It's a Rap

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

  • 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.

  • Part 1: Laying the Foundation to Build a Pipeline for Special Education Teachers Using Apprenticeships

    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!

  • Decision Point: Embarking on a Teacher Apprenticeship Pathway

    With traditional educator preparation programs struggling to attract new candidates, particularly in rural areas, innovative approaches like New York’s Registered Apprenticeship Program are helping career changers like Olivia find their way into the classroom and build lasting careers. We sat down with Olivia to learn about her experience as a Teacher Apprentice with Classroom Academy.

    Like many aspiring educators today, Olivia’s path to teaching wasn’t linear. She came to education as a career changer. Her story made me wonder: how many talented individuals are “hiding in plain sight,” ready to make a meaningful impact in education if given the right pathways?

    Olivia, a native of Port Jervis, New York, began her journey studying Journalism and Public Policy at Ithaca College. It was a summer job at a local rec center working with children that changed everything.

    “The kids made me view the world differently,” Olivia recalls. “Their curiosity, creativity, and how they saw things—it really stuck with me.”

    As Olivia began exploring educator preparation programs, she was drawn to SUNY Empire’s residency model. What stood out even more was discovering Classroom Academy, SUNY Empire’s Registered Apprenticeship Program. Rather than follow the traditional route of two short, unpaid student teaching placements, Olivia chose the apprenticeship pathway, spending two full years immersed in the classroom in a paid position, working alongside and learning from an experienced teacher.

    “I wanted to learn by being in the classroom every day, not just from textbooks,” Olivia explains. “Classroom Academy gave me hands-on experience right from the start.”

    Now placed at Cambridge Central School District as a Teacher Apprentice, Olivia works with Jason Sutliff, a seasoned English teacher with over 20 years of experience, and has quickly found her passion for teaching middle school students.

    “Jason is such a true teacher to his core. He never makes me feel like I’m doing something wrong. He teaches me. I feel supported at every step and that makes all the difference.”

    Moving a few hours away from home to a small, rural community posed its own set of challenges for Olivia. “I didn’t know anyone when I first arrived. It was a little intimidating being so far from home,” she admits. 

    “… I quickly realized that this community, both the school and the local area, has been incredibly welcoming. People here want to see me succeed, and that sense of support is important” 

    Classroom Academy attracting career changers across the state is a success in its own right. This may show a promising way to attract career changers to the classroom. 

    The support from the Classroom Academy program has also been crucial for Olivia in developing her teaching style. Having a support network including the program coordinator,  Colleen Lester, as well as additional support from professional community facilitator Rita Floess has helped her navigate her first year with confidence. “They check in on us, give advice, and make sure we’re always growing,” she shares. “It’s a lifeline to have that support when you’re just starting out.”

    In addition to the Classroom Academy support system, Olivia has also built a strong network within the school, which has helped her feel more connected and grounded. “I’ve had the chance to sub in other classrooms, attend career fairs, and interact with staff members from different parts of the school,” she says. 

    Olivia credits the strong support from teachers, staff, and parents for her growth and sense of belonging in the school community. Hearing her speak so passionately about this network really struck me, it’s clear that feeling connected beyond the classroom is vital for new educators’ success.

    She encourages others to commit to the two-year apprenticeship program, reminding us that the time will pass anyway and the experience provides essential tools and guidance to truly make a difference, not just academically, but in supporting students’ emotional growth as well. Olivia’s confidence about stepping into her own classroom left me inspired; she’s ready to take on whatever challenges come her way, and her story shows just how powerful this hands-on, supported approach can be.

    Hear from some of Classroom Academy’s other participants below!

  • Sustainability as a Mindset

    As the school year wraps up, educational agencies are grappling with a critical question: How do we build programs for sustainability in an ever-evolving landscape? 

