Emerging Pathways for Teacher Licensure
Many of our rural schools have struggled over the years to hire teachers in what are often identified as “hard to fill positions.” Middle school and high school math and science positions, library-media specialists, special educators and guidance counselors have perennially been on the list. Since the pandemic a number of factors have exacerbated the problem of hiring licensed teachers in all areas and not just in rural communities. The challenge has forced school districts and the Agency of Education to consider non-traditional pathways for individuals to become licensed teachers. VREC has played an essential role in the development of several emerging pathways with teacher workforce development and licensing.
Over the course of the past two years, VREC engaged in a partnership with the Vermont Agency of Education and Vermont Department of Labor to explore and establish three distinct pathways that greatly expand the educator prep ecosystem in Vermont through our NEK Grow Your Own (GYO) Pathways initiative. Whereas all of these programs are intended to create new entry points in the “teacher pipeline,” they all have their unique approaches.
Teacher of Record Registered Apprenticeship Program: Whereas traditional undergraduate Educator Prep Programs in Vermont colleges still provide an important pathway to developing teachers in Vermont, given the decline in enrollment in EPPs and soaring number of individuals entering the field while being on Emergency or Provisional licenses seeking their initial license through the Peer Review process, there was clearly a need for alternate pathways to assist those seeking licenses. Peer Review is a portfolio based process that is ideal for someone who has actually taught at an independent school or college level who can submit evidence of obtaining competencies necessary for an initial license. It is a challenging task to compile a portfolio with evidence and reflections, while taking on the challenge of being a classroom teacher.. The RAP provides the supplemental instruction (currently thanks to the support of VTNEA) that builds the pedagogical foundation around instruction and assessment practices necessary for developing teachers while providing the scaffolding to assist one in completing the required Vermont Licensing Portfolio. In addition, all apprentices have mentors who support their development and collection of evidence to demonstrate they have masters competencies.
The pilot NEK RAP has 29 participants from seven different SU/SDs within the Collaborative. The AOE/DOL plan to include all eight SU/SDs that belong to VREC and begin expanding the program to other SU/SDs in Vermont.
Earn & Learn Para-Pathway: One of the most promising approaches is a true “grow your own” model that provides a non-traditional pathway for working para-educators and instructional assistants to obtain a Bachelor’s Degree and their license as a registered apprentice. In this model, individuals are able to stay employed and gain experience overtime that demonstrates the required competencies to become a licensed educator. We have many very capable para-educators, and other support staff, who need an alternate route to becoming a teacher that is accessible and affordable. Taking time away for course work or student teaching is not realistic for those who need to maintain their employment. We are pleased that Vermont State University and the Community College of Vermont are actively engaged in working with the Agency of Education and Department of Labor to develop an “earn & learn pathway with the hopes of launching in the fall of 2026.
Residency Program: Residency programs across the country have shown great success in preparing teachers and high retention rates. Many times new teachers can be overwhelmed with the demands of the profession and are unprepared, especially those “jumping in the deep end” without the benefit of an educational prep program or support of an apprenticeship program, and often exit within three years. A teacher residency provides a one-year, or even sometimes two-year, paid internship for individuals to work within a classroom with a master teacher/mentor. Most residency programs are a post-baccalaureate model that provide an opportunity to pursue a Masters Degree in education. Actually licensing can be obtained either through the MA program or enrollment as a registered apprentice. Residency models often operate with a cohort of interns who create a strong support network as they go through the program. The Vermont Math Initiative and Champlain College are currently collaborating with VREC, with support from the National Center for Teacher Residencies, to develop residency programs with the goal of beginning in the Fall of 2026.
Grown Your Own at the Secondary Level: We have even begun to cultivate future educators in high schools and career centers. Giving secondary students experiences through work-based learning, afterschool and summer programs is a great way to encourage a career in education as they consider their post-secondary options. There are even “pre-apprenticeship programs” and early college pathways that can provide an accelerated pathway to becoming a teacher. Over time, it is hoped that these efforts at the secondary level will increase participation in college educational prep programs.
Our public schools need high quality teachers. It is important that we invest in multiple pathways that are accessible and affordable to increase a pipeline into the educator workforce. VREC appreciates the opportunity to collaborate with state agencies, institutions of higher education, VTNEA and supervisory unions & districts across our region to support new educators entering the field of education.
For more information, contact John Castle at vrecdirector@gmail.com
