Professional Development Schools Report 2004
Nancy S. Grasmick
State Superintendent of Schools
200 West Baltimore Street • Baltimore, MD 21201 • 410-767-0100 • 410-333-6442 TTY/TDD
To: Deans and Directors of Teacher Education
From: Dr. Virginia H. Pilato, Director of Certification and Accreditation
Date: March 18, 2004
1. Subject: Professional Development Schools Questionnaire
Due May 3, 2004
As you are aware, the Maryland State Department of Education (MSDE) and the Maryland Higher Education Commission (MHEC) are collaborating to produce two reports concerning teacher education in the State of Maryland. MHEC will spearhead the Teacher Education Capacity Study, and MSDE will take the lead to produce the Professional Development Schools Questionnaire (PDSQ). The State Teacher Education Council (STEC), comprised of stakeholders in teacher education across the State, has served as the advisory body to MSDE on the Higher Education Act Title II State grant for the past two years. Since much of the work of the Title II grant had to do with the work of building professional development schools (PDS) in each of your institutions, STEC will continue to serve as an advisory group to this report and to the capacity study.
The need to monitor the work that we do has long been the goal of MSDE. Page 26 of the Maryland Professional Development School Implementation Manual insists that routine evaluation of PDS is necessary statewide for a variety of reasons. That document asks several questions that must be answered in any study. Consequently, six guiding questions closely linked to those mentioned in the manual will help you to answer the current inquiries. They are as follows:
· What do we know about the rate of retention of teachers trained in PDS as opposed to those who were not?
· What do we know about the performance of teachers trained in PDS as opposed to those who were not?
· What educational research is done in PDSs? How do PDSs contribute to the Maryland and/or national bank of educational research??
· What do we know about professional development for inservice teachers provided through PDS partnerships?
· What is the cost of PDS to each institution (and consequently a state average of costs) that did not exist before PDS requirements?
What sources of funding outside base funding do IHEs have to support PDS?
The PDSR will replace the TPIP for this year only. HEA Title II reporting will not be associated with the TPIP this year, and will be collected by Dr. Louise Tanney in the required timeframe.
marylandpublicschools.org
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Professional Development Schools Report 2004
Deans and Directors of Teacher Education
March 18, 2004
Page 2
At a time when a great deal of emphasis is being placed on professional development activities, it is incumbent on all of us as educators to spotlight the many opportunities for such activities afforded to inservice teachers over the past few years through PDS. Please be as explicit and thorough as you can in providing this information.
This document is being distributed by email only this year. Please email the completed document to . Original signatures are required on the document, however, and you will still need to send one completed hard copy to MSDE.
The deadline for submission of the PDSQ is May 3, 2004. This is an important deadline as a preliminary report must be made in June. If you have general questions regarding how to complete the report, please call Ms. Michelle Dunkle (410) 767-0399, Ms. Maggie Madden (410) 767-0564, or the program approval specialist assigned to your institution. Finally, you are always welcome to call me with questions or concerns (410) 767-0390.
Maryland State Department of Education
Professional Development Schools Report
2. Name of Institution University of Maryland Eastern Shore
Contact Person
Name(s): Karen A. Verbeke
Title: Director of Teacher Education
Telephone: 410-651-6220
Fax: 410-651-7962
E-Mail:
Authorizing Officials:
President
Signature Title
Chief Academic Officer
Director of Teacher Education
Signature Title
Dean/Director/Chair of Department of Education
June 11, 2004
Date Submitted
If there are questions concerning this report, please contact Dr. Virginia Pilato (410-767-0390), Ms. Michelle Dunkle (410 767-0399), or Ms. Maggie Madden (410-767-0564).
One email copy and one hard copy with original signatures must be submitted by May 3, 2004 to:
Dr. Virginia H. Pilato
Director of Certification and Accreditation
Maryland State Department of Education
Program Approval and Assessment Branch
200 West Baltimore Street
Baltimore, Maryland 21201-2595
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Professional Development Schools Report 2004
I. Program Entrance Requirements Please list.
Other Undergraduate Requirements / Other Graduate RequirementsFor entry into Professional Education Unit / *2.75 grade point average, including
transfer courses
*passing scores on Praxis I
*passing score on English Proficiency
Examination (EPE) – a UMES test
*minimum of 45 earned semester hours
(specific courses required with a grade of
“C” or better)
