Section 2: Develop RTAP CPL Policies and Business Rules
The Registered Teacher Apprenticeship Program (RTAP) sponsor and its partners should collaboratively design and implement credit for prior learning (CPL) policies and business rules that determine whether apprentices’ prior learning and experience can count toward RTAP supplemental education, on-the-job training/learning (OJT/OJL), and degree completion (if applicable). By embedding CPL into the RTAP structure, programs can accelerate completion of the RTAP and eliminate redundant training.
The RTAP sponsor and its partners should establish and implement policies that address the following areas, and Section 2 provides considerations for each decision in more detail:
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Define RTAP components for CPL award.
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Determine whether CPL applies to specific courses, competencies, or both.
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Identify acceptable types of prior learning and experience.
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Specify the required evidence to validate prior learning and experience.
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Set the maximum CPL credits applicable toward RTAP completion.
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Clarify CPL transferability to other institutions of higher education (IHEs) and RTAPs.
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Establish applicable fees for the RTAP CPL evaluation process.
RTAPs should establish and apply consistent CPL policies for all apprentices, rather than relying on case-by-case determinations. Standardizing these policies ensures transparency to RTAP partner institution leaders, faculty, and apprentices and provides all parties with clear, actionable steps to follow.
RTAP sponsors and their partners are encouraged to develop a memorandum of understanding (MOU) or partnership agreements that clearly define how they will collaborate to support CPL within the RTAP. Alternatively, they should consider integrating CPL provisions into existing RTAP MOUs or partnership agreements to ensure alignment and shared accountability.
RTAP sponsors and their partners should review and update their CPL policies to ensure they remain apprentice-centered, consistently applied, and transparent. These reviews should also confirm that CPL practices uphold the academic integrity of the associated degree or certification program and align with teacher certification and professional organization standards.
Because RTAP structures can vary significantly—including differences in sponsor organization and partner roles—RTAP sponsors and their partners should carefully consider the program’s specific structure when using this resource. Tailor the suggestions and guiding questions to align to your RTAP’s unique context.
Decision 1: Define RTAP Components Eligible for CPL Award
One of the first actions RTAP sponsors and their partners should take is to identify which components of the program—such as supplemental education, on-the-job training or learning, and/or credit hours toward a degree—are eligible for CPL. Establishing clear CPL pathways across these components enables apprentices to receive appropriate credit for their prior learning and experience, streamlining their progression through the RTAP.
- Supplemental education, also known as related technical instruction or related instruction, is coursework that apprentices need to successfully meet all state and teacher preparation program standards to earn teacher licensure/certification through a state-accredited preparation program.
- On-the-job training or learning (OJT/OJL) refers to the time apprentices spend learning on the job with a journey worker (mentor), during which they learn and demonstrate specific competencies (specific technical skills and knowledge that are directly related to the occupation) as determined by the program.
- If an RTAP leads to degree attainment, credit toward a degree refers to coursework needed to meet degree requirements.
The RTAP sponsor and its partners can elect to award credit for prior learning and experience toward all three of these RTAP components or just toward one or two of them. Credit can be awarded toward all three components based on an apprentice’s prior learning and experience.
RTAP sponsors and their partners must ensure that RTAP CPL policies are aligned with the specific competencies and learning outcomes required for degree and certification programs. While degree programs may emphasize broader academic skills, certification programs often prioritize practical teaching competencies. CPL policies must also comply with institutional accreditation requirements and adhere to state or national teaching certification standards. Degree programs may require adherence to university guidelines, while certification programs must meet professional licensing criteria.
Credit Toward Supplemental Education
RTAP sponsors and their partners should consider aligning with existing institutional policies on credit for prior learning, credit transfer, and articulation agreements. These established frameworks serve as a strong foundation when designing CPL policy for RTAPs. In addition, RTAPs should follow any applicable state-level CPL policies or guidelines to ensure consistency and compliance.
- Example: The Delaware Department of Education developed a statewide Credit for Prior Learning Policy Framework. The CPL policy framework provides guidance for Delaware post-secondary institutions on how to assess and award CPL.
- Resource: The National Landscape of Credit for Prior Learning: Effective State and System Policies for Success and Equity, Council for Adult and Experiential Learning (2024). This report analyzes CPL policy trends across all U.S. states and territories, highlighting 11 key policy themes and offering strategies to improve equity, transparency, and implementation of CPL to accelerate credential attainment for adult learners.
