Teacher Apprenticeship Coordinator

Job Description

The Teacher Apprenticeship Coordinator provides leadership for Radford University’s Registered Teacher Apprenticeship Program, supporting the preparation of future teachers through a structured model that integrates paid on the job learning, related instructional coursework, and mentored clinical practice. The program enables apprentices to progress toward degree completion and teacher licensure while remaining employed in school settings.

The Coordinator is responsible for ensuring high quality program implementation by supporting apprentices, coordinating across university and school division partners, overseeing required apprenticeship documentation and reporting, and facilitating cohort based learning and professional growth. This position plays a central role in advancing sustainable teacher apprenticeship pathways that address regional workforce needs and expand access to the teaching profession.
Responsibilities: The successful candidate will work closely with leadership to ensure strong and effective implementation of the program. Responsibilities include:

Program Leadership, Coordination, and Compliance
• Lead and coordinate all operational aspects of the Registered Teacher Apprenticeship Program, ensuring compliance with Virginia Department of Education (VDOE), Virginia Works, and U.S. Department of Labor and Industry (DOLI) requirements.
• Maintain accurate and complete records related to apprentice enrollment, employment status, mentor assignments, on-the-job learning hours, and program milestones.
• Ensure alignment among apprenticeship requirements, university coursework, licensure expectations, and school division practices.
• Collect, analyze, and maintain program data related to recruitment, retention, completion, licensure outcomes, and employment.
• Assist CO-PIs with required grant reports, internal summaries, and documentation supporting accountability, sustainability, and future funding opportunities.
Recruitment, Advising, and Cohort Support
• Review prospective apprentice transcripts to verify eligibility, including required coursework and minimum credit hours.
• Advise prospective apprentices who are not yet eligible, identifying steps and coursework needed for entry into a future cohort.
• Plan and host informational sessions for prospective apprentices, including group sessions, individual advising, and district-based outreach.
• Serve as a primary point of contact for apprentices, providing guidance on program requirements, timelines, licensure expectations, and available supports.
• Monitor apprentice progress across coursework, field experiences, and on-the-job learning, and intervene proactively when challenges arise.
• Facilitate cohort-based learning, communication, and professional growth experiences for apprentices.
Instruction, Supervision, and Mentor Teacher Development
• Teach and/or co-teach designated courses, seminars, or cohort learning experiences within the Teacher Apprenticeship Program, as appropriate to program needs within areas of expertise.
• Provide supervision of teacher apprentices in collaboration with mentor teachers and K–12 administrators, including observation, feedback, and required documentation.
• Support apprentices’ integration of coursework, on-the-job learning, and reflective practice through coaching and instructional support.
• Design, coordinate, and deliver mentor teacher training aligned with Registered Apprenticeship requirements and evidence-based mentoring practices.
• Serve as an ongoing resource to mentor teachers regarding apprentice support, coaching strategies, and documentation expectations.
Partnership Engagement and Program Sustainability
• Serve as the primary liaison with partner school divisions, including human resources personnel, division leads, administrators, and mentor teachers.
• Collaborate with school division partners to assign qualified mentor teachers and support mentor onboarding.
• Plan and host annual consortium meetings to share program updates, outcome data, and relevant VDOE guidance.
• Contribute to planning and implementation efforts that support program growth, scalability, and long-term sustainability.
• Collaborate with CEHD leadership to align the program with regional workforce needs and institutional priorities.

Required Qualifications

Candidates must:
•Hold a master’s degree from an accredited university in education by the contract start date
•Hold a teaching endorsement in elementary and/or special education
•Have at least 3 years of public-school teaching experience
•Have expertise needed to teach courses within the inclusive elementary program
•Experience supporting teacher candidates in preK-6 field settings

Preferred Qualifications:

Additional desirable qualifications include:
•Hold a doctoral degree from an accredited university in education
•Experience teaching at the collegiate level
•Experience with co-teaching
•A background with dual licensure programs and/or apprenticeship programs
•A background supporting diverse student populations

Special Instructions to Applicants

Interested candidates should provide a cover letter; curriculum vitae; unofficial graduate transcripts; a statement that describes how your teaching, scholarship, or past experiences contribute to your work as an inclusive educator; and a list of three references.

Radford University does not discriminate with regard to race, color, sex, sexual orientation, disability, age, veteran status, national origin, religion, or political affiliation in the administration of its educational programs, activities, admission or employment practices.