FAQs - ED HUB NY

Union Affiliate FAQs

What is the role of the Union in a Registered Apprenticeship Program?

In NYS, the local union affiliate should be part of the conversations around establishing a Registered Apprenticeship Program. Since the union collectively bargains for the teachers, it will be important they negotiate with the district how the experienced district based educators (or Journey-workers in DOL language) will be selected and compensated for the work. The union can sign on to the program as a co-sponsor, given the union's direct involvement in the program, through the membership. It develops a stronger program and positions the union to be seen by the Apprentices (who are potential future members) as a supporting entity.

How is this different from traditional student teaching?

A Registered Apprenticeship Program (RAP)is very different from traditional student teaching, which is a model created in the 1950s and now only requiring 70 days in the placement. The RAP model is built on a registered residency program, spanning one to two years, that results in a higher education degree and NYS Initial Teacher Certification. This model addresses the disconnect between studied theory and learned practice by placing residents (known as Apprentices) full-time alongside experienced educators to co-plan, co-teach, and fully participate in all aspects of teachers' instructional and non-instructional responsibilities in the school community during the one or two years. This type of immersive experience allows candidates to fully apply the degree coursework and academic theory in real time with real students under the guidance of and collaboration with an experienced classroom teacher, creating a new paradigm of learning.

How are experienced teachers selected to serve as the district-based educators (or Journey-workers) for the Apprentices?

The selection of experienced teachers as the district based educator will be determined (typically through an MOU) between the Institution of Higher Education and the district. Since the union will be negotiating how this additional work will be compensated, selection should also be part of the discussion and agreement.

WHAT ARE THE RESPONSIBILITIES OF THE MEMBERS SELECTED AS THE DISTRICT-BASED EDUCATORS?

This may also be determined by Memorandum of Understanding (MOU) between the IHE and the district in collaboration with the union. Like above, this aspect of the conversation should be part of the negotiations when determining the manner and level of compensation for the work. As examples, some responsibilities may include: completing a formal observation with written feedback or IHE determined evaluation of the candidate and meeting with the IHE based educator (formally known as the field supervisor). Typically other responsibilities may depend on the program, and could involve participating in the interview and matching process, any program specific workshops, as well as other responsibilities as set out by the RAP and negotiated with the union.

How is the recognition of the work negotiated?

The district and the union will (most likely) need to negotiate a Memorandum of Agreement (MOA) which will outline the language describing the role, responsibilities and manner of compensation. The MOA may stay in place until the next contract negotiations when it then can be folded into the collective bargaining agreement.

Are Apprentices members of the local affiliate?

Not at this time, since residents (Apprentices) are considered full-time students, they are not eligible to join the local affiliate. However, it is helpful to include them in aspects of the local affiliate (like meetings or activities) so they become aware of the enormous benefits and professional community union membership offers.

What are the benefits?

The Apprentice must complete a minimum of 1200 hours in paid on-the-job training under the 1:1 guidance of an experienced district-based educator. This level of collaboration, deep learning and application of college coursework in the field, under the guidance of an experienced teacher, has been shown to greatly increase retention of early career teachers. It is the members of the teachers’ union who on board and support the newest members of the school community, so this retention is valuable. RAPs also allow the union to negotiate ways to recognize this important work as experienced educators provide guidance, opportunities, co-planning and co-teaching with the Apprentices. Unions and their members are critical to the success of new educators and can embrace this work as union legacy work - by teachers, for teachers.

Benefits to Consider:

addresses critical workforce challenges including recruitment and retention
reduces student:teacher ratio, allowing for higher levels of intervention or individual/small group instruction
creates a collaborative work and learning environment
delivers student, classroom and district ready first year teachers to fill vacancies
instructional continuity during experienced teacher absence
recognizes with compensation, the work of guiding and supporting teacher candidates as Apprentices
a legacy initiative with long lasting positive impact
supported nationally by both the AFT and NEA

Where can we find out more about participating in a RAP?

The NYS Educator Workforce Development HUB provides technical assistance and resources to help districts, BOCES, local union affiliates, and IHEsregister Apprenticeship programs. Reach out directly to HUB team member Rita Floess at rita@teachmeducation.org

Download Union Affiliate FAQs

Districts / BOCES FAQs

What is the role of the District and/or BOCES in a Registered Apprenticeship Program?

In NYS, the employer must sign on, or sponsor, a Registered Apprenticeship Program. It is required by NYS DOL that Apprentices be employed and receive (at least) minimum wage and have (at least) one progressive wage increase during the Registered Apprenticeship Program. As the employer you commit to providing the paid on-the-job training experience and guidance of an experienced educator (journeyworker) in the same certification area.

What benefits does a paid Apprenticeship program offer the employer? 

