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Government Policy Agenda 2025-26

What is the Government Policy Agenda?

PSEA’s Government Policy Agenda (GPA) is a governing document that delineates the organization’s public policy positions.

The GPA is reviewed, revised, and approved on a biennial basis by PSEA’s members. It provides PSEA’s Government Relations teams with direction on legislative positions and recommendations for public policy changes.

How is the Government Policy Agenda Developed?

In the spring of every odd-numbered year, the PSEA Legislative Committee creates a subcommittee to review and discuss revisions to the GPA. The subcommittee is comprised of volunteers from the Legislative Committee.

During an in-person weekend meeting, the subcommittee discusses and directs edits to the GPA. Revisions are submitted in advance by various departments, including PSEA-Retired, Healthcare PSEA, the Department of Pupil Services, and the Department of Career and Technical Schools.

The staff consultant for the Legislative Committee tracks and collects proposed changes. If questions have been raised about specific issues by members over the previous two years, or if recent New Business Items that have been approved by the PSEA House of Delegates should be reflected in the GPA, the subcommittee strives to ensure that those items are reflected in any proposed revisions to the GPA.

The proposed revisions are provided to the Legislative Committee in advance of its September meeting and then presented to the Legislative Committee at that meeting in the odd-numbered year. The Legislative Committee discusses them and makes further revisions as necessary. Finally, the Legislative Committee votes to recommend the GPA for review by the PSEA Board of Directors.

The revised GPA is presented by the Board Liaison to the Legislative Committee at the next Board of Directors meeting. This usually occurs in October, but it is possible for this to occur in September. Board members are then able to take the next several weeks to review the GPA in more detail, ask the Legislative Committee Chair and staff consultant questions, and solicit feedback from their own networks.

At the following Board of Directors meeting, the GPA is given a second reading. Board members may make additional changes to the GPA during the meeting. After discussion concludes, the Board of Directors votes to send the revised GPA for consideration at the PSEA House of Delegates.

The revised GPA is presented to the House of Delegates as a New Business Item. Copies of the revised GPA are made available physically at the registration table, as well as electronically on www.psea.org and the House of Delegates app. Delegates have the opportunity to recommend additional changes and/or move to approve the revised GPA for the following legislative session.

Once approved by the House of Delegates, PSEA prints the GPA and makes it available to PSEA members.

Inside the Government Policy Agenda 2025-26

PSEA advocates for our more than 178,000 members through collective action. PSEA members know that policy decisions made at the federal, state, and local level have a direct impact on their ability to serve the public – either through delivering a quality education to over 2.63 million K-12 and higher education students in Pennsylvania or delivering quality health care services to Pennsylvania patients.

PSEA’s legislative priorities direct the energies of the organization to the targets listed below for the 2025-26 legislative session.

PSEA’s legislative priorities for 2025-26 are:

Protect PSEA members’ employment rights:

  • collective bargaining;
  • compensation and working conditions, particularly a safe working environment; and
  • employee benefits, including health care and

Protect retirement security for retired, current, and future public school employees by maintaining the defined benefit pension system in Pennsylvania

Advocate for quality public education:

  • Increase the state share of funding for public schools by raising broad-based state taxes and distribute those funds in a more equitable, predictable, and accountable manner;
  • Support research-based, proven instructional and intervention programs that improve student achievement;
  • Strengthen and improve teaching and learning conditions in public schools;
  • Reduce reliance on standardized testing and provides for fair accountability with interventions tailored to the individual needs of struggling schools; and
  • Defeat “reforms” that are not research-based nor proven to improve learning in the classroom, including any form of school vouchers.

Advocate for statewide and regional strategies to address the educator shortage:

  • Rebuild the educator pipeline by advancing strategies to attract the next generation of certified educators and paraprofessionals to the field;
  • Evaluate the ongoing substitute teacher shortage and determine if statutory provisions should be extended or additional relief is needed;
  • Address the barriers that prevent people from entering the public education field;
  • Advance strategies to ensure all students have access to certified school mental health professionals and certified school nurses in every school building; and
  • Ensure public school entities are focused on retaining certified educators and paraprofessionals for the long-term.

Policy Subcommittee

Michael Cherinka, Chair
Charlie Bigelow, Vice-Chair
Kevin Deely, Board Liaison
Mylinda Fowler
Corey Gochenaur
Joyce Gombeda
Dana Hernandez
Marina Lagattuta
Ann Monaghan
Richard Schmidt
Julia Szarko
Kelli Thompson, Staff Consultant
Veronica Biegen, Associate