PROFESSIONAL
STANDARDS AND
TEACHER
EDUCATION
BOARD
PREPARED BY:
MARYLAND STATE
EDUCATION
ASSOCIATION · NEA
December 4, 2014
PSTEB GOALS:
Goal #1: Identify and address
inconsistencies and conflicts
existing in certification regulation
through review of current statutes
and appropriate actions.
Goal #2: Explore ways to
maximize both the traditional and
non-traditional preparation options
leading to educator certification in
Maryland.
Goal #3: Recognize and
uphold high standards for teacher
quality through the certification
process.
Goal #4: Adopt new areas of
certification required to meet
shifting and expanding
educational opportunities for
students initiated by state and
local stakeholders. / Action Items
Minutes
· November 2014 minutes approved.
· Agenda for January 2014 approved.
o January meeting will focus on: Continuing Professional Development; COMAR General Provisions; State Board of Education (SBOE) Report; and, the Elem/ECE Mathematics Content.
· State Board of Education (SBOE) report: none provided since there is not any SBOE meeting in November.
Discussion Items
COMAR 13A.12.01 Update
PSTEB received an overview of the changes proposed to COMAR 13A.12.01 from Dr. Joann Ericson and Mr. Derek Simmonsen. The updated COMAR differentiates the credentialing structure for public school settings (whose educators need to hold certificate) versus private school settings.
Comment:
PSTEB members shared areas of concerns within the regulation:
· Mr. Chris Lloyd and Ms. Dawn Pipkin, PSTEB members, and Mr. Darren Hornbeck, PSTEB chair, raised concerns and asked for clarification:
o Concern 1: The rationale for using the term credential (definition number 11) versus utilizing the term license or certificate when appropriate. Response: Dr. Ericson explained the two categories. License is for non-public sector employees not required to hold a certificate. Certificate is for public sector employees required to hold certification. She then stated that one does not need to be an employee to be licensed. It was agreed that definition number 40 (page 5), which references the term credential would be modified to reflect the term certificate versus the term credential since this description only applies to certificated professionals.
o Concern 2: The duplicative process outlined in COMAR 13A.12.05.04 - .06 seems to remove authority from the Local School Systems (LSSs). The new language in 13A.12.05.06, gives the state superintendent the final decision on the suspension or revocation of a certificate, but the investigation/hearing is held between the local board (local superintendent recommends the action) and the employee. Response: This was written to contest when an individual falsifies their application. In this scenario, it is the state that initiates the investigation. Additionally, MSDE wants to ensure that these individuals receive due process. The state wants the ability to stop these individuals from receiving a certificate instead of granting and then immediately revoking that certificate. This language was written to enhance the process identified in COMAR 13A.12.05.04 - .06. This doesn’t remove the LSSs’ authority to terminate for just cause. It was also noted that state superintendent may go beyond the penalty recommended by the hearing officer.
o Concern 3: The definition of Initial Professional Certificate (page 12) was questioned. Does this term apply to those who are entering the profession for the first time and/or those who are new to the state? A lengthy discussion was held regarding the two terms reinstatement and renewal. Response: An explanation of reinstatement and renewal was provided. For public school employees, the broad definition is the term reinstatement is utilized if the certificate is expired beyond 90 days and the term renewal is used if the certificate expired within the 90 days. Staff also explained how that fits into Maryland’s five-year certificate structure. Action: Those two terms will be defined and additional language will be revised on page 12, pages 23 and 24, regarding experience level and when the Initial Professional Certificate can be issued, and how many times it can be renewed.
· Action: MSDE staff will review all the comments made and make edits based on discussion (version 4). Revised COMAR will be revisited at the January meeting.
· Note: See attached proposed changes (version 3) for details.
State Board and PSTEB Joint Meeting
Mr. Hornbeck provided a summary of the planning meeting that he and Dr. Lorraine Cornish-Harrison, PSTEB vice chair, had with MSDE staff in preparation of the upcoming joint SBOE meeting. This planning meeting provided them an opportunity to discuss the scope of the questions provided by SBOE members and PSTEB’s role, and action with certification changes. It was noted that the SBOE will need to receive a broader explanation on Maryland’s program approval process.
Mr. Ronald Goldblatt, PSTEB member, shared that in the past, PSTEB used to meet with the SBOE once year. This established a better rapport between the SBOE and PSTEB. Darren Hornbeck supported that statement along with other PSTEB members. He also noted that the luncheon with other PSTEB members was also beneficial, although he understands the budget constraints of why they were removed.
Discussion: Differentiation
Mr. Hornbeck shared that PSTEB members received reports from the two different spectrums on this topic over the past year. Overall, pre-service teachers felt more prepared than general educators, as did the dual certified teachers. Dual certified teachers felt better prepared to differentiate for students with special needs. Dr. Colleen Eisenbeiser, PSTEB member, shared that Maryland is an import state. She wants PSTEB to look more specifically at the professional development that is offered since we can’t control out of state programs.
Other discussion points included: looking a national standards; quality control for teacher preparation programs; quality control for CPD courses; oversight on what teachers take; discussing cultural relevance and how to support students from various backgrounds and needs; co-teaching models and how special education and general educators can work more closely together.
In January, PSTEB will explore presentations about professional development needs, math content, pre-service and in-service training, target group; and the approval process for CPD courses, and how the standards and gaps for those courses are established or determined.
NOTE: For additional details and information, all handouts are stored and filed chronologically in the PSTEB cabinet on the 4th floor.
MSEA PSTEB 12/4/2014-Page 2