The Aspiring Educators Program offers a comprehensive, three-level curriculum designed to equip students with the essential pedagogical skills, technical knowledge, and professional certifications required for success in the field of education. Above all, student safety and professional ethics are foundational to the program, beginning with mandatory training in Pennsylvania Mandated Reporter protocols, CPR/First Aid certification, and an industry-recognized OSHA 10-Hour Safety Certification.

Related Occupations are not limited to, but include para professionals, kindergarten, elementary, middle school and secondary school teachers, special education teachers, substitute teachers and teaching assistants.

Professionals in elementary and secondary education focus primarily on designing, delivering, and facilitating learning experiences tailored to children’s cognitive, physical, and social development. Day-to-day work revolves around preparing structured lesson plans, leading interactive instruction, and evaluating student progress across core academic subjects or specialized areas like art and physical education. Teachers and instructional staff continuously adapt their methods to support diverse learning styles, integrating educational technology, hands-on activities, and targeted interventions for students with special needs or language barriers. Beyond academic teaching, educators build structured, safe, and inclusive classroom environments that foster critical thinking, foundational literacy, and social skills.

Outside of direct classroom instruction, the role involves significant administrative coordination, collaboration, and social-emotional guidance. Educators regularly evaluate assignments, track attendance and performance data, and partner with parents, school counselors, and administrators to address individual student challenges. They also participate in curriculum planning, professional development, and duty monitoring during lunch, recess, or extracurricular activities. Because the work directly influences youth during pivotal developmental stages, it requires strong interpersonal communication, patience, adaptability, and the ability to maintain a supportive learning climate while navigating high daily energy and evolving educational standards.

Students enrolled in CIP 13.0101 (Education, General) enter one of the most structured yet highly adaptable career fields available. Because this degree focuses on broad educational theory, human development, curriculum planning, and instructional methodology rather than a single narrow subject, it yields versatile pathways for professional growth.

1. Training & Credentialing Expectations

Because a “General Education” CIP code is intentionally broad, a student’s post-graduation training path depends heavily on their target sector:

• Initial Teacher Licensure (K-12 Public Schools): If the goal is traditional teaching, post-baccalaureate training typically involves completing state-mandated supervised student teaching, passing Praxis/state content examinations, and securing an initial teaching license.

• Alternative Licensure & CTE Pathways: High school career and technical education (CTE) programs operating under CIP 13.0101 often function as “Future Educator” pathways. For these students, immediate training often involves working as a paraeducator, teaching assistant, or early childhood provider while pursuing a formal bachelor’s degree.

• Alternative Credentials (Non-K-12): Students stepping into corporate training, instruction design, or educational technology frequently add short-term micro-credentials, such as certifications in Learning Management Systems (e.g., Canvas, Blackboard), Instructional Design principles (e.g., ADDIE framework), or Corporate Learning & Development (L&D).

2. Advancement Possibilities & Upward Mobility

Advancement in education is notably structured, featuring clear steps for vertical mobility and lateral pivots:

A. Traditional K-12 School Ladder

1. Entry Level: Classroom Teacher, Paraeducator, or Substitute Teacher.

2. Mid-Level Lead: Department Chair, Grade-Level Leader, Master Teacher, or Instructional Coach (typically requires 3–5 years of classroom experience and ongoing professional development).

3. Administration: Assistant Principal, Principal, or Curriculum Director (requires a Master’s degree in Educational Leadership/Administration and administrative endorsement).

4. District Leadership: Assistant Superintendent or Superintendent (typically requires an Ed.D. or Ph.D.).

B. Higher Education & Student Affairs

• Graduates can advance into higher education administration as Academic Advisors, Admissions Officers, Student Life Coordinators, or Financial Aid Officers, eventually moving up to Dean of Students or Registrar roles.

C. Corporate & Non-Profit Leadership (EdTech & L&D)

• Because CIP 13.0101 emphasizes how humans learn, graduates are well-equipped to pivot into corporate training. Career progression in this space typically moves from Training Specialist $\rightarrow$ Instructional Designer $\rightarrow$ Learning & Development (L&D) Manager $\rightarrow$ Director of Talent Development.