- Resource: 50-State Comparison: Transfer and Articulation Policies, Education Commission of the States (2022). This report examines how all 50 U.S. states approach key transfer and articulation policies—such as common course numbering, transferable general education cores, guaranteed associate degree transfers, and reverse transfer—to support seamless student transitions and improve degree completion outcomes.
- Resource: The Current State of Prior Learning Policies, Western Interstate Commission for Higher Education (2020). This policy brief explores how states, accrediting bodies, and the federal government can expand access to credit for prior learning (CPL) by improving transparency, affordability, inclusion, and evaluation—particularly for low-income students, students of color, immigrants, and adult learners.
States have established policies to transfer credit for a core set of general education courses from community or technical colleges to four-year institutions. RTAPs can follow these policies and accept credit transfer for the same set of core courses.
- Example: NV|Forward, the RTAP at the University of Nevada, Las Vegas College of Education, follows the Nevada System of Higher Education (NSHE)’s CPL policy; apprentices who have completed associate degrees within NSHE automatically transfer those credits to the RTAP.
RTAPs that award credit for supplemental education should structure their programs to allow apprentices with existing college credit to accelerate completion by bypassing redundant coursework.
- Example: The Brownsville Independent School District (BISD) in Texas has designed its RTAP with multiple entry points based upon candidates’ prior college credit, enabling those with more advanced standing to accelerate program completion through tailored on-ramps.
- On-Ramp 1: Candidates with fewer than 30 college credit hours complete the program in 4 years.
- On-Ramp 2: Candidates with 30–60 college credit hours complete the program in 3 years.
- On-Ramp 3: Candidates with 60–90 college credit hours complete the program in 2 years.
- On-Ramp 4: Candidates with 90 or more college credit hours or a bachelor’s degree complete the program in 1 year.
Credit Toward On-the-Job Learning
RTAP sponsors and partners should consider awarding credit toward the on-the-job learning component based on apprentices’ prior learning and work experience—such as serving as a paraeducator—to recognize and validate related work experience and mastered competencies and accelerate program completion by avoiding redundant training. This CPL may be in the form of OJT/OJL hours, if the RTAP has a requirement for a minimum number of OJT/OJL hours, and/or in the form of documentation of mastered competencies, possibly positioning the apprentice in a higher wage tier and/or accelerating program completion.
- Example: In Kansas, apprentices may be awarded credit toward OJT/OJL requirements based upon prior relevant work experience and demonstrated mastery of competencies, placing the apprentice in a higher wage level or tier, and this prior experience is considered when the apprentice’s program plan is developed, possibly accelerating program completion. For more details, refer to the Registered Teacher Apprentice Manual.
- Example: The University of Tennessee, Knoxville provides the supplemental education for a competency-based RTAP through UT-PLAYS, and apprentices with prior experience may be able to advance through the program more quickly if they are able to demonstrate mastery of competencies via competency exam. Additionally, learners can transfer credit into programs toward advanced degrees via successfully passing proficiency exams.
- Example: The Virginia Department of Education awards credit toward the OJT/OJL hours requirement, up to 1000 hours, for verified relevant prior experience. See this form for more information.
Credit Toward Degree Attainment
For RTAPs that lead to degree attainment, sponsors and partners must follow existing state and institution policies and procedures on CPL, credit transfer, and articulation agreements. While non-degree RTAPs may not be bound by these policies, aligning with them can provide a strong foundation for CPL design. In addition, Registered Apprenticeship experiences, including on-the-job training and coursework, must align with the academic standards and licensure requirements of the degree-granting institution.
- Resource: The National Landscape of Credit for Prior Learning: Effective State and System Policies for Success and Equity, Council for Adult and Experiential Learning (2024). This report analyzes CPL policy trends across all U.S. states and territories, highlighting 11 key policy themes and offering strategies to improve equity, transparency, and implementation of CPL to accelerate credential attainment for adult learners.
- Resource: 50-State Comparison: Transfer and Articulation Policies, Education Commission of the States (2022). This report examines how all 50 U.S. states approach key transfer and articulation policies—such as common course numbering, transferable general education cores, guaranteed associate degree transfers, and reverse transfer—to support seamless student transitions and improve degree completion outcomes.
