WeVote
Log In

Bill

Bill

AB 1904

Teachers: credentialed educator apprenticeship programs.

2025-2026 Regular Session Introduced by Mike Gipson and 1 co-sponsor

AB 1904 would create credentialed educator apprenticeship programs as a pathway to earning teaching credentials, linking on‑the‑job training with required coursework and oversight.

From committee: Do pass and re-refer to Com. on L., P.E. & R. with recommendation: To Consent Calendar. (Ayes 7. Noes 0.) (June 17). Re-referred to Com. on L., P.E. & R.
#teachers #credentialededucatorapprenticeshipprograms
0
WeVote Research Nonpartisan
Bill Summary · AB 1904

Summary of AB 1904 (California) – Teachers: credentialed educator apprenticeship programs

Purpose and intent

AB 1904 proposes creating and authorizing credentialed educator apprenticeship programs as a pathway to teacher credentialing. The bill aims to expand pathways into the teaching profession by allowing employers, districts, or other authorized entities to operate apprenticeship-based training for aspiring teachers who meet credentialing standards, with the goal of increasing the supply of qualified teachers and diversifying the educator workforce.

Key provisions and changes

  • Establishment of apprenticeship programs for credentialed teachers: The bill authorizes the development and operation of credentialed educator apprenticeship programs as a pathway to earning a teaching credential.
  • Program operation and oversight: While specific programmatic details are not listed in the summary provided, bills of this type typically set requirements for program design, supervisory structure, mentor/induction components, evaluation standards, and alignment with state credentialing criteria.
  • Credentialing linkage: Participants in approved apprenticeship programs would progress toward obtaining the appropriate California teaching credential, integrating hands-on apprenticeship experiences with required coursework and assessments.
  • Roles and responsibilities: The bill would delineate responsibilities for participating entities (e.g., school districts, teacher preparation institutions, or other authorized sponsors) in administering, monitoring, and evaluating apprenticeship experiences.
  • Standards and compliance: Likely to include compliance mechanisms to ensure programs meet state standards for teacher preparation, professional practice, and credential eligibility, though exact metrics are not specified in the available summary.

Who would be affected

  • Aspiring teachers: Individuals who enroll in credentialed educator apprenticeship programs as an alternative or supplement to traditional teacher preparation routes.
  • School districts and employers: Entities that sponsor or operate apprenticeship programs, provide residency-like mentoring, and facilitate practicum experiences.
  • Teacher preparation providers: Colleges, universities, or independent programs that partner to offer curriculum and supervision aligned with apprenticeship requirements.
  • Local educational agencies (LEAs) and state education agencies: Potentially involved in approval, oversight, and data reporting related to apprenticeship pathways.

Procedural and timeline aspects

  • The bill has progressed through multiple committee stages, indicating active consideration:
    • Read second time and ordered to third reading (May 18, 2026).
    • Passed committee with a Do Pass recommendation and moved to consent calendar on May 14, 2026.
    • Earlier committee referrals and amendments occurred, including re-referrals between Education (ED), Accountability and Rules (APPR), Labor and Employment (L. & E.), and others, with amendments by the author at various steps.
  • The bill’s precise effective date, funding allocations, and implementation timeline are not specified in the provided material. Typically, such provisions would include:
    • Effective date or applicability date for establishing pilot or statewide programs.
    • Funding or appropriation details to support program development, oversight, and participant stipends or wages.
    • Sunset or renewal provisions, reporting requirements, and evaluation milestones.

Potential impact

  • Teacher workforce diversification and supply: By creating alternative and work-embedded pathways, the bill could help recruit individuals who may not pursue traditional teacher preparation routes.
  • Practical experience for candidates: Apprenticeship models emphasize on-the-job training, mentorship, and real classroom practice, which can enhance readiness for credentialing.
  • Partnership opportunities: Encourages collaboration among districts, higher education institutions, and other sponsor entities to design and sustain apprenticeship experiences.
  • Accountability considerations: Requires robust oversight to ensure apprenticeship candidates meet credentialing standards and that program outcomes are tracked for quality and equity.

If you’d like, I can tailor this summary to emphasize specific sections of the bill once the full text is available (e.g., funding mechanisms, criteria for program approval, or evaluation metrics).

Compiled from official sources — confirm details with the bill’s official record.

Sign in to ask a question.