Roundtable Discussion Themes


��Ů College Park: The Maryland Early EdCorp Apprenticeship Program The EdCorp apprenticeship program addresses the child care workforce crisis. The 15- month project provides a “doorway” for diverse populations, with an emphasis on underrepresented groups, to enter the early childhood, child care, and special education workforce pipeline to support the development and learning of children ages 3-5. Discussion Leader: Christy Tirrell-Corbin, Clinical Professor and Executive Director, Center for Early Childhood Education and Intervention and Clinical Professor
Coppin State University: Stackable Credentials The Center for Inclusive Excellence (CIE) at Coppin State University aims to simultaneously improve quality and value of education while increasing access and success through credential innovations. The presentation will spotlight CIE’s new that are uniquely engineered as model “career ladders” to improve teacher effectiveness, increase teacher retention, and accelerate teacher leadership development. The CIE Executive Director and Principal Investigator will share strategies, progress, and challenges in areas of academic policy, curriculum design, partnership development, innovative instructional delivery, and competency-based assessment, as well as funding structures, scalability, and sustainability. Promising practices and lessons learned will be discussed with implications explored within the rapidly evolving educational and employment ecosystems. Discussion Leader: Yi Huang, Executive Director and Research Professor, Center for Inclusive Excellence
Frostburg State University: Maryland Accelerates Teacher-Leader Residency Program In 2019, Frostburg State University was awarded a five-year, $4.1 million Teacher Quality Partnership grant from the U.S. Education Department for the . The project focused on solving problems inherent with teacher preparation and retention. We’ll share the lessons learned and how we are moving forward. Discussion Leader: Kristin McGee, Associate Professor and Coordinator of the Master of Arts in Teaching
Howard Community College: Teacher Academy of Maryland The is designed for students who want to explore a career as an elementary, middle or high school, teacher. Students in the academy, have the opportunity to conduct formal observations, develop and deliver lesson plans in a K-12 setting, and participate in special events and activities. Academy coursework focuses on development, learning theory, positive and effective classroom management and discipline, curriculum delivery models, and the creation of developmentally-appropriate curriculum and learning environments. Discussion Leader: Laurie B. Collins, Assistant Professor and Chair of Teacher Education
Community College of Baltimore County: The Role of Community Colleges in Addressing the Teacher Shortage Community colleges play a vital role in addressing the teacher shortage, including increasing the number of people of color entering into the teacher preparation pipeline. We do this via our Associate degrees for those just entering college. We also accomplish this by offering the courses needed for prospective teachers who hold a Baccalaureate degree. Our course offerings meet the needs of the students, whether online, face-to-face, or remote synchronous. The classes are offered both during the day and evening to assist those who cannot take classes in the traditional timeframe. Community colleges serve traditional college students but also serve non-traditional students who may have a full-time job and a family as they are completing their coursework. Discussion Leader: Linda Gronberg-Quinn, Director of Teacher Education Assisted by Amanda Hudson
��Ů College Park: Terrapin Teachers The is an innovative middle and secondary STEM certification pathway. Our goal is to increase and diversify the numbers of highly skilled STEM teachers by recruiting high school students, undergraduates, paraprofessionals, and career changers, and providing flexible entry points and financial support. Discussion Leader: Anisha Campbell, Associate Director, Terrapin Teachers Assisted by Steve Karig
St. Mary‘s County Public Schools: St. Mary’s County Apprenticeships is designed to connect degree-seeking candidates with school-based experiential learning. A teacher apprentice provides support and collaborative learning experiences for new, non-tenured, and/or conditionally certified teachers, while also supporting potential teachers in their growth through observation and coaching from veteran teachers. Discussion Leader: Jeffrey Maher, Chief Strategic Officer
Salisbury State University: Maryland Rebuilds–Cradling the Early Years Apprenticeship Program (CtEY-AP) The goal of the is to assist paraprofessionals and childcare providers who already have an associate’s degree to earn a bachelor’s degree in Early Childhood Education and increase the number of qualified, Early Childhood educators in our local schools. The program is a collaboration of Salisbury University’s Department of Early and Elementary Education, Wicomico County Public Schools, and the Eastern Shore Child Care Resource Center. The CtEP-AP provides the following free of charge: tuition, textbooks, course materials, flexible class schedules, exam and technology support, professional development activities, stipends for successful completion at the end of each semester, and more. Discussion Leader: Vincent Genaeo, Associate Professor of Early and Elementary Education and Assistant Dean of the Seidel School of Education

