"I honestly don't think I could have gone back to school to become a teacher without this program." 
- Cheryl, Apprentice

NY is facing a teacher workforce crisis!

percent of NYS Teachers
are eligible to ​retire within
​the next five years.
30-50 percent of new teachers
leave the profession in the
​first five years.
percent of students
​are diverse and only 19% of educators are diverse.
percent decline in teacher
preparation program enrollment
​in the last decade.
With NYS school districts facing incredible challenges filling teacher vacancies, it is time to reimagine the 1950s teacher preparation model and invest in a new approach.  There is a workable solution in Apprenticeships.

Meeting the Challenge

RECRUITMENT
removes barriers for the underrepresented, underserved and underemployed to join and diversify the educator workforce.
RETENTION
reduces cost to taxpayers, strengthens school culture and student learning.
SHORTAGE AREAS
allows districts to target need
​areas to access, hire, train, and retain strong talent.
WELL-PREPARED NEW HIRES
develops a workforce knowledgeable & immersed in the community with families, the district, curriculum & programs.
Research has found quality residency programs in teacher preparation (the foundation of the Apprenticeship RAP model) reduce teacher attrition rates, strengthen school culture, increase workforce diversity, and improve student learning.

Why Preparation Matters

The opportunity and additional resources now exist to leverage the proven strength of residencies and create Registered Apprenticeship Programs (RAPs) that remove barriers for candidates and meet districts’ specific needs.

What are RAPs?

Registered Apprenticeship Programs (RAPs) are created in partnership with districts/BOCES, unions, and IHEs to support high quality workforce development through the NYS Department of Labor. 
  • RAPs use redesigned teacher preparation and partnerships, to create at least year-long on-the-job employment experiences embedding college coursework.
  • Districts employ Teacher Apprentices, while IHEs deliver the degree coursework and experienced teachers (in the sponsor districts) provide daily guidance, co-planning and co-teaching.
  • This develops the Apprenticeship competencies through continuous application of learning within paid experience, fostering professional growth right from the start of one’s career.
I feel very fortunate to be working with my teacher. She is putting into action so many of the things that I learned about in my initial classes. At least some of these things are beginning-of-the-year practices that I don’t think all teachers do. It’s really great to see what I’d envisioned while reading come to life."              


Kris, 1st year resident apprentice

Transforming Teacher Preparation

​Apprenticeships offer increased equity and access as paid employment with potential tuition assistance. 
The NYS Educator Workforce Development HUB will bring highly-developed new teachers to classrooms across NYS using an innovative Registered Apprenticeship model, approved through the NYS Department of Labor State Apprenticeship Agency. 

​These partnerships, with districts, unions, and higher education, will address the disconnect between studied theory, learned practice and career expectations by embedding the academics in daily collaboration with experienced teachers for at least one full academic year. 

Creating the Tools for Success to Address Workforce Challenges Together
United States Dept. of Labor
TEACHMEducation Services does not discriminate in its programs and activities, including employment and admission as applicable, on the basis of actual or perceived race, color, creed, sex, sexual orientation, national origin, religion, age, economic status, marital status, veterans' status, political affiliation, domestic victim status, use of a guide dog, hearing dog or service dog, disability, or other classifications protected under federal or state law, and provides equal access to the Boy Scouts and other designated youth groups. The designated compliance officer(s) will coordinate compliance with the nondiscrimination requirements of Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, as amended, the Boy Scouts of America Equal Access Act, and the New York State Human Rights Law. The TEACHMEducation Compliance Officer is: Colleen McDonald, PO Box 176 Cambridge, NY 12816. phone: (518) 573-6368, email: colleen@teachmeducation.org.  Complaints may also be filed with the Office for Civil Rights, New York Office, U.S. Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005- 2500, phone (646) 428-3800, fax (646) 428-3843, email:OCR.NewYork@ed.gov.