Summary Takeaway

A student in CIP 13.0101 does not face a narrow “ceiling.” The primary requirement for advancement—whether climbing the K-12 pay scale or transitioning to corporate instruction—is continuous learning, graduate-level specialization (such as an M.Ed. or Ed.D.), and acquiring specialized endorsements.

The overall job outlook for CIP 13.0101 (Education, General) is driven by two distinct dynamics: slow total industry growth, offset by extremely high annual replacement demand and localized shortages.

Nationally and within Pennsylvania, while broader long-term job expansion appears modest, the raw demand for qualified educators is immense.

Key Market Indicators (with Pennsylvania Data)

• Severe State-Level Certification Drops: Pennsylvania is experiencing an unprecedented educator supply crunch. Data from the Pennsylvania Department of Education (PDE) and Penn State shows that the number of new initial teaching certificates issued in PA plummeted by over 60% over the past decade (dropping from nearly 19,000–20,000 annually down to around 6,600).

• Dependence on Emergency Permits: Due to supply gaps, PA public schools have relied heavily on temporary emergency permits to fill classrooms. Research shows around 9,000 teachers leave the field in Pennsylvania each year, creating an estimated annual deficit of at least 4,000 certified teachers statewide.

• High Annual Openings: According to the PA Center for Workforce Information & Analysis (CWIA), Pennsylvania sees thousands of openings every year driven by retirements and departures. Annual demand includes roughly 3,100+ openings for Secondary Teachers, 3,300+ for Elementary Teachers, and 1,000+ for Middle School Teachers.

• Targeted Critical Shortages: PDE currently lists 15 distinct subject areas in active shortage status across the Commonwealth. Demand is highest in Grades 4–8, Special Education (PK–12), Mathematics (7–12), Life & Physical Sciences (7–12), and Career and Technical Education (CTE).

Breakdown by Target Career Path (PA vs. National)

What This Means for Pennsylvania Graduates

1. High Hiring Advantage for PA Graduates: Because Pennsylvania produces far fewer certified teachers today than it did a decade ago, new graduates with a CIP 13.0101 degree who pursue state licensure enter an extremely favorable job market with high placement rates.

2. State Incentives Are Increasing: The Shapiro Administration and PDE have introduced financial relief programs—such as the PHEAA Student Teacher Support Grant Program, which provides financial stipends to student teachers during their clinical placements—to accelerate the pipeline.

3. Geographic Gaps Create Opportunity: Shortages are most severe in rural school districts and urban systems like the School District of Philadelphia, where sign-on incentives and rapid hiring pipelines are common.

4. Alternative Sector Flexibility: In major PA commerce hubs (Philadelphia, Pittsburgh, Lehigh Valley), graduates who decide against traditional classroom teaching can readily transition into corporate Learning & Development (L&D), instructional technology, or higher education administration.

Task Grid

 100 Orientation to the Education Profession

101 Research potential career paths within the education profession, including
requirements for coursework, training, and certification. AE Level 1
102 Develop professional goals and a postsecondary career plan based on
one’s individual interests and preferences. AE Level 1
103 Acquire required clearances and certifications to participate in clinical
experiences. AE Level 1, 2, 3
104 Explore the history, role, and social/political/economic context of American
education and the education profession. AE Level 1
105 Reflect on one’s cultural lens. AE Level 1, 2, 3
106
Develop a personal mission statement that summarizes one’s motivation
for entering the education profession based on one’s personal
experiences, values, and goals.
AE Level 1, 3
107 Identify the knowledge, skills, dispositions, and abilities necessary to
succeed within the education profession. AE Level 1, 2, 3

 200 Planning and Preparation

201 Explore the connections of content knowledge and pedagogy. AE Level 1
202 Demonstrate knowing and valuing students as part of the planning process. AE Level 1
203 Prepare instructional outcomes. AE Level 1
204 Identify and use educational resources, including technology, to design and
deliver instruction. AE Level 1
205 Plan clear and thoughtful instruction aligned to standards. AE Level 1

 206 Design and analyze assessments and identify how to incorporate results
into the instructional planning process. AE Level 1, 2, 3
207 Identify the several types of assessments. AE Level 1, 2, 3
208 Design culturally relevant learning that brings real-world experiences into
educational spaces/the classroom. AE Level 1, 2, 3
209 Identify modifications and accommodations to meet the needs of all
students. AE Level 1, 2, 3

