
    • Leo Gordon, Vice President, Career and Technical Education, United Federation of Teachers
    • Will Lopez, Co-Founder and Chief Revenue Officer, BuildWithin
    • Ismail Ocasio, Executive Director, Apprenticeship Accelerator, New York City Mayor’s Office of Talent and Workforce Development
    • Chris Pinheiro, Director of Apprenticeship and Infrastructure, New York State Department of Labor
    • Julie Reiss, Co-Founder, Day One Early Learning Center
    • Chris White, Vice Chancellor for Workforce Development, SUNY

    And a few surprise guests you won’t want to miss!

    Register Here

    EDHUBNY is the state’s leader and intermediary in registered apprenticeships providing technical assistance to serve the child-focused workforce, assisting potential sponsors in the registration process, , providing group sponsorship to opportunities across all child-centered titles, and supporting the expansion into early childhood education. Their work ensures programs are strategic, efficient, and impactful, creating a continuum of care for children while investing in the state’s workforce and economy.

    Don’t miss this chance to build momentum, make connections, bring innovative ideas back to your community and, ultimately, move the needle. Together, we can advance pathways into education careers and strengthen the workforce that serves every child.

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  • Grow Your Own: Clarifying a Critical Educator Workforce Strategy

    “Grow Your Own” has become a widely used term in educator workforce conversations, appearing in state policy agendas, district strategic plans, and funding proposals. As its use has expanded, however, the definition has become less precise. As registered apprenticeship pathways for educators expand across the country, district and state leaders are increasingly focused not on whether Grow Your Own strategies matter, but on what it takes to make them actionable and implement them effectively.

    At its core, Grow Your Own (GYO) is a workforce development strategy designed to prepare local talent for educator roles. National research from Brookings highlights both the promise and the wide variation in how these strategies are implemented. In its analysis of Grow Your Own programs nationwide, Brookings identified only two consistent features: programs seek to expand the teacher supply, and they recruit individuals who live, work, or attend school within a defined community. Beyond these shared characteristics, programs differ substantially in their target populations, design, and level of support. As a result, Grow Your Own has come to function as an umbrella term encompassing a range of educator pipeline models including scholarships, early exposure programs, residencies, apprenticeships, and alternative certification pathways, so long as they intentionally recruit locally. This variability underscores the need for greater clarity and intentionality in how Grow Your Own strategies are designed and operationalized at the district and state levels.

    Research and practice both point to a common conclusion about what drives effectiveness. Local recruitment is an important foundation, but it is only part of the equation. Sustainable impact depends on whether Grow Your Own programs are structured to provide academic, financial, and professional supports that enable candidates to enter, persist, and succeed in the profession. Brookings’ analysis illustrates how these supports differ by target population. Programs serving middle and high school students tend to focus on sparking interest in teaching through exposure and hands-on experiences, while programs designed for adults are more likely to address barriers related to coursework, certification, and cost. Across both groups, financial constraints remain a persistent challenge, highlighting the importance of structured pathways that align preparation, clinical experience, and certification requirements with advising, financial resources, and strong partnerships between school districts and higher education institutions.

    Grow Your Own programs are most effective when community-based recruitment is paired with intensive models such as teacher residencies and Registered Apprenticeships. These earn-while-you-learn pathways show strong retention, with 87 percent for residency graduates and 90 to 93 percent for apprenticeship completers, demonstrating that high-quality preparation, not recruitment alone, drives long-term effectiveness and retention.

    In New York State, the New York State United Teachers (NYSUT) has long championed a comprehensive Grow Your Own strategy through its Take a Look at Teaching initiative. Supported by both the American Federation of Teachers (AFT) and the National Education Association (NEA), this initiative is designed to build a sustainable educator pipeline by cultivating interest in the profession at multiple entry points. It engages middle and high school students through clubs offered by local teacher union affiliates, classroom-based activities, and early exposure to teaching, while also reaching career changers through targeted pathways that encourage entry into the education workforce. Registered Apprenticeship has emerged as a central mechanism for translating GYO strategies into actionable, statewide workforce solutions. Across New York, the majority of education-focused apprenticeship programs are intentionally aligned with GYO principles, reducing financial and structural barriers for candidates while enabling districts to recruit, prepare, and retain educators who are trained within their own schools and communities.

