MarylandTransformsStrategicPlanningEngagementReport - Flipbook - Page 29
STUDENTS
POINTED OUT
THAT THEY SHOULD HAVE THE ABILITY TO CHANGE THEIR PATH IN
HIGH SCHOOL WHEN TAKING CTE COURSES, AND NOT BE FORCED
TO COMMIT TO THE SAME SET OF COURSES
Many students explained that they do not know what they want and that they need an opportunity to
explore multiple avenues and “make mistakes.” Some students felt that exposure to a wide number of
extracurriculars and “niche” classes in middle school would help them balance their interests. One idea
that was suggested was pairing students with mentors. Students also recognized the importance of
collaboration between counties, schools, and local businesses to help guide their apprenticeship programs.
FAMILIES
DISCUSSED
THE IMPORTANCE OF TEACHER TRAINING, SUPPORT, AND
INCENTIVES FOR RETAINING HIGH-QUALITY TEACHERS
Participants noted that addressing this need would include allowing early career teachers to have a longer
induction period, assigning a mentor, providing continuing education classes, having a support system for
how to navigate issues, and having a clear career ladder with incentives to recruit and retain high-quality
teachers particularly in historically underserved communities and schools. Participants advocated for
engaging and including diverse families more intentionally. Additionally, families expressed that a more
KEY
TAKEAWAYS
diverse workforce representative of the student population is needed to accelerate student learning.
EDUCATORS
ADDRESSED
THE CHALLENGES THAT MAY ARISE AS WE PREPARE FOR A
DIVERSE AND QUALITY WORKFORCE SUCH AS BARRIERS TO
ENTRY AND DISINTEREST IN THE PROFESSION
Several participants thought that while increased salary is a component in drawing in and retaining highquality educators, there are other structural challenges that make a career in teaching less attractive.
Teachers are experiencing burn out, absences are high, there are not enough substitute teachers to fill in,
and more is being added to their plate rather than being removed. Participants reiterated that support and
mentorship are essential for new teachers, and identified traditional and rigid requirements for certification
as a potential barrier that limits the teacher pipeline.
“
Teachers are burnt out. We are going to hit a national crisis if something isn’t done… I’m one of those
people that was born a teacher, never joked about doing anything else. Being an educator, I love what I
do, but we’re tired.”
TOP PRIORITY
PRIORITIES
& ENABLERS
BY RANK
for students and
business leaders
All Maryland students graduate from high school college and career ready, and with an
individualized plan to succeed in college, career, and life.
Maryland is elevating the stature of the teaching profession by:
TOP ENABLER
for families and
educators
■
■
■
intentionally working to attract, recruit, and retain a highly qualified and diverse workforce;
setting rigorous standards for educator preparation programs and induction; and
implementing a career ladder system focused on development and growth opportunities for
all educators.
MARYLAND TRANSFORMS - ENGAGEMENT REPORT
29
