Registered apprenticeship programs offer workers paid, on-the-job learning experience under the supervision of an experienced mentor, job-related classroom training, and the chance to earn a portable industry-recognized credential. Most people assume that these opportunities are limited to certain types of careers, like electricians or plumbers. But over the last several years, apprenticeships have become an increasingly popular solution for school staffing shortages.
Ohio is looking to leverage that potential. Last summer, Governor DeWine followed in the footsteps of states like Tennessee and announced the creation of a Teacher Apprenticeship Program aimed at bolstering the teacher pipeline. During his most recent state of the state address, he also acknowledged the importance of having a strong pipeline of school leaders. He noted that a great principal “creates the conditions for students, teachers, and staff alike to thrive.” And research backs that up. Which is why it’s good news that he’s announced that the Ohio Department of Education and Workforce will also create a principal apprenticeship program.
Applications for districts and teacher preparation programs interested in establishing teacher apprenticeships are already open. But details on what the principal-based program will look like have not yet been released. That’s not surprising, given that the initiative was only recently announced. But as state officials get to work hammering out the details, they would be wise to look to North Dakota for guidance. Here’s a broad overview of what’s going on in the Peace Garden State with principal apprenticeships, and what Ohio leaders should attempt to replicate in the Buckeye State.
Background
In July 2023, North Dakota became the first state to receive approval from the U.S. Department of Labor to include K–12 principals among federally-supported registered apprenticeship programs. The approval was granted based on an application submitted by the North Dakota Department of Public instruction, written by the National Center for Grow Your Own, and sponsored by the Council of Chief State School Officers. The state is using Title II funds to support its work. Currently, there are three participating educator preparation programs.
Program requirements
Governor DeWine didn’t explicitly say that his proposed program would be a registered apprenticeship. But given his administration’s focus on registered apprenticeships, as well as the benefits they offer, it seems a wise path. To follow it, Ohio’s program will need to meet certain criteria. North Dakota offers a solid example of how to do so.
According to the state’s website and its application to the U.S. Department of Labor, North Dakota’s program requires apprentices to complete a minimum of one year of on-the-job training as a paid assistant principal working under the guidance of a mentor and lead principal. Apprentices must also complete “related instruction” from a state-approved preparation program. Their coursework totals thirty credit hours[1] and results in a master’s degree in education/school leadership.
The program is also considered competency-based. Before they can accept a full-time principal position, apprentices must have obtained a master’s degree, met all state certification and licensure requirements, and completed at least 2,000 hours of on-the-job training. They must also be evaluated as proficient by their mentor on a variety of standards, including curriculum, instruction, and assessment; professional capacity of school personnel; meaningful engagement of families and community; and operations and management.
Grant funding
North Dakota leaders didn’t stop at establishing a program. They went a step further and also created the Aspiring Principal Pipeline Grant. The state’s request for applications pledged to award up to $150,000 to one or two preparation providers willing to meet the requirements outlined above while also ensuring that participants don’t pay any programming costs. In short, the grant makes it possible for a program to help teachers become principals for free and earn money while doing so.
North Dakota State University was awarded the initial grant. The university will be required to provide the state with a written final report that includes participant progress data, an overall evaluation of program effectiveness, a district satisfaction survey regarding the effectiveness of participants’ preparation, and recommendations for program improvements. These findings could be instrumental in helping state leaders pinpoint and address areas for growth as the program expands.
Ohio leaders should follow suit, not only with DeWine’s proposed principal apprenticeship program, but also with teacher apprenticeships. Including grant funding for both these efforts in the upcoming state budget would go a long way toward encouraging preparation programs and districts to establish apprenticeship pathways. Even better, the evaluation component of a grant program could help Ohio fine tune its offerings and fully capitalize on the potential of school staffing apprenticeships.
***
Governor DeWine deserves kudos for recognizing the importance of school leadership. Pledging to establish a principal apprenticeship program was a good first step toward bolstering the state’s pipeline of school leaders. Moving forward, state officials should design a program and offer accompanying incentives that—much like North Dakota’s initiative—create an environment where school-based apprenticeships can truly have an impact.
[1] Each credit is the equivalent of fifteen hours, which means apprentices devote a total of 450 hours to instruction.
