UIC’s First Special Education Apprenticeship Cohort Achieves Licensure
Introduction
The University of Illinois Chicago’s first cohort of the Special Education Apprenticeship Pathway completed the program, marking a milestone for an initiative designed to address the state’s special education teacher shortage.
“We’re not just supporting individual careers—we’re building a stronger, more diverse pipeline of special education teachers,” Clinical Assistant Professor Chrissy Brown, Director of the Special Education Apprenticeship Pathway program said.
The 10‑month program, developed in partnership with the Illinois State Board of Education, the U.S. Department of Labor, and the Illinois Department of Commerce and Economic Opportunity, enables experienced paraprofessionals to become licensed special education teachers while continuing to work. Nineteen participants were selected from more than 250 applicants for the inaugural cohort.
Unlike traditional preparation programs, the apprenticeship model allows participants to “earn while they learn,” eliminating the need to take a leave of absence from their employment. Over three semesters, participants completed coursework while gaining on-the-job experience and mentoring in their current school settings.
Stephanie Tarr, who received her licensure and completed the program, is currently a special education classroom assistant at Southside Occupational Academy and will join Parker Community Academy as a special education teacher this fall.
“(This program) made it possible for me to finally achieve my dream of becoming a certified Special Education teacher. Teaching students with special needs is truly my passion, and this experience strengthened not only my knowledge and instructional skills, but also my confidence in myself as an educator. I am incredibly grateful for this rewarding opportunity and proud to begin my teaching journey with Chicago Public Schools this fall. This program has truly changed my life,” said Tarr.
Graduates of the pathway earn a Professional Educator License and an LBS1 endorsement, qualifying them as special education teachers. Many are expected to see significant salary increases and expanded career opportunities as a result.
Brown said the program also helps reduce barriers to entry in the profession while building a more diverse pipeline of educators. Graduates complete 25 graduate credit hours during the program and may continue to earn a master’s degree with additional coursework.
Following strong demand for the pilot, a second cohort has already launched, signaling continued interest in the model as a pathway into special education teaching.