It's a Rap

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