��Ů College Park: The Maryland Early EdCorp Apprenticeship Program
The EdCorp apprenticeship program addresses the child care workforce crisis. The 15- month project provides a “doorway” for diverse populations, with an emphasis on underrepresented groups, to enter the early childhood, child care, and special education workforce pipeline to support the development and learning of children ages 3-5.

Discussion Leader: Christy Tirrell-Corbin, Clinical Professor and Executive Director, Center for Early Childhood Education and Intervention and Clinical Professor

Coppin State University: Stackable Credentials
The Center for Inclusive Excellence (CIE) at Coppin State University aims to simultaneously improve quality and value of education while increasing access and success through credential innovations. The presentation will spotlight CIE’s new that are uniquely engineered as model “career ladders” to improve teacher effectiveness, increase teacher retention, and accelerate teacher leadership development. The CIE Executive Director and Principal Investigator will share strategies, progress, and challenges in areas of academic policy, curriculum design, partnership development, innovative instructional delivery, and competency-based assessment, as well as funding structures, scalability, and sustainability. Promising practices and lessons learned will be discussed with implications explored within the rapidly evolving educational and employment ecosystems.

Discussion Leader: Yi Huang, Executive Director and Research Professor, Center for Inclusive Excellence

Frostburg State University: Maryland Accelerates Teacher-Leader Residency Program
In 2019, Frostburg State University was awarded a five-year, $4.1 million Teacher Quality Partnership grant from the U.S. Education Department for the . The project focused on solving problems inherent with teacher preparation and retention. We’ll share the lessons learned and how we are moving forward.

Discussion Leader: Kristin McGee, Associate Professor and Coordinator of the Master of Arts in Teaching

Howard Community College: Teacher Academy of Maryland
The is designed for students who want to explore a career as an elementary, middle or high school, teacher. Students in the academy, have the opportunity to conduct formal observations, develop and deliver lesson plans in a K-12 setting, and participate in special events and activities. Academy coursework focuses on development, learning theory, positive and effective classroom management and discipline, curriculum delivery models, and the creation of developmentally-appropriate curriculum and learning environments.

Discussion Leader: Laurie B. Collins, Assistant Professor and Chair of Teacher Education

Community College of Baltimore County: The Role of Community Colleges in Addressing the Teacher Shortage
Community colleges play a vital role in addressing the teacher shortage, including increasing the number of people of color entering into the teacher preparation pipeline. We do this via our Associate degrees for those just entering college. We also accomplish this by offering the courses needed for prospective teachers who hold a Baccalaureate degree. Our course offerings meet the needs of the students, whether online, face-to-face, or remote synchronous. The classes are offered both during the day and evening to assist those who cannot take classes in the traditional timeframe. Community colleges serve traditional college students but also serve non-traditional students who may have a full-time job and a family as they are completing their coursework.

Discussion Leader: Linda Gronberg-Quinn, Director of Teacher Education

Assisted by Amanda Hudson

��Ů College Park: Terrapin Teachers
The is an innovative middle and secondary STEM certification pathway. Our goal is to increase and diversify the numbers of highly skilled STEM teachers by recruiting high school students, undergraduates, paraprofessionals, and career changers, and providing flexible entry points and financial support.

Discussion Leader: Anisha Campbell, Associate Director, Terrapin Teachers

Assisted by Steve Karig

St. Mary‘s County Public Schools: St. Mary’s County Apprenticeships
is designed to connect degree-seeking candidates with school-based experiential learning. A teacher apprentice provides support and collaborative learning experiences for new, non-tenured, and/or conditionally certified teachers, while also supporting potential teachers in their growth through observation and coaching from veteran teachers.

