Four intermediate school districts and Minnesota State University, Mankato asked the Minnesota Legislature to provide continuing funding for a registered special-education teacher apprenticeship designed to produce fully licensed teachers for the state’s highest-need classrooms.

The request centers on Senate File 949, which Senator Mary K. Maquay moved before the Senate Education Finance Committee; Maquay said the bill would provide each of the four intermediate districts roughly $740,000 annually as part of a $3 million appropriation to continue the program. The committee laid the bill over for possible inclusion in a future omnibus bill.

The apprenticeship, described at the hearing as the Intermediate Teacher Registered Apprenticeship Collaborative (iTRAC or ITRAC), pairs paraprofessionals who already work in intermediate (setting 4) special-education classrooms with mentor “journey” teachers while Minnesota State University, Mankato delivers co‑taught coursework during the work day. Dr. Valerie Bell, superintendent of Intermediate District 916, told the committee that the model provides a two‑year pathway to a bachelor of science in special education with categorical licenses in autism spectrum disorder (ASD) and emotional/behavioral disorders (EBD).

"By investing in programs like ITRAC, this model is an investment in the expertise of our paraprofessionals," Bell said. She said intermediates serve students with the most significant needs and that many teacher preparation programs do not prepare graduates for the intensity of those classrooms. Jeff Horton, superintendent of Intermediate District 288, reported staffing challenges the intermediates face, saying one district began the school year with more than one‑third of positions open and nearly 70 percent of staff in their first three years.

Apprentices testified about the personal and classroom impacts of the program. Alvin Chambers, an education support professional and iTRAC apprentice at Intermediate District 287, said the work‑and‑learn model "created opportunities for my family" and allowed him to pursue licensure without leaving paid employment. "This hands‑on experience allowed me to add to my skills in a way that is meaningful and applicable to the students that I serve," Chambers said.

University partners described how the program is structured. Dr. Morumba Muvita, dean of the College of Education at Minnesota State University, Mankato, said the university co‑designed a dual‑license ASD/EBD undergraduate-to‑baccalaureate pathway and delivers the related technical instruction in blocks during the school day. Terry Preisler, acting director for the university’s Center for Educator Partnerships and Student Support, reported retention rates of 88 percent for the first cohort and said coursework and job‑embedded projects are delivered so apprentices can apply learning immediately.

Superintendents and testifiers told senators the model removes common barriers—tuition costs, unpaid student‑teaching placements and class schedules that conflict with full‑time employment—and produces teachers who are already experienced with the population they will serve. Marcy Dowd, superintendent of Intermediate District 287, said, "Because of what you gave for ITRAC, we will be graduating 23 licensed special‑education teachers in the fall of 2026," and she urged continued funding to run additional cohorts.

Committee members asked whether the model could be expanded beyond the four intermediates and whether state oversight and administration should be handled through the Department of Education or another agency. Senator Eric Rehrig urged a competitive or statewide approach; Senator Maquay said intermediates were targeted because their out‑of‑field rates are roughly double the statewide average and the program produces dual‑licensed teachers who can work anywhere in Minnesota.

Senate File 949 was moved by Senator Maquay with a description on the record that it would provide about $740,000 to each of the four intermediates and asked for $3 million in ongoing funding; the chair laid the bill over for further consideration pending omnibus negotiations.

As lawmakers consider next steps, supporters urged attention to three limits they said the program addresses: (1) categorical licensure requirements for setting‑4 placements, (2) the need to pay apprentices and release them from some duties during the day so they can attend related instruction, and (3) sustainable tuition support so cohorts can continue. Advocates from the intermediates and Minnesota State asked the committee to preserve funding that supports job‑embedded coursework and mentor teacher stipends if the Legislature provides new money.

Members of the committee said the program’s early retention and credentialing results are promising and invited further conversations about statewide expansion and grant administration.

The committee laid Senate File 949 over for possible inclusion in an omnibus bill; no final appropriation or vote on the bill occurred at the hearing.