Virginia House, Senate move to fast-track CTE teachers

With a growing demand for skilled workers, Virginia lawmakers are tackling a critical issue: the shortage of career and technical education (CTE) teachers. A bipartisan effort to provide an alternative pathway for CTE instructors has cleared both chambers of the General Assembly and now awaits review by the governor.

Businesses across the state have struggled to fill workforce gaps, a challenge that has been a major focus of Gov. Glenn Youngkin’s administration. While CTE programs are seen as a vital pipeline for future workers, they face the same staffing shortages as public schools.

“The shortage is expected to worsen over the next five years, and the demand for these programs is increasing,” said Sen. Adam Ebbin, D-Alexandria, who sponsored Senate Bill 879, during a Senate subcommittee hearing last month. 

Virginia recorded more than 708,800 students enrolled in at least one CTE course during the 2022-23 school year, Ebbin noted. Yet, filling teaching positions remains a major hurdle — especially for career switchers facing what he called “unrealistic coursework” requirements before they can teach in their specialized fields.

Ebbin’s legislation and House Bill 2018 aim to address this challenge by allowing CTE teacher candidates to receive a provisional license for up to three years. To qualify, candidates must have completed high school or hold an equivalent certificate, along with a special certificate or license in their subject area.

The programs impacted include construction, manufacturing, public safety, and transportation. But unlike traditional teacher licensure, candidates would not have to fulfill all Virginia Board of Education requirements for a full teaching license.

Del. Bonita Anthony, D-Norfolk, who carried the legislation in the House and transitioned from engineering to teaching, emphasized the legislation’s broader impact. “By addressing teacher shortages and supporting CTE programs, this bill strengthens Virginia’s workforce and classrooms,” she said.

Her bill was modified to align with the Senate version, which was more “narrowly focused,” according to House Education Committee Chair Sam Rasoul, D-Roanoke.

A key addition to the House version of the bill was the equivalency assessment framework, designed to ensure licensure keeps pace with evolving industry standards. The legislation has drawn backing from some Northern Virginia school divisions, the Virginia Manufacturers Association, SkillsUSA Virginia Foundation, and the Virginia Association for Career and Technical Education.

While education advocates generally support giving candidates time to earn industry credentials, some worry about cutting essential coursework. Virginia Education Association Policy Analyst Chad Stewart told a Senate subcommittee last month that skipping key teaching courses — such as classroom management — could hurt new instructors.

“We think these teachers are going to be more likely to stay in the classroom if they have these skills,” Stewart said. “They’re also three-hour courses that you can take over the course of three years while you’re on your provisional license. We don’t see this as overbearing. We see these as essential courses that should be taken by all teachers to be effective and serve all students well.”

Despite the debate, the legislation is moving forward. On Thursday, the Senate Education and Health Committee advanced HB 2018 to the full Senate for consideration.

Meanwhile, Ebbin’s version of the bill sailed through the Senate with a unanimous 40-0 vote on Monday and now heads to the House for consideration.

This article first appeared on Virginia Mercury and is republished here with permission. Virginia Mercury is part of States Newsroom, a network of news bureaus supported by grants and a coalition of donors as a 501c(3) public charity. Virginia Mercury maintains editorial independence.