Grants and Other Financial Assistance Programs

FY2027: Registered Teacher Apprenticeship Program: Planning Support

Fund Code: 221P

Purpose:

The Massachusetts Department of Elementary and Secondary Education (DESE) is offering a competitive grant to provide planning support to a cohort of districts launching Registered Teacher Apprenticeship Programs. Registered Teacher Apprenticeship Programs (RTAPs) in Massachusetts are innovative pathways into teaching designed to build a diverse and effective teaching workforce that reflects the rich cultural backgrounds of our students. At the heart of RTAP is a commitment to providing equitable opportunities for aspiring educators, particularly those from underrepresented communities, to enter the teaching profession for little to no cost.

RTAP offers a new pathway to earning an Initial license in Massachusetts. RTAP integrates on-the-job training with academic coursework, allowing participants to earn while they learn. This hands-on approach ensures that apprentices gain practical classroom experience under the supervision of experienced educators while simultaneously completing the requirements for Initial licensure. The three main priorities of RTAP are as follows:

  1. Cultivating a Diverse and Effective Pipeline in Local Communities
    RTAP addresses the need for a teaching workforce that mirrors the diversity of Massachusetts's student population. By focusing on recruiting and supporting aspiring teachers from the increasingly diverse communities in which they live, RTAP will help to ensure that our classrooms are led by educators who represent the lived experiences and diverse perspectives of all Massachusetts communities.

  2. Supporting Job-Embedded Preparation in Hard-to-Staff Roles
    RTAP aims to create better teachers — particularly in some of our hardest-to-staff roles such as special education, early childhood, ESL, and STEM — by providing apprentices with on-the-job learning opportunities, personalized support and mentoring, professional development, and access to a network of experienced peers and education leaders. This ensures that RTAP graduates are well-prepared and positioned to thrive in today's classrooms from day one.

  3. Expanding Cost-Effective and Equitable Access to the Teaching Profession
    RTAP is committed to expanding access to the teaching profession. By offering a no-cost pathway through full-time employment with job-embedded learning and wrap-around supports, RTAP opens doors for individuals who might otherwise be unable to afford traditional teacher preparation programs, creating a more inclusive and equitable education system.

RTAP Programmatic Highlights include:

  • Earn While You Learn: RTAP combines paid, on-the-job training with academic coursework, allowing participants to earn income while working toward their teaching licensure.

  • Mentorship and Support: Each apprentice is paired with an experienced supervising practitioner (e.g. "journeyworker") who provides guidance, feedback, and support throughout the program, as well as a program supervisor from a partner educator preparation provider to support meaningful application of coursework to practice throughout their apprenticeship term.

  • Culturally and Linguistically Sustaining Practices (CLSP): RTAP includes training in culturally and linguistically sustaining practices for both journeyworkers (i.e. mentor teachers) and apprentices, ensuring that all educators are equipped to meet the needs of diverse student populations.

  • Flexibility: The program is designed to accommodate participating apprentices' full-time employment in conjunction with coursework requirements, making it accessible to individuals who are working or have other commitments.

  • Diverse Pathways: Whether you are a recent graduate, a career changer, or a paraprofessional looking to advance, RTAP offers tailored pathways to help you achieve your goals.

Priorities:

The main priority of this planning grant is to support eligible LEAs in the design and strategic planning for an RTAP, including but not limited to the following activities:

  • Needs Assessment
    • Conduct a workforce needs assessment to identify critical shortage areas and target licensure fields.
    • Gather feedback from principals, teachers, and paraprofessionals to understand local needs and interest.
  • Strategic Planning and Design
    • Develop a clear vision for the RTAP to address district workforce needs and align with instructional priorities and state expectations.
    • Hold planning meetings with district leaders, human resources staff, educator preparation provider (EPP) partners, union representatives, and other stakeholders to shape the program's goals, structure, and design.
    • Identify staffing needs and define roles to support program coordination, supervision, and monitoring.
    • Draft an implementation timeline for program launch, including milestones and decision points.
  • Use of Current Model Rubrics for Teachers and Principals
    • Integrate the Model Teacher Rubric and Model Principal Rubric into early program design.
      Plan for rubric-aligned supervision, feedback, and coaching during apprentice clinical experiences.
  • High-Quality Clinical Experience Design
    • Outline early structures for apprentice placements, supervision expectations, and journeyworker roles.
    • Develop scheduling and coverage plans for journeyworkers and apprentices, including required trainings, meetings, and observations.
  • Partnership Development
    • Identify potential educator preparation provider (EPP) partners and begin discussions about coursework alignment, licensure pathways, and shared responsibilities.
    • Draft MOUs with partner organizations to clarify program expectations, roles, and collaboration points.
    • Work with local unions to review program design, wage progression, staffing structures, and alignment with collective bargaining environments.
  • Application and Selection Process Development
    • Design the application and selection process for apprentices and journeyworkers with clear eligibility criteria, screening tools, selection procedures, and review timelines.
    • Ensure all processes support equitable access and alignment with state standards.
  • Recruitment and Access
    • Develop recruitment plans for apprentices and journeyworkers.
    • Create outreach materials and host information sessions to expand awareness of RTAP opportunities.
  • RTAP Application and Submission
    • Complete and submit the full RTAP application to the Department of Elementary and Secondary Education for review and approval.
  • Sustainability Planning and Early Evaluation Structure
    • Outline an initial budget framework for RTAP implementation and long-term sustainability.
    • Identify potential funding streams and district supports to sustain the program in future years.
    • Establish early plans for data collection, progress monitoring, and continuous improvement.
Eligibility:

