HOUSE RESOLUTION CREATING A SPECIAL LEGISLATIVE COMMISSION TO STUDY EXPANDING PATHWAYS INTO THE TEACHING PROFESSION (Creates a special legislative commission of 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.)

H8266

2026 -- H 8266
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LC006095
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STATE OF RHODE ISLAND
IN GENERAL ASSEMBLY
JANUARY SESSION, A.D. 2026
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H O U S E R E S O L U T I O N
CREATING A SPECIAL LEGISLATIVE COMMISSION TO STUDY EXPANDING
PATHWAYS INTO THE TEACHING PROFESSION

Introduced By:
Representatives Diaz, Slater, Batista, Giraldo, Stewart, Alzate, Hull, J.
Lombardi, Furtado, and Edwards

Date Introduced:
March 11, 2026

Referred To:
House Education
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WHEREAS, Rhode Island is experiencing persistent educator shortages, rising burnout,
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and barriers to entry into the teaching profession, particularly in high-need subject areas including
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special education, bilingual and multilingual education, science, technology, engineering and
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mathematics (STEM), and career and technical education (CTE); and
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WHEREAS, These shortages disproportionately affect high-need schools and students,
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resulting in vacancies, long-term substitutes, and underprepared instructional staff; and
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WHEREAS, Lowering professional standards is not an acceptable or effective response
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to workforce shortages; and
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WHEREAS, Removing unnecessary barriers, reducing outdated administrative
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requirements, and strengthening preparation, mentorship, and accountability can expand access to
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the profession while maintaining rigorous expectations for educator effectiveness; and
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WHEREAS, Teaching should be treated as a critical workforce pipeline, an equity
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imperative, and a student-success strategy; and
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WHEREAS, Rhode Island is well positioned to lead nationally in modernizing educator
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pathways due to its size, governance structure, and history of innovation; now, therefore be it
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RESOLVED, That a special legislative study commission be and the same is hereby
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created consisting of seventeen (17) members to be appointed by the Speaker of the House:
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Two (2) of whom shall be members of the House of Representatives to serve as co-chairs
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of the commission;

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One of whom shall be the Commissioner of the Rhode Island Department of Education,
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or designee;
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One of whom shall be the Rhode Island Commissioner of Postsecondary Education, or
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designee;
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One of whom shall be a representative of the Rhode Island Federation of Teachers or the
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National Education Association of Rhode Island;
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One of whom shall be a representative of the Rhode Island League of Charter Public
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Schools;
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One of whom shall be a representative of the Rhode Island Mayoral Academies;
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One of whom shall be the President of the Rhode Island Association of School Principals,
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or designee;
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One of whom shall be the President of the Rhode Island School Superintendents
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Association, or designee;
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One of whom shall be a representative of an alternative certification provider;
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One of whom shall be a member of the public who works for a nonprofit entity
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specializing in job training;
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Two (2) of whom shall be classroom teachers (one of whom will be from a charter public
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school, one of whom will be from a district public school);
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Four (4) of whom shall be members of the public who work for a nonprofit entity
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specializing in education.
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The purpose of said study commission shall be to study, evaluate, and make
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recommendations regarding educator preparation, licensure, certification, and early-career
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support systems in the state.
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The commission shall examine existing systems and issue recommendations designed to:
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(1) Expand access to the teaching profession while maintaining rigorous expectations for
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effectiveness and professionalism;
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(2) Align educator preparation and licensure requirements with classroom realities and
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student needs;
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(3) Improve recruitment, retention, and workforce diversity;
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(4) Reduce unnecessary administrative, financial, and structural barriers that do not
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improve student outcomes; and
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(5) Strengthen accountability systems that support growth, effectiveness, and retention.
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In carrying out its charge, the commission shall study and develop recommendations
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aligned to the following policy pillars:

