Design Considerations - Mentoring in K-12 Teacher Registered Apprenticeship Programs - Planning Considerations

Oct 15, 2026

Design Considerations outlines how mentorship functions within K-12 teacher Registered Apprenticeship (RA) programs, where apprentices are paid employees who complete approved supplemental education and apply learning in classroom practice. The guide explains the central role of mentor teachers in supervising, advising, and evaluating apprentices over multi-year placements. It summarizes evidence on mentorship’s effects across pre-service, residency, and induction—supporting retention, improved instruction, reflective practice, collaboration, and student outcomes. The document provides planning considerations for implementing mentorship practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Design Considerations

1. Selection

2. Training

3. Roles and Models

4. Compensation

5. Satisfaction and Support

Planning Considerations

Importance of Mentorship in Educator Preparation

Current Guidance on Mentorship in Educator RA Programs

Using Interviews to Gain Insights

Conclusion

References

Design Considerations Mentoring in K-12 Teacher Registered Apprenticeship Programs Prepared by Nicole Reddig, RTI International Amaya Garcia, New America RTI International 3040 E. Cornwallis Road Durham, NC 27713-2852 May 2025 [www.rti.org](www.rti.org) Contents | Importance of Mentorship in Educator Preparation Current Guidance on Mentorship in Educator RA Programs Using Interviews to Gain Insights
Mentoring in Teacher RA Programs | 1 | | --- | --- | | | 2 | | | 3 | | | 4 | | Design Considerations
1. Selection
2. Training
3. Roles and Models
4. Compensation
5. Satisfaction and Support Planning Considerations
Conclusion | 4 | | | 4 | | | 5 | | | 7 | | | 9 | | | 10 | | | 11 | | | 13 | | References | 14 | Introduction 1 Acknowledgments Thank you to Liz Qualman, Jen Kral, Danica Hays, Kenny Varner, Heather Steel, ShaLee Peterson, Idalia Shuman, Jill Bergerhofer, Benjamin Forsyth, Robin Dada, Tara Estep, and Amy Kohlhaas for participating in interviews with RTI and New America staff. Many thanks to Willow Alston-Socha and Joyce Milling from RTI who helped conduct outreach and interviews. Thank you to Hannah Putnam and Ron Noble from the National Council for Teacher Quality and Lisa White from the CEEDAR Center for reviewing this guide and providing feedback. Introduction 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. Since 2022, the U.S. Department of Labor (DOL) has approved the creation of RA programs for the K-12 education workforce, including K-12 teachers, paraeducators, school counselors, and administrators. During an RA program, apprentices complete supplemental education through an approved education provider and apply their learnings in a paid job in a K-12 classroom. A vital component of an educator RA program is mentorship. In an RA program, the apprentice is supervised, advised, and evaluated by an experienced mentor teacher, also known as ajourneyworker. This mentoring relationship goes beyond what is typically seen in the student teacher–cooperating teacher mentoring model that has prevailed for much of the history of educator preparation. In RA programs, the apprentice is an employee of the school district and, in most cases, works with their mentor teacher for multiple years. Given the importance of this relationship, this resource—Design Considerations: Mentoring in K-12 Teacher RA Programs—offers illustrative examples of how mentorship is being implemented in K-12 teacher apprenticeship programs and includes planning considerations for practitioners to help guide the design of mentorship practices. Importance of Mentorship in Educator Preparation Literature shows that mentorship experiences can be impactful for both pre-service and early career teachers because mentor teachers empower candidates to improve their practices. Multiple studies of mentorship during student teaching have found that mentors impact early career teachers in their own classrooms by modeling highly effective instructional practices and forming positive relationships. A study of pre-service teachers in Washington state 1 found that teachers are more effective in the early career stage after having student-teaching experiences with highly effective mentor teachers. In this study, the effect of working with a mentor teacher who was rated “highly effective” had more positive impact on a student teacher’s future effectiveness than any other type of pre-service experience. Another study found that first-year teachers who are mentored by highly effective teachers during pre-service were as effective as second-and third-year teachers (in English and math, respectively) .2 This impact of mentorship extends to teachers in residency programs. A longitudinal case study of resident teachers in an urban teacher residency p

FAQs

What is the role of mentorship in K-12 teacher Registered Apprenticeship programs?

Mentorship is a vital component of educator RA programs. Mentor teachers supervise, advise, and evaluate apprentices, supporting learning in paid classroom placements over multiple years.

How does mentorship impact teacher effectiveness and early career outcomes?

Research cited in the guide links mentorship to stronger early career effectiveness, including modeling effective instruction and building positive relationships. Mentored teachers also show benefits compared with other pre-service experiences.

What mentorship benefits are reported for induction programs for new teachers?

The guide reports positive impacts of mentorship during induction, including higher teacher retention, improved classroom instructional practices, and better student achievement. Mentorship can also increase job satisfaction and commitment to teaching.

Oct 15, 2026

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