300 Learning Environment and Classroom Management

302 Identify and practice strategies to cultivate safe, respectful, and affirming
environments and a sense of belonging for all students. AE Level 1, 3
303 Identify and practice strategies for fostering a culture for learning. AE Level 1, 2, 3
304 Identify and practice strategies for supporting positive student behavior. AE Level 1, 2, 3
305 Identify and practice strategies for organizing physical and digital spaces for
learning.  AE Level 1, 2, 3
306 Provide all learners with equitable and differentiated opportunities to learn
and succeed.  AE Level 1, 2, 3

400 Human Growth and Development

 401 Identify a learner’s cognitive, physical, emotional, and social developmental stages (Pre-K-12).
AE Level 1
402 Identify strategies for designing learning environments based on learner’s developmental stages.
AE Level 1, 2, 3
403 Identify strategies for designing and delivering instruction based on learner’s developmental stages. AE Level 1, 2, 3

404 Discuss how social issues, social/emotional learning theories, and growth mindset affect learning. AE Level 1, 2, 3
405 Promote asset-based perspectives about differences. AE Level 1, 2, 3

 500 Clinical Experience (Observation and Participation)

 501 Observe a variety of classrooms and reflect upon learning environments, classroom management, and safety. AE Level 2, 3
502 Participate in an elementary, middle, high school, career and technical center, or cross-grade instructional program. AE Level 1, 2, 3
503 Meet with mentor teacher and plan for active participation in the classroom.
AE Level 2, 3
504 Maintain a log of time and activities in clinical experiences. AE Level 1, 2, 3
505 Design and deliver instruction that takes into consideration the diverse needs of all learners.
AE Level 1, 2, 3
506 Seek out opportunities to both self-reflect and receive feedback from others to adjust future practice. AE Level 2, 3
507 Assess lesson plan effectiveness. AE Level 1, 2, 3
508 Observe and evaluate students’ performance and development. AE Level 1, 2, 3
509 Observe a variety of classrooms and reflect upon instructional practice. AE Level 2, 3
510 Establish high expectations for each learner and treat them as capable and deserving of achieving success. AE Level 1, 2, 3
511 Analyze the effectiveness of school policies on student safety and well-being. AE Level 1, 2, 3

 600 Culturally Relevant and Sustaining Education and Inclusion

 601 Research students’ rights in the public education setting (e.g., IDEA, Title IX, ESSA, FERPA).
AE Level 1, 2
602 Describe ways educators can support students identified as needing special services (e.g., emerging multilinguals, special education). AE Level 1, 2, 3
603 Identify, deepen understanding of, and take steps to address bias in the system. AE Level 1, 2, 3
604 Communicate in linguistically and culturally relevant ways that demonstrate respect for learners, educators, educational leaders, and families. AE Level 1, 2, 3
605 Educate oneself about microaggressions and their impact on diverse learners, educators, and families. AE Level 1, 2, 3
606 Research culturally relevant and sustaining practices in the design of an instructional activity or lesson. AE Level 1, 2, 3

 700 Professionalism, Ethics and Reflective Practice

 701 Analyze school, district, and program rules, regulations, and policies in all applicable education settings. AE Level 1, 2, 3
702 Determine and employ the professional demeanor and social-emotional competencies needed to maintain professionalism. AE Level 1, 2, 3
703 Identify and adhere to the professional ethics, competencies, and code of conduct practice for educators as established by the Pennsylvania Department of Education under Chapter 49, as well as other legal requirements (e.g., FERPA, mandated reporting). AE Level 1, 2, 3
704 Communicate professionally in oral, written, and electronic communication, including maintaining a professional digital footprint. AE Level 1, 2, 3
705 Practice planning, sharing, and working collaboratively to improve instructional skills, student success, and the professional culture and climate of the school. AE Level 1, 2, 3

706 Identify resources for engaging in professional learning, inquiry, and growth. AE Level 1
707 Identify and use resources to support self-care wellness. AE Level 1, 2, 3
708 Reflect upon practice through the lens of culturally relevant and sustaining education, as outlined in the Common Ground framework. AE Level 1, 2, 3
709 Research teachers’ rights. AE Level 1, 2