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Divisions
Divisions > Academic Policy & Innovation > Programs > Governor's P-20
Highlights
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- The Principals' Task Force Report (2008-2009): Principals' Task Force is in operation and is scheduled to report the Leadership Council at the end of the school year. For more information, go to the following website: Principals' Task Force website.
- Teacher Shortage Task Force (2007-2008): Probably the number one issue facing PreK-12 is the shortage of qualified teachers in our state. This problem is two-pronged: a) an inadequate supply of teachers coming from Maryland's teacher preparation institutions; and b) the retention of current teachers. On the teacher preparation issue, Maryland's colleges of education are on average producing approximately 1,500 teachers a year who begin their teaching career in Maryland, while Maryland schools need between 7,000 and 8,000 teachers a year. On the retention issue Maryland is losing far too many prospective and current teachers to other fields for a variety of reasons, not the least of which are salary and working conditions. There are other reasons as well that are being addressed. The Leadership Council created the Teacher Shortage Task Force to meet this school year and return with recommendations to solve this urgent need. The Maryland Teacher Shortage Task Force Report with its recommendations was presented to the Governor's P-20 Leadership Council on June 10, 2008.
- English Alignment Committee Report (2007-2008)
was presented to the Governor's P-20 Leadership Council on June 10, 2008. The English Alignment Committee reviewed the revised Voluntary State Curriculum (VSC) for English Language, grades 9-12, as a part of Maryland's participation in Achieve's American Diploma Project (ADP) and other documents to determine the degree of alignment between those documents and writing expectations for the first credit-bearing composition course in college. Overall, there was excellent alignment between the proposed English VSC and college entrance requirements. The committee suggested modest revisions to the draft VSC. The committee also made six recommendations in its report to help improve P-20 articulation.
- English Composition Task Force Report (2006-2007) In 2006, the PreK-16 Leadership Council established the English Composition Task Force with the charge of providing recommendations that will assist in aligning the teaching of English composition so that students who exit high school are prepared for the rigor of the first credit-bearing composition course in college. The task force, consisting of a statewide stakeholder group from the PreK-16 community, studied standards for English composition in PreK-12; reviewed the first college credit-bearing English courses at Maryland's Institutions of Higher Education; and developed a report. The report includes seven significant, interrelated recommendations, research-based strategies for each recommendation, and an action plan. In June 2007, the PreK-16 Leadership Council approved the report unanimously, and the report will be presented to the boards of the PreK-16 Partnership in the fall of 2007.
- In December 2006, the statewide Task Force on the Education of Maryland’s African-American Males released the Task Force on the Education of African-American Males Report. The report contains eighteen wide-ranging recommendations from six general categories, with three specific recommendations in each category. Each recommendation named a responsible party or parties. The report was presented to and approved by the Maryland State Board of Education, the University System of Maryland Board of Regents, and the Maryland Higher Education Commission. In March 2007, the PreK-16 Leadership Council approved the report, and the discussion focused on the need to take action. After the PreK-16 Workgroup developed a draft, preliminary action plan for the recommendations in the report, the Leadership Council charged the Workgroup to form the Ad Hoc Committee on the Education of African-American Males during the 2007-2008 academic year and report to the Leadership Council by written update. The charge stipulated that the committee must complete the action plan, identify the resources needed, suggest a timeline, include indicators of success, and identify obstacles that need to be surmounted or additional parties that need to be engaged to implement the recommendations. Also, the ad hoc committee should identify steps taken and progress made since the report was released, and this committee should call upon the agencies named as responsible parties to identify appropriate information needed to complete a meaningful action plan. The Action Plan for the Report of the Task Force on the Education of Maryland's African-American Males was presented to the Governor's P-20 Leadership Council on June 10, 2008.
- Special Education Ad Hoc Report (2006) The Ad Hoc Committee on Special Education for the PreK-16 Workgroup was established to develop strategies for enhancing the preparation of special educators to ensure they meet "highly qualified teacher" requirements of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). Additionally, the committee addressed the preparation of general education teachers who collaborate with special educators and provide access to curriculum and instruction for students with disabilities in general education settings. The final report was presented to the PreK-16 Leadership Council in September 2006. An action plan with prioritized recommendations, a timeline, and assigned responsibilities was brought back to the Leadership Council in December 2006. The co-chairs will prepare an update on the progress of the implementation of the action plan for the June 2008 meeting.
- Professional Development Schools: In 2006, the Maryland General Assembly allocated two million dollars to enhance, but not supplant, existing funding for Professional Development Schools (PDS). That allocation was reduced to $1,000,000 in FY 08 and then subsequently reduced again to $500,000 and then totally cut to $0 at the last round of budget of cuts. The allocation to support PDS activities in FY 2007 would have assured a base level of staffing and resources for PDS throughout the State to offer the quality of teacher education anticipated in the Redesign of Teacher Education in Maryland. The PDS program improves the quality of teacher preparation by providing practical clinical experiences (one-year internships) to teacher candidates and professional development to existing teachers. Development of a Professional Development Schools Implementation Manual (2002). A PreK-16 committee composed of deans of education and school district superintendents developed this manual in response to the U.S. Title II Accountability and NCATE reporting processes. It could help link schools of education with high-need schools by providing guidelines on how to establish reciprocal relationships with high-need schools and teacher preparation programs.
