By: Michael Bautista, Community Journalist
GLASSBORO — A new teacher apprenticeship is aiming to tackle South Jersey’s educator shortage by turning classroom aids into certified teachers without forcing them to leave their jobs.
The initiative, launched through Rowan University College of Education, combines paid, on-the-job training with coursework that reimagines how teachers enter the profession.
For years, school districts across New Jersey have struggled to fill teaching positions, particularly in high-need subject areas. At the same time, thousands of paraprofessionals, substitutes, and instructional aides already working in classrooms have reimagined locked-out certification due to financial and logistical barriers.
The new “Teach South Jersey” apprenticeship program is designed to close that gap, with the vision being to help make dreams of teaching become a reality.
The program follows a “Grow-Your-Own” model, recruiting educators from within the local school systems and allowing them to earn certification while continuing to work. Apprentices are paid, receive full funding for tuition and materials, and they provide hands-on experiences in classrooms while completing coursework and professional development over 18 months.
The effort is backed by a $900,000 state grant aimed at expanding apprenticeship models into new industries, including education.
“This proposal stood out because it was regional, workforce-aligned, and built on strong district partnerships,” said Dr. Gaëtane Jean-Marie, dean of the College of Education at Rowan University. “We’re positioning educator preparation as economic development.”
Unlike traditional student teaching, which is often unpaid and requires candidates to step away from other employment. The apprenticeship model allows participants to “earn as they learn.”
For many aspiring teachers, that shift is critical.
“So many individuals are stymied by the financial burdens associated with earning certification,” said Dr. Cori Brown, an associate professor of the ASPIRE to Teach program. “This directly addresses that problem.”
Participants will begin coursework in the spring, followed by summer training and a full-time classroom immersion during the school year. They will plan lessons, assess student learning, and aim to collaborate with the experienced educator, all while receiving structured mentoring from both university instructors and in-district teachers.
That real-time experience, Brown noted, transforms the role of the teacher candidate.
“They are recognized and compensated for their existing knowledge and commitment,” said Brown. “It’s a win for everyone, the candidate and district, but most importantly the students.”
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