Section 3: Develop RTAP CPL Implementation Procedures
To effectively implement credit for prior learning (CPL) policy within Registered Teacher Apprenticeship Programs (RTAPs), sponsors and their partners should establish procedures for assessing prior learning and experience, awarding credit, and maintaining records related to CPL. When developing these procedures, consider addressing the following points, which are addressed in greater detail throughout section 3:
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Organizations/partners responsible for implementing RTAP CPL
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Assessing prior learning and experience
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Applying CPL toward RTAP requirements
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Considering CPL requests from apprentices
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Documenting and reporting CPL/PLA
Because RTAP structures vary—particularly in terms of the sponsoring organization and its partners—these procedures should be tailored to fit the specific context of each RTAP. As you review this guidance, consider your program’s structure and partner roles to ensure alignment with your operational model.
Overview of process
A high-level overview of the process of assessing prior learning and experience and awarding CPL is as follows:
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Collect Evidence: Gather documentation from the apprentice and/or administer exam(s); refer to previous sections on acceptable forms of prior learning and experience and evidence required for more information about documentation.
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Evaluate Against Standards: Compare documentation and/or exam results against the RTAP program standards set by the program sponsor (including OJT/OJL and supplemental education requirements).
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Determine Credit Award: Based on alignment with program standards and CPL policies, determine the amount of OJT/OJL hours and/or supplemental education credit to award.
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Document the Decision: Record the CPL award decision in writing and retain it for program records. If the CPL applies to supplemental education or degree requirements, specify how it will be reflected in official documentation or transcripts.
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Notify the Apprentice: Communicate the CPL decision to the apprentice as early as possible to support planning and decision-making.
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Inform the State Registering Entity: Report the CPL award to the state apprenticeship registering entity.
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Notify the Employer: Share the CPL decision with the employer, particularly if it affects OJT/OJL credit, the apprentice’s standing in the program, and/or the apprentice’s compensation.
State examples of CPL Processes
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Example: The Delaware Department of Education developed a statewide Credit for Prior Learning Policy Framework. The CPL policy framework guides Delaware post-secondary institutions on how to assess and award CPL.
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Example: The Rhode Island Department of Labor and Training developed a CPL process that applies to all Registered Apprenticeship Programs in their state.
Organizations/Partners Responsible for Implementing RTAP CPL
The RTAP sponsor and its partners should clearly define who is responsible for various components of CPL, including who will assess prior learning and/or experience, who will award the credit, and who will maintain CPL records. CPL may be granted for various RTAP components, such as supplemental education, on-the-job training or learning, and/or academic credit toward a degree. With the RTAP sponsor approval, the organization(s) responsible for assessing prior learning and awarding CPL should be aligned to the type of credit and the specific RTAP component involved. Key considerations are outlined below for determining which organization should lead CPL assessment and credit decisions by RTAP component. (For more information on RTAP components eligible for CPL, refer to Section 2.)
- Supplemental education: Institutions of higher education (IHEs) or other state-accredited educator preparation programs are typically responsible for delivering the supplemental education component of RTAPs. Accordingly, these organizations should be responsible for assessing prior learning and awarding CPL within this component. Procedures should clearly specify which entity will carry out the assessment and credit-awarding process.
- On-the-job training or learning (OJT/OJL): The RTAP sponsor, in collaboration with the employer, is typically responsible for assessing and awarding credit for prior experience (often awarded as hours toward OJT/OJL).
- Degree credit: When an RTAP leads to degree attainment, credit may be awarded for coursework that fulfills degree requirements. In such cases, the degree-granting institution—typically an IHE—is responsible for assessing and awarding credit, and this is often seen as credit for specific courses applying to the degree.
It is possible—and often beneficial—for multiple organizations to assess prior learning and experience and award credit within an RTAP when CPL is applied across different RTAP components. For example, the sponsor, in partnership with the employer (if different entities), may assess prior learning and experience and award credit toward OJT/OJL, and the supplemental education provider may assess prior learning and experience and award credit for coursework that fulfills the licensure/certification and/or degree requirements. To ensure clarity and coordination, RTAP sponsors and their partners are encouraged to develop memorandums of understanding (MOUs) or partnership agreements that outline roles and responsibilities related to CPL. These agreements can either be created specifically for CPL or incorporated into existing partnership agreements.
