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Title: CENTER FOR IMPROVING TEACHER QUALITY CTQ NATIONAL INVITATIONAL FORUM


1
USING INTASC STANDARDS TO GUIDE TEACHER
PREPARATION AND PROFESSIONAL DEVELOPMENT
  • CENTER FOR IMPROVING TEACHER QUALITY (CTQ)
    NATIONAL INVITATIONAL FORUM
  • Friday, June 29, 2007
  • Double Tree Hotel
  • Crystal City
  • Arlington, VA 22202

2
Maryland State Department of Education
Dr. Virginia Pilato Director of
Certification and Accreditation, Program Approval
and Assessment Branch, Division of Certification
and Accreditation, Maryland State Department of
Education, Baltimore, Maryland Ms. Sharon A.
West Director of the Maryland State
Improvement Grant (MSIG), Division of Special
Education/Early Intervention Services, Maryland
State Department of Education, Baltimore,
Maryland Dr. Debi Gartland Professor,
Towson University, Towson, Maryland Dr. Roberta
Strosnider, MSIG Consultant Mr. James Hargest
MSIG Consultant, Division of Special
Education/Early Intervention Services, Maryland
State Department of Education, Baltimore, Maryland
3
  • During this session, the CTQ team from Maryland
    will explain how they are using the INTASCs
    Model Standards for Licensing General and Special
    Education Teachers of Students with Disabilities
    A Resource for State Dialogue (2001) to help
    teachers teach ALL students. Four (4) products
    have been developed using the standards and are
    in different stages of review and use. They are
    designed to assess competency of special
    education teacher candidates, to assess
    competency of general education teacher
    candidates, to guide mentoring activities with
    new special education teachers and to guide
    professional development for all teachers of
    students with disabilities.

4
Maryland and INTASC
  • Long term member
  • Standards viewed as valuable tools to promote
    State dialogue
  • Adoption of the 10 INTASC principles/standards as
    consistent with Maryland standards
  • Value the special education products with
    elements for both special educators and general
    educators

5
Teacher Education Reform in Maryland
  • State requirements
  • INTASC or comparable State standards
  • Professional Development Schools standards
  • Year long internship
  • State recognized national certification area
    standards, e.g. CEC
  • Joint NCATE/ Maryland unit review, including
    standards based performance assessment system
  • Successful performance for HEA/Title II State
    reporting

6
Maryland State Improvement Grant (MSIG)
  • A component of IDEA (Part D) allows states to
    apply for discretionary grants to improve
    programs for students with disabilities. MSDE
    (DSE/EIS) submitted a grant to OSEP and was
    awarded 5.1 million over 3 years.

7
Maryland State Improvement Grant (MSIG)
  • Goals of MSIG
  • To increase the number of highly qualified
    special educators
  • To improve the performance of students with
    disabilities on State accountability measures

8
MSIG II Year 2Improving results for students and
young children with disabilities
9
MSIG II Year 2 Design 2006
  • Sub-grants include
  • Blended Early Childhood/Special Education IHE
    Program Initiative
  • RTC Program (Alternative Certification Program)
  • IHE Grants for Mentoring and Coaching
  • Voluntary State Curriculum (VSC)/Maryland
    Statewide On-Line IEP Project
  • Passport to Success Middle School Expansion
    Project
  • (based on the University of Kansas Strategy
    Instruction Model SIM)

10
Using Standards to Guide the Development of
Teacher Preparation and Professional Development
  • MSIG SUPPORTED PRODUCTS
  • Performance Assessments A Resource for Special
    Education Teacher Educators in Maryland (2003)
  • Performance Assessments A Resource for
    Elementary General Education Teacher Educators in
    Maryland Teaching Students with Disabilities
    (2007)
  • Stages of Professional Development for All
    Teachers of Students with Disabilities (2007)

11
Interstate New Teacher Assessment and Support
Consortium (INTASC) Beginning Teacher Standards
  • 1. Making Content Meaningful
  • 2. Child Development Learning Theory
  • 3. Learning Styles Diverse Learners
  • 4. Instructional Strategies Problem Solving
  • 5. Motivation Behavior
  • 6. Communication to Foster Learning
  • 7. Planning for Instruction
  • 8. Assessment and Evaluation
  • 9. Professional Growth Reflection
  • 10.Interpersonal Relationships

12
Council for Exceptional Children
10 Standards for Beginning Teachers
  • 1. Foundations
  • 2. Development and Characteristics of
    Learners
  • 3. Individual Learning Differences
  • 4. Instructional Strategies
  • 5. Learning Environments and Strategies
  • 6. Communication
  • 7. Instructional Planning
  • 8. Assessment
  • 9. Professional and Ethical Practice
  • 10. Collaboration

13
MSIG Product 1
  • Performance Assessments A Resource for
    Special Education Teacher Educators in Maryland
    (2003) has been developed to provide special
    education teacher educators in Maryland with
    sample performance assessments to evaluate
    preservice special educators.

14
  • The purpose is to develop an evolving document
    that can be used by Institutions of Higher
    Education (IHEs) to design performance
    assessments to evaluate preservice special
    educators. IHEs will be able to use the format
    and modify the samples to create their own
    performance assessments.

