Presentation on theme: "OSEP Leadership Mega Conference August 4, 2010 Recruiting and Retaining Personnel from Cradle to Career."— Presentation transcript:
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
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 - 2010- 04-19 - Text VersionText 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 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 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