Discussion Leader: Jeffrey Maher, Chief Strategic Officer

Salisbury State University: Maryland Rebuilds–Cradling the Early Years Apprenticeship Program (CtEY-AP)
The goal of the is to assist paraprofessionals and childcare providers who already have an associate’s degree to earn a bachelor’s degree in Early Childhood Education and increase the number of qualified, Early Childhood educators in our local schools. The program is a collaboration of Salisbury University’s Department of Early and Elementary Education, Wicomico County Public Schools, and the Eastern Shore Child Care Resource Center. The CtEP-AP provides the following free of charge: tuition, textbooks, course materials, flexible class schedules, exam and technology support, professional development activities, stipends for successful completion at the end of each semester, and more.

Discussion Leader: Vincent Genaeo, Associate Professor of Early and Elementary Education and Assistant Dean of the Seidel School of Education


Bowie State University: The Black Male Teachers College is for 8th-12th grade students who have not considered becoming a teacher, are interested in becoming a teacher, or know they want to become a teacher. It provides young men with knowledge and experiences to understand what it is like to be a Black male college student, education major, and teacher. Discussion Leader: Julius Davis, USM Elkins Professor and Director, Center for Research and Mentoring of Black Male Students and Teachers Assisted by Zaire Bond
Prince George’s Community College, ��Ů College Park (UMD), and Prince George’s County Public Schools: Middle College Program (Grow Your Own) The ��Ů program model provides a “grow your own” teacher preparation pathway to local communities by partnering with local school districts and community colleges to increase diversity in the teaching workforce and prepare teachers to fill critical positions in local communities and throughout Maryland. Discussion Leader: Sonya Riley, Manager of School & Program Partnerships, ��Ů College Park Assisted by Raven Wilson
��Ů Baltimore County (UMBC): STEM Sherman Teacher Scholars Program supports scholars to become culturally responsive and compassionate educators by collaborating with UMBC faculty and local schools. Through school-based partnerships, the program facilitates authentic learning experiences for scholars while promoting student achievement and engagement, particularly in STEM disciplines. The program provides academic and professional coaching to help scholars become high-quality teachers for urban schools. Scholars in early childhood and elementary education prepare to be experts in teaching and integrating STEM subject areas, while secondary candidates become experts in teaching their discipline. Discussion Leader: Corey Carter, Director of STEM Sherman Scholars Assisted by Ben Ballah and Christopher Vick
��Ů College Park: Innovative Special Education Preparation and Induction to Retain Exceptional Diverse (INSPIRED) Teachers Our program is designed to increase the number of highly-effective certified special education teachers to impact outcomes for students with high-intensity needs from culturally and linguistically diverse backgrounds. We will recruit and retain scholars through high-quality clinical field experiences and coursework grounded in evidence-based strategies, high-leverage practices and culturally responsive teaching, and induction year field-based coaching. Discussion Leader: Dawn Martin, Director of Special Education Teacher Preparation Assisted by Stacey C. Williams and Seyma Intepe Tingir
TNTP Teaching Fellows: Baltimore City Teaching Residency Program For 20+ years, has partnered with Baltimore City Public Schools to recruit, train, and certify over 2,100 teachers. We work with school leaders throughout the district to prepare teachers to work where they are most needed. Through this partnership we have been able to provide over 380,000 students with great teachers who have a significant impact on their lives. Discussion Leader: Johari Toe, Program Director
��Ů College Park: Creative Initiatives in Teacher Education The Creative Initiatives in Teacher Education (CITE) is a graduate-level teacher preparation program in collaboration with the ��Ů, College ParThe Creative Initiatives in Teacher Education (CITE) is a graduate-level teacher preparation program in collaboration with the ��Ů, College Park (UMD) and the Maryland State Department of Education. Successful program completion results in a Master's of Education (M.Ed.) degree and eligibility for a Maryland teaching certificate in grades 1 through 6.k (UMD) and the Maryland State Department of Education. Successful program completion results in a Master's of Education (M.Ed.) degree and eligibility for a Maryland teaching certificate in grades 1 through 6. Discussion Leader: Theresa Nebel Robinson, Director of Creative Initiatives in Teacher Education

Bowie State University: The Black Male Teachers College
is for 8th-12th grade students who have not considered becoming a teacher, are interested in becoming a teacher, or know they want to become a teacher. It provides young men with knowledge and experiences to understand what it is like to be a Black male college student, education major, and teacher.

