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The Baltimore Sun By: Racquel Bazos November 22, 2025 The superintendent of Baltimore County Public Schools is a finalist in the The School Superintendents Association’s 2026 Women in School Leadership Awards, the association announced Thursday. Myriam Rogers is one of two finalists in the superintendent category, alongside Crystal Turner, superintendent of Saddleback Valley Unified School District in California. Rogers began her tenure as superintendent in 2023. “These accomplished leaders have demonstrated a deep commitment to student success, staff development, and innovation in education. We are thrilled to honor their achievements and showcase their outstanding contributions to K-12 public education,” David R. Schuler, executive director of the association, also known as AASA, said in the announcement. “Being recognized for the ongoing work of BCPS is a wonderful honor, but even more important is the validation this confers upon all of Team BCPS,” Rogers said in a statement Thursday. “This is less an individual award than it is an acknowledgement that all of us dedicated to improving our school system are heading in the right direction and making real, positive, and substantial progress. I am honored to be part of that greater team and acknowledged for our work.” “When she became superintendent, she quickly identified the challenges before us and put sound, evidence-based strategies in place to turn around years of academic decline,” Jane Lichter, head of the Baltimore County school board, said in a statement. “Her leadership has been the catalyst in turning BCPS around and moving our school system in the right direction,” Lichter said. The finalists will be evaluated on “their leadership in meeting the learning needs of students, personal and organizational communication strength, constant professional improvement of knowledge and skills, and active community involvement,” the association said. The winner will be announced in mid-February, during the 2026 AASA National Conference on Education in Nashville, Tennessee. Source: The Baltimore Sun

Anne Arundel County Public Schools Press Release November 17, 2025 Danielle Crankfield had a little trouble understanding just what was going on as she walked into the media center at Crofton High School this afternoon. Students, current and former colleagues, Board of Education members, Superintendent of Schools Dr. Mark Bedell – and even her parents, two aunts, and two nephews – were poised to deliver a surprise message: She’s the best in the country. Crankfield was named 2026 National School Counselor of the Year today by the American School Counselor Association (ASCA), and those assembled had come to honor her. “I am honored, humbled, and ecstatic to have earned this award,” said Crankfield, a National Board Certified Counselor who has served students in Anne Arundel County Public Schools since 2010 and has been at Crofton High School since it opened in 2020. “It lets me know that school counselors are important for our children. I stand alongside an amazing team with strong district support that I could not do this work without. This work will continue and we will make the program even better. To every student, whether on my caseload or not, this award is because of you. Your success. Your ability to do what you want in this world is what motivates me every single day. This is for you.” Crankfield, who was named one of five national finalists last month, is the first Maryland school counselor to ever earn the award. When she arrived at Crofton and dug into the new school’s data, Crankfield found that African American and Hispanic students were underrepresented in advanced coursework. She created a road map for middle and high school teachers to use when making course recommendations and led an effort to better publicize high-level courses that met students’ needs and interests. During her tenure at Crofton, that access gap decreased to more closely reflect the diversity and composition of the student population. “Ms. Crankfield is an exceptional school counselor and an even more remarkable person,” Crofton High School Principal Greg Ryan said. “She empowers students to thrive academically, socially and emotionally, while also strengthening our staff by fostering positive relationships, encouraging collaboration, and challenging us to bring our very best to our students each day.” Said Molly McCloskey, a member of ASCA’s School Counselor of the Year Selection Committee: “Danielle represents the very best in professional school counseling from her commitment to her students’ academic, college/career and social/emotional success, to her reputation among her peers as Crofton High School’s ‘North Star.’ Her excellence is not only in what she does, but in the way she does it – authentically and with an eye toward meaningful, measurable results.” Crankfield, other national finalists and school counselors from across the nation will be celebrated in Washington, D.C., during National School Counseling Week in February. For additional information about ASCA, visit the organization’s web page . Source: Anne Arundel County Schools Press Release

Press Release October 30, 2024 Ocean City, Maryland - The Public School Superintendents Association of Maryland (PSSAM) has announced that Dr. Sonja Santelises, Chief Executive Officer of Baltimore City Public Schools, has been selected as the 2026 Maryland Superintendent of the Year. The award is presented annually to a Maryland superintendent who shows excellence in educational leadership, communication, professionalism, and community involvement. “Being chosen by my peers for this recognition is both humbling and inspiring,” said Dr. Santelises. “It reflects the collective work of our students, educators, families, and community partners who believe in what is possible for Baltimore’s young people. This honor belongs to them as much as it does to me.” Robert Salley, chair of the Baltimore City Board of School Commissioners, said this award reflects the effectiveness of Dr. Santelises and the district overall. “Dr. Santelises’ selection as Maryland Superintendent of the Year embodies our district’s belief in high expectations, hard work, and the limitless potential of our students,” said Chair Salley. “This honor recognizes not just her excellence, but the collective strength of a community committed to helping every child thrive. We could not be prouder of our CEO.” Since becoming CEO in 2016, Dr. Santelises has guided Baltimore City Public Schools through a decisive period of academic focus and reform, emphasizing literacy, and access to rigorous coursework. Among the district’s achievements under her leadership: • On the Maryland Comprehensive Assessment Program (MCAP), literacy proficiency in English Language Arts has grown more than 13.6 percentage points since 2015-16, outpacing the statewide