For the sake of this article, let me introduce you to Eliza Garmond, a 48-year-old teacher’s assistant at her local school in Alabama. She has just found out about a way to teach and get paid at the same time through her local university. Although she finds her current role as a teacher’s assistant to be challenging and fulfilling, she has always had a goal to become a certified teacher so that she can lead her own classroom and earn higher wages and better benefits. The barriers she faced in the past are now broken down. 

As an aspiring teacher through a new Teacher’s Apprentice Program in Alabama, Mrs. Garmond found out that she could begin as an intern and receive 65% of a full teacher's salary. The following year, she could have her own classroom and make 85% of a teacher's salary.¹

Becoming an apprentice is not a new concept, but in the teaching world, it is pivotal. Apprentices have existed for ages — Jesus was an apprentice to his father’s business of carpentry and we all know he apprenticed twelve disciples (only for them to pay it forward for many to do the same). Leonardo Da Vinci was an apprentice and then when he owned his own studio, he mastered many apprentices. “Poor is the pupil who does not surpass their master,” he would say.

There is beauty in the cycle of paying it forward.² Trades like electrical work frequently use the apprenticeship model, which immerses apprentices in daily job expectations, ensuring they are well-prepared for their roles. In teaching, this can help prepare them for the unpredictability that the classroom may bring.

There are so many more options out there now for teacher preparation. So, let's explore more of the question of what is a resident teacher? This article will cover defining teacher residences and apprenticeships, the value they offer compared to traditional teacher preparation and why they are growing in popularity.

Traditional models of teacher preparation, where candidates have isolated field experiences and limited mentoring, are not equipping teachers to meet the increasingly complex needs of students in this educational climate.³ Also, there are a plethora of paraprofessionals in the field who want to become certified. How do we attract and retain more teachers? What are some new opportunities states are creating for educators?

There are many different program options to be unpacked: 

• Teacher Residencies (TR’s)
• Grow Your Own (GYO)
• Teacher Registered Apprenticeship (RA) 

In recent years, there has been a growth in the adoption of these three approaches and, more recently, Teacher Apprenticeships in K-12 classrooms.⁴ Let’s unpack the history of these programs and provide some clarity on how they can work for aspiring teachers. 

Back in January of 2022, Tennessee was the initial state in the U.S. to establish a federally registered apprenticeship in teaching.⁸ In just two years, they are exploding in popularity. Since the launch of Tennessee’s registered apprenticeship program, the U.S. Departments of Labor and Education have noted that apprenticeship is a fundamental strategy for addressing teacher shortages. By the end of 2023, registered apprenticeships in teaching had been launched in 31 states and territories and apprenticeship programs were in development in several others.⁹

Mrs. Garmond found a key benefit in the progressive wage scale, which ensured she would be paid as she gained experience. According to Apprentice.gov, all programs must develop program standards and offer apprentices structured on-the-job learning under the guidance of a mentor (at least 2,000 hours), complementary related instruction (144 hours), a portable credential and more.¹⁰ In July of 2023, the National Guidelines for Apprenticeship Standards for K-12 was developed and used as a model for states to follow. Some states are starting apprenticeship programs even in high school.¹¹

The apprenticeship system varies by state and consists of two types of entities responsible for registering and overseeing Registered Apprenticeship Programs (RAPs).¹¹ These entities include the Office of Apprenticeship (OA) within the U.S. Department of Labor (DOL) and the approved State Apprenticeship Agencies (SAA).¹¹ Each state is different, so it’s important to research your state and see how it works and who sponsors their program.

Teacher residency and teacher apprenticeship overlap in many ways, with both models providing intensive clinical training under the guidance of a mentor teacher.⁴ Residencies, unlike apprenticeships, typically focus on teacher candidates who have already earned a bachelor’s degree, with undergraduate programs being a more recent development.⁴ These Teacher Residency Programs (TRPs) provide a possible solution to issues of retention and teacher quality.³ According to Gujarati, the residency model blends a demanding full-year classroom apprenticeship with academic coursework for the pre-service teacher, which mimics the classroom experience.³ They also work alongside a mentor teacher in the school district where the teacher resident will eventually be employed. The potential teacher would commit to teaching in that school for a minimum of three to five years.¹² The good news is that after five years, 70-80% percent of residency graduates still are teaching.¹²

The Arizona Teacher Residency is a two-year program that can help prepare recent college graduates from any degree program and mid-career switchers to be effective classroom teachers. 