    In a time of shifting political winds, uncertain funding, and evolving school needs, sustainability can’t be a checkbox, it must be a mindset. As the HUB’s Director put it, “Sustainability is beyond funding, it is a mindset.” It’s a way of thinking that embraces adaptation and flexibility, centers local needs, and plans not just for implementation, but for long-term impact. This mindset makes launching a registered apprenticeship program for educators just the beginning. 

    Sustainability is typically looked at through the financial lens. Education agencies can’t afford to depend on a single grant, legislative window, or policy trend. Long-term sustainability requires a braided and blended funding approach, combining local district investment, federal and state apprenticeship support (when available), workforce development funds, financial aid, individual investment and philanthropic partnerships. The key to financial sustainability is the ability to be resourceful and adapt to the funding streams available at any given time.

    Embracing a sustainability mindset shifts the thinking from compliance- focused budgeting to resilience-focused planning. For schools, this means embedding apprenticeships into broader talent development and retention strategies that are part of the year to year operational funding.  Think of it as throwing a pebble into the stream where it will become one of many that make up the stream bed. For policymakers, it means designing frameworks that support ongoing evolution, without requiring new legislation every time conditions change.

    So what does sustainability as a mindset look like in action? 

    Sustainability as a mindset, means more than just dollars as it is also designing programs that can adapt. Sustainable apprenticeship models are adaptive, to iterate, adjust, improve, reflect and respond to real-time learning. This includes redesigning mentoring models, working with higher-education partners to adjust coursework delivery based on apprentice needs, or shifting recruitment strategies based on local workforce data.

    For policymakers, this mindset requires trust in the field, shaping accountability structures that support improvement and allow for adjustment not just compliance. For program leaders, it means building time and space for teams to assess, revise, and improve systems in real time.

    In today’s climate, where education can become a flashpoint, systems that rely on rigid structures or single-point funding are most vulnerable. The programs most likely to endure are those built on a sustainability mindset of adaptability, local ownership, and continuous learning.

    Educator apprenticeships are not a quick fix. They are a long-term investment in the future of the profession. And the only way they last is if they are built with intention, rather than urgency. Educators are essential. The educator workforce of the future depends on today’s responses. Resilience, flexibility, and continuous improvement will lead to the sustainability mindset and creating the systems we need, that are built to last.

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  • Is Student Debt Holding Back Our Educators?

    Becoming a teacher has always been a calling for many but lately, it’s felt more like a financial gamble. Across the country, school districts are struggling with severe teacher shortages, and fewer people are entering the profession. At the same time, the federal government has restarted student loan collections after a five-year pause. For many aspiring educators, these trends collide in a way that feels deeply personal and deeply discouraging.

    Student debt isn’t just a line item on a budget. It’s a burden that shapes real choices: Can I afford to go back to school? Can I leave my job to teach? Will I be able to support a family on a teacher’s salary and still pay off my loans?

    According to the Learning Policy Institute, more than 60% of full-time public school teachers have taken out student loans. Educators actually borrow at higher rates than their peers in other fields. Among those with education degrees, nearly 76% of both bachelor’s and master’s degree holders carry student debt. Yet teaching remains one of the lowest-paid professions requiring a college degree.

    This disconnect is felt most acutely by new teachers and by those trying to enter the profession. One NYS teacher assistant, now working toward her certification through a Registered Apprenticeship program for teachers, put it plainly:

    “I would never have been able to pursue a teaching certification through a traditional pathway—I’d have to leave my job, which just isn’t feasible. The apprenticeship allowed me to stay in the classroom while growing into the role of a teacher and working toward my New York State teaching credential.”

    NYS needs more opportunities like this one to attract new teachers. The state has focused on some financial initiatives to support teacher candidates, like SUNY’s Apprenticeship Initiative, which offers up to $6,000 in tuition assistance per apprentice. In addition to the SUNY funding that can help support educator apprentices, Governor Hochul has committed to supporting round two of the NYS Department of Labor Teacher Residency Program Grant (TRP), partially or fully funding master’s degrees for teacher residents who are enrolled in a residency program registered with the New York State Education Department (NYSED).