gain of 8.9 points. • City Schools has significantly invested in the arts, nearly doubling the number of fine arts teachers from 174 in 2017-18 to 328 in 2025-26. At the same time, City Schools implemented the community schools model at all 154 of its campuses. • City Schools students have the second largest growth in reading nationally since 2022 among large urban school districts: City Schools is also one of five large urban school districts that are performing better in reading than before the pandemic. • The number of schools without air conditioning has been reduced from 75 in 2016 to zero in 2025, while supporting construction on more than 30 schools during that same period. • On the Maryland Kindergarten Readiness Assessment, the percentage of students demonstrating readiness in Baltimore’s Pre-K/kindergarten programs improved by 16 percentage points between 2021-22 and 2023-24, nearly four times greater than the statewide rate. • City Schools has significantly expanded access to Advanced Placement (AP) coursework, achieving a 100-percent increase in the number of students taking Advanced Placement AP coursework, and a 300-percent increase in students earning qualifying scores on AP exams. Her leadership has set the stage for Baltimore’s students to graduate ready for higher education and a family-sustaining career. Dr. Sonja Brookins Santelises, 2026 Maryland Superintendent of the Year

Frederick County Public Schools Press Release September 26, 2025 Monocacy Elementary teacher ALonna Soward-Puryear was named the 2026 Maryland Teacher of the Year by the Maryland State Department of Education Friday night. She received news of this prestigious honor at the conclusion of the Maryland State Teacher of the Year gala in Cockeysville, MD. Earlier this month, MSDE named  Soward-Puryear  as one of seven semifinalists for Maryland Teacher of the Year.  Soward-Puryear is the 2025-26 FCPS Teacher of the Year. Prior to the gala, students, colleagues and system leaders shared their well-wishes for her in a  congratulatory video . “We are thrilled to be the home of the 2026 Maryland Teacher of the Year,” FCPS Superintendent Dr. Cheryl L. Dyson said. “Ms.  Soward-Puryear is a passionate and innovative teacher who is truly home grown. She attended FCPS, she interned with FCPS, and graduated from Hood College in Frederick.” Soward-Puryear is a targeted intervention teacher at Monocacy, where she previously taught fourth grade. She has served as a team leader and an active member of the School Improvement Team, STEM Team and Systemic Blueprint team. Soward-Puryear has taught at Monocacy Elementary since 2019.  She holds a Bachelor of Arts in Elementary and Special Education from Hood College in Frederick, where she also earned a Master’s of Science in Educational Leadership. She is a proud Frederick High graduate and also attended West Frederick Middle, Spring Ridge Elementary, and Lincoln Elementary as a student.  Soward-Puryear is the third FCPS educator named Maryland Teacher of the Year. She joins a distinguished group that includes Frederick High’s Michelle Shearer, who was the 2011 National Teacher of the year and Darren Hornbeck of Linganore High. The FCPS community extends its heartfelt congratulations to Soward-Puryear on this outstanding accomplishment and is excited to support her as she moves on to the National Teacher of the Year process Source: Frederick County Public Schools

Public School Superintendents' Association of Maryland September 17, 2025 The Public Schools Superintendents’ Association of Maryland (PSSAM) is seeking a part-time Legislative Intern for the 2026 Maryland General Assembly session! Do you know someone who would be a great fit or maybe that person is you? Qualified candidates should submit a letter of interest and resume to  marypat.fannon@pssam.org . Applications are open until filled, but for full consideration, please apply by November 1, 2025. See the listing below for details on responsibilities and qualifications.

Maryland State Dept of Education September 05, 2025 Today, the Maryland State Department of Education (MSDE) and Maryland State Board of Education announced the seven local school system finalists for 2026 Maryland Teacher of the Year.  The finalists are Jacqueline Sanderson, Anne Arundel County Public Schools; Jevons Liu, Baltimore City Public Schools; ALonna Soward-Puryear, Frederick County Public Schools; Natalie Pretzello, Howard County Public School System; Marcie Mamas, Queen Anne's County Public Schools; Emma Cohn Matthews, Wicomico County Public Schools; and Phillip Cropper, Worcester County Public Schools . The Maryland Teacher of the Year will be announced during a gala reception and dinner at Martin’s Valley Mansion in Hunt Valley on Friday, September 26.   “Each of our finalists represents the very best of Maryland educators,” said Dr. Carey M. Wright, State Superintendent of Schools . “Their dedication, creativity, and leadership are shaping the future of our students and communities. I extend my heartfelt congratulations to these outstanding educators and thank them for their commitment to excellence in education.” “Our Maryland Teacher of the Year finalists are mentors, innovators, and advocates for student success,” said Dr. Joshua L. Michael, State Board of Education President . “The State Board is proud to honor their achievements and celebrate their inspirational impact in classrooms across Maryland.” The Maryland Teacher of the Year will compete for the National Teacher of the Year Award, to be announced in April, and spend the 2025-2026 school year as a speaker and advisor on statewide education issues. The finalists were selected from 24 local school system teachers of the year. The selection panel consisted of leaders from key Maryland educational organizations representing principals, teachers, school boards, labor partners, and families. Finalists were evaluated against rigorous criteria that included student achievement, teaching philosophy, academic results, community involvement, and knowledge of educational issues.  For over 30 years, Maryland has participated in the National Teacher of the Year Program. Since 2006, three Maryland educators have been honored with the National Teacher of the Year award. Maryland Teacher of the Year Program sponsors include McDonald’s Family Restaurants of Baltimore, Northrop Grumman Corporation, NTA Life, Educational Systems Federal Credit Union, Maryland Public Television, and Whiting-Turner Contracting Company.  