Questions for consideration for organizations/partners involved in CPL implementation:
- Within the context of the existing RTAP and RTAP policies, for which components of the RTAP could prior learning be assessed and credit awarded to enable apprentices to demonstrate prior learning and experience while maintaining academic program and OJT/OJL integrity?
- Which organization(s)/institution(s) involved in the RTAP will assess prior learning and award CPL?
- Do we need to develop MOUs or partnership agreements or modify existing MOUs or partnership agreements to include CPL?
Assessing Prior Learning and Experience
To ensure consistent and transparent implementation of CPL policy, partners should develop and communicate clear procedures outlining how prior learning and experience will be assessed.
Who performs the assessment
Procedures to implement CPL policy should clearly identify the individuals or organizations responsible for assessing prior learning and experience and awarding CPL. Given that there are multiple RTAP components for which CPL can be applied and that RTAPs often involve multiple partners, it is likely that more than one organization will be involved.
Several different types of organizations can perform CPL assessments, including:
- EPP or other college/university (faculty member, registrar, or other)
- Example: Southern Oregon University’s CPL policy outlines that “appropriate program faculty, or other approved departmental or institutional representative(s) are responsible for reviewing the portfolio and making a recommendation.”
- Example: Dakota State University offers non-traditional and prior learning credit, including departmental credit by examination as part of its RTAP leading to special education licensure.
- Registered Apprenticeship Program sponsor
- Example: MathTrack Institute grants up to 30 hours of credit for prior work experience, including teaching roles, mentorships, and relevant coursework.
- Example: If a Local Education Agency (LEA) is the program sponsor, LEA supervisors or administrators may assess an apprentice’s prior learning or experience to determine the amount of credit to award toward OJL hours or related instruction.
- Third-party testing organization (e.g., CLEP, AP, IB)
- Example: CLEP exam credit is accepted at many U.S. colleges and universities. The CLEP website allows users to search for a specific institution and view the CLEP policy. While the exam is administered by CLEP, the actual credit is awarded by the receiving institution.
- American Council on Education (ACE)
- Example: ACE Learning Evaluation recommends college-level course equivalencies based on knowledge gained through:
- Workplace training or learning
- Military training or occupations
- Apprenticeships
- Standardized exams
- Resource: American Council on Education (ACE) National Guide
- Example: ACE Learning Evaluation recommends college-level course equivalencies based on knowledge gained through:
Questions for consideration when deciding who performs the assessment and developing assessment procedures:
- For which RTAP components does our policy indicate we will assess prior learning and experience and award CPL?
- Which organization(s)/institution(s) are directly involved with the RTAP component(s) for which we will assess and award CPL?
- Who is the most appropriate person to assess prior learning and experience related to RTAPs within the organization(s)? Will our organization use an external evaluator to assess prior learning and/or experience?
- How will we train organizations and individuals on how to assess CPL for the RTAP and to ensure rater reliability?
- Will our institution accept third-party testing results (e.g., CLEP, AP, IB) for CPL?
- Will our institution award credit based upon recommendations from the American Council on Education (ACE)?
Applying CPL Toward RTAP Requirements
Procedures to implement CPL policy should include how CPL will be applied toward the RTAP requirements. While many IHEs already have established CPL policies and procedures, these may need to be reviewed and updated to ensure they remain relevant and applicable to emerging educator preparation pathways such as RTAPs. RTAP sponsors (if not an IHE) will most likely need to develop CPL policy and procedures, especially if awarding OJT/OJL hours for prior experience, and align CPL procedures with existing policy and procedures, if any, of the supplemental education provider.
Decisions must be made regarding the amount of credit to award, the types of evidence that will be accepted, and which RTAP components will qualify. For examples of acceptable evidence across various types of prior learning and experience, refer to Section 2. Additionally, procedures should outline how CPL will influence placement within the RTAP— such as whether it affects the apprentice’s entry tier or wage— and how CPL will be documented to fulfill RTAP requirements (e.g., required OJT/OJL hours, required competencies, required coursework within program of study).
Below are examples of how three RTAPs award CPL toward specific components of the program.
- Example: The Oregon Teaching Apprenticeship: TSPC Apprentice Placement Guidance includes a placement framework that uses a holistic approach, including a worksheet table from the Oregon K-12 Teaching Apprenticeship Model. This resource illustrates how CPL can be applied and may result in an apprentice entering the RTAP at a more advanced phase/step.
