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Apprenticeship and 'grow your own' proposals draw support and caution from lawmakers
Summary
Missouri State University and Eldon School District described apprenticeship models and a community-college AAS teaching pathway to expand local teacher pipelines; presenters argued these options increase access without lowering standards, while some committee members raised concerns about pedagogy depth and salary-schedule equity.
Two different 'grow your own' models were presented to the House committee on Jan. 21: Missouri State University's registered teacher-apprenticeship pathways for paraprofessionals and a proposed Associate of Applied Science (AAS) in Teaching advanced by the Eldon School District.
Barry Tinkler, dean of the College of Education at Missouri State, and associate dean Risha Adamson described the Pathways for Paras program: a registered apprenticeship model that lets paraprofessionals with associate degrees remain employed while completing a bachelor's degree and licensure. The program uses prior-learning assessments and district-hosted coursework to reduce cost and time-to-degree, pairs candidates with local mentors and reported nearly 400 graduates over about four years. "Apprenticeships expand access without lowering standards," Adamson said, and program data show stronger retention where candidates are trained and hired locally.
Matt Davis, superintendent of the Eldon School District, described a complementary community-college AAS proposal in which high-school graduates complete a two-year associate degree with pedagogy and practicum, gain employment as paraprofessionals or temporary-authorized teachers, and after two years of mentor-supported evaluations receive a district recommendation for certification. Davis said the model is designed to be affordable and to create a reliable local pipeline in rural and high-need areas.
Lawmakers raised concerns about pedagogy: Representative Steinhoff asked whether AAS/TAC routes leave candidates without the deeper foundational coursework of a bachelor—s degree. Presenters said the models emphasize applied pedagogy, mentoring and on-the-job experience and advocated prioritizing pathways that culminate in a bachelor's degree and full licensure when possible. Representative Pollack and others also raised local-salary-schedule equity questions (whether districts would place AAS hires on the same schedule as bachelor's-prepared teachers), and presenters said salary placement remains a local decision but that districts can design career ladders to recognize apprenticeship credentials.
Committee members requested follow-up on program outcomes, pipeline numbers and PSRS/benefits questions. No formal votes were taken; the chair adjourned the meeting and scheduled follow-up bill hearings.