Additional information on the 2026 Maryland Teacher of the Year finalists:   Anne Arundel County Public Schools – Jacqueline Sanderson, Belle Grove Elementary School Jacqueline Sanderson, a National Board Certified English Language Development teacher, leads district-wide curriculum initiatives. She has launched programs that support multilingual students and strengthen school-family partnerships. Sanderson is a Maryland Teaching English to Speakers of Other Languages (TESOL) member. Baltimore City Public Schools – Jevons Liu, Academy for College and Career Exploration Jevons Liu, a National Board Certified special education and mathematics teacher, mentors educators statewide. Liu leads staff wellness and oversees academics for student-athletes. A Grosvenor Teacher Fellow with the National Geographic Society and Lindblad Expeditions, he also serves on the Maryland Teacher Advisory Council and co-chairs the Maryland Blueprint Pillar 5 Advisory Committee. Frederick County Public Schools – ALonna Soward-Puryear, Monocacy Elementary School ALonna Soward-Puryear, a fourth-grade teacher, mentors novice educators and actively contributes to the School Improvement Team, STEM Team, and Systemic Blueprint Team. She has served as coordinator for summer programs designed to support prekindergarten/kindergarten readiness, and address pandemic-related learning loss. Soward-Puryear is a participant in the district’s Vanguard teacher leadership program. Howard County Public School System – Natalie Pretzello, Hammond Middle School Natalie Pretzello is the Hammond Middle School band director and a National Board Certified Teacher. She also serves as co-director of the school system’s Middle School Gifted & Talented (GT) Symphonic Band and the percussion coordinator for the Elementary School GT Bands. She leads professional development, mentors new teachers, sponsors extracurriculars, and serves statewide as a guest conductor and consultant. Queen Anne's County Public Schools – Marcie Mamas, Kent Island High School Marcie Mamas, a Business Teacher in the Kent Island High School Career and Technical Education Department, has taught business, marketing and related courses for 30 years. Prior to joining Kent Island High School, she taught at Chestertown Middle School. A past Maryland Business Teacher of the Year and school leader, she has chaired key committees and shaped school improvement efforts. Wicomico County Public Schools – Emma Cohn Matthews, Wicomico High School Emma Cohn Matthews teaches English at Wicomico High School, where she also chairs the Positive Behavior Interventions and Support (PBIS) program and English and World Language departments. She also serves as Gender and Sexuality Alliance advisor, an afterschool tutor, and mentor to pre-service teacher candidates. She is completing National Board Certification. Worcester County Public Schools – Phillip Cropper, Worcester Technical High School Phillip Cropper has led the Worcester Technical High School Culinary Arts program since 2012. He was recently named the 2025 James H. Maynard National Teacher of the Year and holds the 2024 SkillsUSA Maryland Advisor of the Year title. Cropper serves on multiple industry boards and has extensive experience as an Executive Chef and Pastry Chef. Source: Maryland State Department of Education Press Release

Frederick County Public Schools August 12, 2025 " FCPS Superintendent Dr. Cheryl L. Dyson was selected as the recipient of the Tom Cookerly Exceptional School Superintendent Award by the National Center for Children and Families. This award was named after Cookerly, who believed that every child deserves an equal opportunity to learn, thrive and succeed – regardless of circumstances. Cookerly founded The Neediest Kids program in 1972, partnering with school districts to ensure students would never be without the essentials: eyeglasses, coats, school supplies and emergency supports. “I was honored and humbled to learn of this recognition,” FCPS Superintendent Dr. Cheryl L. Dyson said. “In FCPS, we focus on supporting every student to ensure best outcomes for all the students in our care. The work we do for our students is a shared commitment and a team effort.” This is Dyson’s fourth year serving as the Superintendent of Frederick County Public Schools. Dr. Dyson is a fierce advocate for children and works diligently to ensure they thrive. She believes her role as Superintendent provides the opportunity to connect families and community partners to schools in service of every student in FCPS. “This is not just visionary leadership – it is heart work,” organization leaders wrote in an announcement of the award. “You understand that education is a lifeline, especially for children facing trauma, poverty, or instability.” " Source: Frederick County Public Schools News Release

SchoolCEO July 31, 2025 The Public School Superintendents' Association of Maryland is proud to highlight that SchoolCEO  magazine’s Summer 2025 issue features Dr. Thomas Taylor, Superintendent of Montgomery County Public Schools (MCPS). The profile highlights Dr. Taylor’s dynamic leadership, student-centered vision, and the values he brings to one of the nation’s largest school districts. The article, titled “Southern Hospitality,”  offers a compelling look at his journey and the strategic priorities shaping MCPS under his leadership. " For Taylor, students come first. 'The greatest job that you could possibly have is to get to interact with kids,' he says. However, the rest of the MCPS community is just as important. The way forward, as he sees it, is to focus on the “customer” experience so everyone in the district feels welcomed, respected, encouraged and supported. 'There is already a great affinity for the brand that is Montgomery County Public Schools. It’s taken some knocks in recent years, but I think I can win my customers back if we just keep doing what we’ve been doing over the last year,' says Taylor. And if it’s up to him, he’s going to keep doing what he’s been doing for as long as MCPS will have him. 'I am literally having the time of my life,' he says. 'I love every minute of what I am doing every day.'" Read the full feature here. Source: SchoolCEO

Eye on Annapolis May 04, 2025 Image source: Eye on Annapolis Citing a commitment to transparency and enhancing relationships with stakeholders through a variety of avenues, the National School Public Relations Association (NSPRA) has named Superintendent of Schools Dr. Mark Bedell as its 2025 winner of the Bob Grossman Leadership in School Communications Award. The award is given annually by NSPRA to recognize outstanding leadership in school public relations and communications. It honors Robert L. Grossman, a past NSPRA past president who believed that the support and commitment of top education leaders is vital to successful school communication. “I’m very grateful to NSPRA for this award, which truly represents the efforts of so many,” Dr. Bedell said. “The work of schools and school districts is difficult, and it is only through helping everyone see that their voice has value – that they can Belong, Grow, and Succeed, as our Strategic Plan states – that we can become the premier school district we believe we can be.” Dr. Bedell has set a tone of transparency since he began his term as Superintendent in 2022. In that