Discussion Leader: Julius Davis, USM Elkins Professor and Director, Center for Research and Mentoring of Black Male Students and Teachers

Assisted by Zaire Bond

Prince George’s Community College, ��Ů College Park (UMD), and Prince George’s County Public Schools: Middle College Program (Grow Your Own)
The ��Ů program model provides a “grow your own” teacher preparation pathway to local communities by partnering with local school districts and community colleges to increase diversity in the teaching workforce and prepare teachers to fill critical positions in local communities and throughout Maryland.

Discussion Leader: Sonya Riley, Manager of School & Program Partnerships, ��Ů College Park

Assisted by Raven Wilson

��Ů Baltimore County (UMBC): STEM Sherman Teacher Scholars Program
supports scholars to become culturally responsive and compassionate educators by collaborating with UMBC faculty and local schools. Through school-based partnerships, the program facilitates authentic learning experiences for scholars while promoting student achievement and engagement, particularly in STEM disciplines. The program provides academic and professional coaching to help scholars become high-quality teachers for urban schools. Scholars in early childhood and elementary education prepare to be experts in teaching and integrating STEM subject areas, while secondary candidates become experts in teaching their discipline.

Discussion Leader: Corey Carter, Director of STEM Sherman Scholars

Assisted by Ben Ballah and Christopher Vick

��Ů College Park: Innovative Special Education Preparation and Induction to Retain Exceptional Diverse (INSPIRED) Teachers
Our program is designed to increase the number of highly-effective certified special education teachers to impact outcomes for students with high-intensity needs from culturally and linguistically diverse backgrounds. We will recruit and retain scholars through high-quality clinical field experiences and coursework grounded in evidence-based strategies, high-leverage practices and culturally responsive teaching, and induction year field-based coaching.

Discussion Leader: Dawn Martin, Director of Special Education Teacher Preparation

Assisted by Stacey C. Williams and Seyma Intepe Tingir

TNTP Teaching Fellows: Baltimore City Teaching Residency Program
For 20+ years, has partnered with Baltimore City Public Schools to recruit, train, and certify over 2,100 teachers. We work with school leaders throughout the district to prepare teachers to work where they are most needed. Through this partnership we have been able to provide over 380,000 students with great teachers who have a significant impact on their lives.

Discussion Leader: Johari Toe, Program Director

��Ů College Park: Creative Initiatives in Teacher Education
The Creative Initiatives in Teacher Education (CITE) is a graduate-level teacher preparation program in collaboration with the ��Ů, College ParThe Creative Initiatives in Teacher Education (CITE) is a graduate-level teacher preparation program in collaboration with the ��Ů, College Park (UMD) and the Maryland State Department of Education. Successful program completion results in a Master's of Education (M.Ed.) degree and eligibility for a Maryland teaching certificate in grades 1 through 6.k (UMD) and the Maryland State Department of Education. Successful program completion results in a Master's of Education (M.Ed.) degree and eligibility for a Maryland teaching certificate in grades 1 through 6.