- Example: In Kansas, apprentices may be awarded credit toward OJT/OJL requirements, placing the apprentice in a higher wage level or tier, and this prior experience is considered when the apprentice’s program plan is developed. For more details, refer to the Registered Teacher Apprentice Manual.
- Example: Southern Oregon University’s CPL policy and procedures provide information about granting CPL, including how much credit for specific courses, assessed via American Council on Education (ACE), College Level Examination Program (CLEP), Advanced Placement (AP), and International Baccalaureate (IB). See also the SOU website for portfolio requirements for specific courses, a link to the full, updated list of CPL eligible courses, and the method of assessment.
Questions for consideration regarding procedures for awarding and applying CPL toward the RTAP:
- What existing CPL policies and procedures are in place within partner organizations, and do they need to be revisited to address new requirements introduced by the RTAP?
- If an IHE is the supplemental education provider, do existing CPL policy and procedures align with the RTAP needs?
- Does CPL language need to be included in the Memorandum of Understanding (MOU) or other partnership agreements?
- How many OJT/OJL hours will be awarded for specific amounts of work experience submitted?
- What positions, job duties, etc. (e.g., substitute teacher, paraprofessional) will be considered for CPL?
- How might the CPL awarded affect the apprentice’s placement within the RTAP and/or wages?
- How will apprentices be notified of CPL decisions, and how will credits be documented?
Considering CPL Requests from Apprentices
To effectively implement CPL within the RTAP, procedures should clearly outline how an apprentice should submit a request for CPL and how the RTAP will consider that request:
- Initiating a CPL request: Steps the apprentice must follow to request CPL within the RTAP
- Evidence submission: Types of acceptable evidence (e.g., prior learning, knowledge, work experience) and instructions for submitting documentation or applying for relevant assessments
- Compliance requirements: Key requirements apprentices must meet, such as deadlines for CPL requests and any associated fees
- Transferability: Guidance on whether and how CPL credits may transfer to other RTAPs or educational institutions
Example: The Oregon Teaching Apprenticeship Policies and Procedures Handbook includes policy and procedures for apprentices to request CPL for OJT/OJL hours.
Documenting and Reporting CPL/PLA
RTAP sponsors are responsible for maintaining records on the awarded CPL and reporting data to the state’s apprenticeship registration entity to comply with RTAP regulations and requirements. The sponsor will need to track and report data such as, but not limited to:
- Number of apprentices receiving CPL
- Amount of CPL being awarded
- Who is awarding the CPL
- Areas in which CPL is being awarded (e.g., supplemental education, on-the-job learning)
- Other related measures as determined by the sponsor and partners in the CPL policy development
Given their central role, sponsors must establish a clear process for collecting, tracking, and reporting CPL data. This process should form a continuous feedback loop involving the sponsor, the awarding partner or entity, and the apprentice’s employer.
- CPL confirmation and communication: Once a partner or awarding entity grants CPL to an apprentice, that information must be communicated directly to the sponsor, following procedures agreed upon by all parties.
- Data management: The sponsor is responsible for collecting, maintaining, and monitoring CPL data from each awarding partner according to a defined timeline.
- Employer notification: The sponsor must then inform the apprentice’s employer of any CPL awarded. This is especially important when CPL affects the apprentice’s standing in the program. For example, if CPL is granted toward supplemental education or on-the-job learning (OJL), the apprentice may advance to a higher program phase or tier. In such cases, the employer is required to adjust the apprentice’s wage according to the Registered Apprenticeship Program (RAP) wage schedule.
- Reporting to state apprenticeship registration entity. The sponsor must report information to the state’s apprenticeship registration entity on CPL awarded toward the RTAP, including justification for the decision to award CPL. The sponsor should consult with their state apprenticeship registration entity for specific reporting requirements and processes, including the required frequency of reporting CPL.
A consistent and transparent CPL tracking and reporting process enables better communication with partners and stakeholders. It also supports data-driven decision-making, allowing sponsors and partners to refine CPL policies and procedures over time and highlight effective practices across the field.
Questions for RTAP sponsor and partner consideration for tracking and documenting CPL:
- What data is or will be tracked regarding CPL usage across RTAP partners?
- What CPL reporting does your RTAP have the capacity to provide?
- How will data be shared between the sponsor and RTAP partners?
- Are there state regulations regarding tracking CPL data?
- How will sponsors communicate with and notify apprentices’ employers?
- How frequently will the sponsor and partners meet to review the data?
| 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 |
