Creating a Special Legislative Commission to Study Expanding Pathways into the Teaching Profession

WHEREAS, Rhode Island is experiencing persistent educator shortages, rising burnout, and barriers to entry into the teaching profession, particularly in high-need subject areas including special education, bilingual and multilingual education, science, technology, engineering and mathematics (STEM), and career and technical education (CTE); and

WHEREAS, These shortages disproportionately affect high-need schools and students, resulting in vacancies, long-term substitutes, and underprepared instructional staff; and

WHEREAS, Lowering professional standards is not an acceptable or effective response to workforce shortages; and

WHEREAS, Removing unnecessary barriers, reducing outdated administrative requirements, and strengthening preparation, mentorship, and accountability can expand access to the profession while maintaining rigorous expectations for educator effectiveness; and

WHEREAS, Teaching should be treated as a critical workforce pipeline, an equity imperative, and a student-success strategy; and

WHEREAS, Rhode Island is well positioned to lead nationally in modernizing educator pathways due to its size, governance structure, and history of innovation; now, therefore be it

RESOLVED, That a special legislative study commission be and the same is hereby created consisting of seventeen (17) members to be appointed by the Speaker of the House: Two (2) of whom shall be members of the House of Representatives to serve as co-chairs of the commission; One of whom shall be the Commissioner of the Rhode Island Department of Education, or designee; One of whom shall be the Rhode Island Commissioner of Postsecondary Education, or designee; One of whom shall be a representative of the Rhode Island Federation of Teachers or the National Education Association of Rhode Island; One of whom shall be a representative of the Rhode Island League of Charter Public Schools; One of whom shall be a representative of the Rhode Island Mayoral Academies; One of whom shall be the President of the Rhode Island Association of School Principals, or designee; One of whom shall be the President of the Rhode Island School Superintendents Association, or designee; One of whom shall be a representative of an alternative certification provider; One of whom shall be a member of the public who works for a nonprofit entity specializing in job training; Two (2) of whom shall be classroom teachers (one of whom will be from a charter public school, one of whom will be from a district public school); Four (4) of whom shall be members of the public who work for a nonprofit entity specializing in education. The purpose of said study commission shall be to study, evaluate, and make recommendations regarding educator preparation, licensure, certification, and early-career support systems in the state. The commission shall examine existing systems and issue recommendations designed to:

(1) Expand access to the teaching profession while maintaining rigorous expectations for effectiveness and professionalism;

(2) Align educator preparation and licensure requirements with classroom realities and student needs;

(3) Improve recruitment, retention, and workforce diversity;

(4) Reduce unnecessary administrative, financial, and structural barriers that do not improve student outcomes; and

(5) Strengthen accountability systems that support growth, effectiveness, and retention. In carrying out its charge, the commission shall study and develop recommendations aligned to the following policy pillars:

(a) Multiple, Legitimate Pathways into the Classroom. The commission shall design and normalize multiple routes into teaching including, but not limited to:

(1) Modernized traditional certification pathways, including accelerated timelines, increased paid clinical practice, reduced duplicative coursework, and credit for prior professional or instructional experience;

(2) Expanded and protected alternative certification pathways for career changers, paraprofessionals, and professionals from high-need fields, including provisional licensure paired with paid teaching and structured coaching and mentorship;

(3) Grow-your-own pathways, including high school teacher academies, dual enrollment and early college tracks, paraprofessional-to-teacher pipelines, and community-based educator pathways; and

(4) Interstate and international mobility pathways, including faster reciprocity for licensed educators from other states and streamlined pathways for internationally trained teachers.

(b) Making Teaching Financially Possible. The commission shall examine and recommend financial supports that make entry into teaching economically viable, including:

(1) Paid teacher residencies in lieu of unpaid student teaching;

(2) Tuition-free or reduced-cost certification and licensure programs;

(3) Student loan forgiveness for service in high-need schools and subject areas; and

(4) Targeted stipends or incentives for bilingual, special education, STEM, and CTE educators.

(c) Simplifying Process While Preserving Support. The commission shall identify licensure and preparation requirements that do not demonstrably improve student outcomes and recommend reforms including:

(1) Eliminating duplicative testing requirements;

(2) Replacing seat-time requirements with competency-based benchmarks;

(3) Allowing demonstration of mastery through performance-based measures; and

(4) Removing barriers that disproportionately exclude candidates from historically underrepresented backgrounds.

(d) Accountability that Builds, Not Punishes. The commission shall recommend accountability structures that emphasize growth and effectiveness, including:

(1) Required mentorship for all new teachers;

(2) Structured coaching during the first two (2) to three (3) years of practice;

(3) Clear performance benchmarks for continuation in the profession; and

(4) Defined exit pathways for candidates who do not meet established standards, consistent with any collective bargaining agreements and with due process protections.

(e) Rhode Island as a Leader in Educator Workforce Innovation. The commission shall explore strategies to position Rhode Island as a leader in educator workforce innovation, including:

(1) Piloting new preparation and certification models in partnership with school districts and charter schools;

(2) Publishing annual data on educator recruitment, retention, diversity, and effectiveness;

(3) Seeking federal, philanthropic, or private matching funds to support implementation; and

(4) Sharing best practices and lessons learned at the national level. The study commission shall agree upon any findings by a majority vote of the total membership of the study commission; Vacancies in said commission shall be filled in like manner as the original appointment. The membership of said commission shall receive no compensation for their services. All departments and agencies of the State shall furnish such advice and information, documentary and otherwise, to said commission and its agents as is deemed necessary or desirable by the commission to facilitate the purposes of this resolution. The Joint Committee on Legislative Services is hereby authorized and directed to provide suitable quarters for said commission; and be it further

RESOLVED, That the commission shall submit an interim report of its preliminary findings and recommendations to the Speaker of the House no later than nine (9) months after the passage of this resolution, and shall submit a final report of its findings and recommendations to the Speaker of the House no later than twelve (12) months after the passage of this resolution and said commission shall expire on September 1, 2027. EXPLANATION BY THE LEGISLATIVE COUNCIL OF HOUSERESOLUTION CREATING A SPECIAL LEGISLATIVE COMMISSION TO STUDY EXPANDING PATHWAYS INTO THE TEACHING PROFESSION *** This resolution would create a special legislative commission of seventeen (17) members whose purpose would be to study, evaluate and make recommendations regarding educator preparation, licensure, certification and early-career support systems in the state expanding pathways into the teaching profession. The commission would submit an interim report nine (9) months after passage and a final report twelve (12) months after passage to the speaker of the House and would expire on September 1, 2027.