Page

Resources

Skip [Cocoon] Hero 6

Resources

Skip [Cocoon] Accordion

Featured Stories

Click here to access MSEA featured stories.

Overview

The Blueprint for Maryland’s Future-We Did It!

The Blueprint Timeline
MSEA Blueprint Primer
MSEA American Rescue Act (ARP) Primer

Blueprint Explainers/One-Pagers

Behavioral Health
Career and Technical Education (CTE)
College and Career Readiness Standards & Pathways
Community Schools
Early Childhood Education
Early Childhood Education & CDA Requirements for ESPs Guide
Early Childhood Education & CDA Requirements for ESPs Flyer
Education Support Professionals (ESPs)
English Language Learners
High Poverty Schools
Special Education

Promoting Respect and Empathy: A Tool for Educators of All Grades
Trauma Toolkit
Unconscious Bias: An Educator’s Self-Assessment
Self-Care Online and Print Resources

Association for Supervision and Curriculum Development (ASCD)
Edutopia
Learning Forward Journal
Learning Forward's Standards for Professional Learning
Learning for Justice: Teaching Tolerance’s Social Justice Standards
MSDE Division of Educator Certification and Program Approval
MSDE Educator Application and Certification Hub (TEACH)
MSEA Actionline
National Board for Professional Teaching Standards
NEA's Great Teaching and Learning Report
NEA's Education Support Professionals (ESP) Professional Growth Continuum
Teaching Channel
Teaching for Change/Zinn Project
We Make The Future

MSEA Website Resources

Racial-Social Justice Strategy, Organizing, and Action Resource
Awareness Building
Capacity Building
Action
Miscellaneous Resources

NEA Website Resources

NEA Racial and Social Justice
NEA Racial Justice in Education Framework

ActionLine is MSEA’s members-only magazine with news, information, connections, feature stories, and more. Check your mailbox for ActionLine—you’ll receive five issues every year dedicated to you and your union. Missing your ActionLine Magazine?

Access past MSEA ACTIONLINE here
Get help here

Maryland State Department of Education Blueprint Website
Blueprint Accountability and Implementation Board Website
Local Blueprint Coordinators
Low Performing School List and Low Performing School Definition (Updated 2/23/2022)
AIB Implementation Plans 2023- 2025
- Starting from the fiscal year 2023, the AIB will withhold 25% of the state's additional major education aid from a local school system for the following fiscal year. This will be subject to automatic deduction from the current year's amount. From FY 2023 to FY 2025, the AIB will only release these funds if the local school system has an approved implementation plan. However, beginning in FY 2026, the release of these funds by the AIB will be at its discretion, based on the findings of the local implementation. Access AIB Comprehensive Implementation Plans (March 15, 2023 & July 27, 2023 Approval Plans).
- Access AIB 2024 Implementation Plans and Guideline and Feedback to Local Education Agencies (May 2024 and July 2024 Approval Plans).
National Board Certification Salary Guidance (Original 4/22/2022; Updated 9/30/2022)
AIB Career Ladder FAQ (Updated 6/5/2024)
AIB Career Ladder FAQ Addendum (Updated 11/7/2024)
AIB 2025 Career Ladder FAQ - Submission Requirements Document (Updated 3/27/2025)
2025-2026 Level 4 Teacher Pilot Requirement Template (Due 7/1/2025)
- 2025 LEA Career Ladder Submission Directions

The NEA Implementation Institute for Community Schools (Implementation Institute) is a network of community schools committed to a transformational community-driven process.

The Implementation Institute consists of three components:

Best Practice Curriculum
Professional Learning Communities
Coaching

The National Education Association has spent years studying, compiling, and curating a step by step guide for community schools that reflect these practices, which serve as the foundation for the NEA Implementation Institute for Community Schools.