Eligible applicants include Massachusetts public school districts, charter schools, approved special education schools, and educational collaboratives. Multiple LEAs may apply together as a coalition. Priority will be given to LEAs that qualify for 9408 funding and have significant disparities in teacher and student demographic data, as well as school districts utilizing the 2023 School-Level Administrator Model Rubric and 2024 Classroom Teacher Model Rubric.

Curriculum Data must be up to date on DESE District Profiles for K–8 ELA/Literacy, K–12 math, and 6–8 Science by the time of the grant due date. To check if this information is complete, check the statewide Curriculum report. Or, visit your District Profiles page via Profiles Home, and select Curriculum Data from the left-hand navigation. If the required data is not complete or up-to-date, details and directions on how to enter or update this data can be found at Curriculum Data Collection webpage.

Funding Type:

State Line Item 7061-9408
Federal CFDA 84.010

The receipt of grant funds is contingent upon the grantee being able to certify that it will comply with the Massachusetts General Laws, including G.L. c. 40A, § 3A, the MBTA Communities Act. Compliance with the MBTA Communities Act is determined by the Executive Office of Housing and Livable Communities.

Federal grant funds must adhere to:

  • UGG (2 CFR 200)
  • EDGAR As Applicable
  • EDGAR General Fiscal Administration 34 CFR Part 76
Funding:

Approximately $250,000 is available for this planning grant.

  • Each applicant may request up to $25,000 in FY27 for planning.

Note: Grant awards are contingent upon the availability of state funds. Each selected district may request up to 25,000 dollars in FY27 funding to design and plan a high-quality, registered teacher apprenticeship program in partnership with an EPP. Funding is contingent upon state appropriations and subject to change.

This RFP is the governing document for these grant funds.

Funding is contingent upon availability. If more funding becomes available, it will be distributed under the same guidelines that appear in this RFP document.

Fund Use:

Funds may support RTAP planning activities, including:

  • Program Design and Strategic Planning: Convening district, union, and educator preparation program (EPP) partners to develop the program structure, implementation plan, and timeline.

  • Partnership Development: Establishing or formalizing agreements (MOUs) with EPPs, local unions, and community partners to support apprenticeship design and alignment with licensure pathways.

  • Needs Assessment & RTAP Application: Conducting a workforce needs assessment to identify high-need licensure areas, target populations, and local recruitment opportunities; and completing an RTAP application for review and approval by the Department of Elementary & Secondary Education.

  • Application Process Development: Creating internal application and selection processes for apprentices and journeyworkers, including eligibility criteria, review procedures, and onboarding supports.

  • Program Coordination: Funding district staff or coordinators to manage planning activities, liaise with partners, and oversee the development of required documentation.

  • Marketing and Recruitment Activities: Developing and distributing marketing and promotional materials to increase program visibility and outreach among potential apprentices, mentors, and community stakeholders.

  • Data System Development: Building or enhancing data systems to collect and analyze information related to apprentice recruitment, progress, and program outcomes.

  • Community Partnerships: Partnering with community organizations to support planning, recruitment, and the identification of local supports and resources for apprentices.

  • Journeyworker/Mentor Training: During the planning year, districts may engage in initial orientation or onboarding activities for prospective journeyworkers and mentors to support readiness for implementation. This may include introductory learning related to effective supervision, coaching, and culturally responsive practice, such as a review of DESE's Culturally and Linguistically Sustaining Practices Framework (CLSP), to inform the design of year-long training during the implementation phase: Supporting Culturally and Linguistically Sustaining Practices - Center for Instructional Support

Project Duration:

Upon Approval (No earlier than July 1, 2026) – June 30, 2027

FY27 funding supports planning activities between July 1, 2026, and June 30, 2027.

Pending successful completion of deliverables, grantees may be eligible to re-apply for FY28 FC221I Registered Teacher Apprenticeship Program Continuation Grant to move from planning into implementation.