A Registered Apprenticeship Program offers the district and/or BOCES as the employer multiple benefits:

addresses critical workforce challenges including recruitment and retention
reduces student:teacher ratio, allowing for higher levels of intervention or individual/small group instruction
positive impact on student learning and parent perception
provides more informed hiring decisions and saves taxpayer dollars with increased retention
delivers student, classroom and district-ready first year teachers
instructional continuity during Journeyworker absence and potential cost savings for substitute teacher
a revenue stream if captured in a BOCES contract for shared services
access to additional DOL funding streams and grants

What is the cost to bring on an Apprentice? 

The cost of bringing on an Apprentice will vary based on the Registration of the Apprenticeship program. The district/BOCES employer will pay at least minimum wage to the Apprentice for the on-the-job experience time. The cost will also include a negotiated payment to the experienced district based educator. Other costs may include BOCES coordination fees (if captured in a BOCES CoSER) or administrative costs to complete paperwork for each Apprentice.

Who provides the coursework/related instruction for the apprenticeship program?

All degree coursework will be provided by an Institution of Higher Education (IHE). The IHE must be a NYS Registered Educator Preparation Program with a registered Residency program. The EPP will partner with the school district and/or BOCES and local union affiliate as a "related instruction provider" for the Registered Apprenticeship Program. This will mean that candidates will need to be accepted into an EPP program that offers a registered residency program before becoming an Apprentice.

Who recruits candidates/Apprentices? 

The district can recruit candidates to apply to a partnering IHE or can recruit from candidates already accepted into the partnering IHE program. Districts can target recruitment for the program based on district needs and priorities.

What if our IHE partner does not have a registered residency program yet?

The district can encourage the IHE to register as the candidate MUST hold a residency Certificate in order to be paid by the District or BOCES. The other option would be to partner with an IHE that has access to the certificate. Finally, the district or BOCES may opt to partner with multiple IHEs to meet district needs with various certification programs.

Can an Apprentice fill other district roles(like substitute or paraprofessional) to offset program costs? 

The Apprentice must complete a minimum of 1200 hours in paid on-the-job training under the 1:1 guidance of an experienced district based educator. Time spent in other roles will not count toward the hours needed. They also may not supplant another employee (such as a paraprofessional) already employed. If an Apprentice is working toward the competencies, such as substituting for their own guiding teacher or for a limited number of days in the district, it can be allowed yet not count toward the required hours.

What are the additional DOL funding sources to support this work?

The NYS DOL offers multiple grant opportunities such as the recent iterations of the Apprenticeship Expansion Grant and Apprenticeship State Expansion. These opportunities provide funding to offset costs. There is typically an Apprentice cap (such as $15,000 per Apprentice) and award cap (such as $300,000). Examples of costs which may be offset are:

up to 50% of wages
tuition assistance for candidates
- including course costs, fees and book
required on-the-job equipment

Where can we find help setting up a RAP for our district?

The NYS Educator Workforce Development HUB provides technical assistance and resources to help districts, BOCES, local union affiliates, and IHEs register Apprenticeship programs. You can reach out directly to HUB team member Dr. Steve Danna at steve@teachmeducation.org

Download Districts/BOCES FAQs

Institutions of Higher Ed. FAQs

What is the role of the IHE in a Registered Apprenticeship Program?

In NYS, the Institutions ofHigher Education provides all degree coursework as a related instruction provider to theApprentices in aRAP. Teacher candidates must be accepted into a NYS registered educator preparation residency program before becoming anApprentice. The resident/Apprentice must participate in at least 1,200 hours of guided on-the-job experience along with required degree coursework to meet the established competencies before completing the program.

How is this different from traditional student teaching? 

A RegisteredApprenticeship Program (RAP)is very different from traditional student teaching in several ways:

A Registered Apprenticeship is a paid experience. Residents are employed by the district and/or BOCES.
The RAP model is built on a registered residency program, spanning one to two years, that results in a higher education degree and NYS Initial Teacher Certification.
It embeds studied theory with learned practice by placing residents (known as Apprentices) full-time alongside experienced educators to co-plan, co-teach, and fully participate in all aspects of teachers' instructional and non-instructional responsibilities in the school community during the one or two years.
This type of immersive experience allows candidates to fully apply the degree coursework and academic theory in real time with real students under the guidance of and collaboration with an experienced classroom teacher, creating a new paradigm of learning.

How do we certify a track or program as a Residency?

The process to register an existing IHE Educator Preparation Program (EPP)to add a residency track is laid out by NYSED here under Clinical Placement Residency Track Change. There is also technical assistance available from the NYS Educator Workforce Development HUB to complete this process.

What additional supports are available to candidates as Apprentices?

Apprentices are in paid employment (at at least minimum wage) as a resident learning to teach in the district. This removes barriers for people who wanted to enter the profession and can't afford to be in the workplace for free.
State University candidates registered as an Apprentice in a RAP automatically have access to $5,000 of tuition assistance through the SUNY.
Sponsors or intermediaries can also apply for additional Department of Labor grant funding which can cover additional costs to theApprentices such as tuition costs, fees, books, certification exam costs, or work tools, or up to 50% of the wages for the employer.

