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Apprenticeship Navigator
4 hours ago
Role Purpose The Apprenticeship Navigator & Leadership Development Coach is a shared, bridge-building role designed to ensure Black men in the Teacher Apprenticeship Minnesota program are retained, supported, affirmed, and developed as educators and leaders. This middle-level leadership role combines: Direct apprentice navigation, advocacy, and retention supportLeadership coaching and culturally responsive professional learningProgram representation, recruitment, and storytellingDeep partnership between Teacher Apprenticeship Minnesota and Black Men Teach By operating across both organizations, this role ensures Black Men Teach maintains a strong, ongoing presence in the apprenticeship ecosystem while strengthening apprentice persistence, leadership identity, and long-term success. While this is a shared, partnership-funded role, Black Men Teach maintains full supervisory responsibility, with Teacher Apprenticeship Minnesota serving as a strategic funding and programmatic partner. Core Responsibilities: Apprentice Navigation & Coaching Serve as a trusted navigator and advocate for Black men (and select other apprentices, as appropriate) enrolled in Teacher Apprenticeship Minnesota.Provide individual coaching and check-ins focused on:Navigating school and district cultureIdentity, belonging, and racialized workplace dynamicsProfessional growth, confidence, and instructional practiceSupport apprentices experiencing unsupportive or hostile environments, partnering with Teacher Apprenticeship Minnesota staff, district leaders, mentors, and supervisors as needed.Track apprentice engagement, progress, and risk indicators; intervene early to prevent attrition.Leadership Development & Cohort Learning (BMT-Aligned Work)Design and facilitate cohort-based professional learning experiences grounded in:Anti-racist and culturally responsive teachingLeadership identity development for Black male educatorsClassroom presence, communication, and influenceIntegrate BMT’s leadership and brotherhood model into apprenticeship-aligned programming.Serve as a connector between apprentices and Black Men Teach programming, fellow networks, and leadership opportunities.Program Collaboration & Instructional SupportCollaborate with course faculty, mentors, field supervisors, and instructional coaches to ensure apprentices receive coherent, high-quality support.Serve as a thought partner on:Course design and refinementField-based learning experiencesFeedback and continuous improvement systemsSupport data collection, reflection, and reporting related to apprentice experience and outcomes.Recruitment, Partnerships & Pipeline GrowthSupport recruitment of new apprentices, with an emphasis on Black men and candidates of color.Partner with:School districtsCommunity-based organizations (e.g., Freedom Schools)Higher education partnersAssist with outreach, info sessions, and relationship-building to grow the pipeline.Help identify future apprenticeship sites and supportive placement environments.Representation, Storytelling & AdvocacyRepresent Teacher Apprenticeship Minnesota and Black Men Teach locally and nationally.Present at conferences, convenings, and funder briefings.Support storytelling efforts that lift up apprentice voices, program impact, and lessons learned.Serve as a visible advocate for culturally responsive, equity-centered teacher preparation. Qualifications & Attributes Experience as an educator and/or in educator preparation, apprenticeship, or alternative certification pathways.Demonstrated success supporting Black educators or other historically underrepresented groups.Strong coaching, facilitation, and relationship-building skills.Deep commitment to racial equity, anti-racist practice, and culturally responsive teaching.Ability to navigate complex systems (districts, unions, higher ed, nonprofits) with credibility and care.Comfortable operating in ambiguity and co-designing work across organizations. Physical Requirements: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. The person in this position needs to be able to move about inside and outside different facilities (e.g., schools) or offices throughout the workday. Work Environment Reports to work Monday-Friday and some weekends. Typical office environment or virtual space with frequent interruptions. A Day in the Life (Illustrative) MorningCheck in with 1–2 apprentices via phone or Zoom who are navigating challenging school dynamics.Review notes from a district site visit and follow up with a mentor or supervisor to align on support.Respond to emails on apprentice needs and upcoming programming.MiddayTravel to a partner school or district to observe an apprentice, attend a coaching meeting, or facilitate a support conversation.Meet with course faculty or an instructional coach to troubleshoot apprentice progress and alignment.AfternoonFacilitate a BMT-aligned leadership session for a small apprentice cohort (virtual or in-person).Work on recruitment planning or outreach materials.Document apprentice trends, successes, and concerns for shared learning and continuous improvement.Occasional / SeasonalEvening cohort sessions or community convenings.Weekend recruitment events or conferences.Travel for statewide or national presentations. No two days look exactly the same—but every day centers apprentice success, dignity, and growth. Grant-Funded Position Continuity Notice This is a grant-funded, full-time position with an initial two-year term. Continued employment beyond the two-year period is contingent upon the availability of grant funding and/or the securing of additional external or internal funding sources. While there is strong intent and aspiration to sustain this role long-term, renewal is not guaranteed and will depend on funding outcomes, program needs, and organizational priorities at that time.
