Creating a Culture of Apprenticeship

In The Culture Code, Daniel Coyle states, “Culture is a set of living relationships working toward a shared goal. It’s not something you are. It’s something you do.” 

Culture is difficult to pinpoint. Sometimes it seems to be nothing more than simply a feeling upon entering a building or working with a team or individuals in a district. 

While positive culture may not be wildly evident when it exists, it is very noticeable when it does not, or when a negative culture exists. 

Building a positive culture of apprenticeship demonstrates one or more of the following:

  • The district is committed to bringing future teachers to the profession.

  • The district is actively doing something to solve the teaching crisis.

There is true value in growing educators with alignment to district values and commitment to the area and/or community.

  • The district believes that barriers have kept people who will be great teachers for their students from becoming teachers and is committed to removing them.

  • The district believes in building future teachers who are prepared through experiences that highlight district instructional priorities.

A culture of apprenticeship is visible when apprentices are welcomed into classrooms as authentic co-learners, included in meetings, PLCs, and ARDs/IEP Meetings as appropriate, when leaders work together to create exceptional opportunities and experiences for them, and when they are recognized as future colleagues and teachers.

Districts must intentionally create and enhance the culture of apprenticeship by demonstrating the value of it.

Ways to Ensure a Culture of Apprenticeship is Created

  • Building a program that is large enough to be known or noticed increases the likelihood that it will become a part of the culture.


  • The culture of apprenticeship is strengthened when the community sees that the work matters. Tracking apprentice retention and success enhances that culture. 

    Communicate about apprenticeship through social media, web pages; highlight them at community events. Present at school board and community groups. Enable apprentice stories and voices to be heard. 

  • Find ways for them to talk with students who are interested in teaching; give them opportunities to represent the program, and the teachers of the future.


  • Determine everyone within the district who needs some working knowledge of apprenticeship. For example, if a principal doesn’t understand what apprenticeship is or why an apprentice is placed on his/her campus, he/she won’t necessarily create great opportunities for the apprentice to learn and grow.

  • Events can include:

    • A Kick Off for the program annually

    • Signing Days for completers

    • Celebrations for on-ramp transitions and movement

  • Conversations within the community, at events, and more show the dedication to the promising practice of apprenticeship for teacher recruitment, instruction elevation, and retention.


  • Celebrate the milestones of apprentice teachers as they complete on-ramps, move into residency, and become teachers in the district. 

  • Help the apprenticeship program show up in places that define culture:

    • Include apprentices in professional development days

    • Invite them to districtwide events or committees

    • Highlight apprentice stories in newsletters, board meetings, or staff spotlights

  • In addition, a culture of Apprenticeship should also include high standards for the program. It should be evident that in the development of future teachers, that feedback is given which moves an apprentice forward toward the end goal. Daniel Coyle speaks of “magical feedback” as feedback which boosts performance and effort by creating connection and  a safe place for effort to be given. That effort makes apprentices feel that they are a part of this group; this group is special; there are high standards for this group, and that the person giving the feedback believes the apprentice can reach those standards.