- Resource: The Current State of Prior Learning Policies, Western Interstate Commission for Higher Education (2020). This policy brief explores how states, accrediting bodies, and the federal government can expand access to credit for prior learning (CPL) by improving transparency, affordability, inclusion, and evaluation—particularly for low-income students, students of color, immigrants, and adult learners.
Questions for consideration when determining what counts toward CPL credit:
- What existing state- or institution-level policies need to be considered for RTAP CPL policies?
- Do institutions of higher education involved in the RTAP have current policies on CPL, articulation agreements, and/or credit transfer policies that apply to certification or degree programs?
- Do state agencies or systems have current policies on CPL, articulation agreements, and/or credit transfer policies that apply to certification or degree programs?
- Do any RTAP-specific CPL policies exist in your state?
- What are the state teacher certification/licensure standards and requirements, and does the RTAP CPL policy need to align to them?
- For any existing policies related to CPL, does the RTAP CPL need to follow these policies? Do any CPL-related policies need to be modified to fit the RTAP context?
- Example: IHE policies on CPL may not apply to an RTAP with a non-IHE organization as the sponsor.
- Example: Policies that apply to degree-granting programs may not apply to an RTAP resulting in teacher licensure or certification instead of a degree.
- If the RTAP is not required to align with existing policies on CPL, articulation agreements, and/or credit transfer, what would be the benefits of aligning even if not required to do so? What would be the challenges?
Decision 2: Determine Whether CPL Applies to Specific Courses, Competencies, and/or OJT/OJL Hours
The RTAP sponsor and its partners should determine whether CPL will only be awarded toward specific courses, competencies, and/or OJT/OJL hours or if broader flexibility will be allowed. The goal is to honor relevant prior experience without compromising the quality and integrity of the teacher preparation program. For example, some RTAPs restrict CPL to general education (i.e., the core set of general education requirements) and select education courses, requiring apprentices to complete remaining coursework through the RTAP. This approach ensures a consistent learning experience, reinforces essential knowledge and skills, and ensures that apprentices meet program and certification requirements.
Other RTAPs may apply CPL toward competencies and/or required OJT/OJL hours. These RTAPs may assess the apprentice’s mastery of required competencies designated within the approved Work Process Schedule and also may assess prior relevant work experience to determine whether CPL will be awarded toward program requirements, including OJT/OJL hours, potentially reducing program cost and time to completion.
- Example: Missouri State University’s School of Special Education, Leadership, and Professional Studies allows students to earn CPL toward three designated education courses, while requiring all remaining coursework to be completed through the university.
- Example: Dakota State University allows teacher apprentices to earn CPL for approximately 20% of the program’s total education course credits by demonstrating competency by exam, enabling them to accelerate their path to degree completion.
- Example: The Oregon Teaching Apprenticeship uses a flexible approach by leveraging a Placement Guide to create personalized entry and completion plans tailored to apprentices’ prior experience and education background; the program allows apprentices to earn CPL for both general education requirements and select education courses.
- Example: In Kansas, apprentices may be awarded credit toward OJT/OJL requirements based upon prior relevant work experience and demonstrated mastery of competencies, placing the apprentice in a higher wage level or tier. This prior experience is considered when the apprentice’s program plan is developed, possibly accelerating program completion. For more details, refer to the Kansas Registered Teacher Apprentice Manual.
- Example: Tennessee developed the Grow-Your-Own Playbook, which lists OJT/OJL hour requirements by topic in Table C.
Questions when considering whether CPL applies to specific courses, competencies, and/or OJT/OJL hours:
- Does the RTAP include general education requirements? If so, can CPL be applied toward these general education requirements?
- What are the core competencies and learning objectives of the course(s)?
- Which competencies are foundational (non-negotiable) vs. those that can be demonstrated through prior learning?
- Can this course/competency be demonstrated through documented experience or assessment?
- Are there specific courses or competencies within the RTAP that the sponsor and partners feel apprentices should only complete within the RTAP (meaning no CPL will be offered for these courses)?
- Does the RTAP require a certain number of OJT/OJL hours? If so, will CPL for prior relevant work experience be awarded? If so, how will the amount of credit awarded be determined?
