As provisionally licensed teachers, Rutgers Alternate Route program candidates connect with expert mentors selected by principals for their teaching achievements. These connections help our first-year teacher candidates feel supported, introduce them to new teaching methods and provide a listening ear when challenges arise.

We often hear how mentors have helped their mentees succeed, but what if we shared the positive impact mentees have had on their mentors?

We asked our mentors to share what they love about their mentees and how they helped make the recent school year successful.

Individuals who fill classroom support roles are strong candidates for full-time teaching and often take that next step. However, while classroom support roles provide the necessary foundations to transition into full-time teaching, there is still a difference to prepare for.

Teacher apprenticeship programs recognize these qualities in school support staff and leverage them to address teacher shortages, target critical subject areas and offer professional development opportunities that cater to their target audience.

School support staff are intelligent and motivated individuals. Nearly all substitute teachers are dedicated to staying in K-12 education, and paraprofessionals want more out of their careers. For example, only 20 percent say they are satisfied with their professional development opportunities.

ParaPreppED is a program created to tap into that motivation. An NJDOE-funded teacher apprenticeship initiative, ParaPreppED helps districts support college-degree-holding paraprofessionals and substitutes in becoming full-time licensed K-12 teachers.