    New York is also investing in tuition-free community college for adult learners, ages 25 to 55, in high-need fields, teaching being one of them. These efforts matter, because student debt hits some educators harder than others. Early-career teachers, special education teachers, and Black educators are disproportionately affected. National data shows that about 65% of teachers in their first 10 years have student debt, compared to just 41% of teachers with 30+ years of experience.

    The result? Too many promising educators leave before they’re fully seasoned. Too many never enter the profession at all.

    We need to change that. Addressing the financial barriers to becoming a teacher is essential if we want to build a stable, and well-prepared educator workforce. Paid apprenticeships, tuition assistance, loan forgiveness, reduced preparation costs, and competitive salaries must become standard, not exceptional.

    Debt-free or low-debt pathways like apprenticeships don’t just make financial sense. They honor the value of teaching. They say to aspiring educators: You belong here, we want to invest in you, and you don’t have to go into debt to prove it.

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  • From Celebration to Sustained Support: Honoring Educators Beyond One Week

    Across New York State last week, classrooms were filled with celebrations: bulletin boards covered in kind words, carts of snacks making their rounds, surprise coffee deliveries, catered lunches and heartfelt notes from students and families. It’s a beautiful moment and one that’s well deserved.

    But it also raises an important question: why just once a year ?

    Teachers change lives every day. Teaching isn’t just a job. It’s a daily act of service, leadership, care, creativity, and resilience. Educators do so much more than deliver lessons they build relationships, nurture student identity and confidence, and lay the foundation for our future workforce. Their impact stretches far beyond their classroom ‘home’, into the communities they serve.

    So while Teacher Appreciation Week is a meaningful time to pause and say ‘thank you, we appreciate you’, we have to ask ourselves: how are we valuing teachers the rest of the year?

    How we support and uplift educators on a daily basis doesn’t just affect teacher morale. It shapes student success, influences school culture, and determines the sustainability of the profession itself.

    And the data backs it up

    The Learning Policy Institute (LPI) has found that access to well-prepared, experienced teachers is one of the strongest predictors of student achievement. In under-resourced schools, the difference is even more stark. LPI notes that students in these schools are more likely to have novice, underprepared teachers, which exacerbates opportunity gaps.

    LPI’s research, along with others, consistently shows that positive school climates where teachers feel valued, have autonomy, and collaborate—are strongly linked to teacher retention.

    Some key takeaways:

    • Over 90% of teacher demand is due to attrition, not new positions. The most common reasons: lack of support and dissatisfaction with working conditions.
    • High-retention pathways, like teacher residencies, increase retention by as much as threefold in high-need districts.
    • Schools that build collaborative cultures and invest in growth see lower turnover and higher student outcomes.

    So, what if we treated Teacher Appreciation Week as the kickoff not the full event?

    That might mean we need to:

    • Invest in teacher apprenticeships that provide mentorship, financial support, and deep clinical preparation, all things linked to greater teacher retention and teacher satisfaction. 
    • Allow entry level educators to begin their career with little or no debt. 
    • Connect degree coursework leading to certification to immersive experience and opportunities to apply that learning.
    • Ensure union leadership and individual practitioners’ voices are included in school and district decision-making discussions.
    • Create opportunities for career growth through professional learning and teacher leadership without leaving the classroom–such as guiding apprentices.

    Let’s Celebrate and Then Keep Going. So yes let’s keep the thank-you notes and morning shoutouts coming. Let’s decorate the lounges and celebrate with cake. But let’s also use this week to ask some deeper questions and reflect on our path forward.

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  • Educators Always Knew—The Rest of Us Are Just Catching Up: The Importance of Meeting Future Educators’ Needs as We Build the Pipeline

    Over the weekend, I was sitting with a few friends who are current educators. As someone who has worked in education for the last decade but not as a classroom teacher something clicked for me.