    The value of Grow Your Own extends beyond immediate hiring needs. For employers, well-designed GYO programs are a strategic workforce solution that directly address persistent staffing shortages by building a dependable pipeline of qualified educators for hard-to-fill roles. For candidates, programs such as registered apprenticeships reduce financial barriers to entry by offering paid, supported pathways into the profession. At the community level, GYO initiatives promote economic mobility by creating access to stable, professional careers for local residents, broadening the educator workforce and strengthening alignment between schools and the communities they serve.

    As Grow Your Own continues to gain attention at the policy level, the focus must shift from broad endorsement to meaningful implementation. When grounded in clear goals, supported by strong partnerships, and operationalized through registered apprenticeship programs or other intensive preparation models, Grow Your Own becomes a durable workforce strategy that advances equity, stability, and long-term capacity in public education.

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  • Service to Workforce Pipeline: Building the Next Generation of New York Teachers

    There is a unique energy that comes from a year of service. It’s the feeling of being “all in,” dedicating your time, skills, and heart to a cause bigger than yourself. At its foundation, education is a service career, educators recognize this same commitment as they enter the classroom each and every day, driven by a shared purpose to support young minds and the broader community.

    That’s why we are proud to launch AppleCORE, a Registered Apprenticeship Program working in concert with a NYS AmeriCorps service program, designed to bridge a passion for community impact with a clear, supported pathway into a professional career in education.

    AppleCORE is more than a stand-alone service opportunity. It is a specialized workforce pathway into the teaching profession. By weaving together the separate strands, AmeriCorps national service with a Registered Apprenticeship Program (RAP), we have created a model that removes traditional barriers by providing educational support, a living stipend for service, cohort participation, leadership training, and additional hours of paid, on-the-job learning.

    Through AppleCORE, aspiring teachers serve their communities while simultaneously earning their New York State Initial Teacher Certification. This “woven” approach offers comprehensive support, including tuition assistance, emergency support, and hands-on guidance, ensuring that aspiring educators are as well supported as the students they serve.

    Service years are not just a “good thing to do” to give back. They are a powerful engine for workforce development. Historically, service programs have served as vital career on-ramps in high-need sectors such as healthcare and climate resilience. As New York schools face significant hiring challenges, AppleCORE applies this proven model to education, aligning service, training, and credential attainment.

    National research underscores the effectiveness of the service-to-workforce pipeline. Findings from the Service Year Alliance Pathways After Service Report show that:

    • Service year participants without a bachelor’s degree are more than twice as likely to go on to earn one compared to peers with equivalent years of work experience.
    • 31 percent of service year alumni begin their careers in education, community, or social services, compared to 8 percent of their peers. After ten years, 23 percent remain in these fields, compared to 7 percent of non-participants.
    • Service year alumni are significantly more likely to demonstrate and market key workforce ‘soft’ skills, including leadership, collaboration, organization, and teamwork.

    By intentionally connecting service to a credentialed career pathway, AppleCORE strengthens New York’s educator pipeline while honoring service as both a public good and a workforce strategy.

    AppleCORE prepares aspiring educators to both teach and lead in their communities or from the classroom. Members build lasting skills in communication and collaboration with students, families, and colleagues.They strengthen emotional intelligence and self-management to support student learning and personal resilience, and they develop adaptability and problem solving with a growth mindset to thrive in dynamic school environments. At the same time, AppleCORE members become active contributors to their school communities and classrooms, building strong relationships and a shared sense of purpose. Through service, they see firsthand how educators can strengthen communities, create stability for students, and make a lasting, collective impact beyond the classroom.

    As an apprentice the AppleCORE member meets eight apprenticeship competencies that align closely with the service competencies.

    For decades, AmeriCorps and other state and national service organizations have demonstrated that service is not only a public good, but also a powerful pathway into the workforce and a proven foundation for developing strong community leaders in high-need professions. Service experiences build essential skills, professional identity, and a deep commitment to community impact.

