Section 4: Communicate CPL Policies and Procedures with Partners and Stakeholders
Once the RTAP sponsor and its partners have developed CPL policies and procedures, it is essential to communicate them clearly and consistently to all stakeholders involved in the CPL process—including apprentices. Broad dissemination ensures transparency and provides RTAP partner institutions, faculty, and apprentices with a shared understanding of the purpose and benefits of CPL, the specific policies that apply to RTAPs, and specific steps to follow.
Because RTAP structures can vary significantly—including differences in who serves as the sponsor and which organizations are involved as partners—it is important to tailor communication and implementation strategies to fit the unique context of each program. As you review this guidance, consider the specific structure of your RTAP and the roles your partners play. Adapt the suggested practices and reflection questions accordingly to ensure alignment with your program’s design and goals.
Key Stakeholders Who Should Receive Communications About RTAP CPL Policies and Procedures
CPL policies and procedures should be shared with all partners that are involved in RTAPs. (Refer to Section 1 for a list of key partners and tailor the list below to align with the structure of your RTAP.) Beyond simply distributing policies to partner institutions, it is critical to ensure that the appropriate individuals within each organization—such as faculty, program coordinators, and administrative staff—are fully informed about the RTAP’s CPL policies and procedures. Clear, targeted communication helps ensure consistent implementation, fosters shared understanding, and supports apprentices in navigating the CPL process effectively.
If the institute of higher education (IHE) serves as the RTAP supplemental education provider, the IHE plays a critical role in assessing and awarding CPL for related instruction and degree attainment. Key individuals within the IHE must understand RTAP CPL policies and procedures and the role each plays in the process:
- The dean and other senior program leaders provide leadership-level support for the RTAP and reinforce the importance and use of CPL in the RTAP throughout the institution. In addition, the dean or other senior leaders review apprentices’ requests for CPL, assess apprentices’ prior learning and experience, determine and approve the amount of CPL awarded, and coordinate with the registrar’s office and other key IHE staff. The dean and senior staff must understand and communicate the value of CPL, RTAP CPL policies and procedures and differences from CPL in traditional EPPs and degree programs, and assessment procedures.
- Faculty members serve as course instructors and apprentice advisors, and they may administer credit by exam assessments. They must understand RTAP CPL policies and procedures and differences from CPL in traditional EPPs and degree programs, procedures apprentices must follow to request CPL, and assessment procedures. Some faculty members may be familiar with institutional policies and procedures for CPL in traditional EPPs and degree programs, but they may need additional information and support to understand RTAP CPL policies, if those are different.
- The registrar’s office leaders and staff maintain records on CPL awarded toward the supplemental education and degree attainment components of the RTAP, and they assist with credit transfer from the RTAP to other IHEs or RTAPs if applicable. They must understand RTAP CPL tracking and documentation policies and procedures, as well as credit transfer policies and procedures.
Local education agencies (LEAs) or school districts must understand RTAP CPL policies and procedures that pertain to on-the-job learning, as well as RTAP CPL policies that apply to them as the apprentice’s employer. Depending on the RTAP structure and the CPL policies the RTAP sponsor and its partners establish, the LEA may provide and assess an apprentice’s on-the-job learning, so key staff members including the superintendent, principal, and mentor teachers must be aware of RTAP CPL policies and procedures that apply to assessing and awarding CPL for on-the-job learning. In addition, apprentices who receive CPL toward on-the-job learning and supplemental education may attain advanced standing in the RTAP and a higher wage. The LEA, as the apprentice’s employer, must be aware of each apprentice’s standing in the program so that the apprentice receives the correct wage for their standing and ensure that the LEA’s human resources department and payroll processing staff receive information about apprentices’ program standing and correct wages.
Partner organizations involved in apprentice recruitment and support must be familiar with RTAP CPL policies and procedures. Staff who engage with apprentices should be able to explain the benefits of CPL, how it can accelerate program completion, what types of prior learning may qualify, any associated fees, and the steps required to request CPL. Clear communication ensures apprentices are well-informed and supported throughout the process.
The state higher education system must understand how RTAP CPL policies align with—or differ from—existing CPL, credit transfer, and articulation policies used in traditional educator preparation programs. It’s important to identify and engage the appropriate offices or staff responsible for CPL, credit transfer, and articulation to ensure they are informed about RTAP-specific procedures. Additionally, the system can help share RTAP CPL policies with other institutions, particularly regarding credit transfer between colleges.
The state’s teacher licensure or certification body must be aware of RTAP CPL policies and how they are similar to, or different from, existing teacher licensure or certification policies. If the state has an alternative or accelerated licensure/certification process, identify the office or individual who oversees this process and ensure that they understand RTAP CPL policies.
The state’s apprenticeship registration entity (state apprenticeship agency or U.S. Department of Labor staff operating in the state) must be aware of CPL policies that apply to the RTAP so they can maintain accurate records.
State and local teachers’ unions should understand RTAP CPL policies so that they can share information with their members, including whom to contact with questions about the RTAP CPL policies and procedures.
Current and prospective apprentices must understand RTAP CPL policies and procedures so that they understand how their prior learning and experience can accelerate completion of the RTAP, the procedures they should follow to request CPL, and the evidence or documentation they will need to compile.