first year, he hosted a 16-session Listening and Learning tour, with three sessions conducted in Spanish. It drew more than 1,000 people and built a base of respect and confidence throughout the community. He also hosted a 10-session Community Conversations tour with Cabinet members in his second year and a Partners in Progress tour this year to continue to provide outlets for the community to have access to school system leadership. “Dr. Bedell’s leadership reflects the very ideals championed by Bob Grossman: that effective school communication begins at the top,” NSPRA wrote in its announcement of the award today. Dr. Mary Dadone, a longtime community education advocate for marginalized students, said that Dr. Bedell’s efforts have changed perceptions of the school district. “Dr. Bedell has brought us hope, courage, clarity of focus, trust, improved relationships and notable academic improvement,” she wrote in a letter of support for his nomination. “He has been a model of transparency.” Insisting that a new Strategic Plan be a “community plan,” Dr. Bedell created a steering committee of more than 60 people to help draft the document, which was approved by the Board of Education in 2023. “I just believe that people can’t help you get you where you want to go if they don’t know where you are and to establish that you have to tell the good, the bad, and the ugly,” Dr. Bedell said. “We have done that since my first day here and I have been very fortunate to have a team in our Communications Division and beyond that has worked very hard to tell those stories.” Dr. Bedell has been no stranger in the community. His frequent presence at school activities, athletic contests, and events across the county have made him readily accessible to families. He is a regular participant in student mentoring sessions and his school visits always include built-in time to converse with staff and students about issues important to them. Dr. Bedell has also worked to streamline and strengthen the district’s communications efforts. A systemwide reorganization incorporated the Office of School and Family Partnerships with Communications and Design & Print Services, allowing efforts to reach parent groups and international families to be more equitable, closely aligned and effective. With his support, there has also been a concerted effort to increase outreach to multilingual families. As an example, AACPS now has Facebook pages in six languages. To help keep the community informed, Dr. Bedell also provides public video updates through “Thursday Thoughts” segments that are posted online. Source: Eye on Annapolis

Maryland Association of Counties: Conduit Street Hosts Michael Sanderson & Sarah Sample January 31, 2024 The newest Conduit Street Podcast features Mary Pat Fannon, Executive Director of PSSAM! She joined hosts Michael Sanderson and Sarah Sample for an insightful discussion on the "North Star" guiding all 24 Maryland superintendents: student achievement. Tune in to hear about PSSAM's legislative priorities for the 2025 session and how they aim to shape the future of education in Maryland. Don't miss this important conversation! Listen here now! Conduit Street Podcast: Education Priorities for Maryland’s Future " This week on the Conduit Street Podcast, hosts Michael Sanderson and Sarah Sample are joined by Mary Pat Fannon, Executive Director of the Public School Superintendents Association of Maryland. With numerous bills aimed at education policy and the Blueprint for Maryland's Future this legislative session, Mary Pat shares how local superintendents focus on policies prioritizing student outcomes and setting clear expectations for education agencies. Tune in for insights into these priorities and other key issues on their agenda in this week’s episode." Source: Maryland Association of Counties: Conduit Street

BILL: SB 429/HB 504 TITLE: Excellence in Maryland Public Schools Act DATE: February 19, 2025 POSITION: Favorable with Amendments COMMITTEE: Senate Budget and Taxation & Education, Energy, and the Environment Committees House Appropriations & Ways and Means Committees CONTACT: Mary Pat Fannon, Executive Director, PSSAM The Public School Superintendents’ Association of Maryland (PSSAM), on behalf of all twenty-four local school superintendents, supports SB 429/HB 504 with amendments. This omnibus bill makes significant changes to funding formulas enacted as part of the Blueprint for Maryland’s Future, creates new programs related to literacy initiatives and teacher recruitment, makes changes to the community schools program, and requires a study on special education funding.  We appreciate the Governor's interest in ensuring the long-term sustainability of the Blueprint for Maryland’s Future and his desire to incorporate additional initiatives to enhance student success, but as the leaders on the front lines of Maryland’s 10-year education reform we can only offer limited support for this legislation. Anticipating the Administration’s desire for changes to the Blueprint due to the State’s looming fiscal crisis, we asked the Governor last fall for a seat at the table to identify solutions that would not hinder the long-term success of the Blueprint, namely, solutions that would continue to support student growth and academic achievement. Unfortunately, this legislation does not protect the progress we have made, and seriously jeopardizes the transformational vision of the Blueprint.  Despite our frustrations and criticisms of this legislation, we strongly request the opportunity to work with the Governor and the General Assembly to craft solutions and modifications that are achievable, ensure the highest return on Blueprint investments, maximize efficiencies, and maintain the promise and momentum of the early successes of the Blueprint.  Pausing Collaborative Time and Commensurate Funding Changes  This legislation makes significant funding changes by altering the target per pupil “foundation” funding starting in Fiscal Year (FY) 2026 through FY 2030 by delaying the “collaborative time” initiative by four years; provisions are made to hold special education funding harmless. The legislation creates new Collaborative Time Innovation Demonstration Grants over the same four year period to test innovative teacher collaboration models. Funding can be used for compensation for additional staff, planning of new master schedules, professional development, technical assistance, and other uses approved by MSDE. To be eligible, an application must be co-signed with a local employee organization.  PSSAM strongly opposes the delay in collaborative time and the commensurate funding reductions, as well as the development of the Demonstration Grants. The projected loss of State funding under this proposal is estimated to total $1.557 billion, with an additional loss of $1.167 billion of locally required spending, resulting in a four-year reduction of $2.724 billion in direct funding to schools.  