    By pairing service with a Registered Apprenticeship, this work moves beyond career exposure and leadership development to create more intentional, structured workforce pathways. AppleCORE will build on this foundation by partnering with established NYS service programs, including SUNY’s Empire State Service Corps and City Year, to serve as pre-apprenticeship service partners. Together, service and apprenticeship create a seamless bridge from purpose-driven service to sustainable, long-term careers.

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  • Strong Educators, Strong Workforce: A Shared Investment in New York’s Economic Future

    Strong communities are built on a strong education system. New York State is facing a critical and escalating educator workforce crisis. Persistent shortages, high turnover, and barriers to accessing high-quality pathways in child-focused careers are leaving education agencies and classrooms understaffed. This impacts the system from early childhood through high school resulting in a widening of opportunity gaps and the weakening of community well-being. Without urgent, targeted investment in the workforce, which supports children from birth through graduation, these shortages threaten the long-term strength of New York’s communities and its economy.

    Every child-serving field is facing severe staffing shortages, with too few people entering these roles to meet demand. These gaps stretch across the continuum, from childcare and teacher assistants to CTE, English, math, science, special education, and school leadership. Behind every skilled worker and creative thinker are the professionals who nurtured and guided them, yet without a qualified workforce supporting New York’s children, communities suffer, learning goals go unmet, and educators face increased burnout and turnover.

    When we talk about the health and strength of New York State’s economy, we often focus on innovation, infrastructure, and industry. We highlight exciting pathways to emerging careers for our future workers, yet we speak far less about the adults in the continuum of care who nurture and guide them along the way. A well-trained, well-supported child-focused workforce forms the backbone of every sector. This child-centered network of caregivers, educators, and youth-support professionals is a pivotal gear in the system that powers New York State’s economy, developing the critical thinkers, creators, and workers who will drive every industry sector forward.

    Investing in the child-focused workforce is one of the most powerful economic decisions New York can make. These educators and caregivers, working alongside families and community partners, are the single strongest in-school influence on a child’s success. And their impact reaches far beyond test scores. Decades of research show that when we invest in students’ social and emotional development, we see lasting gains in health, education, career readiness, economic mobility, and community well-being, a return on investment few other sectors can match. By building confidence, curiosity, and essential life skills, these professionals ignite potential and help young people see themselves as future contributors to their communities and future careers.

    And this work begins well before kindergarten. Early childhood programs lay the foundation for lifelong learning, shaping cognitive, social, and emotional development during the most critical years of brain growth. High-quality opportunities from birth to age five set children on a trajectory for success, they enter school better prepared, with stronger language, literacy, and math skills, and are more likely to graduate and thrive. But none of this is possible without qualified, well-supported adults in these roles. Investing in and preparing this workforce is not optional, it is essential to giving every child in New York the strong start they deserve.

    Beyond recruitment, retaining talent is an essential financial strategy, as turnover places a heavy burden on school budgets. Longer, immersive preparation programs, like educator apprenticeships and teacher residencies, have an 89% retention rate, compared to around 50% in traditional programs and just 15% in quick-entry alternative certification routes.  And the cost? A NYSSBA analysis found that districts outside New York City spend an average of $260,000 annually on turnover-related costs, with substantial regional variation: Finger Lakes districts experience the highest average costs ($352,046), while North Country districts spend the least ($117,976). These taxpayer dollars would be better spent contributing to a workforce that stays, benefitting the children served.

    “Supporting preparation models like Registered Apprenticeship means we’re not just educating young learners; we’re building the next generation of workers, entrepreneurs, and community leaders. When aspiring educators can earn as they learn and stay in the field, we create a ripple of benefits: better student outcomes, lower remediation costs, and a stronger pipeline of home-grown, career-ready graduates. In turn, our businesses win, our communities win and New York wins.”