Decision 3: Identify Acceptable Types of Prior Learning and Experience for CPL Considerations
RTAP sponsors and their partners should establish clear policies identifying the types of prior learning and experience eligible for credit toward the RTAP. Consider awarding CPL for the following areas:
- Work experience in a related occupation
- Coursework previously completed
- Standardized test results
- Certifications or credentials earned
- Employer-provided or employer-sponsored training (e.g., professional development)
- Volunteer experience
- Military experience
- Prior knowledge and competencies gained through work/life experience
See Decision 4 for specific examples of possible evidence for each.
Questions for consideration when identifying the types of prior learning and experience for CPL:
- Will the RTAP award CPL for all types of prior learning and experience, or will it limit eligibility to specific categories?
- Are certain types of prior learning and experience better aligned with specific RTAP courses or competencies, or will all accepted forms of be considered equally across the program?
- For example, work experience in a related occupation—such as serving as a paraprofessional—may be applicable to supplemental education, on-the-job learning, and degree attainment. In contrast, previously completed coursework and standardized test results may be more relevant to supplemental education and degree attainment, but less applicable to OTJ.
Decision 4: Specify the Required Evidence to Validate Prior Learning and Experience
In addition to defining which types of prior learning and experience qualify for CPL, RTAP sponsors and their partners should establish clear documentation requirements that verify learning. This evidence may include existing records or written documentation—such as transcripts or standardized test scores—or may require apprentices to demonstrate their knowledge through approved assessments, such as challenge exams, portfolio assessments, and/or placement tests.
- Work experience:
- A signed letter on official letterhead from a previous employer verifying the apprentice’s job title(s), responsibilities, total hours worked, and length of employment
- A signed letter on official letterhead from a previous program sponsor confirming the number of on-the-job learning (OJL) hours completed through another Registered Apprenticeship Program
- A Registered Apprenticeship work record book that documents completed OJL hours
- Coursework previously completed:
- Academic transcripts: Submit college, technical, and/or high school transcript(s) documenting coursework and degree(s) earned.
- Note: For coursework completed outside the United States, contact the admissions or registrar’s office of the higher education institution to determine transferability.
- RTAP Documentation: Provide a letter on official letterhead from your previous Registered Teacher Apprenticeship Program (RTAP) sponsor confirming the related instruction you completed through that RTAP.
- Academic transcripts: Submit college, technical, and/or high school transcript(s) documenting coursework and degree(s) earned.
- Standardized test results:
- Documentation of results from standardized examinations, such as College Level Examination Program (CLEP), Advanced Placement (AP) tests, and International Baccalaureate (IB) exam
- Certification or Credential Documentation:
- Official documentation that includes the name of the certificate or credential and the issuing organization.
- Could include a crosswalk of credentials or certifications to OJL competencies and/or related instruction learning outcomes
- Official documentation that includes the name of the certificate or credential and the issuing organization.
- Employer-Provided or Sponsored Training:
- Certificate of completion along with a content outline of the training or an ACE (American Council on Education) Transcript if available
- Volunteer Service Verification:
- Letter on the organization’s official letterhead that confirms the total hours of volunteer service completed and clearly describes the individual’s specific role
- Military experience:
- Joint Services Transcript that documents service members’ and veterans’ professional military education, training, and occupation experience
- Military discharge papers (DD-214)
- Prior Learning from Work or Life Experience:
- Evidence of knowledge and competencies gained through professional or personal experiences. The type of documentation required depends on the credit being requested and may include:
- Portfolio assessment
- Challenge exam
- Placement test
- Example: Foreign language skills mastery on a placement test could result in credit toward general education requirements or teacher preparation and certification as a foreign language teacher.
- Example: American Sign Language (ASL) mastery demonstrated through a challenge exam could result in credit toward teacher preparation and certification in Deaf Education.
- Evidence of knowledge and competencies gained through professional or personal experiences. The type of documentation required depends on the credit being requested and may include:
Credit by Exam Assessments, Challenge Exams, Portfolio Assessments, and Placement Tests
Some RTAPs accept results from or administer credit by exam assessments, including standardized tests, challenge exams, and/or portfolio assessments, and may use placement tests to evaluate an individual’s prior learning and experience. “Credit by exam” is a broad term meaning the candidate can take and pass a test or form of assessment to receive credit. While “credit by exam” often refers to national standardized tests, the term also includes other types of assessments, such as challenge exams and portfolio assessments.
