For aspiring teachers—especially those who are already working or raising families—the traditional path into the classroom can be out of reach. Apprenticeship programs can provide trainees an opportunity to earn while they learn by embedding aspiring teachers in classrooms, supported by mentors and coaches, with coursework occurring primarily in the evening a few days per week.
Districts are working with nonprofit intermediaries like Edwell and Reach University to co-design programs to fit their local context, tap into new funding streams, build cross-sector relationships, and ensure the model works for both the schools and the aspiring teachers.
“The average age of our candidates is 37. So they are truly adults living an adult life with lots of different things going on. Many are parents and caregivers,” said Amy Griffin from Reach University. “We’re trying to help individuals … to stay in those communities and teach not to get a degree and then move off somewhere else.”
In Hutto ISD, the apprentices range widely in background: a local business owner who built a tutoring company from the ground up, a parent looking for a career change after the disruptions of COVID, and others seeking a more hands-on alternative to traditional teacher prep programs. What they share is a deep commitment to their community and a common refrain: “I couldn’t have done this without a program like this.”
Learn more about the apprenticeship journeys of Johnny, Kiley, and Becca:
As Texas looks to strengthen its teacher workforce, programs like these show what is possible when multiple entities work together to create a path into the profession for people, especially aspiring teachers who are already rooted in their communities.
“This isn’t a one-size-fits-all fix, and it’s not meant to be,” said Carlos Villagrana, Education Program Officer at Houston Endowment. “Apprenticeships are one piece of a larger effort to build a stable, diverse, and well-prepared teacher workforce. It’s also about sustainability—developing a deep bench of educators who are prepared, invested, and likely to stay. That means making sure the training is high-quality, the support is real, and the opportunities are financially viable.”
Learn more about Texas’ teacher apprenticeship programs in Fueling the Lone Star Teacher Pipeline, a landscape analysis conducted by Houston Endowment grantee Deans for Impact.