The Blueprint’s vision for collaborative time was ambitious, creating an eight-year phase-in to reach the ultimate goal of achieving 60% of a teacher’s time in front of students, and 40% of their time devoted to collaborative work. The Kirwan Commission’s consideration of “collaborative time” was always more expansive than just hiring new teachers. In fact, suitable activities for the 40% of time centered around deepening LEA leadership development and professional learning opportunities, as well as traditional individual “planning time” understood by most laypeople.  In fact, part of the 40% time envisioned small group support, including:  Working with students struggling to meet college and career readiness; Interventions for families and students suffering from chronic absenteeism;  High leverage tutoring opportunities; Co-teaching/modeling for special education and multilingual learners (MLL); Time for IEP and MLL-plan work and support;  More special education and MLL classroom support staff, especially for newer or conditionally hired teachers; Peer observations to see model lessons; Behavioral supports for students (more adults in a classroom to allow for more small group rotations and other supports); Working with students and families needing social-emotional supports; Collaborative time with paras and teaching assistants to ensure that they are prepared for instructional support; Support for conditionally hired teachers and those teaching outside of their certification areas; and,  Restorative practice interventions with staff who have specific training.  Clearly the Kirwan Commission’s intention was not just hiring more teachers.  It is very important to recognize that the best recruitment is retention of teachers. And the phased in funding is so important to retaining staff as you grow your workforce and change staffing configurations. The biggest issue here is that when LEAs strive to reach 60% of teaching time, they need the funding flexibility to grow into those structures. Schools are constantly reallocating staffing in grades and classes to account for discrepancies in teacher tenure, expertise, curriculum, etc. So at any given time, you have classes that are under the teacher-student ratio and some that are slightly over, but you need the funding to cover the transition - the phase-in -  not requiring the hiring of a massive amount of new teachers at once. However, stopping the funding will delay the progress in reaching the expected teaching/planning ratios.    The early funding priorities of the Blueprint were to bolster the teaching profession, including the requirement to increase teacher salaries by 10% by July 1, 2024, compared to their salaries on June 30, 2019, as well as provide incentives for the attainment of National Board Certification, and reaching a minimum salary of $60,000 by FY 2027. Teacher recruitment has always been a priority and year-round activity for LEAs, but the pandemic dealt a significant blow to these efforts.  Regardless, local school systems have been working hard to achieve these goals in the first three years of the implementation, while planning for the eight-year phase-in of collaborative time. In fact, for almost a year, LEAs and their staff have been requesting guidance and direction from the Maryland State Department of Education (MSDE) and the Accountability and Implementation Board (AIB) on the expectations for the phase-in because local implementation plans of collaborative time are due July 1, 2025. LEA staff and superintendents have made it explicitly clear that these plans will take time to create, and need to be negotiated with their bargaining units; negotiations started in earnest in early fall 2025 for the FY 2026 budget.  Never once was there a formal or explicit indication or expectation that 15,000 teachers would need to be hired by the full phase-in of the plan, OR that significant hiring would be required in the early years of implementation.  Without clear direction or engagement from either entity, LEAs began conversations with their bargaining units and made assumptions of what would be expected in these early years.   LEAs reasonably expected their July 1, 2025 plans would include laying the foundation for the implementation, including:  Assessment of current teaching/collaborative time for each grade band; Master planning ideas to accomplish innovative ideas such as co-teaching, small group configurations for differentiated learning; alternative support staffing models; hybrid learning models across grade levels; the use of outside resources to allow for more flexibility for classroom teachers, such as tutoring programs;  Short and long-term staff recruitment and retention, including creative partnerships with local teacher preparation programs and institutes of higher education to develop workforce pipelines for local shortages or priorities; and,  Space considerations (facility needs).  In fact, the AIB currently has several consultants working directly with LEAs assessing the actual staffing needs. This work should more accurately estimate, with real time data, projected teacher needs. We suspect this exercise will yield a much more realistic number than 15,000 teachers needed.  The teacher shortage is not new - not in 2025 and not even in 2016 when the Kirwan Commission began its work. In fact, MSDE has been collecting data on the shortage since 1996. The justification for pausing our collaborative time work because we need to hire 15,000 teachers is unfair and sets the stage for LEA failure.  The health of the Blueprint funding is in trouble, but to use this false narrative to undergird and justify the reductions that will be faced by local school systems is wholly unfair and unsupported without localized evidence and data.  The decision to “pause” collaborative time was made by the AIB at a single, quasi public meeting in January, 2025 without any opportunity for meaningful input by stakeholders. The AIB leadership has criticized our organization for recommendations we published last December; but taken together, all thirty of our recommendations would not alter the vision or faithful implementation of the Blueprint compared to this single change that will irrevocably halt the success and momentum of the Blueprint. This policy decision to pause collaborative time has been the single biggest change made to the Blueprint to date. Again, made without serious or meaningful public discourse by educators, advocates, but most significantly without input from the superintendents who have been diligently requesting a seat at the table with the decision makers on ‘all-things Blueprint.’ We had no opportunity to make our case against the single most important change proposed and adopted by the AIB who are statutorily mandated to implement the Blueprint with fidelity.  