District Resources

Why the Program Exists

School districts across Kansas face persistent teacher shortages, particularly in rural and high-need areas. Traditional recruitment pipelines alone are no longer sufficient to meet workforce demands. The Youth Registered Teacher Apprentice Program addresses this challenge by cultivating “grow-your-own” educators who are deeply connected to their communities and more likely to remain in the profession long-term.

By introducing students to teaching earlier and providing structured support, the program expands the future educator pipeline while improving retention and workforce stability.

Purpose of the Program:

The core purpose of the Youth Registered Teacher Apprentice Program is to build a sustainable, locally rooted teacher workforce by creating a structured, supported pathway into the profession.

The Program Seeks to:

  • Develop early interest in teaching through meaningful high school experiences
  • Provide paid, structured work-based learning aligned to education careers
  • Reduce financial barriers through dual credit and early college progress
  • Strengthen alignment between K–12 systems and educator preparation programs
  • Increase the number of licensed teachers entering the workforce

The program also ensures consistency and quality through clear expectations for work-based learning, documentation, and alignment with state CTE standards and Registered Apprenticeship frameworks.

Program Overview

The Youth Registered Teacher Apprentice Program combines academic coursework with progressive, real-world experience. Students participate while enrolled in the Teaching/Training CTE pathway and complete structured work-based learning experiences tied directly to education coursework.

Key components include:

Work-Based Learning (WBL): Supervised classroom experiences connected to coursework, supported by formal agreements and regular supervision.

Progressive Experience Model: Structured hour requirements that provide meaningful exposure to classroom environments.

Paid Apprenticeship Structure:

Wages with a progressive scale that reflects skill development and aligns with broader apprenticeship standards.

Dual Credit and Postsecondary Alignment:

Opportunities to earn college credits while completing high school requirements, accelerating progress toward a bachelor’s degree in education.

Seamless Pathway to Licensure: A long-term pathway from high school into teacher preparation programs, culminating in licensure eligibility.

Implementation and Quality Assurance

To ensure consistency, the program establishes clear expectations for documentation, supervision, and alignment with state guidance. Districts maintain work-based learning agreements, track hours and attendance, and ensure experiences are directly tied to education-related coursework.

Flexibility is built into the model, allowing districts to adapt implementation to local needs while maintaining alignment with state requirements and funding structures.

Impact and Long-Term Vision

The Youth Registered Teacher Apprentice Program represents a strategic investment in the future of education. By building a structured, supported pathway into teaching, the program strengthens educator pipelines, reduces barriers to entry, and increases the likelihood that future teachers will remain in the communities they serve.

Over time, the program aims to expand the educator workforce, improve teacher retention, increase local talent pipelines, and strengthen partnerships between school districts and higher education. The program transforms teacher recruitment from a reactive challenge into a proactive, sustainable pipeline strategy.

Work Based Learning Overview:

Work-Based Learning (WBL) is a structured, career-preparation opportunity for regularly enrolled students who seek experience in an educational setting directly connected to a related course they are currently enrolled in or have completed. Districts are responsible for ensuring all youth apprenticeship experiences meet KSDE WBL standards and are appropriately documented for attendance, funding, and audit purposes.

CTE Credits and Codes:

  • Reference: KSDE Career and Technical Education Information
  • All youth apprentices must be enrolled in or have completed the Teaching/Training CTE Pathway to participate in the program.
  • Districts must adhere to all KSDE CTE requirements and guidance to maintain eligibility for weighted funding.

WBL Outside of CTE:

Based on KSDE Enrollment Handbook.

Work-Based Learning experiences that occur outside of a CTE pathway must still meet KSDE’s established requirements. Students may earn up to two hours of daily attendance credit when these requirements are met.

Core Requirements:

  1. The work experience must be directly related to a current or previously completed course.
  2. A signed Work-Based Learning Agreement must be on file at both the school and the worksite.
  3. Work logs, timesheets, and attendance documentation must be maintained and verified regularly.

CTE Related Experiences

  • The student must be enrolled in (or have completed) a technical or application-level course within the Teaching/Training pathway.
  • Up to 2.0 hours of WBL may count toward daily attendance; only 1.0 hour may count toward CTE (.5) weighted funding.

Audit and Documentation Requirements

Districts must maintain thorough documentation for all youth apprentices participating in WBL.

Required Documentation:

  • Signed WBL Agreement including signatures from: Student, Parent/Guardian, Teacher of Record, WBL Coordinator, and Worksite Supervisor.
  • Weekly work logs verified by signatures and submitted to the district.
  • Documentation of weekly meetings between the apprentice and WBL teacher/coordinator.
  • KSDE retains final authority to determine course relevance.