MarylandTransformsStrategicPlanningEngagementReport - Flipbook - Page 34
EMERGING
PRIORITIES & ENABLERS
Listening session participants represented a vast array of community organizations and their comments touched on several
Strategic Plan priorities and enablers. As the Maryland State Board of Education and the Maryland State Department of
Education moved through each phase of strategic planning, engagement with stakeholders continued to ensure that the
goals, flagship programs, initiatives, and strategies selected to achieve these priorities remain closely attuned to the needs,
expectations, and hopes of Maryland’s diverse communities.
PARTICIPANTS
WELCOMED
THE RESOURCES MADE AVAILABLE BY THE BLUEPRINT FOR
BROADENING THE AVAILABILITY AND EXPANDING ACCESS TO
PRE-K AND EARLY CHILDHOOD PROGRAMS
Participants also spoke positively about the Blueprint’s emphasis on promoting quality through the
Maryland Excels quality rating system, which institutes a bonus for providers if they achieve and
maintain quality standards. At the same time, participants spoke about potential challenges that
may delay Pre-K expansion, particularly with regards to finding qualified teachers. Some expressed
frustration with the existing credential review process and the time it takes, while others feared that new
requirements for early childhood education teachers could exacerbate the existing staffing shortages.
CONCERNS WITH
EXTENDED BEYOND THE WORLD OF PRE-K AND EARLY
SHORTAGES
CHILDHOOD PROGRAMS
To address these concerns, participants shared proposals and strategies already underway to recruit,
prepare, train, and retain highly qualified and diverse teachers and leaders. Participants proposed
subsidizing training for all teachers who service English learners, funding professional development
in special education for all general education teachers, and expanding “grow your own” programs as a
strategy for getting students of diverse backgrounds into the teacher workforce.
PARTICIPANTS
SHARED
THE IMPORTANCE OF ENSURING THAT ALL TEACHERS
DEVELOP CULTURAL COMPETENCE
This expectation came up prominently when participants were asked what they would do if they had
KEY
TAKEAWAYS
a million dollars to invest in their school communities. As it was explained, the money could be spent
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on funding to provide professional development for teachers to better understand the lives of their
students and the way this impacts teaching and learning.
“
…Our students are going to feel more comfortable if there are people that look
like them in the school; we are using the ‘grow your own,’ but it will be 7-10 years
before we see the fruits of our labor... we are looking at our young teachers now
to see who has leadership qualities and how we can build upon this.”
MARYLAND TRANSFORMS - ENGAGEMENT REPORT