We are not naive about the Blueprint’s impact on the State’s future fiscal health - and this proposal is not about a teacher shortage - this is about money and slowing down the cost of the Blueprint. We are deeply frustrated at the Administration’s financial solution being retroactively endorsed by the AIB through such a dramatic policy shift without any meaningful deliberation or even understanding the fiscal impact on the LEAs. This decision flies in the face of the Commission’s comprehensive work and undermines the Blueprint’s innovative approach that every Pillar is transformative; but, it is the coalescence of the five Pillars that creates dynamic outcomes and achievements. Removing the funding and pausing the collaborative time in Year 4 undercuts the foundation of transformation in every sense. We remain incredulous to the idea that such a diversion from the original Blueprint will go unchecked in the name of an expectation of hiring 15,000 teachers just “revealed” to the public in news stories less than three months ago. We did not plan - or want -  to have a conversation about the insufficiency of the existing Foundation funding this year. However, now faced with the losses proposed by the Governor’s education bill - we are compelled to discuss the impacts on our budget on behalf of our staff and most importantly our students.  The truth is funding and student achievement go hand-in-hand and we are not going to be able to make the progress in student achievement without the Blueprint funding we have been counting on and fought for all those years ago. Under this legislation funding is reduced resulting in a 3.11% increase in per pupil spending over FY ‘25. This is not an historic investment or an investment that will yield the outcomes our students deserve. To compound our distress, FY ‘25 was the lowest increase in per pupil funding over the 10 years of the Blueprint - a 1.7% increase in funding. Last year budgets were balanced through a variety of strategies including:  Using reserve funds (if LEAs had any);  Delaying the expansion of PreK; Increasing class sizes; and, Staff and teacher reductions.  But superintendents were optimistic knowing that FY ‘26 would return to more appropriate funding - an almost 5% increase in per pupil funding.  In Maryland, education is a shared funding obligation between state and local governments, so in addition to the scaffolding effect of reducing the Foundation funding on the compensatory education and multilingual learner formulas, there is the elimination of required local funding to schools.  For FY ‘26 school systems will lose $234 million in direct education funding for next school year……and none of this helps the State’s FY ‘26 budget deficit.  Reducing the Foundation as envisioned by this legislation will result in much deeper cuts this year.  Districts will have to cut teachers;  Districts will have to reopen bargaining agreements regarding increased salaries in keeping with the Blueprint mandates; Districts will increase class sizes; and, Districts will see stagnant growth in student achievement. In addition to ensuring the academic success of Maryland’s students, we must voraciously advocate for adequate funding of public schools. In fact, this critical responsibility is enshrined in COMAR 4-205(g)(5): The County Superintendent shall try in every way to awaken public interest and improve educational conditions…. and in COMAR 4-205(k)(2): The County Superintendent shall seek in every way to secure adequate funds from local authorities for the support and development of the public schools….  We take these responsibilities seriously and will continue to advocate for necessary resources to ensure student success. Concentration of Poverty (CPG)/Community Schools  This legislation proposes a pause in the expansion of community schools that will “save” the State $473 million over the original, promised Blueprint funding. This is done by freezing funding at FY ‘26 levels for two years; funding will resume in FY ‘29 based on the amount the eligible school would have received in FY ‘27. The bill allows for district-wide use of up to 50% of the funding for school systems with more than two community schools. It expands the definition of “wrap-around services” by community schools to include anything identified by MSDE in guidance or regulation, as well as specific expansions to include (1) increased behavioral and physical health services; (2) chronic absenteeism intervention programs; (3) increasing the number of highly qualified teachers; and, (4) community-based educational and workforce training for families. Lastly, the bill shifts regulatory oversight and compliance from the AIB to the MSDE, giving MSDE the authority to issue requirements for community schools’ implementation plans to include measurable goals, and to review plans annually instead of every 3 years. The MSDE is authorized to withhold funding or take other compliance actions, and can hire additional employees to provide direct guidance to local school systems. The bill redirects $8.2 million over four years to MSDE to support these increased responsibilities. PSSAM is supportive of the operational and oversight changes to MSDE, as well as the expanded uses of the community schools funding, but opposes the pause in Community Schools funding for two years. For the last two years, our organization has strongly requested flexibility in community schools funding. We have been very pleased with the exponential growth in community schools and the corresponding academic improvements and positive community impact. This bill very astutely recognizes that allowing districts to use some of this funding for district-wide activities will yield tremendous economies of scale and enhance best practices and cooperation in school systems. Further, we strongly support the bill’s recognition that a limited amount of funding should be used for fiscal management and compliance. We understand the hesitancy of funders to allow for administrative spending, but its importance has been well-documented and supported. Federal Title programs have long acknowledged the need to set aside funding for administrative tasks, such as budgeting, contracts and grant writing, to support the hands-on work. Centralizing and supporting these tasks at the district office ensures that the totality of the CPG funds are used with fidelity with the appropriate staff managing these essential funding and procurement functions. Freeing up these management burdens allows school coordinators to concentrate on engaging families, supporting students, and collaborating with community partners.  However, we would prefer a formal triennial evaluation of each community school instead of the proposed annual evaluation ; it is important to note that these schools also undergo periodic audits to ensure that funds are being spent appropriately and in accordance with their implementation plans. Community schools are also subject to annual local budget processes, which are available to the public, so there is continual oversight from the districts as well.  