The term “challenge exam” typically refers to an exam developed by an IHE or EPP to determine whether the individual has met the requirements to receive credit for a specific course or competency. If an RTAP chooses to implement this method, the sponsor and its partners must develop a valid and reliable assessment for a specific course or competency.
The term “portfolio assessment” refers to a collection of the apprentice’s work, providing the apprentice an opportunity to demonstrate mastery of the content taught in a course or for a specific competency. When portfolio assessments are administered, clear guidelines should be provided, and a rubric should be developed, clearly explaining criteria to be used to determine what meets or exceeds expectations for demonstrating mastery of the content of the course or competency.
Finally, the term “placement test” refers to an assessment of an apprentice’s proficiency in a particular subject area. While not considered a “credit by exam” assessment, many IHEs already use placement tests to determine an incoming student’s instructional needs and placement in the courses that will offer the student the highest opportunity for success. IHEs may also offer retroactive credit—a form of CPL—for lower-level courses in a course sequence. An RTAP to prepare a foreign language teacher, for example, might offer lower-level course credit within a language sequence for an apprentice with proficiency in the targeted language as measured by a placement test.
- Example: Dakota State University offers teacher apprentices the opportunity to demonstrate their knowledge and skills through a competency assessment process, in accordance with the university’s Credit By Examination policy. Faculty members developed assessments aligned to the competencies of each of the nine foundational courses. Apprentices are given 1 month to complete the exam but are not provided with an outline or any information about the content that will be on the exam, ensuring the assessment accurately reflects their existing knowledge. A passing score of C or higher results in course credit; if the apprentice does not pass, they are required to enroll in and complete the course.
- Example: Missouri State University may award retroactive credit for foreign language courses within a language sequence after a placement test and other requirements are met.
Questions for consideration when determining the evidence needed for CPL:
- Do state agencies or systems or individual IHEs have existing policies regarding the evidence that can be accepted to validate CPL? Does the RTAP need to align to these policies?
- Does the state or IHE have an existing policy or process regarding credit by exam? Does the RTAP need to align with this policy or process? If not, what would be the benefits of aligning?
- If alignment with existing CPL (Credit for Prior Learning) evidence policies is not required, what are the potential benefits of voluntarily aligning with them?
- What method does the RTAP prefer for evaluating prior learning and experience—written documentation or credit by exam assessments?
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- Written Documentation: Choosing this approach requires program leaders and staff to review materials from a variety of organizations. This will necessitate clear guidelines and training on how to assess the validity of the evidence and determine the appropriate amount of credit to award.
- Credit by Exam Assessment: Opting for this method means the RTAP sponsor and its partners must design a high-quality assessment for each relevant course or competency, if not using a standardized test. They will also need to establish procedures for administering, scoring, and assigning responsibility for managing the assessment process.
- Are placement tests an option within the RTAP? If so, will retroactive credit be provided for lower-level courses within a course sequence?
Decision 5: Set the Maximum Amount of CPL Credits that Can Be Awarded
The RTAP sponsor and its partners should determine whether the program will award a maximum amount or percentage of CPL toward the supplemental education and/or on-the-job training (OJT) requirements of the RTAP.
- The U.S. Department of Labor allows for up to half of a Registered Apprenticeship Program to be awarded through CPL, with a requirement that the apprentice be enrolled in the program for at least 6 months (equivalent to 1,000 hours).
- State apprenticeship agencies (SAAs) may have different requirements; RTAPs should consult with their state’s apprenticeship registering entity for guidance.
Best Practice Recommendation: All apprentices should be enrolled in a Registered Teacher Apprenticeship Program (RTAP) for a minimum of one full year, even if they receive credit for prior learning or work experience. This ensures they are fully prepared for classroom responsibilities and gain comprehensive exposure by completing at least one full school year of on-the-job learning (OJL).
Questions for consideration when determining the maximum amount of CPL to be awarded within the RTAP:
- Are there applicable existing federal, state, or IHE/EPP policies related to RTAPs that address maximum amounts of CPL (or minimum requirements for program length)?
