Support and Adequately Fund A Continued High-Quality Pipeline of Educators
Preserve Current Teacher Certification Practices, Requirements, and Incentives
Sixty-three Georgia providers, including those offering non-traditional programs for career changers and for-profit entities, are approved by the Georgia Professional Standards Commission (GaPSC) and serve all regions of the state. Allowing out-of-state teacher program providers not approved by the GaPSC to operate in Georgia will not solve our teacher shortage..
Provide Tuition Assistance and Loan Forgiveness for Educators in High-Need Fields and Locations
Assist candidates, including teaching paraprofessionals, completing degrees and non-traditional certification programs who agree to work in Georgia schools for a specified number of years. Persons who complete high-quality, GaPSC-approved degree and certification programs in high-need fields and locations support the success of all students.
Recognize and Reward Classroom Teachers for Supervising Student Interns
Educators who supervise student interns in online and in-person learning environments play a pivotal role in ensuring Georgia has effective teachers in all classrooms. Accomplished teachers who are recognized and rewarded will serve as mentors and induction leaders, and schools will assign student interns to these strong educators.
Preserve the Teacher Retirement System
The Teacher Retirement System (TRS) is a teacher recruitment and retention tool. The current TRS structure presents teaching as a long-term, financially attractive pursuit, thus encouraging Georgia’s educator preparation program completers to seek employment in Georgia schools.
Commit to Increasing the Diversity of the Teacher Workforce
The diversity of Georgia’s K-12 school-age students is surging, yet the percentage of teachers of color, particularly Black males, has grown little in recent years. Financial support for teacher fellowship programs, the high school Teaching as a Profession Pathway (TAPP) and summer teacher cadet programs, and similar technical college-based programs can present teaching as a desirable profession. Young people seeing teaching as a desirable profession will increase the numbers of highly qualified, ethnically diverse candidates in university/college-based teacher education and non-traditional programs.