    In talking about their experiences, I realized what teachers have known all along: the best way to support learning is to meet students where they are. It seems kind of obvious right? 

    It’s such a simple idea, yet profoundly powerful. And it doesn’t just apply to K–12 students it has much further reaching implications, like  how we prepare future educators, too. 

    This “aha” feels especially urgent now, as we witness the thinking around the ways we prepare future educators start to shift. There’s growing momentum behind immersive programs like residencies and apprenticeships as sustainable, high-quality ways to staff our future classrooms. These models recognize that all learners, including aspiring educators, have different needs–whether they’re career changers, high school students, aspiring leaders or teacher assistants. Programs must reflect the complexity (from flexible entry points, to needing an income, or wraparound services) and meet candidates where they are, offering them what they need.

    Take New York City, for example. As the city takes steps to implement the  class size law capping classes at 20 students in kindergarten through third grade, 23 in grades 4–8, and 25 in high school the mayor has committed additional funding to support this effort. It’s estimated that this investment could fund the hiring of up to 3,700 new teachers. This presents a tremendous opportunity but it also raises a critical question: how will we prepare, support, and sustain this next wave of educators, especially as the city is faced with numerous vacancies and a persistent challenge with teacher recruitment and retention?

    Apprenticeship pathways could be part of the solution. For teachers these models are typically built on residency programs and offer paid, mentored, on-the-job experiences aligned with related instruction creating multiple, accessible entry points into the teaching profession. By expanding how people can enter the field, we expand who is able to pursue it.

    Carolyn Cleaveland, COO of Kennedy Children’s Center (KCC), captured this perfectly when speaking about their early childhood apprenticeship program:
    “It’s not a shortage of people—it’s a shortage of opportunity.”

    At KCC, they are fully staffed and there’s a waiting list of community members eager to become educators through their program. Fully staffed? A waiting list? for an early childhood program that’s almost unheard of. And it’s a powerful proof point of what’s possible when we remove systemic barriers and build pathways that reflect the lived realities of future educators.

    Registered Apprenticeships in New York State are doing just that: opening doors to a broader pool of future educators by meeting people where they are and embedding career pathways that lead to lasting success.

    But how exactly do these programs expand access to the profession?
     By creating multiple, flexible entry points tailored to the realities of aspiring educators, apprenticeships tap into talent that traditional pathways do not accommodate for;

    • Teaching Assistants to Teachers: Current TAs and paraprofessionals can work, in some new residency programs, toward teaching certification through paid, mentored experiences that align with their instructional responsibilities, advancing without stepping away from the classroom.
    • Career Changers: Individuals from other industries bring valuable skills and lived experience. Apprenticeships offer a pathway into teaching without requiring them to leave the workforce to return to school full-time.
    • Substitute Teachers: Already in schools and familiar with classroom dynamics, substitutes can enter into apprenticeships working alongside an experienced teacher offering a  paid, structured, supported pathway to initial certification.
    • Parents, Community Members, and/or Volunteers: Local residents deeply invested in the community, bring care, context, and commitment, making them strong candidates for supported entry through apprenticeships into the profession. They can grow into educator roles (such as teacher assistants or teachers) being supported by the school community, strengthening community-connected teaching. 
    • High School Students: Through CTE or CTE-like pathways, students can begin a career in education early, starting a teacher assistant apprenticeship and moving into a full time paid TA roles after graduation. This two year program will allow them to progress steadily in a paid position while taking coursework.  And this is just the start.  For those interested, they could build on this experience and continue by pursuing a teacher apprenticeship.
    • Teachers to Leaders: experienced teachers interested in expanding their role within the school community could develop in leadership through an apprenticeship also. School administrators, like all educators, benefit from a paid, fully immersive program which allows them to apply their academic learning.

    Each of these entry points broadens the pipeline into the profession, and helps meet the urgent demand for educators. This is more than a workforce strategy. It’s a commitment to sustainability, and the future of our schools.