15
DEFINITION
  • PERFORMANCE ASSESSMENT a method of evaluation
    in which the learner is placed in an authentic
    situation and asked to demonstrate his/her
    knowledge and skills.
  • NCATE (2002) defines performance assessments as
    comprehensive assessments through which
    candidates demonstrate their proficiencies in
    subject, professional, and pedagogical knowledge,
    skills, and dispositions, including their
    abilities to have positive effects on student
    learning.

16
The sample performance assessments have been
designed to be consistent with
  • Council for Exceptional Children (CEC)
  • Special Education Content Standards
  • National Council of Accreditation of Teacher
    Education (NCATE) Standards
  • Interstate New Teachers Assessments and Support
    Consortium (INTASC) Principles
  • MSDE- Essential Dimensions of Teaching Standards
    (EDoTs)
  • Maryland Teacher Technology Standards

17
Participating Institutions of Higher Education
  • Bowie State University
  • College of Notre Dame
  • Coppin State University
  • Frostburg State University
  • Goucher College
  • Hood College
  • Johns Hopkins University
  • Loyola College
  • McDaniel College
  • Mount Saint Marys University
  • Towson University
  • University of Maryland College Park
  • University of Maryland Eastern Shore

18
Performance Assessment Design Components
  • CEC Standards
  • Title
  • Applicable MSDE Certification Area(s)
  • Outcomes (Teacher candidate)
  • Teacher Candidate Procedures
  • Evaluation
  • Instructors Notes
  • Courses
  • Modifications
  • Application to Other Standards

19
Performance Assessment Design Component 1 CEC
Foundations
  •   Special educators understand the field as an
    evolving and changing discipline based on
    philosophies, evidence-based principles and
    theories, relevant laws and policies, diverse and
    historical points of view, and human issues that
    have historically influenced and continue to
    influence the field of special education and the
    education and treatment of individuals with
    exceptional needs both in school and society.
    Special educators understand how these principles
    influence professional practice, including
    assessment, instructional planning,
    implementation, and program evaluation. Special
    educators understand how issues of human
    diversity can impact families, cultures, and
    schools, and how these complex human issues can
    interact with issues in the delivery of special
    education services. They understand the
    relationships of organizations of special
    education to the organizations and functions of
    schools, school systems, and other agencies.
    Special educators use this knowledge as a
    foundation upon which to construct their own
    personal understandings and philosophies of
    special education.

20
Performance Assessment Design Component 2
  • Titles were written in short phrases to denote
    different performance assessments within one CEC
    standard area.
  • Standard 8 Assessment Example
  • Assessing Students with Exceptional Needs,
  • Pre-referral Assessment
  • Assessing Students with Exceptional Needs, Formal
    Assessment
  • Paper and Pencil Assessment Based on the
    Curriculum (Written)
  • Assessing Students with Exceptional Needs,
    Assessment Report

21
Performance Assessment Design Component 3
  • Applicable MSDE certification areas
  •  
  • Check Applicable MSDE Certification Area(s)
  •  
  • X birth - grade 3
  • X grade 1 - grade 8
  • grade 6 - adult
  • Hearing Impaired
  • Visually Impaired
    SPH

22
Performance Assessment Design Component 4
Teacher Candidate Outcomes Example
  • The teacher candidate will
  •  1.  Select, accurately administer, and score
    standardized tests appropriate to the individual
    student being assessed.
  • 2. Interpret test results as meaningful
    information that serves as a basis for
    recommendations when combined with other
    information to determine special needs of
    students.

23
Performance Assessment Design Component 5
  • Teacher Candidate Procedures Example
  • 1. Select a student.
  • A general education student who is receiving
    special education services, or a student
    appropriately referred for possible special
    education services.
  • 2. Reason for the referral.
  • Describe the reason for referral (academic or
    social/ emotional concern) indicate the
    referring party. Documentation of the concern
    (e.g., a letter) may be specifically noted.

24
Performance Assessment Design Component 5
(Continued)
3. Administer, score, interpret formal tests.
Overall Achievement Test
Wide Range Achievement Test III
Woodcock Johnson-III Reading
performance Woodcock Reading
Mastery Test Writing
Test of Written Language Mathematics
performance Key Math
Videotape the administrations, if the taping will
not interfere with the results.
25
Performance Assessment Design Component 6
  • EVALUATION
  • Rubrics and/or Checklists have been
  • designed to evaluate student progress
  • over time.

26
Performance Assessment Design Component 7
  • Instructors Notes
  • Courses
  • Modifications

27
Performance Assessment Design Component 8
  • Application to Other Standards

28
WEBSITE
  • http//perfstds.msde.state.md.us

29
MSIG Product 2
  • Performance Assessments A Resource for
    Elementary General Education Teacher Educators in
    Maryland Teaching Students with Disabilities
    (2007)

30
GE Performance Assessment Committee
The Committee is Co-Chaired by a General
Education and Special Education Faculty Member
2004
  • Committee is comprised of
  • IHE Instructors
  • General Education
  • Special Education
  • MSDE Staff
  • Division of Certification and
    Accreditation
  • Division of Special Education/Early
  • Intervention Services
  • Teachers (Maryland State Teachers Association)

31
The purpose of the committee was to
  • Develop sample performance assessments consistent
    with the INTASC indicators for General and
    Special Educators.
  • Develop performance assessments consistent with
    realistic general education classroom practices.
  • Develop evolving documents that can be utilized
    across content areas.
  • Provide a framework/ structure for the
    development of performance assessments that can
    be accessed by Maryland IHEs through the internet.