Information to Communicate with Stakeholders
RTAP sponsors and partners should broadly disseminate credit for prior learning (CPL) policies and procedures, tailoring the content to address the specific needs of each stakeholder group. While some information will remain consistent across audiences, other details should be customized based on each group’s role in the RTAP.
- Identify the right messengers: Determine which individuals or organizations are best positioned to communicate CPL policies to each stakeholder group. Ideally, these messengers should be both trusted by the audience and actively involved in the RTAP CPL process.
- Tailor the message: Consider what each group needs to know—such as the benefits of CPL, how it supports future teachers, and the steps apprentices must follow—and present that information in a format that resonates with their specific interests and responsibilities
- For institutions of higher education (IHEs): Emphasize how RTAP CPL can enhance key institutional performance metrics—such as student enrollment, program completion, and workforce entry—thereby strengthening the case for institutional support and alignment with educator preparation goals.
- For local education agencies (LEAs): Highlight how CPL helps attract future teachers who already possess relevant skills and experience, enabling them to become licensed more quickly without compromising the quality of their preparation.
- For potential apprentices: Communicate that CPL can shorten their path to licensure, reduce costs by avoiding redundant coursework or training, and acknowledge the value of individuals’ prior learning and experience in preparing them for a teaching career.
Clear, targeted communication ensures all stakeholders understand the value of CPL and their role in supporting its implementation.
- Develop communications documents: Develop and share information that provides an overview of RTAP CPL policies and procedures, as well as more detailed information. Consider using different document formats and communication vehicles to share this information:
- One- to two-page overviews: Create concise documents tailored to specific audiences, such as faculty or apprentices, that summarize key CPL policies, benefits, and steps.
- Example: The Rhode Island Department of Labor and Training developed a two-page overview outlining how apprentices can receive CPL toward Registered Apprenticeship Programs.
- Comprehensive handbook or guide: Offer a single, detailed resource that outlines all RTAP CPL policies and procedures.
- Example: Delaware’s statewide CPL Policy Framework provides guidance for postsecondary institutions on assessing and awarding CPL (not RTAP-specific).
- FAQs: Develop a frequently asked questions document to address common concerns. Consider separate versions for different stakeholder groups or a single document with clearly labeled sections.
- Example: Sierra College’s CPL webpage includes a student-focused FAQ section (not RTAP-specific).
- One- to two-page overviews: Create concise documents tailored to specific audiences, such as faculty or apprentices, that summarize key CPL policies, benefits, and steps.
- Prepare and deploy communications: Use multiple communication channels to share information with stakeholders. For example, use email distribution lists to share RTAP CPL policy and procedure information; create dedicated RTAP CPL pages on intranet sites or external-facing websites; and conduct trainings or professional learning sessions for IHE faculty members and/or LEA leaders and staff.
- Example: The Tennessee Reconnect program has a dedicated website for students on its credit for prior learning program, called TimewiseTN. (Note that this is not an RTAP program.)
- Anticipate and address concerns: Proactively consider and respond to potential questions and concerns about RTAP CPL as you engage with stakeholders. Institutions of higher education, in particular, may raise concerns about awarding CPL in an RTAP, such as the quality and rigor from other programs, whether prior experience is truly equivalent to course completion, and the validity of the assessment process. To address these concerns, it may be helpful to reiterate how RTAP CPL policies were developed to ensure that quality of preparation is not compromised, including identifying how IHE leaders and/or faculty were involved; utilizing communications and messaging from broader state and/or institutional CPL policies that apply to degree programs and modifying if needed; and emphasizing the benefits of CPL to future teachers.
- Example: Dakota State University allows teacher apprentices to demonstrate their knowledge and skills through a competency assessment. Faculty members of the program’s nine foundational courses developed assessments that would measure the competencies of each foundational course. Apprentices have 1 month to complete the competency exam; they do not receive an outline or any information about the content that will be on the exam, to most accurately measure an apprentice’s existing knowledge. If an apprentice passes the competency exam with a grade of C or higher, they receive credit for the course. If an apprentice does not pass the competency exam, they take the course.
- Request feedback: Encourage stakeholders to share feedback about RTAP CPL policies and procedures, including questions, concerns, and suggestions for improvements. Identify a specific person to contact and share their name, email address, and phone number.
- Resource: Communication Protocol Worksheet, The Active Implementation Hub, State Implementation and Scaling-up of Evidence-Based Practices. This tool provides an overview and prompts for developing and linking communication protocols to establish a transparent feedback process and a hospitable policy and operational environment.
Questions for consideration on communicating RTAP CPL policies and procedures:
- Which partners and stakeholders need to understand RTAP CPL policies and procedures? Refer to Section 1 for a list of key partners in RTAPs.
- What information does each organization and individual need to know about RTAP CPL? What questions or concerns might they have?
- What forms of communication are most effective for each stakeholder group?
- How frequently might RTAP CPL policies and procedures need to be updated, with revised information shared with stakeholders and partners? What types of information and forms of communication are best suited to revising and re-sharing?
| 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 |
