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Building the Educator Workforce: Delaware's Investment in School Staffing
- Marlene Megos
- Jun 15
- 4 min read
Innovations in Teacher Residencies, Educator Apprenticeships and Grow Your Own programs from the Delaware Teacher Pathway Showcase
On May 15, I had the opportunity to attend the Delaware Teacher Pathway Showcase at Wilmington University. Hosted by the Delaware Department of Education and their partners, the event brought together school districts, educator preparation providers, and apprenticeship advocates from across the state to highlight the growing network of “earn-and-learn” teacher training opportunities now available in Delaware.
And let me just say—Delaware is doing the work.
The Showcase was a compelling example of what it looks like when a state moves beyond theory and into implementation. With a clear statewide vision, strong institutional partnerships, and legislative backing, Delaware is laying the foundation for a full-fledged teacher apprenticeship ecosystem that supports new educators from high school through full licensure.
A Few Standouts
One of the most compelling aspects of Delaware’s approach is the diversity of entry points into the profession. Opportunities begin in high school with Educator’s Rising and a HS to Paraprofessional apprenticeship, extend to those who want to earn a Masters and teaching certificate and everything in between. Here are some examples of partnerships focused on building the educator pipeline:
Appoquinimink School District showcased a youth apprenticeship model that allows high school students to begin earning credentials and classroom experience while completing their diplomas. Students are placed in early learning centers and K–12 settings, with supports from both the district and higher ed partners.
Tutors to Teachers Delaware, a collaboration between Reading Assist and Wilmington University, provides a two-year pathway for aspiring special education teachers. Participants begin as full-time literacy tutors working with Tier 3 students during the day, while taking evening coursework toward a Master’s in Special Education. In year two, they enter a full-time special education teaching residency while continuing their studies. The program combines research-aligned reading intervention training with job-embedded learning and graduate credit, making it a powerful model for workforce development and educator retention.
Capital School District is partnering with Wilmington University to create seamless transitions from paraprofessional roles to certified teaching positions through a structured apprenticeship model. The emphasis on mentorship, job-embedded training, and wage progression stood out.
These weren’t just “pilot ideas.” They were active, funded, and thoughtfully aligned with workforce goals. Apprenticeship program directors shared success stories of residents gaining confidence, earning college credit, and moving step-by-step toward certification while working full-time in schools. In total, Delaware currently has 52 registered apprentices and expects to double that in the coming year.
What Really Mattered
But what left the deepest impression wasn’t just the programs—it was the people behind them. This work in Delaware is driven by a real passion for equity, workforce development, and the belief that excellent teachers can come from every community.
After their engaging session, I had the chance to speak with Ann Hlabangana-Clay and Katherine Burns, two leaders from the Delaware Department of Education who are at the forefront of this work. As they shared how they’re building coalitions, securing funding, and designing new apprenticeship pathways, what stood out was their pride and personal investment. They weren’t just presenting policy—they were shaping a movement.
It reminded me that systems change doesn’t happen in spreadsheets or legislation alone. It happens because committed people roll up their sleeves and do the work!
Statewide Coordination and Legislative Momentum in Developing an Educator Workforce
Delaware’s strategy doesn’t stop at the district level. The Delaware Department of Education is actively building out a state-approved educator apprenticeship framework, leveraging partnerships with the Department of Labor and institutions such as Wilmington University and and Delaware Technical Community College.
Legislation such as HB 178 and HS 138 formalized new training models including paid year long residencies and educator apprenticeships. HB 51 (pending) would allow youth apprenticeships to begin in high school, establish standards for mentor selection and training, and open doors for federal apprenticeship funding to support wage reimbursements and program operations.
Funding-wise, Delaware has benefited from State Apprenticeship Expansion Formula (SAEF) grants and additional workforce development allocations that have supported the design, launch, and coordination of these efforts. The state’s ambition is clear: provide multiple, supported routes into teaching that are responsive to workforce needs and the lived realities of aspiring educators.
How This Reflects the National Landscape
What Delaware is doing is not isolated—it’s emblematic of a broader shift happening across the country. At least 47 states have approved educator apprenticeships and 50 states have some sort of Grow Your Own program, many blending paid on-the-job experience with coursework leading to certification.
What sets Delaware apart is their impressive numbers, how early they’re introducing students to the profession, and how coordinated their approach is across agencies and institutions.
Equate Education Supporting This Work
At Equate Education, we’ve been following these developments closely—and in many ways, our platform was built for this moment.
When apprenticeship and residency programs are built across partners—districts, higher ed, mentors, sponsors—the biggest challenge becomes coordination. Who’s tracking candidate progress? Who’s flagging early warning signs? Who’s responsible for reporting data to the DOL, JATC or accrediting body?
Our answer is a platform that:
Replaces 47 spreadsheets and three inboxes with one integrated system,
Tracks progress, competencies, wages, and hours in real time,
Alerts mentors and supervisors when apprentices need support,
Supports customized workflows and reports for every stakeholder.
We’re currently piloting our platform with programs in New York with TeachMEducation Services and in New Jersey through the Teacher Apprenticeship Network, and we’re ready to bring on more states, districts, sponsors and preparation providers as they bring their apprenticeship visions to life.
Final Reflections
If there's one lesson I walked away with from the Showcase, it's this: Delaware isn’t waiting for the perfect moment—they’re building the future of educator preparation right now. And they’re doing it with purpose, partnership, and the belief that the people already in our schools—our students, our paraprofessionals, our community members—can become the great teachers of tomorrow.
If your state or district is looking to follow suit, let’s talk. I’d love to support your journey and help build systems that make teacher apprenticeship both sustainable and successful.
For more information, check out these resources:
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