OSEP Leadership OSEP Leadership Mega Mega

ConferenceConferenceAugust 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 RecruitSpecial Educators

1. MAAPP2. New Program Development3. PRAXIS Training4. IHE Performance Assessments5. Online Courses in Special Education6. Supersite Online Certification Decision-Making

MAAPPMaryland 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 ProgramsPart 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 Activities2. Stages of Professional Development3. New Teacher Mentoring (Mentoring Institute)4. IHE Information Sharing Sessions5. IHE Tutorial Programs6. 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 FeaturesHelps 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 - 2010-04-19 - 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 ProgramsAs 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 GrantsSeveral Maryland Colleges and Universities have decided to teach undergraduate courses using a co-teaching model. In this manner, they can model co-teaching 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 EducationDivision of Special Education/Early

Intervention Servicesin 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 HeathAssistant State SuperintendentMaryland State Department of EducationDivision 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