Supporting the Advancement of Early Educators Through Apprenticeship

• In Event: Promising Practices in Early Educator Preparation: Supporting a Diverse, High-Quality Workforce

Abstract

Objective
The purpose of this presentation is to explore lessons learned from an innovative apprenticeship program and inform the design of other programs that prepare early educators.

Perspective
The apprenticeship model is based on Lave and Wenger’s (1991) concept of situated learning and represents an evidence-based, economical, and scalable approach to increasing the skills, knowledge and competencies of workers, including in early childhood education (ECE). In situated learning people learn through legitimate peripheral participation in authentic activities, which involves gradually increasing engagement in communities of practice and mentorship as they develop toward full participation. In educator preparation, clinical experiences in classrooms provide opportunities for legitimate peripheral participation in the praxis of teaching, where students can apply theory to practice under the guidance of an experienced teacher.

Methods
The presenter will describe the results of a comprehensive evaluation that employed a mixed-methods approach to assessing the implementation and impacts of an apprenticeship program in California. The evaluation included online surveys sent to all apprentices, interviews and focus group discussions with key program informants, and focus group discussions with a variety of stakeholders. Evaluators also reviewed administrative data about the program and participants, including demographic information, the number of permits earned, and so forth.

Results
Early results from the program are promising. After three years, 358 participants had enrolled in the program and had earned a total of 204 permits throughout their participation. Qualitative data yield the following findings:
• The pathways are tailored to address the professional development needs of the ECE workforce and create an on-ramp for professional advancement among racially, ethnically, and linguistically diverse early educators.
• Child development courses and on-the-job coaching provide opportunities to build knowledge and skills.
• Close relationships fostered through expert coaching, high-touch advising, and peer cohorts allow the program to respond to individual students’ needs, promoting student success.
• Wage enhancements recognize apprentices’ accomplishments as they advance, addressing the persistent challenge of low compensation in the early childhood field.
• Providing the program at no cost to apprentices mitigates financial barriers to participation.

Significance
The presentation will contribute to the field’s understanding of how to build a skilled and diverse early educator workforce through apprenticeship. ECE professionals often want to advance in their careers, but face barriers to pursuing education through traditional routes. For example, they face challenges in finding time off of work and affording college given their low earnings (Limardo, Hill, Stadd, & Zimmer, 2016; Schaack & Le, 2017; Whitebook et al., 2018). Unlike traditional models of teacher preparation offering formal preservice training through a college or university, apprenticeships pair on-the-job training and supplemental instruction with employer-funded compensation increases to support professional growth. The program of study has shown successful results that could provide a model for the field.

Author

• Abby Copeman Petig, University of California - Berkeley