Across Ohio, the shortage of highly qualified intervention specialists continues to challenge districts, especially in meeting the instructional needs of students with disabilities and learning challenges where consistency and expertise matter most. Through the Ohio Deans Compact incentive grant program, a promising solution is emerging.
As part of a broader set of priorities outlined by the Ohio Department of Education & Workforce, the Ohio Deans Compact incentive grants are designed to support innovative efforts aligned across all of the Department’s strategic focus areas. These grants provide critical resources for institutions and partners to pilot, refine, and scale solutions that strengthen Ohio’s education system—including addressing workforce challenges in high-need areas like special education.
At the Educational Service Center of Central Ohio (ESC), in partnership with Otterbein University, the Registered Teacher Apprenticeship Program (RTAP) is reimagining how the educator workforce is prepared and sustained. Rather than relying solely on traditional pipelines, this model invests in individuals already working in schools—paraprofessionals who know students, understand the work, and are ready to take the next step.
As Dr. John Kellogg, Superintendent in Residence at the ESC, explains, “This work creates opportunities for individuals already serving in schools to grow into new roles, and we’re able to support them every step of the way. That personalized approach makes a meaningful difference as they navigate the path to becoming licensed educators.”
Through the incentive grant, the ESC has supported 27 apprentices across two cohorts working toward licensure as intervention specialists—each representing a future licensed educator helping to fill critical staffing gaps in Ohio classrooms. The grant has enabled targeted professional development, alignment between university coursework and on-the-job experience, and exploration of strategies to sustain apprentices through the summer months. While not every strategy has worked as intended, that learning has been critical to refining the model.
What makes this work especially compelling for higher education partners is its intentional design to remove long-standing barriers. Apprentices remain employed while completing licensure requirements, coursework is flexible and often online, and additional sources of financial support helps offset tuition costs. These elements directly address the three most persistent barriers to teacher preparation: accessibility, affordability, and support. Apprentices are not only preparing for future roles—they are strengthening classrooms in real time as they build skills and take on expanded responsibilities.
For example, one apprentice entered the program after working as a paraprofessional and discovered a passion for supporting students with disabilities. Through the apprenticeship model, she is now on track to become a licensed intervention specialist while continuing to serve students in her current role.
The impact extends beyond individual participants. The RTAP model strengthens alignment between K–12 systems, educational service centers, and educator preparation programs—bridging a gap that has historically limited access for nontraditional candidates. Within this model, the ESC plays a critical coordinating role, leveraging its established relationships with districts and higher education partners to ensure alignment and coherence across the system. By serving as the connector between employers and educator preparation programs, the ESC allows each partner to operate within its strengths while advancing a shared goal. As outlined in the grant narrative, this partnership-driven approach is designed to be scalable across Ohio’s educational service center network, offering a replicable solution to a statewide workforce challenge.
Early indicators also point to strong demand and commitment. As Kellogg notes, “There is a strong interest among individuals who want to do this work, and by expanding pathways into the profession, we can build on the talent already present in our schools.”
Ultimately, this work is about more than filling positions—it’s about ensuring that all students, including those with disabilities, have consistent access to skilled, committed educators who are prepared to meet their needs.
For higher education leaders, the implications are clear. Innovative, partnership-based pathways like RTAP are not only expanding the pipeline—they are strengthening it with candidates who are more likely to persist, succeed, and remain in the profession.
This is more than a program—it represents a systems-level shift that positions Ohio to build a more sustainable, responsive, and effective educator workforce for the future.