Key areas of the 2025 Summit included:

• Progress and success stories over the past year

• Expanded efforts with TAM, Educators Rising, 2+2 Programs, and Registered Apprenticeships

• Potential communication tools for attracting and supporting teacher candidates through multiple pathways to licensure

• Examining the context and future ideas for retaining in-service teachers through improved working conditions

next steps from the SOMD summit

Action Steps

Collaboration and Collective Commitment

• Continue and expand collaboration between Institutions of Higher Education (IHEs) and Local Education Agencies (LEAs).

• Bring funding stakeholders into committee work to align funding strategies with system needs.

• Involve more impacted individuals (teachers, students, support staff) directly in the decision-making process. 

• Establish a collective Memorandum of Understanding (MOU) between LEAs to clearly outline next steps and hold everyone accountable.

• Form smaller, focused workgroups with clear objectives and timelines to coordinate follow-through.

Early Recruitment and Outreach

• Expand outreach efforts to middle and high school students, introducing teacher preparation options early.

• Promote 2+2 transfer pathways and bachelor’s completion programs.

• Initiate early career conversations that highlight the teaching profession as a viable and attractive option.

• Start conversations earlier about post-secondary career goals tied to teaching.

Teacher Pipeline Development

• Develop affordable, accessible bachelor’s completion programs in high-need licensure areas, either locally or through partnerships with 4-year IHEs.

• Create structured, supportive teacher pipelines (including apprenticeships, conditional employment pathways, and support for paraeducators).

• Strengthen on-the-job training and related instruction pathways from high school to higher education.

Support Systems for New and Conditional Teachers

• Implement differentiated support for conditionally certified teachers and newly graduated teachers.

• Implement interagency learning models like the USM model to better support conditionally certified educators.

• Provide robust mentoring, stress-free certification pathways, and professional development opportunities.

• Listen to new teachers’ experiences and adapt supports accordingly.

Funding and Sustainability

• Engage funding stakeholders by incorporating them into committee structures. 

• Secure funding for all elements of the pathway, incuding quality mentors, resources, and future teachers.

• Advocate for resources to support mentor programs, teacher preparation pipelines, and future teacher scholarships. 

Communication and Alignment

• Streamline communication among LEAs, IHEs, and stakeholders.

• Regularly align on collective goals, ensuring all participants are informed and on the same page.

• Base goal-setting and action planning on realistic, achievable expectations.

Policy Awareness

• Monitor State and Federal guidance that impacts educator pipelines and licensure.

• Adapt practices and programming accordingly to ensure compliance and relevance.

Monitoring and Revisiting Goals

• Revisit action steps and ideas at annual gatherings to assess progress.

• Adjust strategies based on feedback, data, and evolving needs.

• Use data-driven decision-making to sustain and scale effective programs.

If you are interested in joining a workgroup, please email Amy Morton, amorton@ncee.org.