Lastly, we request that any new regulations promulgated or guidelines developed by MSDE be developed in deep consultation with the LEAs, and that any new reporting requirements are given to LEAs at least six months before they are required.  Teacher Recruitment and Grow Your Own Programs  The legislation establishes a National Teacher Recruitment Campaign , appropriating $2.1 million over 4 years, as well as the Maryland Teacher Relocation Incentive Gran t ($4.3 million over 4 years) for out-of-state licensed teachers willing to teach in high-need schools. The bill modifies the Grow Your Own Educators Grant Program  to focus on experiential learning pathways, minimum mentor teacher ratios and the designation of a program administrator from the local school system, funded with $134 million of Blueprint funding over 4 years.  The legislation also implements the Interstate Teacher Mobility Compact   that allows teachers licensed in member states to receive equivalent licensure in Maryland without redundant testing or coursework, and provides special provisions for active military members and their spouses to expedite licensure. PSSAM fully supports the Interstate Teacher Mobility Compact .   As for the other teacher recruitment provisions, PSSAM appreciates the MSDE’s interest in taking the lead on these teacher recruitment and training initiatives but we have serious concerns about the breadth of these new initiatives and the proposed structure of the programs. We do not believe a case has been made that the Department can more effectively manage a statewide recruitment campaign without meaningful input by the local school systems who have not been consulted at all on these new ideas. There has been no effort or outreach to determine what is already available and working in local districts that the MSDE could help support and grow. Several districts already have longstanding recruitment programs, some more generous than the proposed plan, and others that have been carefully negotiated with bargaining units. Before building a new statewide infrastructure for these efforts, it is important to understand the current efforts underway across the 24 school systems.  This is a huge amount of funding for initiatives we know nothing about and make changes to a Grow Your Own Program that was just spearheaded by MSEA, and well-deliberated and established by the General Assembly last legislative session. Without more specific information about these proposals, we cannot support them at this time.  If the General Assembly agrees that these new programs are most appropriately managed and run by the MSDE, we strongly request that General Funds are identified instead of diverting Blueprint funds to these new initiatives.  The School Leadership Training Programs The bill also alters the leadership training programs originally envisioned by the Blueprint and amended by the Maryland General Assembly last session. The program is split into two components - the existing program becomes The School System Leadership Training Program, with required participation by local superintendents and the chair and vice chairs of a county board, as well as the State Superintendent and the leadership of the State Board and the AIB. Currently there is $5 million budgeted for this program. The new Maryland School Leadership Academy, costing approximately $1,250,000 a year, would be optional for principals, assistant principals, other school-based or county board leaders, or others who may benefit. The leadership academy would last for 12 months, be job-embedded, and effective school leaders will be selected as mentors who may be paid a stipend.  PSSAM supports the leadership training programs but requests significant amendments to clarify the General Assembly’s intention for these trainings . The original intent of this training was to embed the tenets of the Blueprint in State education leaders. Last year the General Assembly made changes to the program reflecting the fact that the training was almost two years behind and expanded the training’s purposes to more broadly address leadership. We feel strongly that if the General Assembly wants to incur almost $7 million a year in training, these programs are not achieving the original, or updated goals.  Currently, these trainings are not directly related to the work of the Blueprint and largely reflect work that is done in any master’s program. In fact, the Department could require that Maryland higher education programs incorporate more Blueprint specific curriculum into their programs to truly embed the Blueprint culture into future educators. We appreciate the Department’s attempts to make these trainings more salient and meaningful, but we are not there yet.  As for the new Maryland School Leadership Academy, we believe principals and school-based leaders are the key to the success of the Blueprint. We would like to work in partnership with the AIB and the MSDE to fully develop professional development modules that can be deployed uniformly across the State through existing professional learning communities and opportunities. In our experiences, some of the most successful professional development programs out of the MSDE use a train-the-trainer model that can be adapted and incorporated into local school system trainings throughout the year.  In addition, the statute needs to clarify the expectations for the School System Leadership Training regarding the number of times a superintendent and board member is required to complete the training. Lastly, much of this content could be incorporated into existing leadership training conducted by State associations. For example, our organization has a year-long Aspiring Superintendents Academy, as well as aspiring principal academies run by the two Principals’ Associations in Maryland. Lastly, the Maryland Association of Boards (MABE) holds annual training sessions for new and existing Board members that would be ideal to incorporate curriculum developed by the MSDE and the AIB.  Academic Excellence Program and Fund  This legislation also creates the Academic Excellence Program and Fund. The Program’s purpose is professional development to improve early literacy and numeracy through the use of “coordinators of professional learning” and “instructional coaches” managed by MSDE. Schools would be identified based on accountability data, and a statewide data collection initiative would be established to monitor fund usage and student outcomes. This is funded with $228 million of Blueprint funds over four years. PSSAM strongly opposes the creation of this new and expansive initiative.  