It's a Rap

Over the past few years, I’ve worked closely with school systems and education leaders across NYS who are urgently trying to fill special education teaching roles with effective, well-prepared educators. But the challenge is growing. Special education positions are among the most complex in any school and increasingly, the hardest to staff. According to federal data, as of 2023–24 school year, 21% of public schools reported unfilled special education roles more than any other subject area. Even more concerning, 8% of those teaching students with disabilities under the Individuals with Disabilities Education Act (IDEA) were not fully certified. 

This growing gap demands scalable, sustainable workforce solutions. One promising insight comes from the CEEDAR Center: paraprofessionals who become certified teachers are more likely to enter the field of special education. These individuals are already supporting students in schools, often come from the communities they serve, and bring valuable on-the-ground experience. Research also shows that when paraprofessionals transition into teaching roles, they are more likely to stay in the profession long-term and deliver high-quality instruction, due in large part to their practical classroom experience.

But despite their potential, many face real barriers: time, cost, and a lack of flexible preparation programs. As we’ve noted in previous blog posts, traditional teacher prep often forces paras to choose between earning a paycheck and earning a degree which, for most, isn’t a real choice at all.

As states begin to better recognize the critical role paraeducators can play in addressing special education teacher shortages, they’re also realizing that making the pathway accessible is key. That’s where Registered Apprenticeship programs come in. They allow candidates to “earn while they learn,” blending paid work with coursework and mentorship. It’s no surprise, then, that of the 51 Registered Teacher Apprenticeship programs operating across the country today, 48 include special education as a field of study. 

Take Minnesota for example, highlighted in the CEEDAR brief, they have taken specific steps to build ITRAC, a Registered Teacher Apprenticeship program preparing special education teachers to teach students with autism spectrum disorders (ASD) and emotional and behavioral disorders (EBD). Sponsored by the non-profit educational cooperative BrightWorks, the ITRAC program offers paraprofessionals a no-cost pathway to becoming teachers. Participants serve as apprentices, engaging in two years of hands-on, job-embedded learning within partner Intermediate School Districts (ISDs), while receiving supplemental coursework from MSU-Mankato. Program partners are dedicated to filling all positions with highly qualified educators and to retaining and building on the expertise of their existing staff.

Likewise, in New York, Kennedy Children’s Center provides a powerful example of how paraprofessionals already support students with significant disabilities in specialized settings. Organizations like Kennedy are natural candidates for Registered Apprenticeship models, given their commitment to inclusive education and their experienced workforce. With the right policy supports, they have shown the real return-on-investment and are at the forefront of growing the special education pipeline locally with 100% staffing and a waitlist to join the program.

In many ways, Registered Apprenticeship Programs for special education just make sense. They’re a practical solution to a pressing need. What’s even more compelling is that the answer might already be right in front of us: the paraprofessionals who are already in our schools, already supporting the very students who need the most skilled and consistent support. They know the kids, the classrooms, the challenges, and many are eager to do more. But without a flexible, affordable pathway into the profession, their talent and potential often go untapped. Apprenticeship unlocks that potential. It doesn’t just fill vacancies, it invests in the people who’ve already shown up, day after day, for students with disabilities.  In Part 2 of this mini-series, we will explore the context of NYS more deeply with the adjustments at the NYS Education Department and how districts, BOCES, and privates are working to leverage this resource, growing teacher assistants and then supporting them to become teachers.

Stay tuned!