PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION
Powering Teacher Apprenticeship
Case Studies on Rural Implementation and System Design
- Publisher
Myers Education Press - ISBN 9781975506742
- Language English
- Pages 125 pp.
- Size 6" x 9"
- Request Exam Copy
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- Publisher
Myers Education Press - ISBN 9781975506766
- Language English
- Pages 125 pp.
- Size 6" x 9"
- Request E-Exam Copy
As rural schools across the United States face ongoing teacher shortages, shifting community needs, and increasing demands on educators, the challenge of preparing and sustaining a strong local teacher workforce has become more urgent than ever. In Powering Teacher Apprenticeships: Case Studies on Rural Implementation and System Design, Katie Anderson-Pence presents a compelling and practical exploration of how teacher apprenticeship programs can transform educator preparation in rural communities.
Drawing from real-world partnerships and implementation stories, this book examines how rural districts, universities, educators, and community organizations are working together to design apprenticeship pathways that are responsive to local needs and grounded in the strengths of rural places. Through detailed case studies, Anderson-Pence demonstrates that successful teacher apprenticeship programs are not built on one-size-fits-all models, but on collaborative systems that honor community culture, invest in relationships, and support aspiring educators throughout their development.
The book highlights the essential components of effective rural apprenticeship systems, including strong mentor preparation, authentic clinical practice, coordinated support structures, braided funding strategies, and partnerships that align university preparation with district priorities. Readers gain insight into how rural schools are leveraging apprenticeship not only as a workforce solution, but as a long-term strategy for cultivating educators who are deeply connected to their communities and prepared for the intellectual, cultural, and emotional realities of teaching in rural settings.
At the heart of Powering Teacher Apprenticeships is the idea that thoughtful system design matters. Anderson-Pence illustrates how sustainable apprenticeship pathways emerge when institutions and communities work together to create coherent, flexible, and human-centered models of teacher preparation. The book also offers practical guidance for policymakers and state leaders seeking to strengthen rural educator pipelines through supportive licensing structures, accessible funding models, and policies aligned with apprenticeship learning.
For teacher educators, district leaders, and community stakeholders, this volume provides both inspiration and actionable strategies for developing apprenticeship programs that are immersive, relational, and rooted in place. Combining research, lived experience, and practical implementation insights, Powering Teacher Apprenticeships offers a hopeful and forward-looking vision for rural education—one in which communities are empowered to grow their own educators, strengthen local schools, and build sustainable systems that nurture both talent and belonging for generations to come. It is a powerful volume that will guide school administrators as well as preservice teachers, graduate students and faculty at Colleges of Education.
Perfect for courses such as: Clinical Practice in Teacher Education; Place-Based Education and Community Engagement; Rural Schools and Community Partnerships; Education Policy: Teacher Workforce and Certification; Policy and Practice in Teacher Preparation Reform; Models of Teacher Apprenticeship and Mentorship; Issues and Innovations in Rural Schooling; Designing Sustainable Educator Pipelines
Acknowledgments
Introduction
Chapter 1. Background on Teacher Apprenticeship Programs
Teacher Shortages and Retention
Barriers to Entering the Teaching Profession
Characteristics of an Apprenticeship
Why Teacher Apprenticeship Works
High-Quality Clinical Experiences
Current Research Findings on Teacher Apprenticeships
Chapter 2: What Paraeducators Have to Offer
Background: What is a Paraeducator?
Case 2.1: Overcoming a Teacher “None-age”
Case 2.2: Leveraging Paraeducator Experience for Classroom Success
Case 2.3: Supporting Apprentice Teachers v. Supporting Traditional Novice Teachers
Chapter 3: The Realities of Life While Learning to Teach
Background: What are the Financial and Time Commitments of Teacher Preparation?
Case 3.1: Exploring Ways to Financially Support Apprentice Teachers
Case 3.2: Balancing Home, College, and Work Commitments
Case 3.3: Choosing a Path Other Than Teacher Licensure
Case 3.4: Getting Across the Finish Line with a College Degree
Chapter 4: Community and the Importance of Teams
Background: What Impact Does School Culture Have on Apprentice Teachers?
Case 4.1: Navigating a Change in Team Dynamics
Case 4.2: Collaborating with School Staff as a Former Paraeducator
Case 4.3: Networking to Recruit an Agriculture Teacher
Chapter 5: Lessons Learned Across the Cases
Community Commitments
Build Teacher Apprenticeship into a Grow-Your-Own Pathway
Partner to Establish and Implement Teacher Apprenticeships
Professional Commitments
Leverage On-the-Job Learning Experiences
Prioritize Instructional Coaching to Build Confidence and Competence
Personal Commitments
Plan for a Teacher Degree Apprenticeship
Design Flexibility for Individually Unique Circumstances
Closing Reflection
About the Author
Index
NOTE: Table of Contents subject to change up until publication date.
Katie Anderson-Pence
Katie Anderson Pence, Ph.D., is an innovative leader in teacher preparation and a recognized scholar in mathematics education whose career spans more than two decades across K-12 classrooms, higher education, and academic leadership. She currently serves as Head of the School of Education and Assistant Dean of the College of Professional Studies at the University of Wisconsin–Stevens Point (UWSP). In her leadership at UWSP, Anderson Pence champions collaborative, equity focused educator preparation that honors the strength of every learner. She prioritizes strong community partnerships, innovative pathways into teaching, and a commitment to honoring the unique strengths of every learner. Known for her enthusiasm, strategic mindset, and student centered philosophy, she continues to shape the future of teacher preparation at local, national, and global levels.
Before joining UWSP, Anderson Pence served for more than a decade at the University of Colorado Colorado Springs (UCCS), where she held roles including Associate Dean for Academic and Faculty Affairs, Interim Associate Dean, Department Chair of Teaching and Learning, and Associate Professor. In these positions, she taught undergraduate and graduate courses, coordinated elementary education programs, and expanded partnerships with school districts to enhance clinical experiences for aspiring teachers.
An expert in elementary and early childhood mathematics education, Anderson-Pence’s scholarship centers on teacher development, rural teacher preparation pathways, mathematics classroom discourse, and the use of technology to deepen mathematical conceptual understanding. Her research agenda examines alternative entry routes into teaching, including teacher apprenticeship models and dual-enrollment programs designed to support future educators in rural communities. Her professional journey includes service as an elementary teacher and district math specialist in Utah’s Alpine School District, as well as university teaching and graduate research at Utah State University. Her published work appears in journals such as Educational Research: Theory and Practice, Education Sciences, and Journal of Computers in Mathematics and Science Teaching, with influential studies exploring techno-mathematical discourse and the pedagogical affordances of digital learning tools. She frequently presents at national conferences on mathematics instruction, teacher development, and innovations in educator preparation. Anderson-Pence has also served on the board of the School Science and Mathematics Association and is an active member of organizations such as the American Association of Colleges for Teacher Education (AACTE), the Association for Advancing Quality in Educator Preparation (AAQEP) and the National Rural Education Association (NREA).
Anderson-Pence holds a Ph.D. in Mathematics Education and Leadership from Utah State University, an M.Ed. in Elementary Mathematics Education from Southern Utah University, and a B.S. in Elementary Education from Brigham Young University.