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(a) Multiple, Legitimate Pathways into the Classroom.
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The commission shall design and normalize multiple routes into teaching including, but
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not limited to:
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(1) Modernized traditional certification pathways, including accelerated timelines,
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increased paid clinical practice, reduced duplicative coursework, and credit for prior professional
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or instructional experience;
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(2) Expanded and protected alternative certification pathways for career changers,
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paraprofessionals, and professionals from high-need fields, including provisional licensure paired
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with paid teaching and structured coaching and mentorship;
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(3) Grow-your-own pathways, including high school teacher academies, dual enrollment
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and early college tracks, paraprofessional-to-teacher pipelines, and community-based educator
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pathways; and
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(4) Interstate and international mobility pathways, including faster reciprocity for
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licensed educators from other states and streamlined pathways for internationally trained teachers.
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(b) Making Teaching Financially Possible.
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The commission shall examine and recommend financial supports that make entry into
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teaching economically viable, including:
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(1) Paid teacher residencies in lieu of unpaid student teaching;
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(2) Tuition-free or reduced-cost certification and licensure programs;
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(3) Student loan forgiveness for service in high-need schools and subject areas; and
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(4) Targeted stipends or incentives for bilingual, special education, STEM, and CTE
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educators.
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(c) Simplifying Process While Preserving Support.
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The commission shall identify licensure and preparation requirements that do not
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demonstrably improve student outcomes and recommend reforms including:
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(1) Eliminating duplicative testing requirements;
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(2) Replacing seat-time requirements with competency-based benchmarks;
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(3) Allowing demonstration of mastery through performance-based measures; and
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(4) Removing barriers that disproportionately exclude candidates from historically
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underrepresented backgrounds.
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(d) Accountability that Builds, Not Punishes.
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The commission shall recommend accountability structures that emphasize growth and
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effectiveness, including:
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(1) Required mentorship for all new teachers;

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(2) Structured coaching during the first two (2) to three (3) years of practice;
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(3) Clear performance benchmarks for continuation in the profession; and
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(4) Defined exit pathways for candidates who do not meet established standards,
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consistent with any collective bargaining agreements and with due process protections.
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(e) Rhode Island as a Leader in Educator Workforce Innovation.
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The commission shall explore strategies to position Rhode Island as a leader in educator
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workforce innovation, including:
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(1) Piloting new preparation and certification models in partnership with school districts
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and charter schools;
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(2) Publishing annual data on educator recruitment, retention, diversity, and
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effectiveness;
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(3) Seeking federal, philanthropic, or private matching funds to support implementation;
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and
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(4) Sharing best practices and lessons learned at the national level.
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The study commission shall agree upon any findings by a majority vote of the total
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membership of the study commission;
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Vacancies in said commission shall be filled in like manner as the original appointment.
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The membership of said commission shall receive no compensation for their services.
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All departments and agencies of the State shall furnish such advice and information,
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documentary and otherwise, to said commission and its agents as is deemed necessary or
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desirable by the commission to facilitate the purposes of this resolution.
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The Joint Committee on Legislative Services is hereby authorized and directed to provide
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suitable quarters for said commission; and be it further
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RESOLVED, That the commission shall submit an interim report of its preliminary
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findings and recommendations to the Speaker of the House no later than nine (9) months after the
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passage of this resolution, and shall submit a final report of its findings and recommendations to
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the Speaker of the House no later than twelve (12) months after the passage of this resolution and
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said commission shall expire on September 1, 2027.
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EXPLANATION
BY THE LEGISLATIVE COUNCIL
OF
H O U S E R E S O L U T I O N
CREATING A SPECIAL LEGISLATIVE COMMISSION TO STUDY EXPANDING
PATHWAYS INTO THE TEACHING PROFESSION
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This resolution would create a special legislative commission of seventeen (17) members
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whose purpose would be to study, evaluate and make recommendations regarding educator
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preparation, licensure, certification and early-career support systems in the state expanding
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pathways into the teaching profession.
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The commission would submit an interim report nine (9) months after passage and a final
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report twelve (12) months after passage to the speaker of the House and would expire on
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September 1, 2027.
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