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Bill to codify teacher residency and apprenticeship models advances with broad support, some technical concerns
Summary
HB 1651 would define teacher residency and apprenticeship models in statute, set minimum clinical hours and mentor requirements, allow apprenticeship registration, expand conditional-scholarship eligibility, and rename certificate tiers. PESB and unions supported the framework though some organizations sought technical fixes.
House Bill 1651 would codify definitions and requirements for teacher residency programs and teacher apprenticeship programs, expand eligibility for an alternative-route conditional-scholarship, and rename Washington educator certificate tiers effective July 1, 2026.
Megan Wardacki, committee counsel, told members the bill establishes minimum clinical-hour requirements, mentor qualifications, cohort models, stipend expectations, and an approval process through the Professional Educator Standards Board (PESB). It also allows a PESB-approved program to register with the state apprenticeship council and specifies a 2,000-hour on-the-job component for an apprenticeship.
Representative Lillian Ortiz-Self, the bill’s prime sponsor, said the law would not by itself create new programs but would provide a clear statutory framework to expand proven residency and apprenticeship models that increase teacher retention. "It provides a year of mentoring... by the time they graduate, they are ready to really take on the responsibility of being a teacher," Ortiz-Self said.
PESB Executive Director Dr. Erica Hernandez Scott testified the board has worked closely on recommendations and supports the bill’s framework while proposing technical amendments. The Washington Education Association (WEA) — which operates the only union-led teacher apprenticeship program in the state — said its program has graduated an initial cohort and currently enrolls over 50 residents. WEA praised the bill’s goals but expressed concern that language limiting partnership options with institutions of higher education could undermine a pathway to a master's degree or perceived program parity.
Advocates and a student-advocate testified in favor of widening pathways into the profession, especially for paraeducators and other district employees who cannot afford traditional routes. John Axtell, a student advocate, said apprenticeships expand options for qualified individuals who lack resources for typical programs.
Committee members did not take final action and several stakeholders asked to work with legislators on technical edits before the bill is advanced.