The Institute’s training and strategic support centers on a set of benchmarks that will help participants to:

Ground themselves in Community School History and Best Practices
Conduct Internal and External Mapping of their Campus and Community
Form Needs and Asset Assessment Teams
Develop a Needs and Asset Assessment Engagement Plan
Determine Priorities From Needs and Asset Assessment Data
Exercise Problem Solving and Continuous Improvement
Embed the Community School Strategy into School Improvement Plans

Those interested in the implementation institute, please contact Géraldine Duval, MSEA CEPP at gduval@mseanea.org. MSEA would partner with NEA to guide you through the NEA Implementation Institute coaching team.

RESOURCES for FY25

Title: NEA-MSEA Community School Benchmark Academies (Click on links to register):

NEA Community School Implementation Institute Benchmark Academy A – Six 90-minute meetings: Evidence-Based Practices, Mapping, and Deep Engagement focuses on mapping teams, assets, partnerships, and resources; planning for facilitating a needs and assets implementation team and process; engaging 75 to 100% of all interest-holders; and developing and communicating a Needs and Assets assessment process findings report with identified trends and themes.

NEA Community School Implementation Institute Benchmark Academy B – Six 90-minute meetings: Determining Priorities and Developing Transformational Systems focuses on the following: Facilitating causal analysis with Needs and Assets trends and themes; identifying key priorities for transformation; designing systems, structures, teams, and cycles for transformation; and developing a culture of engagement and collaborative leadership.

NEA Community School Implementation Institute Benchmark Academy C – Six 90-minute meetings: Facilitating Problem-Solving Cycles for Transformation focuses on refining systems, structures, teams, and cycles for transformation, developing a comprehensive Community School Strategy, facilitating transformation teams and cycles, and supporting a culture of engagement and collaborative leadership.

Collaborative Leadership Structures/Steering Committees (45-Minute Asynchronous Lesson)

Resource for Collaborative Leadership

Why Community Schools Matter: Shady Spring Elementary

Why Community Schools Matter: Arcola Elementary

The Maryland Blueprint for Maryland's Future community school initiative, restorative practice initiative, and trauma-informed practices share several connections and can work together to support the well-being and academic success of students. Below are some connections between the three that can be considered:

Comprehensive Support: The Blueprint for Maryland's Future community school initiative aims to provide comprehensive support to students, addressing their academic, social, emotional, and health needs. Trauma-informed practices recognize the impact of trauma on students' lives and provide strategies for creating safe and supportive environments. By integrating trauma-informed practices within the community school framework, schools can better address the needs of students who have experienced trauma.

Healing-Centered Approach: Both restorative practices and trauma-informed practices adopt a healing-centered approach to education. Restorative practices focus on repairing relationships, building empathy, and restoring harm within the school community. Trauma-informed practices prioritize creating environments that promote safety, trust, and empowerment for students who have experienced trauma. By incorporating both approaches, schools can create supportive and healing spaces for students to learn and grow.

Relationship Building: Both restorative practices and trauma-informed practices recognize the importance of building positive relationships between students, educators, and the broader community. Restorative practices emphasize dialogue, active listening, and collaborative problem-solving to strengthen connections and resolve conflicts. Trauma-informed practices prioritize building trusting relationships with students, creating a sense of safety and support. These relationship-building aspects are also central to the community school model, which emphasizes partnerships and engagement with families and the community.

Social-Emotional Development: The Blueprint for Maryland's Future community school initiative acknowledges the importance of supporting students' social-emotional development alongside their academic progress. Restorative practices and trauma-informed practices both contribute to fostering social-emotional growth. Restorative practices encourage empathy, self-reflection, and emotional intelligence, while trauma-informed practices provide strategies to help students regulate emotions, manage stress, and build resilience.

Equity and Inclusion: All three initiatives align with the goal of promoting equity and inclusion within schools. The community school initiative aims to address achievement gaps and provide resources to underserved communities. Restorative practices and trauma-informed practices also recognize the need to create equitable and inclusive environments by considering the impact of systemic inequities and trauma on students' experiences.

By integrating restorative practice and trauma-informed practices within the Maryland Blueprint for Maryland's Future community school initiative, schools can create a comprehensive framework that supports students' academic, social, emotional, and health needs, while fostering healing, strong relationships, and an inclusive learning environment.