    Brian Williams, Executive Director, Capital Region Workforce Development Board

    Entering a career to support the children of NYS  should be determined by interest and commitment, not prohibitive costs. The reality is that becoming an educator through the traditional route is expensive and often lacks the support candidates need to succeed-from financial assistance and high-quality mentorship to childcare, transportation, and emergency services. When these barriers are removed, we expand access to the profession, strengthen the workforce, and create meaningful opportunities for economic mobility within communities.

    Accessible, high-retention educator pathways are a direct investment in New York State’s future workforce and economic prosperity. Together through this investment, NYS will build a comprehensive, child-centered workforce that nurtures the next generation of thinkers, workers, and leaders necessary  to strengthen its communities and  ensure a thriving future for all.

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  • The Critical Role of Principals in Teacher Retention

    As schools across the country face crippling educator shortages, retaining qualified educators has become equally  as important as recruiting them. While many factors influence a teacher’s decision to stay or leave, one of the most impactful is school leadership. Principals play a central role in shaping the work environment, school culture, and support systems that directly affect teacher satisfaction and long-term commitment. The deeper the  work to create pathways for greater teacher retention, the more it reinforces the importance of administrators to achieve that goal.  

    The Data 

    Research consistently shows that strong school leadership is closely linked to higher teacher retention. According to the Learning Policy Institute (2021), teachers who rated their school leadership as effective were significantly more likely to stay in their positions compared to those who did not. Principals who foster collaboration, communicate a clear vision, and support teachers’ professional growth create a positive school climate that encourages educators to remain in the profession.

    Many studies identify working conditions as a major factor influencing teachers’ decisions to leave. Principals play a pivotal role in shaping these conditions by determining how much teachers can participate in decision-making, collaborate with colleagues, and access instructional support. These factors all contribute to teachers’ sense of collective efficacy and job satisfaction, highlighting the critical importance of investing in strong school leadership.

    Research from Brookings demonstrates that when a principal leaves a school, it can have far-reaching effects, including increased teacher turnover and declines in student achievement. In response, some states and districts have developed registered apprenticeship programs for principals and school building leaders. These programs aim not only to improve the quality of school leadership but also to retain effective principals. By providing hands-on, one to two year clinical experience and sustained mentorship, apprenticeship programs build leadership capacity in a way that strengthens school culture, supports teachers, and ultimately benefits students.

    Registered Apprenticeships for School Building Leaders 

    The launch of principal apprenticeship initiatives was driven by challenges similar to those faced in the teaching profession, particularly high rates of leadership turnover in schools nationwide. By investing in structured leadership development, states aim to create more supportive and effective school environments. These programs not only strengthen the leadership pipeline by preparing principals for the complex realities of school leadership but also contribute to teacher retention and professional growth, helping educators stay in the profession and thrive throughout their careers.

    In response to this need, EdHUBNY not only worked with the NYS DOL to create the title of School Administrator/Building Leader, they also used this experience to collaborate with Pathways Alliance and other partners developing the 2025 National Standards for the Principal Occupation Apprenticeship, for Federal Review. These standards are used in USDOL Office of Apprenticeship states to define the expectations for K–12 principals entering the profession through an apprenticeship model.

    The apprenticeship term is based on the apprentice’s demonstrated mastery of specific competencies outlined in the specific state or federal standards. In NYS, apprentices are enrolled in a NYSED approved administrator certificate or Master’s program, completing the related instruction leading to initial school administrator certification.  

    From the field 

    Harpursville Central School District has been a champion for building strong principal leadership through its innovative apprenticeship model. In a recent presentation, district leaders highlighted the impressive progress taking place at Harpursville Jr./Sr. High School over the past two years. Discipline referrals have dropped by 56%, creating a calmer and more supportive learning environment. Chronic absenteeism has also declined by 11%, reflecting stronger student engagement and a deeper connection to the school community.

    These results demonstrate the powerful impact that effective leadership and intentional relationship-building can have on an entire school community, fostering meaningful and lasting improvements in school culture and student success. The apprenticeship model allows aspiring principals to be fully embedded in the daily administrative work of their district. In many cases, these candidates come from within the school itself, which helps strengthen relationships, continuity, and the overall school culture.

