#PANeedsTeachers Policy Goals 2025-2026 by Emily Sagor

better communication and sharing of information about the high needs areas to both high school and college students

2025-08-14 12:49:23 UTC

Financial incentives, particularly where a program is more costly because it is longer

2025-08-14 12:49:49 UTC

Mentor Teachers

2025-08-14 12:50:15 UTC

We currently have some basic requirements for those that mentor student teachers, but are there ways to encourage mentors to have acquired strong instructional practices or coaching methods (Instructional Coaching Endorsement), etc.

Reimagining Leadership in Schools

2025-08-14 12:50:22 UTC

Rethinking the role of teacher requires rethinking the role of admin. Also, there are schools with teachers who lead from the classroom. Teachers stay in multi-faceted, rich careers when they have agency. Collaborative Leadership is the key!

Updating/ Changing some of the PASSHE policies regarding education program structure

2025-08-14 12:50:32 UTC

School district consolidations

ajohnson894 — 2025-08-14 12:50:44 UTC

Support & Incentives for teachers to earn National Board Certification

2025-08-14 12:50:46 UTC

Covering fees, providing state-level stipends, mentor/cohort support models through IUs or universities

Colleges have got to change teacher prep programs to reflect how information is truly shared - it is no longer the days of teacher as keeper of all knowledge, rather we need them to reflect the need to assist students to be conscious consumers of information

2025-08-14 12:51:34 UTC

There could be advocacy in helping HS student pursuing education careers to earn an associate's degree in HS as block credit. This would shorten their bachelor's completion time post HS. Some HS in PA already have very robust programs that could easily be replicated for education majors specifically.

2025-08-14 12:51:44 UTC

More compensated teacher leadership opportunities without leaving classroom

2025-08-14 12:51:45 UTC

See MD Blueprint for examples

Let’s be vocal of our support of CRSE and how k-12 educators can be equipped with the tools and skills to be confident in this arena, particularly in this climate

2025-08-14 12:51:58 UTC

This is known!!

2025-08-14 12:52:13 UTC

So much research on why teachers leave and why they stay. Failure of imagination is a problem. The pull toward status quo is strong.

Districts have to be willing to make their organizations places teachers want to work - well being is a critical need currently largely ignored

2025-08-14 12:52:27 UTC

Targeted legislation to address specific shortage areas.

2025-08-14 12:52:34 UTC

2025-08-14 12:52:43 UTC

Guarantee all new teachers have a trained, compensated mentor for at least their first two years. Can you tell that I have a theme here. There is still too much volun-told mentoring.

Changes at the PDE level to make alternative pathways an easier sell

2025-08-14 12:52:55 UTC

Supports for school leaders. If we don't take care of them, we can't expect them to stay and create stability and support for teachers.

2025-08-14 12:53:10 UTC

Cost of tests

2025-08-14 12:53:15 UTC

The high cost of the Praxis tests and the needs for some people to take them more than once. This can be a real financial burden.

True reciprocity with out of state programs

2025-08-14 12:53:17 UTC

prioritizing alternative programs that focus on increasing diversity

2025-08-14 12:54:58 UTC

nrice37 — 2025-08-14 13:15:13 UTC

More differentiation between advanced certification programs and initial certification programs by PDE. Policies shouldn't always apply across the board. For example, the Common Ground Framework and School Safety training. Candidates pursuing advanced degrees already have demonstrated competency in these areas through their initial licensure programs or professional development in schools they are already working in. It is difficult to incorporate all of these new requirements into shorter advanced certification programs.