Section 1: Form a Working Group of Partners to Co-Develop and Refine RTAP CPL Policies
Creating credit for prior learning (CPL) policies requires input and active engagement from key partners invested in Registered Teacher Apprenticeship Programs (RTAPs). While the sponsor is responsible for establishing the policy, partners need to come to the table to collaboratively determine the program’s CPL approach and policies.
Partners to Consider Convening as Collaborators
Sponsors should consider convening and collaborating with partners such as:
- Institutions of higher education (IHE)
- Educator preparation programs (EPPs)—whether within an IHE or operating independently
- School districts/employers
- State agency staff and boards (e.g., state licensure directors, education agency, labor and/or apprenticeship agency)
- Unions
- Other professional associations
Depending upon the specific RTAP and which organization is serving as sponsor, there may be other partners to consider, and sponsors should tailor their outreach approach to meet their program’s need and focus. This section identifies key RTAP partners—though not an exhaustive list—and outlines both the value they bring to policy development and the potential concerns they may raise. Recognizing and addressing these concerns are essential throughout the CPL policy process. This section concludes with reflective considerations and guiding questions to support meaningful partner engagement and collaboration in the iterative development and implementation of CPL policy.
Institutions of Higher Education/Educator Preparation Programs
Leadership, staff, and faculty at IHEs and EPPs often bring substantial extensive experience in CPL, and many may already have existing policies established. However, these can vary significantly based on the state, accrediting body, and institution. For example, some institutions may cap how many CPL credits can be applied in a program. Given this variability, it is strongly recommended to include all IHEs and EPPs that are involved in the RTAP in the CPL policy process. In some states, it may be important to have representation from the community college system, particularly when the RTAP audience or the state’s structure involves these institutions. For example, in North Carolina, community colleges serve as pathways into the teaching profession.
In addition, leadership and faculty within EPPs offer deep expertise in areas such as program and course content, professional standards, certification and licensure requirements, and related examinations. Their insights are essential to developing CPL policies that align with both state and program expectations, helping ensure apprentices can meet the necessary requirements for certification or licensure. It is also important to include other key contributors to CPL efforts—such as student services staff or faculty—whose roles support implementation and student success.
Sponsors should be mindful that IHEs and EPPs may have concerns related to their institutions and program(s). These concerns can include reduced program enrollment, potential loss of tuition revenue, navigating institutional bureaucracy, accreditation requirements, maintaining instructional quality, and reduced influence over how candidates are prepared. Acknowledging and addressing these concerns early can help foster stronger collaboration and trust throughout the CPL policy development.
School Districts/Employers
Leadership and staff in employing districts and schools—such as superintendents and human resources personnel—offer valuable insights into the expectations and day-to-day experiences of educators in classrooms. While they may have little prior experience with CPL policy and implementation, their understanding of educators’ responsibilities is essential for shaping policy that reflects the realities of on-the-job learning, particularly in apprenticeship models.
Because school districts/employers may be less familiar with CPL policies than other partners, it is important to support their learning and engagement in this area. Building their understanding can help secure their buy-in and foster meaningful collaboration throughout the policy development and implementation process.
State Agency Staff and Boards
Staff and boards from state agencies—such as departments of —and the agency that oversees apprenticeship registration in the state bring valuable insights on state regulations, policies, processes, and programs that could benefit the design of RTAP CPL policy. As RTAPs are designed to produce licensed teachers, partners from state licensing and certification boards provide crucial input regarding teacher licensure and certification regulations to ensure CPL policies and procedures are aligned.
Unless the state agency is serving as the RTAP sponsor, these individuals will likely play an advisory role, given the nature of their responsibilities and their broader obligation to support all RTAPs across the state.
Unions and Other Professional Organizations/Associations
Organizations such as teacher unions or professional associations play a critical role in advocating for the interests of educators, including teachers, paraprofessionals, and principals. These groups offer valuable insights into the concerns and the supports relevant to their members and can serve as important connectors to local systems across the state, including identifying potential advisory members.