    Superintendent Heath Georgia shared his perspective on the program’s success, noting,

    “The depth and breadth of what Brian (Apprentice) is doing far exceeds that of others in traditional coursework. He’s fully embedded, experiencing leadership in real time, discussing it daily with our administrative team, and applying what he’s learning immediately. That kind of immersion is powerful.”

    The success at Harpursville stands as a powerful example of how investing in leadership development can create lasting, positive change for schools, staff, and students alike. Strong leadership development impacts everything from teacher retention to student achievement, shaping the foundation for thriving school communities.

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  • Buffalo City School District Builds Teacher Pipeline Through Apprenticeship

    In a recent conversation with leaders from Buffalo City School District (BCSD), I had the opportunity to learn more about their innovative efforts to strengthen and diversify the educator workforce through a Registered Apprenticeship Program (RAP). Now in its second year, the program is already shaping the district’s approach to long-term staffing and career development in high-need certification areas.

    Why Apprenticeship?

    District leaders shared that their decision to register an apprenticeship program for teachers stemmed from multiple needs: to build an educator workforce more reflective of the student population, address persistent shortages in areas like special education, and create sustainable career pathways for individuals already working in their schools.

    “We believed the apprenticeship model could help us meet these goals,” shared Elizabeth Campion, Supervisor of Teacher Pathways at BCSD, “Especially by expanding access for individuals from underrepresented backgrounds and those already committed to working in education.”

    The program builds on Buffalo’s previous success with teacher residency models. With support from the SUNY Apprenticeship Program and funding from the Apprenticeship Expansion Grant (AEG), the district saw apprenticeship as a scalable, long-term solution to expand and stabilize its educator pipeline.

    A Grow-Your-Own Approach to Recruitment

    Buffalo’s recruitment strategy focuses heavily on internal candidates, particularly Teaching Assistants and school staff who already hold a bachelor’s degree and are interested in pursuing teacher certification.

    “These individuals are deeply invested in our students and our schools,” added Richard Thompson, Instructional Specialist III, of Buffalo Public Schools. “They already understand our systems, and apprenticeship offers them a clear, supported pathway into [a teaching role in] the classroom.”

    In addition to internal recruitment, the district also promotes the program through newspapers, online job boards, and partnerships with colleges and universities. Buffalo is leveraging apprenticeship to retain and grow local talent, even as educator preparation programs face statewide enrollment declines.

    Early Outcomes and Observations

    Although the program is still in its early stages, district leaders are optimistic about its potential. While formal data has not yet been collected, the district draws from six years of experience implementing teacher residency programs, where co-teaching models have led to positive impacts on student learning. Elizabeth expressed,

    “We’ve seen the benefits of having an additional adult in the classroom. Students benefit. Teachers benefit. We believe we’ll  see the same results with apprenticeship, and we’ll be tracking that over time.”

    Navigating Administrative Complexity

    Implementing the apprenticeship program has not been without challenges. Differences between residency and apprenticeship requirements and terminology has required the district to adjust its administrative processes and reporting systems.

    A key part of the district’s success has been building a strong working relationship with the New York State Department of Labor through EDHUBNY. Support from EDHUBNY has been instrumental. “They’ve guided us through every step of the process,” Richared noted. 

    Sustainability

    Buffalo’s apprenticeship program is currently supported by a combination of AEG funding, SUNY Apprenticeship support, and EDHUBNY start-up funds. While these sources have helped launch the program, district leaders acknowledged the need for additional resources, particularly to support mentor teachers who play a critical role in the success of apprentices.

    “We’d like to see future funding that helps compensate mentor teachers, including university-based mentors,” they said. “These individuals are essential to program quality.”

    The district is actively exploring additional funding streams, including potential future grants and federal programs such as EdHUBNY’s AppleCORE, their new AmeriCorps program, to ensure the program’s sustainability and growth.

    Looking Ahead

    Over the next five years, Buffalo City School District aims to expand the number of apprentices participating in the program and continue building a robust, high-quality educator  pipeline. Particular emphasis will remain on staffing hard-to-fill positions in areas such as special education.