While literacy is certainly a key element of the Blueprint’s goals, a state-led initiative such as this was never envisioned or discussed by the Kirwan Commission. This well-meaning initiative is a significant departure from the Blueprint legislation, siphoning off tremendous resources from the Blueprint Fund. We strongly oppose this funding proposal and suggest that if this is a priority of the State, it be funded with General Funds. Local superintendents cannot support redirecting promised funding to districts, in addition to what is likely to also siphon off LEA staff to move into statewide “coordinator” and “coach” positions.  Special Education Funding  In addition to holding special education per-pupil funding harmless from the proposed reductions, the legislation requires an independent study on special education funding on or before January 1, 2026. In consultation with the AIB, the MSDE shall contract with an independent public or private entity and, at a minimum, review and make recommendations on (i) the costs of special education in the State; (ii) the rising costs of special education for prekindergarten students and the appropriate funding formula for those students assumed to be covered in the prekindergarten per pupil funding allocation under the Blueprint for Maryland’s Future; (iii) the implications of the design assumptions in the existing special education funding structure related to long–term spending and costs; (iv) the establishment of a system of multiple weights for special education funding based on disability and level of services and support needed.  PSSAM strongly supports this study as it was one of our organization’s recommendations to the MSDE and AIB in the fall of 2024 . Local school systems spend over $1,038,848,168 in direct special education services that are NOT reimbursed by the state and federal governments ( see linked chart ) . Special education funding is the untold story of education funding at the local level - how this massive under funding crowds out our ability to implement the Blueprint and “reallocate resources.” Every school system would be able to fully implement the Blueprint and exceed goals and expectations, if they were able to use the Foundation as intended, without the need to cover these profound deficits in special education.  Special education costs are the legitimate and necessary  costs of educating our most vulnerable students; these are services that students and families are entitled to and we are committed to providing them. However, there is no denying how extraordinary these costs are, and they will continue to grow. The connecting and relevant point here is that the Kirwan Commission never truly and openly examined these costs and pressures on local education budgets. The clock was running out and the work was set aside to be dealt with by a special education work group. Years later that group is struggling to get its recommendations the attention they deserve. In the meantime, local school systems continue to fund special education to ensure the services for the students We appreciate the Maryland General Assembly’s careful considerations of our comments and concerns. We look forward to working collaboratively with the committees to craft more reasonable and equitable solutions to address the sustainability of the Blueprint. At its core, this legislation undercuts the building block of the Blueprint by reducing promised Foundation funding through reduced state and local funding for the life of the Blueprint, and diverts resources to new initiatives at the State level that were never contemplated by the Kirwan Commission or discussed with local school systems.

December 11, 2024 You can view PSSAM's Legislative and Policy Recommendations for the 2025 Legislative Session here . PSSAM Legislative and Policy Recommendations The Blueprint for Maryland’s Future The Blueprint for Maryland’s Future creates a bold trajectory for Maryland’s public education system. As the state’s top educators, we stand behind the Blueprint and applaud those who have fought hard to make this vision a reality.  We have gained invaluable experience and insight after three years of implementation - celebrating early successes, but also experiencing frustrations and challenges. Our requests for policy and legislative changes are the result of the real experiences from education experts doing the Blueprint “work” every day in school buildings and leadership offices. Our experiences in education reform have taught us that it is not enough to put a program in place, but to evaluate its effectiveness and make adjustments along the way.   The Blueprint’s goals are achievable, but the implementation needs to be streamlined and realistic with clearer expectations and guidance from State leaders. While it is too early for a complete evaluation of our work, we believe these valuable lessons should be considered, and our recommendations for changes embraced as “course corrections” to ensure long-term success.  This document includes requests for policy adjustments we believe can be made by the State Board of Education (SBOE) and/or the Accountability and Implementation  Board (AIB) without statutory changes, or within the AIB’s plenary authority.  Part of the Blueprint’s innovative approach is that every Pillar is transformative;  but, it is the coalescence of these five Pillars that will create dynamic outcomes and achievements. In practice, it is also this coalescence that has been one of the biggest challenges to successful implementation. In addition, each of Maryland’s twenty-four Local Education Agencies (LEAs) has a different starting point and growth trajectory. The Blueprint tends to have a one-size approach that does not “fit all,” especially in districts  that were previously demonstrating efficiency and excellence in many areas of the Blueprint. Our Core Mission and Measure of Success - Student Growth and Achievement  The recommendations in these pages are the result of analysis of student data, qualitative experiences of educators and staff, and thoughtful contemplation of the following questions:  How is this pillar/activity/initiative performing against Our Core Mission and Measure of Success - Student Growth and Achievement?  What has been accomplished that enhances and promotes student achievement? What is new, or enhanced that has worked?  How have we demonstrated progress?  What has challenged our ability to grow student success?  What has been our ‘Return on Investment (ROI?)’ on each activity?  Has the human and fiscal capital produced results that would have otherwise been unattainable?  Will further investments in an initiative achieve student success?  PSSAM, and its twenty-four superintendents, look forward to working with the State Board and AIB leadership, the Governor, the Legislature, and all education partners to guarantee the success of The Blueprint, ensuring a world-class and equitable public education for every Maryland student. For more information, please contact Mary Pat Fannon, Executive Director, at marypat.fannon@pssam.org .