*completion of the Application to Teacher
Education (also includes essays and
approval signatures) / *3.0 grade point average, including
transfer credits
*passing scores on Praxis I
*3 professional recommendations
For acceptance into Internship / *2.75 overall grade point average
*2.75 grade point average in the major
*passing scores on Praxis II
*major courses with a “C” or better
*results from recent Tuberculosis test / *3.0 overall grade point average
*3.0 grade point average in the major
*passing scores on Praxis II
*major courses with a “B” or better
*results from recent Tuberculosis test
II. Content Standards Alignment.
· Has your campus engaged in the STEP (Standards-based Teacher Education Project) process? No
· Other methods used to insure P-16 content standards alignment: All content methods courses in the Teacher Education Program have been aligned with Maryland’s Content Standards in project implementation. This is ensured through TaskStream; all teacher education candidates align lesson plans, unit plans, assessment tools, and classroom tasks to the Maryland Content Standards.______
III. / 1999-2000 / 2000-2001 / 2001-2002 / 2002-2003Total PDSs
Please provide information for EACH PDS (single or multi-site) using Attachment A. / 1 / 1 / 3 (all in the same feeder site) / 21 in 4 LEAs
Number of Candidates Placed in PDSs / 9* / 8* / 20* / 33*
Number of Candidates Placed in Traditional (non-PDS) Student Teaching Placements
Please use attachment B to list the schools with which you place students in these settings. Attachment B provides an opportunity to explain the reasons for traditional placement. / 49* / 36* / 64* / 4*
Number of students enrolled in a MAT program, hired by a school system, and for whom you actively provide mentoring/supervision. / 0 / 0 / 0 / 2
Number of students enrolled in a MAT program, hired by a school system, and not mentored or supervised by your program. / 0 / 0 / 0 / 0
Number of PDSs with Overall Self-Assessment at “Standard” (2002-2003 only required) Note that this is baseline data only and is strictly a self assessment. There is no “penalty” attached, either implied or real, in reporting this information. / N/A / N/A / N/A / 0
Number of PDSs with Overall Self-Assessment at “Developing” (2002-2003 only required) Note that this is baseline data only and is strictly a self assessment. There is no “penalty” attached, either implied or real, in reporting this information. / N/A / N/A / N/A / 1
Number of PDSs with Overall Self-Assessment at “Beginning” (2002-2003 only required) Note that this is baseline data only and is strictly a self assessment. There is no “penalty” attached, either implied or real, in reporting this information. / N/A / N/A / N/A / 20
Total Number of Trained Preservice Mentors * / 0 / 0 / 0 / 0
Average Number of Days of PDS Extensive Internship (all cohorts) ** / Did not calculate / Did not calculate / 95 – for those in PDSs / 95 – for those in PDSs
*Trained preservice mentor is a teacher who supervises an intern, and has had training to do so. This training may have come in the form of a course for mentoring for which the teacher did/did not receive credit, a workshop sponsored by the IHE or one sponsored and
delivered by a partner school system.
** Some placements may involve 105 days, some 123 day, etc. Average the number for each placement cohort.
*Note: These numbers reflect candidates, but each candidate typically has 2 placements. (See second and third rows of chart.) We only completed Attachment B for the 2002-2003 year, consistent with the other information requested.
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Professional Development Schools Report 2004
IV. Hiring, Placement and Retention Information.
§ Please respond to the best of your ability using available documentation. Some IHE/LSS partnerships actively engage in collecting these data. Some do not. Asking these questions allows the data from several large school systems to be a part of this report. Do not feel compelled to seek this data if your partnerships do not lend themselves to this type of information gathering.
§ Many IHEs conduct graduate surveys to elicit this kind of information.
o Do you conduct such a survey? Yes, just starting to collect this.
o What is the rate of return, on average, for these surveys? <40%
Graduation Semester(s) / Number of GraduatesTotal of both semesters
Total Graduates / Fall 2002 – Spring 2003
Graduates hired by Maryland school systems / Fall 2002 – Spring 2003
Graduates hired to teach in high poverty schools* / Fall 2002 - Spring 2003
Graduates still teaching after 1 year (provide data from most recent survey) / Fall 2001 – Spring 2002
Graduates still teaching after 3 years (provide data from most recent survey) / Fall 1998 – Spring 1999
Graduates still teaching after 5 years (provide data from most recent survey) / Fall 1996 – Spring 1997
*High poverty schools include schools receiving Title I funding and those secondary school whose population includes at least 45% of students receiving free and reduced meals.
New Hires 1999-2000 / Total / # Employed / # Still employed4. PDS Trained / 5.
