OSEP Leadership Mega Conference. August 4, 2010 Recruiting and Retaining Personnel from Cradle to Career.
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August 4, 2010
Recruiting and Retaining Personnel from Cradle to Career
Maryland State Department of EducationDivision of Special Education/Early Intervention ServicesMs. Kalisha Miller, Section Chief, Student Achievement and Professional DevelopmentBranch andMr. James Hargest, Part B Consultant, Maryland Colleges and Universities
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 1Develop 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 1Six (6) MSDE Initiatives to Attract and RecruitSpecial Educators1. MAAPP2. New Program Development3. PRAXIS Training4. IHE Performance Assessments5. Online Courses in Special Education6. Supersite Online Certification Decision-Making
Supported by the Maryland State Improvement Grant
By 2012 MAAPP program will have provided over 600 dual certified special educators.
Elementary and Special Education)
Through Part B Discretionary funds, several IHEs have developed and implemented PRAXIS training programs;
Towson University – Shady Grove
College of Notre Dame of MD
Bowie State University
Performance Assessments: A Resource for Special Education Teacher Educators in Maryland (Sept. 2003)
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)
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
ONLINE CERTIFICATION DECISION-MAKING
OUTCOME 2 GrantsLearn how states are partnering with IHEs and LEAs to improve retention of special education teachers and related service providers
OUTCOME 2 GrantsSix (6) MSDE/IHE Initiatives to Retain Special Educators1. 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
IHEs are invited to State sponsored professional development activities:
Co-Teaching Network Training
Differentiation of Instruction
Statewide Leadership Conference
Statewide Conference on UDL
IDEA Implementation Update Workshops
Functional Behavioral Assessment and
Behavioral Intervention Plan Workshop
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.
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
Available on the MSDE website:
www.marylandpublicschools.org/.../23702/stages_of_professional_development.pdf - 2010-04-19 - Text Version
MSDE conducts a Mentoring Institute to train mentors working with new special educators
IHEs conduct new teacher mentoring programs through Part B funds
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
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
BARRIERS AND CHALLENGES Grants
MARYLAND LEARNING LINKS Grants(2012)Maryland State Department of EducationDivision of Special Education/Early Intervention Servicesin cooperation withJohns Hopkins University/ Center for Technology in EducationFunded by the Maryland State Improvement Grant III
The GrantsNewestGateway 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 GrantsDivision of Special Education/Early Intervention ServicesDr Carol Ann Heath, Assistant State SuperintendentMs. Sharon A. West, Branch Chief, Student Achievement and Professional Development