A Summer Institute, and weekly seminars (Saturdays) provide the foundation for graduate level pedagogical inquiry. The seminars are organized as thematic modules. Each semester culminates in an Exhibition, with presentations by the apprentices on curricular projects, research topics, and critical reflections.

Teacher Apprentices (some may be employed using provisional licenses) provide evidence of their content knowledge in their subject areas through transcript review, praxis exams, content knowledge evaluation and/or teaching experience. In addition, competence in teaching their subjects is deepened through the advice and feedback of their mentor teachers, as well as by observation, reading, and reflection.

Apprentices who have taught for at least one school year and attempted the praxis exam at least once may meet content knowledge requirements through evaluation by an expert in their field (i.e. department head). The apprentice may provide evidence of content knowledge standards through teaching, professional development, and lesson/unit planning.

Apprentices learn to investigate questions relating to their practice, such as the economic and political context of the school and community, integrating cultural knowledge with subject matter, and assessment of teaching methods. This creative process is also essential to teacher learning as they practice reflecting on pedagogy and the world around us.

The Support Team for the apprentice includes the Field Advisor and the Mentor Teacher. The Support Team assists the apprentice in the design and implementation of the Individualized Learning Plan (ILP) and evaluation of learning. Each apprentice’s Support Team meets three or four times during the year (and more if needed) for planning and ongoing feedback and support. The apprentices meet regularly with their mentor teachers, and weekly with the program faculty in on-campus seminars. Subject-endorsed mentor teachers will provide ongoing informal and formal feedback to the teacher apprentice. Their feedback, along with that of the field advisor, will ensure the fundamentals of teaching and learning are in place in the field.

Each apprentice works with his or her Support Team to formulate an Individualized Learning Plan (ILP) for meeting program expectations, which include developing teaching competencies consistent with state and national and standards for teacher certification. The development of the apprentice’s ILP mirrors the Personalized Learning Plan process required of 7-12 students in the state of Vermont.