Because these groups actively lobby on behalf of their members, they bring well-defined perspectives and priorities to the table. Finding common ground with them is essential. While they may have limited familiarity with CPL policies, building their understanding in this area can be key to gaining their support and fostering productive collaboration.
Questions for Consideration When Determining Partners to Convene as Collaborators in CPL Policy Development and Implementation:
- Who is engaged in discussion around RTAPs?
- Who are the affected stakeholders, and what is their engagement process?
- What expertise and perspectives need to be involved?
Partner Engagement Considerations
Developing CPL policy is a complex process that benefits from strong, collaborative relationships. Additional partners may need to be engaged during CPL policy development, and each RTAP sponsor should thoughtfully consider which individuals or groups to involve based on their specific context. By bringing diverse partners to the table, sponsors can surface valuable experiences and address concerns that contribute to a more cohesive and effective policy.
Some partners may have questions or reservations about CPL. It’s important for sponsors and partners to take time to understand the existing CPL policies, actively listen to partners’ concerns, and address questions throughout the iterative development process. This approach helps build trust and buy-in, enabling all stakeholders to co-develop CPL policies and procedures that reflect a shared vision and ultimately support the success of the apprentices in the program.
Developing CPL policy is a complex process that benefits from strong, collaborative relationships. Additional partners may need to be engaged during CPL policy development, and each RTAP sponsor should thoughtfully consider which individuals or groups to involve based on their specific context. By bringing diverse partners to the table, sponsors can surface valuable experiences and address concerns that contribute to a more cohesive and effective policy.
Some partners may have questions or reservations about CPL. It’s important for sponsors and partners to take time to understand the existing CPL policies, actively listen to partners’ concerns, and address questions throughout the iterative development process. This approach helps build trust and buy-in, enabling all stakeholders to co-develop CPL policies and procedures that reflect a shared vision and ultimately support the success of the apprentices in the program.
Questions for Consideration Relating to Partner Engagement When Developing and Implementing CPL Policies:
- Who will lead the engagement effort?
- How will the RTAP sponsor learn about partner knowledge on CPL policies?
- What resources will be needed to guide engagement?
- How frequently will engagement occur, and how will the RTAP sponsor communicate with partners?
- What are the shared goals for RTAP CPL policies?
- What role does the sponsor and partner(s) serve when developing RTAP CPL policies?
- How will the group come to a consensus on CPL policies?
- What existing or related policies do states or institutions such as IHEs/EPPs already have in place that need to be considered for RTAP CPL policy?
- Do institutions have articulation agreements in place that could impact CPL policy?
- Do institutions have credit transfer policies?
- Do institutions have current CPL policies in place?
- Does the state have any CPL policies in place?
- Do any RTAP-specific CPL policies exist in your state?
- What state certification/licensure standards and requirements could impact RTAP CPL policy?
- What are the local education agency (LEA) workforce needs and district/school priorities for their educator workforce?
- What resources already exist around CPL policies that can be used or adapted for RTAP CPL?
Resources
Leading by Convening Blueprint is a comprehensive guide that outlines a collaborative approach to leadership, emphasizing inclusive stakeholder engagement, shared decision-making, and co-creation of solutions to support effective implementation of education policy and practice.
Leading by Convening Coalescing Questions is a concise tool designed to guide stakeholder engagement and collaborative planning by prompting reflection on who is involved, what they care about, what they bring, and what they need to move forward—particularly in the context of implementing IDEA and building effective partnerships.
The National Landscape of Credit for Prior Learning is a resource offered by the American Council on Education provides an in-depth analysis of effective state and system-level CPL policies, highlighting strategies that promote equity and success for adult learners by recognizing learning acquired outside traditional academic settings.
TN Recommended Standards in Prior Learning Assessment (PLA) Policy and Practice for TN Public Colleges and Universities outlines a unified framework to guide institutions in awarding credit for prior learning, ensuring consistency, transparency, and alignment with state educational and workforce goals.
