Design Considerations: Mentoring in K-12 Teacher Registered Apprenticeship Programs
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| Title: | Design Considerations: Mentoring in K-12 Teacher Registered Apprenticeship Programs |
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| Language: | English |
| Authors: | Nicole Reddig, Amaya Garcia, RTI International |
| Source: | RTI International. 2025. |
| Availability: | RTI International. P.O. Box 12194, Research Triangle Park, NC 27709. Tel: 919-541-6000; e-mail: publications@rti.org; Web site: https://www.rti.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Intended Audience: | Practitioners |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Mentors, Elementary School Teachers, Secondary School Teachers, Apprenticeships, Teacher Education, Faculty Development, Cooperating Teachers, Supervisors, Compensation (Remuneration), Teacher Attitudes |
| Geographic Terms: | Kansas |
| Abstract: | Registered Apprenticeship (RA) programs are an evidence-based workforce development strategy geared toward positively impacting worker effectiveness, preparedness, and retention through paid on-the-job learning. A vital component of an educator RA program is mentorship. The mentoring relationship goes beyond what is typically seen in the student teacher-cooperating teacher mentoring model, as the apprentice is an employee of the school district and, in most cases, works with their mentor teacher for multiple years. This resource reviews the literature and interviews with RA program staff and participants in four states across the country to explore how mentorship is being implemented in K-12 teacher apprenticeship programs. It also includes planning considerations for practitioners to help guide the design of mentorship practices. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED677406 |
| Database: | ERIC |
| Abstract: | Registered Apprenticeship (RA) programs are an evidence-based workforce development strategy geared toward positively impacting worker effectiveness, preparedness, and retention through paid on-the-job learning. A vital component of an educator RA program is mentorship. The mentoring relationship goes beyond what is typically seen in the student teacher-cooperating teacher mentoring model, as the apprentice is an employee of the school district and, in most cases, works with their mentor teacher for multiple years. This resource reviews the literature and interviews with RA program staff and participants in four states across the country to explore how mentorship is being implemented in K-12 teacher apprenticeship programs. It also includes planning considerations for practitioners to help guide the design of mentorship practices. |
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