In Brief (Three short primary takeaways to ground the conversation; relevant policy principles)

  • Renewed interest in CTE programs underscores the importance of high quality CTE teachers.

  • CTE Programs are closing across the state due to a lack of teachers.  

  • PA needs to increase the number of CTE instructional certifications over the next three to five years to substantially reduce the shortage of teachers.

Policy Design Principles (Considering the conditions that will not be counter to another policy change-like criteria that will incentivize additional recruitment without having another barrier)

  • Maximize industry knowledge and expertise individuals bring from the field; while providing them the best possible preparation experience to be effective in the classroom.   

  • Any policy solutions that involve investment of additional public funds should improve both the quality and quantity of the CTE educator workforce.   

Recent Research/Case Studies (Why does this topic matter for recruiting more high quality teachers? Could include a graphic/graph)

  • Pennsylvania is proposing a 5-year registered teacher apprenticeship program for CTE teachers to earn their Level 1 and Level 2 instructional certifications (total 60 credits).

    • Emphasis on job embedded/related application of theory and practice

    • Emphasis on mentorship throughout the 5 years (crux of apprenticeship; linked to higher retention)

    • Leverage a funding model in which the tuition is covered (potential for reduced tuition costs/fees)

  • The Association for Career & Technical Education’s (ACTE’s) Teach CTE Initiative focuses on addressing the teacher recruitment and retention challenges that our field faces including support for CTE teacher educators and the work they perform to prepare tomorrow’s CTE teaching workforce. 

Current Policies/Pathways/Context (What is the current reality in PA for this topic? What is most relevant? Could include funding if relevant to discussion)

PDE funds only 3 CTE Professional Development Centers in the state that are approved to grant CTE teaching certifications (Temple, PSU, and IUP).  Recently Point Park University was also approved to issue only CTE instructional I Certifications, but does not receive PDE funding. 

  • Identification as to which Center a candidate is assigned is based solely on geography (Eastern, Central, Western regions)  

Certification Process

  • Credential Review - Candidates must sit for an Occupational Competency Assessment (OCA) that is only administered through one of the 3 PDE-funded centers.  Once passed, a candidate receives an emergency certificate valid for one year until they begin an Intern Certificate Program.

    • Candidates must pay for assessments.  Also all candidates must complete an OCA regardless of years of experience/expertise in their field (barrier to entry) 

    • Typically candidates are taking a $20,000 - $30,000 per year pay cut to become a CTE teacher.

    • Note that candidates typically do not have bachelor degrees.  

  • Intern Certificate Program – Includes 18 credits of pedagogical coursework; candidates have 3 years to complete.  Once successfully completed, they receive their Instructional I Certificate. 

  • Permanent Certification Program  – After meeting the requirements for the Instructional I Certificate, candidates have 6 years to get their Instructional II Certificate.  Many do not reach this point (high attrition rate).  

  • Total time commitment to receive an Instructional II Certificate:  Up to 11-12 years.

  • Candidates typically pay tuition for all the credits they must earn.  

Key Questions:

  • What are actions (changes to current practice and/or policy) that can be done to reduce the entry barriers to become a CTE teacher?  

  • How do we increase the overall pipeline for CTE Teachers?  Opportunities for apprenticeship programs?  Grow Your Own Programs?  Options for paraprofessionals?  Etc.