Transcript Maryland`s Presentation

OSEP Leadership
Mega Conference
August 4, 2010
Recruiting and Retaining
Personnel from Cradle to
Career
Maryland State Department of
Education
Division of Special Education/Early
Intervention Services
Ms. Kalisha Miller, Section Chief,
Student Achievement and Professional
Development
Branch
and
Mr. James Hargest, Part B Consultant,
Maryland Colleges and Universities
Session Outcomes:
• Develop awareness of innovative strategies
to attract and recruit people for careers in
special education, early intervention
services, and related services as a first or
second career.
• Learn how states are partnering with IHEs
and LEAs to improve retention of special
education teachers and related service
providers
• Identify barriers and challenges to
retaining effective personnel
OUTCOME 1
Develop awareness of
innovative strategies to
attract and recruit
people for careers in
special education, early
intervention services, and
related services as a
first or second career.
OUTCOME 1
Six (6) MSDE Initiatives to
Attract and Recruit
Special Educators
1. MAAPP
2. New Program Development
3. PRAXIS Training
4. IHE Performance Assessments
5. Online Courses
in Special Education
6. Supersite Online Certification
Decision-Making
MAAPP
Maryland Approved Alternative Preparation Program
Supported by MSIG I –III (Part D)
Supported by the Maryland State Improvement Grant
By 2012 MAAPP program will have provided over 600
dual certified special educators.
New Special Education IHE Program
Development Through Part B Grants
•
•
•
•
•
•
Towson University ES Program (Dual Certification;
Elementary and Special Education)
Towson University Early Childhood (Dual Certification;
Early Childhood and Special Education)
Hood College Dual Certification; Elementary and Special
Education
Mt. St. Mary’s College; Dual Certification; Elementary and
Special Education
Frostburg State University ; Dual Certification - Secondary
Education and Special Education
Towson University Autism Graduate
Program
Praxis Training Programs
Part B Through Maryland IHEs
Through Part B Discretionary funds,
several IHEs have developed and
implemented PRAXIS training programs;
•Towson University
•Towson University – Shady Grove
•Hood College
•College of Notre Dame of MD
•Bowie State University
•Goucher College
IHE Performance Assessments
Performance Assessments: A Resource for Special Education Teacher
Educators in Maryland (Sept. 2003)
http://perfstds.msde.state.md.us/Downloads/PDF/PerfAssessments.pdf
Performance Assessments: A Resource for Elementary General
Education Teacher Educators in Maryland (2010)
Performance Assessments: A Resource for Secondary General
Education Teacher Educators in Maryland (2010)
ONLINE SPECIAL EDUCATION COURSES
(MSDE in Cooperation with Goucher College)
•Foundations of Special Education
•Assessment in Special Education I
•Assessment in Special Education II
•Instructional Strategies – Mild to Moderate
•Instructional Strategies – Severe to Profound
•Co-Teaching Strategies for All Teachers
MARYLAND LEARNING
LINKS
ONLINE CERTIFICATION
DECISION-MAKING
OUTCOME 2
Learn how states are partnering
with IHEs and LEAs to improve
retention of special education
teachers and related service
providers
OUTCOME 2
Six (6) MSDE/IHE Initiatives to
Retain Special Educators
1. Joint Professional Development
Activities
2. Stages of Professional
Development
3. New Teacher Mentoring
(Mentoring Institute)
4. IHE Information Sharing
Sessions
5. IHE Tutorial Programs
6. IHE Co-Teaching Opportunities
PARTNERSHIPS WITH MARYLAND
INSTITUTIONS OF HIGHER EDUCATION
IHEs are invited to State sponsored professional
development activities:
2009-2010 examples
•Co-Teaching Network Training
•Differentiation of Instruction
Conference
•Statewide Leadership Conference
•Statewide Conference on UDL
•IDEA Implementation Update Workshops
•Functional Behavioral Assessment and
Behavioral Intervention Plan Workshop
The Stages of Professional Development: A Resource for All
Teachers Responsible for the Achievement of Students with
Disabilities (2010)
Purpose and Features
Helps teachers determine which stage best describes
their level of professional development in meeting the
needs of students with disabilities
Based on Interstate New Teacher Assessment and
Support Consortium (INTASC) and Council for
Exceptional Children (CEC) Standards
Spans a career
Not meant to be evaluative, but to be used
for teacher self-reflection.
Career Professional Development Cycle Using
Stages of Professional Development
• Teachers self assess their progress toward
standards-based competencies
• Teachers analyze results and identify
standards and indicators to determine a focus
for professional development planning
• Teachers monitor their own progress and
update their Professional Development Plan
The Stages of Professional Development: A Resource
for All Teachers Responsible for the Achievement
of Students with Disabilities
Available on the MSDE website:
www.marylandpublicschools.org/.../23702/stages_of_professional_development.pdf - 201004-19 - Text Version
NEW SPECIAL EDUCATOR
MENTORING
•MSDE conducts a Mentoring Institute to
train mentors working with new special
educators
•IHEs conduct new teacher mentoring
programs through Part B funds
IHEs Conducting Mentoring
Programs Include:
•
•
•
•
Towson University
Bowie State University
Goucher College
Unversity of Maryland Eastern Shore
IHE INFORMATION SHARING SESSIONS
• The 14 IHEs with graduate and undergraduate special
education programs are invited to MSDE/MSIG III
sponsored meetings. Four meetings are held a year
• Topics including MSDE, DSE/EIS initiatives, certification
changes, and innovative programs among IHEs.
IHE Tutorial Programs
As part of the undergraduate and graduate
programs several colleges and universities
have developed tutorial programs that
support improved SWD performance on
statewide testing as part of the IHE
instructional program with Part B
discretionary funds.
• Frostburg State University
• Coppin State University
Co-Teaching IHE Grants
Several Maryland Colleges and Universities have
decided to teach undergraduate courses using a coteaching model. In this manner, they can model coteaching options to pre-service teachers. Part B
discretionary funds have been utilized to support
this activity.
•University of Maryland – Eastern Shore
•Towson University
•Hood College
OUTCOME 3
Identify barriers and
challenges to retaining
effective personnel
BARRIERS AND CHALLENGES
•Recruiting, training, and retaining highly qualified dual certified
educators
•Lack of sufficient supports for induction and mentoring programs
at the local School district level
•Ensuring access to the general education curriculum
•Attaining AMO targets in high need schools
•Serving preschool children in settings with typical peers
•Obtaining qualified dually certified secondary content educators
for rural and urban areas
MARYLAND LEARNING
LINKS
(2012)
Maryland State Department of Education
Division of Special Education/Early
Intervention Services
in cooperation with
Johns Hopkins University/ Center for
Technology in Education
Funded by the Maryland State
Improvement Grant III
The Newest Gateway to Special Education Resources and Information for Educators and Families in Maryland
An Introduction Presented By:
Dr. Carol Ann Heath
Assistant State Superintendent
Maryland State Department of Education
Division of Special Education/Early Intervention Services
The presentation was produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services, April 2010.
Maryland State Department of
Education
Division of Special Education/
Early Intervention Services
Dr Carol Ann Heath,
Assistant State Superintendent
Ms. Sharon A. West, Branch Chief,
Student Achievement and Professional
Development