Preparation for the Classroom: Maryland

2017 General Teacher Prep Programs Policy

Goal

The state should ensure that its alternate routes provide efficient preparation that is relevant to the immediate needs of new teachers, as well as intensive induction support. The bar for this goal was raised in 2017.

Nearly meets

Analysis of Maryland's policies

Maryland offers alternate route preparation programs through the Maryland Approved Alternative Preparation Programs (MAAPP).

Coursework Requirements: Maryland requires MAAPP candidates to complete a minimum of 90 hours of study that may consist of a combination of semester hours and clock hours. Preparation coursework must include elementary reading processes and acquisition or secondary teaching reading in the content areas, as well as a focus on the teaching and learning skills necessary for immediate success as a teacher of record, including classroom management, lesson planning, and state and local school system priorities.

Induction Support: Maryland requires all MAAPP candidates to receive intensive coaching or mentoring throughout the program. The state also requires MAAPP candidates to participate in an internship that lasts between four and eight weeks. Internships can take place in the candidate's supervisor's classroom, in the classroom for which the candidate will eventually assume responsibility as a resident teacher, or in a summer school program. After candidates complete their internship, they move to a residency. Prior to starting the residency, candidates must pass a subject-matter exam in their intended teaching area. Mandated and accountable mentoring support continues throughout their residencies.

Supervised Practice Teaching Requirements: Maryland requires that all alternate route candidates experience supervised practice teaching through the internship component of MAAPP preparation. During the internship, a candidate's teaching is supervised on a daily basis, and candidate's also observe the teaching of the supervising teacher and other teachers.

Citation

Recommendations for Maryland

Ensure that new teachers are not burdened by excessive requirements.
Maryland should not permit alternate route programs to overburden the new teacher by requiring multiple courses to be taken simultaneously during the school year. Setting high minimum requirements, particularly without established maximums, places new teachers at risk of being overburdened by coursework, and, as a result, not being able to complete the program in an appropriate amount of time.

State response to our analysis

Maryland recognized the factual accuracy of this analysis.

How we graded

5B: Preparation for the Classroom 

  • Practice Teaching: The state should require a supervised practice-teaching experience.
  • Induction: The state should require that all new teachers receive intensive induction support.
  • Manageable Coursework: The state should ensure that the amount of coursework it either requires or allows is manageable for a novice teacher. Anything exceeding 12 credit hours may be counterproductive, placing too great a burden on the teacher. This calculation is premised on no more than six credit hours in the summer, three credit hours in the spring, and three credit hours in the fall.
  • Targeted Coursework: The state should ensure that all coursework requirements are targeted to the immediate needs of the new teacher (e.g., seminars with other grade-level teachers, classroom management techniques, training in a particular curriculum, reading instruction).
Preparation for the Classroom
The total goal score is earned based on the following:

  • Full credit: The state will earn the full point if all four elements are required for all alternate route programs.
  • Three-quarters credit: The state will earn three-quarters of a point if three elements are required for all alternate route programs.
  • One-half credit: The state will earn one-half of a point if two elements are required for at least some of the state's alternate route programs.
  • One-quarter credit: The state will earn one-quarter of a point if one element is required for at least one of the state's alternate route programs.

Research rationale

Alternate route programs must provide practical, meaningful preparation that is sensitive to a new teacher's workload and stress level. Too many states have policies requiring alternate route programs to "backload" large amounts of traditional education coursework, thereby preventing the emergence of real alternatives to traditional preparation. This issue is especially important given the large proportion of alternate route teachers who complete this coursework while teaching. Alternate route teachers often have to deal with the stresses of beginning to teach while also completing required coursework in the evenings and on weekends.[1] States need to be careful to require participants only to meet standards or complete coursework that is practical and immediately helpful to a new teacher.[2] That is, while advanced pedagogy coursework may be meaningful for veteran teachers, alternate route coursework should build on more fundamental teaching competencies such as classroom management techniques, reading instruction, or curriculum delivery.

Most new teachers—regardless of their preparation—find themselves overwhelmed by taking on their own classrooms. This is especially true for alternate route teachers, who may have had considerably less classroom exposure or pedagogy training than traditionally prepared teachers.[3] States must ensure that alternate route programs do not leave new teachers to "sink or swim" on their own when they begin teaching. It is critical that all alternate route programs provide at least a brief student teaching or other supervised practice experience for candidates before they enter the classroom, as well as ongoing induction support during those first critical months as a new teacher.[4]


[1] Constantine, J., Player, D., Silva, T., Hallgren, K., Grider, M., & Deke, J. (2009). An evaluation of teachers trained through different routes to certification. Final Report. NCEE 2009-4043. National Center for Education Evaluation and Regional Assistance. Retrieved from http://files.eric.ed.gov/fulltext/ED504313.pdf
[2] Walsh, K., & Jacobs, S. (2007). Alternative certification isn't alternative. Thomas B. Fordham Institute, National Council on Teacher Quality. Retrieved from http://files.eric.ed.gov/fulltext/ED498382.pdf
[3] Greenberg, J., Walsh, K., & McKee, A. (2014). Teacher Prep Review: A review of the nation's teacher preparation programs. Retrieved from http://www.nctq.org/dmsView/Teacher_Prep_Review_2014_Report
[4] For a further review of the research on new teacher induction, see: Rogers, M., Lopez, A., Lash, A., Schaffner, M., Shields, P., & Wagner, M. (2004). Review of research on the impact of beginning teacher induction on teacher quality and retention. Retrieved from http://www.newteacher.com/pdf/ResearchontheImpactofInduction.pdf