    “Registered Apprenticeship has been a valuable tool. We’re committed to continuing this work and refining the model to meet the evolving needs of our schools and students.” Richard Thompson , Instructional Specialist III, Buffalo City School District

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  • Apprenticeship in Action for Future Educators

    Meet Lexi, a high school and college graduate, and a working mom. She began her career in education as a teacher aide in Hoosick Falls, NY, where she quickly discovered a deep passion for working with students and a natural talent for supporting their learning. Despite how much she loved the role, Lexi knew that an aide’s salary wouldn’t be enough to support herself and her young son.

    Already holding a bachelor’s degree in hospitality, Lexi realized that access to a future career as a teacher by returning to a traditional teacher preparation program, with its unpaid student teaching component was not feasible. There had to be another way. The Classroom Academy’s two-year Apprenticeship Program offered her a vital alternative, enabling her to earn a steady income while gaining the practical experience and credentials necessary to become a certified teacher. It would also provide some relief with tuition assistance. This balance of work and study allowed her to pursue her goal of teaching without starting over financially or professionally.

    At first, Lexi felt most comfortable in special education classrooms, where she had the most experience from her position as a teacher aide. Transitioning to a first grade classroom brought new unknowns, yet  strong support and daily, hands-on experience and guidance helped her develop the tools and confidence needed to expand her teaching practice. As Lexi explains,

    “I wasn’t sure I could teach in a general education setting at first, but with the right support and experience, I’ve learned that I’m capable of meeting the needs of all my students.”

    Lexi also acknowledged that the year came with its share of challenges. A change in school leadership and the temporary absence of key staff members due to maternity leave created significant shifts within the school community. However, she and her lead teacher were able to lean on each other and navigate these transitions together. These types of collaborative responses to common realities which educators face every year, are often missed in short-term traditional student teaching placements. Additionally, Lexi’s lead teacher was able to draw on Lexi’s special education experience, enriching both the classroom environment and student learning.

    Now entering her second year in the program, Lexi reflects on how impactful the first year has been building her skills, confidence, and teaching identity. One of the unique benefits of the program, which Lexi sees as a powerful part of her growth, is the opportunity to work with a new group of students this coming school year. Each class brings its own personality, learning needs, and challenges, requiring her to adapt and approach her teaching with fresh strategies and an open mind. The variety has helped her better understand the realities of the classroom and what it means to be a responsive, reflective educator.

    “The classroom experience has given me so much to learn and  things I’ll carry with me for years to come. Last year was so different from this year; the needs are higher now. Being able to experience that shift across two years is incredibly valuable.”

    With one successful year behind her and a new class ahead, Lexi is continuing to grow into her role as a dual-certified teacher, ready to serve diverse learners across the school community.

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  • Trends to watch in Registered Apprenticeship Programs for Educators

    Emerging Trends in Registered Apprenticeship Programs for Educators 

    As the NYS Educator Workforce Development Hub, we are closely tracking the strategies and policies reshaping how educators are trained, supported, and retained within the state and beyond. These shifts are not just about improving and building pipelines, they are a representation of meeting the needs of the school community and have been shaped by learning from early adopters in the field. Here are four key trends that anyone working to strengthen the educator workforce, whether you’re a school leader, policymaker, or workforce partner, should be paying attention to.

    Trend 1: Expanding Registered Apprenticeships Across Educator Roles
    Registered Apprenticeship Programs in education are no longer limited to aspiring teachers. They’re being used to develop the full range of school and early childhood professionals. In New York State alone, the HUB has supported the creation of 16 RAPs for teacher assistants, teachers, and even school administrators, with 20 more programs currently in development. It is also supporting the development of a Childcare Program Administrator title with NYSDOL and childcare assistant programs with partner sponsors.  This expansion reflects a broader reimagining of the educator career ladder, where multiple on-ramps and growth opportunities can coexist across the entire age spectrum. By building structured, supported pathways across different roles, RAPs not only bring more people into the profession but also create internal advancement opportunities for those already working in schools. It’s a new model of professional mobility, grounded in experience and sustainability.

