ACPS pioneers innovative teacher development pathway with higher education partnership

The Maryland Department of Education convened the Professional Standards & Teacher Education Board on August 7, 2025, to discuss significant developments in teacher training and certification pathways. The meeting focused on the innovative approaches being implemented within the Anne Arundel County Public Schools (ACPS) and the implications for teacher education across the state.

The session began with a review of the ongoing efforts by ACPS to develop a unique plan for teacher training, which has been characterized by a sense of isolation due to the lack of collaboration with other districts. Despite these challenges, the ACPS team expressed optimism about the potential benefits of their innovative strategies, particularly in shifting mental models regarding teacher development. They emphasized the importance of adapting to new methods that could ultimately enhance student outcomes.

A key point of discussion was the workload on current members and advisors involved in the training process. The team acknowledged the additional responsibilities that would arise from implementing new practices, including increased paperwork and monitoring requirements. However, they remained enthusiastic about the support received from the Maryland State Department of Education (MSE), which encouraged experimentation and innovation.

The board highlighted the need to expand options for conditionally certified teachers, particularly those working in high-need schools. Data indicated that many conditional teachers leave these positions, and the ACPS initiative aims to alleviate some of the pressures they face. The autonomy gained from developing an in-house training program in partnership with a higher education institution was seen as a significant advantage.

As the meeting progressed, participants were urged to consider existing teacher training programs within their districts before launching new initiatives. The ACPS team stressed the importance of understanding local licensure needs and identifying gaps in current opportunities for certification. They cautioned against investing resources into programs that may not address specific local challenges or that duplicate existing efforts.

The discussion also underscored the value of early collaboration with the Maryland State Department of Education. The ACPS representatives shared their experience of inviting state officials into their planning meetings, which facilitated a deeper understanding of the program's nuances and expedited the approval process.

In conclusion, the meeting reinforced the notion that developing effective teacher training pathways is a complex and ongoing process. Participants were reminded that success requires a holistic approach, with a focus on sustainability and compliance. The board's discussions set the stage for future collaborations aimed at enhancing teacher education across Maryland, emphasizing that this endeavor is a long-term commitment.