- Does the IHE or EPP have an existing CPL policy in which the maximum amount of CPL is already set for the institution in general? Does the RTAP need to align with this policy?
Decision 6: Clarify CPL Transferability to Other RTAPs and Institutions of Higher Education (IHEs)
In the event an apprentice transfers to a different RTAP, it is beneficial for RTAPs to accept CPL awarded by other programs. The RTAP sponsor and its partners should determine how (and if) CPL awarded by other RTAPs toward program completion will transfer to their postsecondary institutions and RTAPs. While alignment may not be mandatory, many IHEs, higher education systems, and states have established policies for credit transfer. Because RTAPs are a form of postsecondary education, aligning with these existing policies wherever possible will help ensure consistency, transparency, and portability of credit for apprentices.
- Example: The Louisiana Board of Regents has established a statewide Prior Learning Assessment (PLA) policy that applies to all IHEs in the state. As part of this policy, the Board of Regents developed the Louisiana Common Course Catalog and Statewide Course Articulation Matrix to guide the transferability of credits across all higher education institutions.
- Resource: The Education Commission of the States compiled state transfer and articulation policies in a 2022 report, 50-State Comparison: Transfer and Articulation Policies.
Note that degree programs often require credit portability across universities, while certification programs may have less flexibility regarding credit transfer.
Questions for consideration when determining how/if CPL awarded toward RTAP completion in a different program will transfer to other postsecondary institutions and RTAPs:
- Does my state and/or IHE/EPP have existing policies related to CPL and transferability? If so, what are they?
- Will we accept CPL for apprentices who transfer to the RTAP from another RTAP? If so, what policy do we need to have in place to guide such transfers? For which components will we accept transfer credit, and how much?
Decision 7: Establish Applicable Fees that Apply to the CPL Assessment Process
The RTAP sponsor and its partners should determine what fees, if any, will be charged to assess apprentices’ prior learning and experience and award CPL. Most Registered Apprenticeship Program sponsors across industries and occupations do not charge fees to assess prior apprentices’ learning and experience and award credit toward supplemental education and on-the-job learning. However, many educational institutions typically charge fees for credit transfer requests and assessment of prior learning, which may include costs for conducting portfolio reviews, exams, or assessments.
In the RTAP context, sponsors and their partners should consider ways to minimize or eliminate CPL fees to align with the overall RTAP goal of lowering the cost of educator preparation. Some RTAPs charge no tuition or fees to apprentices, including eliminating CPL fees; sponsors and their partners can consider using federal or state funding sources to cover teacher apprentices’ CPL fees. Refer to the funding guide linked below for information on federal and state funding that can be used to support RTAPs.
- Resource: A Funding Guide for Supporting a Registered Teacher Apprenticeship Program With Federal and State Funds, AIR Center on Great Teachers and Leaders and CEEDAR Center (2023)
Questions for consideration when determining fees associated with CPL determination:
- Do state agencies or systems or individual IHEs have existing policies regarding CPL fees? Does the RTAP need to align to these policies?
- What are the administrative expenses associated with the CPL assessment process the RTAP will use, depending on who conducts the assessment? Does the RTAP have funding sources that can cover these administrative expenses, or do these costs need to be recouped through CPL fees?
- Will fees be based on the amount of CPL awarded (e.g., number of courses or credit hours), or will there be a flat fee (e.g., a flat fee for all apprentices who sit for a credit by exam assessment, regardless of whether CPL is awarded)?
- Will degree-granting RTAPs charge higher CPL fees from certification-only RTAPs, since the level of rigor in assessing CPL toward a degree may be higher?
- How can the RTAP ensure that CPL fees are fair and transparent? For example, consider an exemption from CPL fees for apprentices with demonstrated financial need (e.g., students who qualify for Pell grants).
| Acronym | Definition |
|---|---|
| ACE | American Council on Education |
| AP | Advanced Placement |
| CLEP | College Level Examination Program |
| CPL | Credit for Prior Learning |
| EPPs | Educator Preparation Programs |
| IB | International Baccalaureate |
| IHE | Institution of Higher Education |
| LEA | Local Education Agency |
| MOU | Memorandum of Understanding |
| OJT/OJL | On-the-job Training or On-the-job Learning |
| PLA | Prior Learning Assessment |
| RTAP | Registered Teacher Apprenticeship Program |