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  • Pioneering the Future: Harpursville Blazes the Way with NYS School Administrator Apprenticeship

    Across the country, the call for dynamic, well-prepared school leadership is growing louder and New York is stepping up in a big way. Leading this charge is Harpursville Central School District, the first in New York State to launch a Registered Apprenticeship Program (RAP) for school administrators. This groundbreaking initiative is helping redefine how we develop the next generation of principals and educational leaders.

    “We’ve found this model to be incredibly effective,” says Harpursville’s superintendent, Heath Georgia. “As our program progresses, I highly recommend it to districts looking to capture someone already on staff with leadership qualities and help move them forward.”

    Superintendent Georgia goes on to highlight the experience of Brian, the district’s current School Building Leader apprentice. “The depth and breadth of what Brian 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.”  

    Another advantage is Brian as a long time teacher in the district, maintains a connection to instruction and the classroom that deeply informs his leadership style. Harpursvile’s High School Principal Mrs.Kristine Conrow, “From day one, we had someone who already knew our students, our systems, and our community. Unlike my own part-time internship, this full-time role allowed him to be truly present, engaged, and a real part of the administrative team.”

    Harpursville’s leadership isn’t occurring in a vacuum, it’s part of a growing national trend. North Dakota led the nation, creating the first school administrator apprenticeship pathway that blends rigorous academic preparation with hands-on, job-embedded leadership experience. This program, NY’s and other states investing in this model are gaining traction because they meet districts’ urgent need for effective school leaders while offering a more accessible, practical route to certification.

    The Harpursville Registered Apprenticeship program coordinates the requirements for NYS  Initial Administrative certification with the extended paid, on-the-job training requirements of an apprenticeship which align with the district’s workforce priorities. This coordination across state agencies ensures that apprentices graduate with real-world experience and credentials that open access to career advancement. During our conversation, Mr. Young expressed his gratitude to the district for investing in the program, noting that it has significantly eased the path toward earning a school administrator credential.

    This is very different from the traditional approach. In NYS, typical traditional administrator preparation relies on a 450 hour internship requirement which is often achieved through planning periods, after school or some summer work and without additional pay. So what makes this approach different? In short: it’s fully embedded. Apprentices don’t just study school leadership, they live it. From day one, for a full year, they’re part of the district’s administrative team, learning alongside seasoned principals, leadership staff, and superintendents. This is more than professional development, it’s workforce development.

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  • Expanding Opportunities: The Growth of Apprenticeships for Educators in New York State

    The expansion of Registered Apprenticeship Programs for Educators (RAPS) in New York isn’t just about building a robust, highly skilled teacher workforce, it’s transforming lives. As we spoke with apprentices and stakeholders across the state, we heard powerful stories of growth, opportunity, and resilience. Seeing firsthand how these programs are transforming not just careers, but entire communities. Apprentices aren’t just earning certifications, they’re fulfilling dreams, inspiring future generations, and proving that with the right support and opportunity, every individual with a passion for building a career in education can succeed.

    Did you know that New York State was the first in the nation to register an apprenticeship under the title of “Teacher”? In 2021, the New York State Department of Labor (NYSDOL) officially recognized “Teacher” as an apprenticeship occupation, paving the way for the creation of Registered Apprenticeship Programs (RAPs) in education. In just four years, RAPs for educators have expanded at an unprecedented pace and are now available in more than 45 states, plus the District of Columbia and Puerto Rico. These programs follow an earn-and-learn model designed to tackle educator shortages while providing multiple, accessible entry points into the profession. They create pathways for paraprofessionals and school staff to grow while also supporting high school and college students, career changers, community members and substitute teachers seeking career advancement.