Discussion Leader: Theresa Nebel Robinson, Director of Creative Initiatives in Teacher Education


McDaniel College: Lead Teacher Academy Grant The Lead Teacher Academy grant supports a collaborative partnership between McDaniel College, Carroll County Public Schools, and the Carroll County Education Association. Through the grant, we are preparing 75 new NBCTs, 32 new teachers, and offering one-credit graduate courses to teachers throughout CCPS. Discussion Leader: Tracey A. Lucas, Assistant Dean of Graduate and Professional Studies and Education Department Chair Assisted by Deborah Piper
Towson University: Leadership and Educator Advancement Project (LEAP) Towson University, the Howard County Public School System, and the Howard County Education Association have created a teacher collaborative, the Leadership and Educator Advancement Project (LEAP), which will work to research, create, test, and refine a replicable model of a comprehensive teacher development system that will include a 21st century practicum implemented through pipeline and residency models, a post-baccalaureate certification program that prepares teachers for National Board Certification (NBC) with specific efforts to increase the number of Black, Asian, and Latinx-identifying teachers pursuing NBC, professional development reflecting best practices for educators, and enhanced opportunities for teacher leaders through a career ladder. Discussion Leader: Laila Richman, Professor and Associate Dean Assisted by Laurie Mullen
��Ů College Park: Building Teacher Capacity from Already Existing Teacher Populations through Mutually Equitable IHE-LEA Partnerships In response to ELD/ESOL teacher shortages, we describe the programmatic successes we have had in preparing already existing teacher populations to address multilingual learners’ needs, and key characteristics in our program development and implementation we have found to be mutually equitable for IHEs and LEAs to sustain long-lasting successful partnerships. Discussion Leader: Drew Fagan, Associate Clinical Professor & TESOL Partnership Programs Coordinator Assisted by Melissa Kanney
Morgan State University: Maryland Initiative for Literacy and Equity The Maryland Initiative for Literacy and Equity (MILE) seeks to counter and disrupt traditional yet problematic practices that involve researchers engaging schools and stakeholders through investigative lenses that result in school-based knowledge being undervalued and underutilized. This roundtable will emphasize lessons regarding the creation of meaningful bilateral partnerships. Discussion Leader: Simone Gibson, Associate Professor Assisted by Maggie Peterson

McDaniel College: Lead Teacher Academy Grant
The Lead Teacher Academy grant supports a collaborative partnership between McDaniel College, Carroll County Public Schools, and the Carroll County Education Association. Through the grant, we are preparing 75 new NBCTs, 32 new teachers, and offering one-credit graduate courses to teachers throughout CCPS.

Discussion Leader: Tracey A. Lucas, Assistant Dean of Graduate and Professional Studies and Education Department Chair

Assisted by Deborah Piper

Towson University: Leadership and Educator Advancement Project (LEAP)
Towson University, the Howard County Public School System, and the Howard County Education Association have created a teacher collaborative, the Leadership and Educator Advancement Project (LEAP), which will work to research, create, test, and refine a replicable model of a comprehensive teacher development system that will include a 21st century practicum implemented through pipeline and residency models, a post-baccalaureate certification program that prepares teachers for National Board Certification (NBC) with specific efforts to increase the number of Black, Asian, and Latinx-identifying teachers pursuing NBC, professional development reflecting best practices for educators, and enhanced opportunities for teacher leaders through a career ladder.

Discussion Leader: Laila Richman, Professor and Associate Dean

Assisted by Laurie Mullen

��Ů College Park: Building Teacher Capacity from Already Existing Teacher Populations through Mutually Equitable IHE-LEA Partnerships
In response to ELD/ESOL teacher shortages, we describe the programmatic successes we have had in preparing already existing teacher populations to address multilingual learners’ needs, and key characteristics in our program development and implementation we have found to be mutually equitable for IHEs and LEAs to sustain long-lasting successful partnerships.

Discussion Leader: Drew Fagan, Associate Clinical Professor & TESOL Partnership Programs Coordinator

Assisted by Melissa Kanney

Morgan State University: Maryland Initiative for Literacy and Equity
The Maryland Initiative for Literacy and Equity (MILE) seeks to counter and disrupt traditional yet problematic practices that involve researchers engaging schools and stakeholders through investigative lenses that result in school-based knowledge being undervalued and underutilized. This roundtable will emphasize lessons regarding the creation of meaningful bilateral partnerships.

Discussion Leader: Simone Gibson, Associate Professor

Assisted by Maggie Peterson

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Maryland Teacher Education Summit 2024

Roundtable Discussion Themes

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