How are district needs identified and considered? 

Districts will assess their staffing needs for current or future vacancies and most likely, prioritize candidates in those certification areas to fill Registered Apprenticeship roles. They may need to partner with multiple IHEs to meet their workforce needs across certification areas.

Do all of our candidates have to be enrolled in an Apprenticeship?

The short answer is "No". While it is the goal to have all candidates in paid positions, districts may not be in a position to shoulder that fiscal responsibility. So IHEs may end up placing some of their teacher candidates in paid Apprenticeship roles (based on district needs) and others in unpaid residency placements or traditional unpaid student teaching placements.

Who recommends the candidate/Apprentices for NYS Initial certification?

IHEs still maintain all responsibility for recommending the candidate/Apprentice at the end of the program for NYS Initial Certification.

What are the benefits?

The Apprentice must complete a minimum of 1,200 hours in paid on-the-job training under the 1:1 guidance of an experienced school-based educator. This level of collaboration, deep learning and application of college coursework in the field, under the guidance of an experienced teacher has been shown to greatly increase retention of early career teachers.

removes barriers for candidates to enter the profession
increases IHE recruitment into programs with paid opportunities and tuition assistance
addresses critical workforce challenges including recruitment and retention
creates a collaborative work and learning environment
strengthens connections to communities

Where can we find out more about participating in a RAP?

The NYS Educator Workforce Development HUB provides technical assistance and resources to help districts, BOCES, local union affiliates, and IHEs register Apprenticeship programs. You can reach out directly to HUB team member Dr. Jean Ann Hunt at jeanann@teachmeducation.org

Download IHEs FAQs

Apprentice FAQs

Who are teacher Apprentices?

In NYS, teacher apprentices are teacher candidates seeking initial teacher certification and enrolled in a NYS registered Educator Preparation Program with a registered residency program.

What are the qualifications for a teacher Apprentice?

Minimally, the teacher candidate must be accepted into a NYS registered Educator Preparation Program with a registered residency. Other qualifications can be set by the school districts and co-sponsors as the program is created. If, for example, the Registered Apprenticeship Program is being created on the graduate level the qualifications would include the Apprentice already has a bachelor's degree. Other requirements or qualifications can be added that sponsors consider necessary, and evaluate candidates based on alignment with the needs at the individual school level. Typically other parts of the process include:

Completed application for the RAP.
Participate in an interview with potential lead teachers, district administration and IHE where they will be looking to ensure the individual has the personality, skill set, and disposition that will be a good match to the classroom teacher, district, and profession
Sign an employment agreement to complete the degree, to complete the on-the-job learning, and to obtain NYS Initial teacher certification.

Is the apprenticeship for all content or teaching areas, or just those that are hard to fill?

Apprenticeships in NYS are defined by the sponsors of the RAPs so districts and/or BOCES, as employers, can determine if all or only certain certification areas will be included. The goal is to develop credentialed teachers to fill positions that will be needed in the future. Any content area or teaching position could be considered through the apprenticeship program, leading to the sustained, long-term effort of building a robust pipeline of teacher candidates.

Who will provide the coursework (related instruction) necessary for the apprenticeship program?

All degree coursework will be provided by an Institution of Higher Education (IHE). The IHE must be a NYS Registered Educator Preparation Program with a registered Residency program. The EPP will partner with the school district and/or BOCES and local union affiliate as a "related instruction provider" for the Registered Apprenticeship Program. This will mean that candidates will need to be accepted into a EPP program that offers a registered residency program before becoming an Apprentice

When the apprentice completes the program do they have a higher education degree? 

Yes. Many programs are on the graduate level so candidates start already having a BS or BA degree. When they complete the Registered Apprenticeship Program they will also then have a Masters degree. This is helpful because in NYS initially certified teachers are required to obtain a Masters degree within the first 5 years. This meets that requirement from day 1 and the 1 or 2 year experience in the program also counts toward the required 3 years experience to achieve professional level certification.

How long does it take to complete the teacher apprenticeship?

Apprentice candidates that enroll in a graduate level Apprenticeship program will complete in 1 to 2 years.

What are the benefits to the Apprentice?

Access to daily guidance and feedback, well beyond the typical student teaching experience, that helps Apprentices apply the higher education degree coursework they are studying.
Financial support in the form of wages and possible course work tuition/fees.
Improved quality of life through completion of a degree.
Timelines that balance on-the-job training and coursework.
Designed to meet the needs of coursework outside the workday.
Building their resume and opportunities for advancement in the school district or others.
Establish a professional network.
Build collaborative relationships within the school district.
Learning school district values, priorities, programs, and families.
Considerable professional development experience.
Minimal learning curve when moving into the full teaching position, hit the ground running.
One to two years credit toward NYS Professional Teaching Certification.
Will have already met the Masters degree requirement for NYS Professional Teaching Certification.
Opportunity to "buy back" service in the NYS Teacher Retirement System.