    In New York, this movement is gaining traction, establishing a strong foundation for Educator RAPs. The NYS Education Workforce Development Hub (the HUB) has been a driving force in this expansion.  Key advancements include providing technical assistance to foster a shared understanding of the model among stakeholders, expanding NYSED-approved residency programs, the backbone of the teacher apprenticeship title in NYS public schools, expanding from just 5 programs in 2021 to 39 statewide today and  growing Registered Apprenticeship Programs for educators across the state. This support has helped expand RAPs to more than 15 active programs across urban, suburban, and rural communities, with over 50 registered educator apprentices actively gaining hands-on classroom experience while earning their NYS certification. Twenty additional programs are currently in development throughout the state.

    Yet, the road to widespread adoption wasn’t without challenges. When the first registered apprenticeship program for educators (Classroom Academy) was approved, it was  expected to take off like wildfire. That wasn’t the case. What we didn’t anticipate was the sea change required to shift mindsets around educator  preparation and introduce this innovative model to districts, higher education partners, and other key stakeholders. Adoption required time, awareness-building, advocacy, and a fundamental rethinking of educator preparation as workforce development, shifting how we develop and certify those serving in classrooms.

    No matter the setting whether a large urban district or a small private school, every education agency can leverage this gold standard of workforce development to strengthen and diversify their educator pipeline. Ready to take the next step? Reach out, we’d love to help!

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  • Addressing the Rural Teacher Shortage: The Power of Registered Apprenticeships for Educators

    Talk to any rural school leader in New York State, and a common challenge quickly emerges, finding and keeping great teachers and administrators is harder than ever. Limited housing options, lower salaries compared to urban and suburban regions, and fewer professional development opportunities make it difficult for educators to stay, even when they want to. Shrinking local workforces and declining student enrollment exacerbate the workforce problem. 

    The status quo is unsustainable. Without action, rural districts struggle with recruitment and lost talent to higher-paying areas will continue. So how can a program like Registered Apprenticeship Programs for Educators (RAPs) help? Let’s take a deeper look… 

    Teachers are more likely to stay in or near their hometowns, making locally focused recruitment strategies a powerful tool for addressing staffing shortages in rural areas. In our neighboring state of Vermont, where nearly two-thirds of residents live in rural communities, the NEK Next Gen Teacher initiative is putting this concept into action. By partnering with high schools and career centers, the program introduces students to educator careers early, creating a sustainable pipeline of educators who are already deeply connected to their communities.

    Much like Kennedy Children’s Center, Vermont has integrated its Grow Your Own (GYO) program within a RAP which is creating pipelines for paraprofessionals, substitute teachers, and community members to become certified teachers without leaving their communities. RAPs could be the lifeline rural schools need, providing real opportunities for people already invested in their communities to become educators without uprooting their lives. Growing up in a rural district in upstate New York, I know firsthand that schools are the heart of these communities, making educators the beating pulse. These educators are also neighbors, parents, coaches, and taxpayers  which help the community thrive.

    The challenges facing rural schools in New York State aren’t new, but the solutions need to be. Programs like Registered Apprenticeships for Educators provide a promising pathway to recruit, train, and retain talented educators who are already invested in their communities.

    With the NYS EWD HUB and the Rural Schools Association of New York State working together to champion this effort, now is the time for rural schools to explore how RAPs can transform their hiring and retention strategies. Investing in homegrown educators isn’t just a stopgap, it’s a long-term solution to ensure that rural schools, and the communities they anchor, continue to thrive.

    Rural schools are just now facing the brunt of the hiring challenges that affect most school districts, but which are greatly exacerbated in rural areas (given their historic inability to pay salaries competitive with suburban and even urban districts, as well as the lack of affordable rural housing for those beginning their careers.) 

    Apprenticeship programs offer the opportunity to develop relationships with prospective staff, provide greater familiarity and hopefully affinity for rural schools and offer the kind of financial platform that allows individuals to literally work into a career in rural districts.  The Rural Schools Association of New York State fully supports these initiatives.

     David A Little, Esq, Executive Director for the Rural Schools Association of NY.

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