Non-PDS trained
New Hires 2000-2001
6. PDS Trained
Non-PDS trained
New Hires 2001-2002
7. PDS Trained
Non-PDS trained
New Hires 2002-2003
8. PDS Trained
Non-PDS trained
New Hires 2003-2004
PDS Trained
Non-PDS trained
Does the unit provide any of the following on a regular basis or as needed? Please mark (x) for all that apply.
· _____ New teacher induction support for program graduates
· _____ New teacher induction support for new teachers in PDS
· _____ Incentives for graduates to teach in high poverty areas
· X Support for Future Teachers of America or other K-12 teacher recruitment
efforts
· _____ Support for teacher recruitment efforts at the Community College level
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Professional Development Schools Report 2004
V. PDS Summary Information.
· What percentage of your total candidates who will graduate in the 2003-2004 academic year do you project will complete an extensive internship in a PDS guided by Maryland PDS standards? 96.4% (27/28)
· What percentage of specialty area candidates (special education, related arts, technology education, etc.) who will graduate in the 2003-2004 academic year do you project will complete an extensive internship in a PDS guided by Maryland PDS standards? 95.65 (22/23)
(Note: While it is usually impossible to develop a PDS around music, for example, it would be possible to place a music student in an existing PDS operated by the home IHE or by another collaborative IHE. These cross-IHE partnerships are occurring frequently, and MSDE encourages them. However, you are not held accountable for these special areas. Please account for their placement on the revised Attachment B.)
· How many additional Professional Development School sites would be required for all interns (except specialty area candidates) to have an extensive internship in a PDS? 0
· Please add any other pertinent information that would define/explain your PDS partnerships for this report.
VI. Location of Professional Development Schools. Please provide the number of PDS SITES (schools) within each region.
_____ Central Region
Anne Arundel County, Baltimore City, Baltimore County, Carroll County, Harford County, Howard County
21 Eastern Shore Region
Caroline County, Cecil County, Dorchester County, Kent County, Queen Anne's County, Somerset County, Talbot County, Wicomico County, Worcester County
_____ National Capital Area Region
Frederick County, Montgomery County, Prince George's County
_____ Southern Region
Calvert County, Charles County, Saint Mary's County
_____ Western Region
Allegany County, Garrett County, Washington County
_____ Number of PDS SITES in high-poverty schools (schools eligible for Title I funding or in the case of secondary schools
VII. IHE Faculty Involvement. (“Involvement” does not imply equal time or similar activities on the parts of all faculty members.)
Full-Time Faculty / Part-Time Faculty / All FacultyNumber of faculty within the education unit / 22 / 25
Number of faculty involved with PDS / 8 / 3
Percent of faculty involved with PDS / 36 / 12
Number of faculty engaged in intern supervision / 5 / 1
· The unit’s promotion and tenure/reward process recognizes PDS work as: Mark (x) all that apply.
§ X Service *Note: This response refers only to the Department of Education and not to the Unit. There is a
§ _____ Scholarship critical need for MSDE to work to ensure that this mandated activity is rewarded. This is not
§ X Instruction particularly valued at our institution on the campus-wide Promotion and Tenure Committee,
§ _____ Other. Please explain. beyond a part of service. In addition, the requirement to do action research requires a great deal
§ _____ PDS work is not recognized. of prior approval on our campus in order to consider using this for publication/presentation or
what is considered to be “scholarship?”
VIII. A&S Faculty Collaborating with Teacher Education. 2002-2003 Please add lines electronically, as needed.
A& S Faculty Member / A&S Department / Type of InvolvementGeorge Shorter / Agriculture / Professional Education Unit Council
Ernest Satchell / Fine Arts - Art / Professional Education Unit Council
Madhumi Mitra / Natural Sciences / Professional Education Unit Council; NSF Grant with Somerset County
Retta Guy / Business, Management and Accounting / Professional Education Unit; SMART Camp Project with the National Security Agency
Jerry Kananen / Natural Sciences / Professional Education Unit Council
Barbara Seabrook / English and Modern Languages / Professional Education Unit Council
Nina Jenkins / Human Ecology – Family and Consumer Sciences / Professional Education Unit Council
Annette Noble / Mathematics and Computer Science / Professional Education Unit Council; Project HOME Director in partnership with National Security Agency
John Lamkin / Fine Arts - Music / Professional Education Unit Council
James Raymond III / Social Sciences / Professional Education Unit Council
Leon Copeland / Technology / Professional Education Unit Council
Jerry Day / Technology / Professional Education Unit Council
IX. Research. For the following, please include graduate student research. Please note that this is not designed to capture Action Research projects that might by undertaken by interns/inservice teachers under the direction of a faculty member. Please see the section on Inquiry/Action Research located in Attachment A.