- Early College Access (2006): The PreK-16 Partnership has been working on dual enrollment and early college access issues. During 2007, the Early College Access Committee submitted the Early College Access Report to the PreK-16 Leadership Council with recommendations for enhancing and increasing students' opportunities to be able to earn college credits while these students are attending high school subsequently a letter was sent.
- 2006 Status Report of the K-16 Workgroup
This document, Status Report: Report of the K-16 Workgroup, provides an update on the work outlined in the June 9, 2004 Report of the Maryland K-16 Workgroup. The Report of the K-16 Workgroup, developed in academic year 2003-04 by the Maryland K-16 Workgroup at the direction of the Maryland K-16 Leadership Council, addresses the State of Maryland ’s critical issues facing the K-16 Partnership.
- In June 2005, the Leadership Council charged the Ad Hoc Committee on Library Information Literacy and Ethical Use (ILEU) to share and to develop with the K-12 and higher education communities the promising practices on issues of library information literacy, academic integrity, and ethical use. In conducting its work, the committee decided that these issues reached across all disciplines, so the committee dropped the word library from its title and added the words academic integrity to its title. The committee produced a report in June 2007 that included an action plan. The committee made three major recommendations in the Preparing Maryland for Information Literacy, Ethical Use and Academic Integrity Report and Executive Summary. First, the ILEU committee will be enhanced by making its members representative of the entire P-20. Second, the USM C3 (Cyberethics, Cybersafety, and Cybersecurity) Institute will produce a P-20 baseline study that would (1) document instances of academic dishonesty and ethical use violations in Maryland PreK-12 school systems and institutions of higher education; (2) examine how the cases are reported and managed; (3) review existing Acceptable Use Policies, Student Code of Conduct and other documentation; and (4) document Honor Codes and other policies and practices currently in place. Third, the ILEU committee should seek funds to implement the report’s action plan. In June 2007, the P-20 Leadership Council approved the report unanimously and endorsed presenting it to the constituencies’ three boards. The newly represented ad hoc committee will continue to work on these recommendations and give the Leadership Council updates on its progress.
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Report of the K-16 Workgroup (2004) (Response to No Child Left Behind). In 2002, the PreK-16 Leadership Council directed the Workgroup to address critical issues facing the PreK-16 Partnership as a result of the passage of No Child Left Behind. The workgroup divided its work into three major committees: Highly Qualified Teacher Committee, Highly Qualified Administrator Committee, and Standards and Curriculum Alignment Committee. This report of the Workgroup includes this executive summary as well as a summary of the work of each committee accompanied by an action plan with goals and strategies. For the purposes of providing focus for the Council, each summary identifies the most important goals and strategies. The report is a result of two years work by many representatives from every segment.
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Associate of Arts in Teaching (AAT), 2004 On November 15, 2002, the Maryland Partnership for Teaching and Learning PreK-16 Leadership Council established a Secondary Education Oversight Council and charged the council with developing a new two-year Associate of Arts of Teaching degree. Building on the Elementary Education AAT, the Oversight Council met regularly from November 2002 through May 2004 to develop new AAT community college degrees that would transfer seamlessly to the four-year colleges and universities in Maryland. The formal charge to the disciplinary committees and the agreed-upon outcomes for the five degree programs have become a model that has been disseminated around the country. Outcomes have been developed for the following disciplines: chemistry, mathematics, physics, Spanish, early childhood, and in overall secondary education. The AAT Oversight Council now meets independently and continues to help review and monitor the growing number of secondary education AAT options available.
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Mathematics Bridge Goals (2004): The PreK-16 Partnership has been instrumental over the past decade in collaborating with PreK-12 and higher education mathematics representatives to develop the Mathematics Bridge Goals. The Bridge Goals defined the mathematics beyond the Mathematics Core Learning Goals needed by students to be prepared for the first credit-bearing college mathematics course. Currently, the Mathematics Bridge Goals were used to align with the American Diploma Project and the National Algebra II Test, and they are now included in the Maryland Voluntary State Algebra II Curriculum.
- Miles to Go and The Road Taken (1999). The USM, in collaboration with the Southern Education Foundation (SEF), prepared a state report, Miles to Go Maryland, which detailed, for the first time, the status of African-American students in public higher education in Maryland. The results of that report led to subsequent action agenda, The Road Taken, with recommendations in the areas of college readiness, teacher preparation, and financial aid. That action agenda became the strategic plan for the Governor's Task Force to Study College Readiness for Disadvantaged and Capable Students.
- Remedial Education Report (1998)
Among the first reports developed for the PreK-16 Partnership Workgroup and Leadership Council was a report on remedial education in Maryland two-year, and four-year colleges.The committee compiled information on research (both national and Maryland-specific) that summarized data on remediation rates, types of testing used to determine college readiness, and data on the effectiveness of remediation for students entering with skill deficits. In addition the report conducted state-wide focus groups of students to hear their voices and to generate new approaches that may be effective in producing increased levels of college readiness. The report concludes with a set of 17 recommendations directed to higher education, the business community, and the K-12 community.
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| James V. Foran, Assistant State Superintendent |
| Maryland State Department of Education |
| 200 West Baltimore Street |
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| Email: |
jforan@msde.state.md.us |
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