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Personas of TN Grow Your Own Apprentices
This document provides detailed profiles of personas to aid in understanding and meeting the needs of diverse individuals aspiring to become educators in Tennessee through the TN Grow Your Own Center. 

Local Education Agencies Playbook 
The Tennessee Grow Your Own Center provides free technical assistance to school districts (LEAs) to help launch or expand educator workforce strategies, including registering apprenticeship programs and recruiting educators. They also offer support with data collection, needs assessments and connecting with relevant partners. Learn more by exploring the LEA Playbook. 

 
Discover how rural districts like Carter, Lawrence and Hawkins are tackling teacher shortages through innovative Grow Your Own programs. Watch the recording to explore their motivations, key lessons learned, and actionable steps for implementing teacher apprenticeship pathways in your community. Fast forward to the 30-minute mark to go straight to the panel session with these county school district leaders. 

 
 
 

This series aims to illustrate the connections between competency-based education and teacher apprenticeship programs, particularly for non-traditional learners. Whether you are new to these concepts or have experience, this series offers valuable insights. It is intended for colleges of teacher education and other educational institutions that want to learn how they can expand delivery to non-traditional audiences and reduce common barriers experienced by working learners. Learn more about each session and register to attend  

Using the Hallmarks Rubric:

罢丑别听聽is designed to honor the starting places in this work while also providing goals to aspire toward. Each hallmark contains a set of criteria. For each criterion, an聽Entry Point聽(level 1) and an聽Ideal聽(level 3) are described.聽

Ex: Hallmark 1 is Partnership. Criterion 1.1 is Collaboration聽

The Entry Point (1) is meant to describe the minimally required expectation for the criteria. The Entry Point level is an acceptable place to start. The Ideal (3) is meant to describe a particularly strong version of the criterion. There is no expectation that an EPP would score Ideal on every criterion. 

It is possible to select Progressing (2) on each criterion. For Progressing (2), the EPP would describe how they meet the entry-level and are approaching the ideal but have not accomplished the ideal yet. We assume that if an EPP is demonstrating the Ideal level on a criterion, they have also accomplished the Entry Point level. 

To ensure a high-quality experience for apprentices, programs that do not yet meet the Entry Point (1) criteria are encouraged to develop that component before launching a pathway. Finally, the expectation is that if an EPP selects a level for a criterion, that level has been achieved for all programs or pathways offered by that EPP. 

EPPs, in partnership with LEAs, should use the Tennessee鈥檚 Hallmarks of High-quality Teacher Apprenticeship to serve as a self-assessment tool. Evaluators of RFPs will use the hallmarks rubric to evaluate proposals.