    Trend 2: Tapping into Paraprofessionals and Teaching Assistants
    Speaking of on-ramps, school and early childhood systems are increasingly recognizing the untapped potential of paraprofessionals and other support staff. These individuals are already embedded in classrooms and programs, know the children  and communities they serve, and are often representative of the populations most in need of high-quality educators and program support.  Yet many face systemic barriers to entering the field, such as certification, including cost, time, and lack of formal mentorship. RAPs offer a solution. By allowing paraprofessionals and other support staff to earn credentials while working and receiving mentorship from experienced educators and staff, these programs turn school or program based experience into upward career mobility. It’s a strategy that not only fills vacancies but also fosters retention in the profession.

    Trend 3: Grow Your Own Meets Apprenticeship
    “Grow Your Own” (GYO) programs have emerged for recruiting future educators and program staff from within the communities they will serve. When paired with the RAP model, GYO efforts become structured, paid pathways into careers serving children (including teaching) for high school students, paraprofessionals, career changers, and community members. RAPs bring rigor, formal mentorship, and credential attainment to GYO pipelines, transforming local talent into highly prepared, credentialed educators. This is especially effective in rural and urban districts struggling with persistent shortages. Embedding RAPs into GYO strategies not only strengthens the pipeline but ensures those entering the field are ready and committed to stay.

    Trend 4: Leveraging Embedded State and Federal Funding
    The secret sauce to the funding and sustainability of these programs remains in development. The growth of educator RAPs is being made possible by a smart alignment and braiding of funding streams. At both the state and federal levels, new and existing resources are being leveraged to support the design and sustainability of these programs. Many programs figuring out how to tap into WIOA dollars.  The Workforce Innovation and Opportunity Act (WIOA) is the primary federal law guiding the nation’s workforce development system. Each year, WIOA funding is allocated to states based on a federal formula. States then distribute the majority of these funds to local workforce development boards, which are responsible for determining how the money is invested in training, education, and employment services within their regions. In NYS, these funds go from the board directly to the apprentice (once they qualify) through Individual Training Accounts and can sometimes also support other emergency or wraparound support for the apprentice.

    Another federal resource that travels through the states is the State Apprenticeship Expansion Formula (SAE) Grants. The U.S. The Department of Labor’s five-year SAE grant program supports states in expanding Registered Apprenticeship opportunities in high-priority sectors. SAE funding is distributed in two ways: formula-based base grants and competitive grants. While base grants are typically smaller, they are awarded more broadly to a larger number of states and territories. In contrast, competitive grants provide more substantial funding to support innovative or large-scale apprenticeship initiatives and states with state apprenticeship agencies are limited as to how many they can receive. Apprenticeship Building America Grants are also federally funded.  These opportunities, awarded in 2022 and 2024, are increasingly being applied to support educator apprenticeships. Adding to this pool of funds, some state governments or state agencies have appropriated state dollars to support registered apprenticeship, and in some cases, have even set aside funds to support registered apprenticeships for educators specifically. 

    What’s Next

    At its core, this work is about people, building real, supported pathways for those who want to make a difference in classrooms, childhood programs and communities. Whether it’s a paraprofessional who’s been serving children and students for years, a high school student dreaming of becoming a teacher, or a career changer looking for a meaningful next chapter, Registered Apprenticeship Programs are opening doors that were too often closed.

    These trends highlighted are just the beginning. As educator Registered Apprenticeship Programs continue to grow, the next phase of this work will focus on deepening impact and expanding access. Here’s where we’re headed:

    • Supporting program design and implementation
      We’ll continue partnering with lead education agencies, higher education institutions, and workforce boards to design programs that reflect local needs and remove barriers for candidates.
    • Strengthening data and impact tracking
      Understanding what’s working, and where there’s room to grow is key. We’re investing in better ways to track outcomes, share lessons learned, and inform policy.
    • Expanding partnerships
      Cross-sector collaboration is essential. We’ll be building stronger connections between education, workforce, and higher ed to ensure programs are aligned, supported, and sustainable.

    Advocating for policy and funding alignment
    Continued growth depends on smart policy and investment. We’ll keep working at the state and federal levels to secure resources that support long-term success.