MSEA supports all these initiatives. Join us for learning opportunities such as policy webinars, courses, and self-paced trainings to learn more to impact your instructional practice, impact your workplace and serve as an advocate.

MSEA Webpage:

MSEA Restorative Practice

MSEA ActionLine

MSEA Professional Learning Portal:

Access Learning Opportunities Here

NEA Today:

NEA Restorative Practices

Open Society Resources:

OSI Restorative Practices

Research Articles:

Darling-Hammond, S. (2023). Fostering belonging, transforming schools: The impact of restorative practices. Learning Policy Institute. https://doi.org/10.54300/169.703. https://learningpolicyinstitute.org/product/impact-restorative-practices-report

Darling-Hammond, S. Evaluating the Effects of School-Based Restorative Practices. Learning Policy Institute. Creative Commons Attribution-Noncommercial 4.0 International License

DePaoli, J. L., Hernández, L. E., Furger, R. C., & Darling-Hammond, L. (2021). A restorative approach for equitable education. Learning Policy Institute. https://learningpolicyinstitute.org/product/wce-restorative-approach-equitable-education-brief

Klevan, S. (2021). Building a positive school climate through restorative practices. Learning Policy Institute. https://doi.org/10.54300/178.861.

On November 2, 2023, The Professional Standards Teacher Education Board (PSTEB) and on December 5, 2023, the State Board of Education (SBOE) authorized the adoption of new rules for educator certification. These rules, listed under COMAR 13A.12.01-.07, Educator Licensure, are effective April 1, 2024. Additionally both boards adopted new rules for COMAR 13A.07.06 Programs for Professionally Licensed Personnel. Learn more about the changes and how it may impact you.

MSEA Licensure Support Guides

Types of Maryland Educator Licenses
Maryland Certificate to License Conversion Explainer - Coming Soon
COMAR 13A.12 Educator Licensure FAQ
Flexible Teaching Pathways in Maryland
Individualized Professional Development Plan (IPDP) - Coming Soon
Professional Development Points (PDP) Explainer

MSDE Memos

MSDE Individual Professional Development Plan (IPDP) Form
SBOE Memo: Waiver of COMAR 13A.12.01.11C Conditional Teacher Certificate_01.23.24
SBOE Memo: Adoption and Implementation of COMAR 13A.12 Regulations_01.26.24
MSDE Training Resources
MSDE Memo: Demonstration of Proficiency Teaching Reading Memorandum_09.19.2024

MSDE Resources

MSDE Licensure Training Resources
MSDE PDP Webpage
Individualized Professional Development Plan
TEACH Dashboard

Note 1: COMAR 13A.12 includes significant revisions to educator licensure requirements, pathways to license, renewal and advancement of licenses, and individual professional development plans.

Note 2: COMAR 13A.07.06 includes significant revisions to the definitions, program approval process, approval requirements, reporting and oversight and teacher preparation competencies.

Skip [Cocoon] Accordion

Maryland Grow Your Own (GYO) Initiatives

Registered Teacher Apprenticeship Program (RTAP) and Workforce Development Initiatives

Maryland continues to play a leading role in advancing educator workforce development through its Registered Teacher Apprenticeship Program (RTAP), a direct result of the state’s commitment to innovative, sustainable solutions to teacher shortages and the expansion of Grow Your Own (GYO) programs. Through this work, MSEA supports local affiliates in designing, implementing, and strengthening GYO and apprenticeship initiatives. In partnership with MSDE, local affiliates, and Local Education Agencies (LEAs), these efforts ensure programs are locally responsive, aligned with state priorities, and grounded in strong labor-management collaboration. Resources from MSDE, MSEA, and partner organizations to support this work are provided below, offering guidance, tools, and technical assistance to help affiliates and LEAs effectively engage in and sustain these initiatives. Additional information will be added as the program evolves.

Standards of Apprenticeship
MSEA RTAP FAQ
Sample Letter of Support
MSDE RTAP Standards_Signed By Supt