Wrapping Up the FY25 Legislative Session: What’s Changing at OEQA and What Comes Next
The 2025 legislative session brought several key changes that will directly impact how Oklahoma prepares, certifies, and supports teachers. These changes are designed to expand the teacher pipeline, improve reading outcomes, and support schools in creating strong learning environments—aligning with Oklahoma’s broader efforts to improve academic achievement and get a better return on taxpayer investment in education.
Here’s a look at what’s changing and what we’ll be focused on in the months ahead.
A Shift from Unpaid Internships to Paid, Job-Embedded Experience
Under a new law, educator preparation programs now have the flexibility to meet student teaching requirements in one of two ways: through the traditional unpaid internship, or through a paid, job-embedded apprenticeship.
This shift removes a longstanding barrier for many aspiring teachers and makes it easier for paraprofessionals and working adults already serving in schools to earn certification. We’re already reviewing applications from preparation programs that want to offer new models, and we’re excited to support innovation that maintains rigor while creating more accessible, real-world training opportunities.
Launching TeachForwardOK
TeachForwardOK is a two-year pilot program designed to help educator preparation programs reimagine how they recruit and prepare teachers. OEQA will offer technical assistance and grant funding to support promising strategies, especially those focused on growing the teacher workforce through nontraditional routes.
Programs selected for the pilot will receive support to develop and implement improvements aligned to workforce needs. One program will be awarded a $500,000 implementation grant. We will oversee the application and evaluation process and submit a report to state leaders by the end of 2027.
Cellphone-Free Schools Grant Program
Starting with the 2025–26 school year, OEQA will administer a $500,000 grant program to support districts that implement cellphone-free learning environments. Districts that adopt a three-year policy to limit cellphone use during the school day will be eligible to apply for funding to purchase secure storage solutions.
Applications will be reviewed on a first-come, first-served basis.
Stronger Expectations for Reading Instruction
Several new laws aim to ensure all Oklahoma students receive strong, evidence-based reading instruction. Starting July 1, 2025, all teacher candidates in early childhood, elementary, and special education, regardless of certification route, must pass a comprehensive reading instruction assessment aligned to the science of reading. The Commission for Educational Quality and Accountability (CEQA) has approved the Foundations of Reading Exam as an approved examination to fulfill this requirement. In addition, the Oklahoma Reading Test, will remain an accepted option until June 30, 2026.
In addition, certified teachers who complete advanced training through the CALT or CERI programs will be eligible for a new micro-credential. This will authorize them to screen and support students with dyslexia. OEQA is currently working on the rules to implement this credential and will share updates in the coming months.
Updates to the National Board Program
Changes to the Education Leadership Oklahoma (ELO) program will go into effect in November. Teachers pursuing National Board certification will now be eligible for $450 per component, up from $325. While the $500 materials stipend will be discontinued, our partnership with the Stanford National Board Resource Center will provide all candidates with free access to digital resources, eliminating the need to purchase materials.
In addition, NBCT candidates can now receive support for up to three years through the partnership with Stanford National Board Resource Center. CEQA will continue to oversee the program and will implement these updates in time for the 2025–26 school year.
Next Steps
Together, these changes reflect a shift toward smarter, more flexible approaches to teacher preparation and professional development. They support local innovation, remove unnecessary barriers, and place greater emphasis on outcomes that matter—particularly early literacy, which is critical to long-term student success.
Over the next several months, OEQA will focus on implementation. That includes rulemaking, developing new processes, and coordinating with educator preparation programs, school districts, and other partners.
If you have questions about any of these changes or are part of a program looking to adapt, contact us at info@oeqa.ok.gov. We’ll continue to share resources and updates as the work progresses.