Program Unit:

Office of Educator Effectiveness

Contact:

EducatorApprenticeships@mass.gov

Date Due:

Friday, March 20th at 5 p.m.
Proposals must be received at the Department by 5 p.m. Eastern on the date due.

Completed grant applications Proposals must be submitted to the Department via GEM$ by 5:00 p.m. Eastern on the date due.
Competitive grant applications are considered submitted when the grant application is submitted by the Superintendent or their designee through the "LEA Superintendent / Chief Executive Approved" step in GEM$. In order to be considered for competitive funding, applicants must submit a grant application through the LEA Superintendent Approved stage by the due date and time listed in the RFP. Review the Competitive Grant Policy for more detailed information.

All responses must be submitted through proper steps and received by the due date/time listed above. Failure to do so will result in disqualification. Responses not received on time will not be reviewed. Applicants applying after the due date may be notified their application was received late and will not be reviewed. Applications must be submitted as directed in the Submissions Instructions below. Failure to do so may result in disqualification. If you need assistance with submitting your application, please reach out to the contact person listed on this funding opportunity.

Additional Information:

Grant recipients will be required to prepare and provide data requested by the Department in order to evaluate the effectiveness of grant funds and activities.

Early Literacy Universal Screening: LEAs receiving this award for proposed apprenticeships in Early Childhood, Elementary, and Moderate Disabilities licensure programs will be required to participate in future research efforts related to early literacy assessment, including providing student-level assessment data from any approved early literacy screening assessment that is administered in the recipient schools during the award period. DESE will request that data be submitted by June 30 of each year awarded. DESE will analyze the statewide data collected for research purposes. Analyses will only be reported in the aggregate (e.g., by grade-level, region, etc.) in order to meet state and federal confidentiality laws. The identities of districts and schools will not be reported. All reporting will protect the identities of students, educators, schools, and districts.

Questions and Answers: Any grant-related questions must be submitted no later than Thursday, February 19th, 2026, to EducatorApprenticeships@mass.gov . Responses will be posted by Thursday, February 26th, 2026. Responses will not be sent directly to the questioner. Applicants can find all questions related to this funding opportunity and DESE's responses on the MA's Registered Teacher Apprenticeship Program (RTAP) - Center for Strategic Initiatives

Application Review and Notification
DESE will review applications within 30 days of submission. During this review period, DESE may conduct interviews with applicants. Grant applicants will receive notification upon Commissioner approval.

Submission Instructions:

The FY27 221P Registered Teacher Apprenticeship Program Grant will be submitted in our new GEM$ system. GEM$ is a cloud-based fiscal and program management grant system that will eventually phase out the use of EdGrants.

Grants for Education Management System (GEM$)

New organizations that do not have an established LEA with DESE skip to Step 3.

Step 1: Establish and assign proper roles before the grant due date/time. Grant Submission at the LEA level requires roles to be established for Grant writer for the specific fund code, LEA fiscal for financial review/approval, and Superintendent/Chief Executive sign off.

All roles should be established prior to the grant due date and all appropriate forms should be either uploaded to GEM$, maintained at the LEA level or sent in to the DESE RFP contact as described on the individual forms. The user guidance documents and forms are found on the GEM$ homepage under DESE Resources. These forms can be accessed without logging in to the system.

Step 2: Submit the grant through all LEA steps in GEM$. There are three LEA steps a competitive grant must be submitted through by the due date and time to be considered for funding:

  • Grantwriter Submitted
  • LEA Fiscal Representative Approved
  • LEA Superintendent / Chief Executive Approved

Competitive grant applications are considered submitted once the grant application is submitted by the Superintendent or their designee through the "LEA Superintendent / Chief Executive Approved" step in GEM$. In order to be considered for competitive funding, applicants must submit a grant application through the LEA Superintendent Approved stage by the due date and time listed in the RFP. Please plan accordingly.

The Superintendent / Chief Executive Approved Step allows for the organization lead to review and approve the grant application. Removing the requirement for the Part I Standard Contract Form, this step signifies Superintendent /Chief Executive sign off. Any grant budget changes requiring signature, will re-execute this step when amended signifying the organization lead is approving these changes.

Step 3: (If applicable) New organizations request temporary organization access. New organizations are entities that have not been established as an LEA in GEM$. Entities that do not have an organization established in GEM$ must contact the DESE Program Unit issuing this grant at a minimum 5 business days prior to the grant due date for temporary organization access.

Temporary Access will need to be created by DESE before you can then assign the proper roles and submit the grant as outlined in Steps 1 and 2.

Failure to provide DESE with GEM$ Temp Organization Access Request at least 5 business days prior to the due date may result in not meeting the submission due date listed above. DESE cannot accept or review applications after the due date.

Last Updated: February 6, 2026

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