According to Arizona Teacher Residency, here is a typical timeline for a teacher resident:¹³ 

1. In the first year, the teacher resident is under the guidance of a supervising teacher.
2. In year two, they become a teacher of record and receive observation and coaching (while earning their master’s degree). 
3. In the third and fourth year, they complete being the teacher of record and commit to partnering in their district for at least two more years.

Both models provide rigorous clinical training under the supervision of a mentor teacher. They both offer aligned coursework and lead to a degree and/or state certification.⁴ Usually there is a partnership between school districts and a prep program through a higher educational program. Garcia notes that TR programs have only been offered to graduates, but now undergraduate programs are available.⁴ National groups such as the Pathways Alliance, the National Center for Teacher Residencies and Prepared To Teach have worked to create common ground around a strong definition for TR and also to bridge the gap between teacher apprenticeship and teacher residency.⁴

The beauty of these programs — why they are flourishing — is their seamless transition into one’s own classroom. According to Hays, this is “the necessary link between theory and practice to advance their overall understanding and development of their skills as they prepare to enter their own classroom spaces.”¹⁴ Building relationships with faculty, staff and students fosters a positive learning environment and is essential for classroom success. Pursuing a degree at GCU while participating in an apprenticeship program offers an opportunity to gain hands-on experience, build vital connections and seamlessly integrate into the teaching profession, making it an ideal choice for aspiring educators.

Research indicates that teacher residencies and apprenticeships are increasingly beneficial due to their culturally responsive approaches, rigorous mentor support and targeted preparation for high-need schools. These programs offer equitable selection processes, aligned induction support and strategic hiring of graduates, enhancing their effectiveness.¹⁴

Apprenticeships and residencies appear to hold the key to helping aspiring teachers like Eliza, by offering invaluable hands-on experience and support.

According to New America, in 2005, Illinois became the first state to fund and implement a GYO grant program created to partner between community organizations and colleges/universities.⁵ This would help prepare educators from the community to work in the local schools. But much growth was not seen until the COVID-19 pandemic of 2020, which called attention to and increased the growing teacher shortages. Back in 2020, New America published a report about GYO educator programs as a new solution for addressing teacher shortages and increasing diversity in the education world. From 2020 to 2024, the number of states providing funding for GYO grew from 18 to 35 plus the District of Columbia (DC).⁴

Before these options, hopefuls like Mrs. Garmond had no opportunity for paid work experience and mentoring GYO programs to eradicate obstacles that have kept many from accessing teacher preparation programs. According to New America, research suggests homegrown teachers have higher rates of retention, which ultimately benefits schools and students.⁴ Also, GYO programs, such as apprenticeships, help to diversify the educator workforce because school staff hired from the community more closely mimic the demographics of the student body.⁴ Registered apprenticeship programs played a central role in tackling workforce shortages, as identified by the Raise the Bar initiative issued by the U.S. Department of Education in July 2023.⁶

Each state has either one of the models, both or a hybrid. Usually, GYOs are coupled with teacher preparation programs like Teacher Residency and Teacher Registered Apprenticeship. 

Some of the key features of resident apprenticeship programs include:⁴

1. RAs should spend at least one school year working alongside a mentor teacher (teacher of record).
2. RAs should earn a wage that is on a progressively sliding scale (they have at least one increase in the year).
3. RA should be paid at a rate near a starting teacher salary and not less than a paraprofessional’s rate.
4. RAs should culminate in a bachelor’s degree and demonstrate mastery of Pathways Alliance competencies, along with meeting state licensing requirements.

According to Apprentice.gov, an apprentice is typically a paid employee who participates in structured on-the-job learning to prepare for a career. As apprentices develop their skills and productivity, they can earn a progressively higher wage.⁷ The term used in the education world would be a “Teacher Candidate or Resident.” They would enroll in a state-accredited teacher preparation program, be placed in a classroom, and then finally work one-on-one with a mentor teacher assigned by the school. The employer, whether a district or institution, typically provides the preparation, instruction and clinical experience needed to meet state licensure requirements. This may be through a teacher residency, teacher/educator preparation or Grow Your Own program.⁷

In terms of the mentor, they should be an experienced and expert teacher who will provide the mentorship on site to an apprentice. They may also be called cooperating teachers, lead teachers, mentor teachers or attending teachers.⁷

These RA programs provide a portable, nationally recognized credential which is official and validated by the U.S. Department of Labor (USDOL) or a state apprenticeship agency depending on the state.⁷