32
Interstate New Teacher Assessment and Support
Consortium (INTASC) Beginning Teacher Standards
  • 1. Making Content Meaningful
  • 2. Child Development Learning Theory
  • 3. Learning Styles Diverse Learners
  • 4. Instructional Strategies Problem Solving
  • 5. Motivation Behavior
  • 6. Communication to Foster Learning
  • 7. Planning for Instruction
  • 8. Assessment and Evaluation
  • 9. Professional Growth Reflection
  • 10.Interpersonal Relationships

33
Each standard is divided into two sections
Interstate New Teacher Assessment and Support
Consortium (INTASC) Beginning Teacher Standards
  • Standards for General and Special Education
    Teachers
  • Standards for Special Educators

34
Interstate New Teacher Assessment and Support
Consortium (INTASC)
  • Principle 1 The teacher understands the
    central concepts, tools of inquiry, and
    structures of the discipline(s) he or she teaches
    and can create learning experiences that make
    these aspects of subject matter meaningful for
    students.
  • Implications for students with disabilities
    Both general and special education teachers
    demonstrate an understanding of the primary
    concepts of thinking and knowing the content
    areas they teach as articulated in INTASC. They
    understand the underlying values and implications
    of disability legislation and special education
    policies and procedures as they relate to their
    roles and responsibilities in supporting the
    educational needs of
  • students with disabilities. All
    teachers provide equitable access to and
    participation in the general curriculum for
    students with disabilities.

35
Interstate New Teacher Assessment and Support
Consortium (INTASC)
  • General and Special Education Teachers
  • 1.01 All General and Special Education Teachers
    have a solid base of understanding of the major
    concepts, assumptions, issues, and processes of
    inquiry of the subject matter content areas that
    they teach. They understand how knowledge in a
    content area is organized and how it relates to
    other content areas.
  • 1.02 All teachers know which key concepts, ideas,
    facts, and processes in their content area
    students should understand at different grades.
    Developmental levels can appropriately structure
    activities that reflect the scope and sequence of
    the content area. They understand that
    developmental levels affect students reasoning,
    perceptions, misconceptions, and naïve
    conceptions about
  • content and tailor instruction based on
    student responses to promote students learning
    of the content.

36
GENERAL EDUCATION PERFORMANCE ASSESSMENT(GEPA)
DESIGN COMPONENTS
  • 6. Outcomes
  • 7. Teacher Candidate
  • Procedures
  • 8. Evaluation
  • 9. Instructors Notes
  • 10.Application to Other Standards
  • 1. INTASC Principle
  • 2. Implications for Students with Disabilities
  • 3. INTASC Performance Standard
  • 4. INTASC Dispositions
  • 5. Title

37
GEPA Design Component 1INTASC Principle
  • Example
  • Principle 8 The teacher understands and uses
    formal and informal assessment strategies to
    evaluate and ensure the continuous intellectual,
    social and physical development of the learner.

38
GEPA Design Component 2Implications for
Students with Disabilities
  • Individualized comprehensive assessments are
    required for students with disabilities and are
    used to determine eligibility for special
    education services, to plan individualized
    instruction, and to monitor and evaluate student
    performance. It is also expected that students
    with disabilities will participate in the overall
    assessment programs of the classroom, and that
    they may require accommodations to demonstrate
    their knowledge and skills. In addition, some
    students with disabilities may require
    assessments related to
  • achievement in an expanded curriculum (i.e.
  • alternate assessments).

39
GEPA Design Component 3INTASC Performance
Standard
  • Example
  • Performance Standard 8
  • ASSESSMENT AND EVALUATION

40
GEPA Design Component 4INTASC Dispositions
  • General and Special Education Teacher
  • Key Knowledge, Skills, and Dispositions
  • ___ 8.01 _X_ 8.02 _X_ 8.03
  • ___ 8.04 _X_ 8.05

41
GEPA Design Component 5Title
  • Title Monitoring Student Achievement

42
GEPA Design Component 6 Outcomes
  • Outcomes
  • The teacher candidate will be able to
  • Design differentiated assessment procedures which
    document student learning on State or district
    content standards.
  • Incorporate accommodations to standard
    assessments, as well as alternative assessments,
    into the ongoing process of
  • assessing students with disabilities.

43
GEPA Design Component 7Teacher Candidate
Procedures
  • The teacher candidate will
  • Select a lesson plan developed for a general
    education class which reflects relevant state or
    district content standards.
  • Review a profile that is provided by the course
    instructor of a student(s) with disabilities.
  • Develop a variety of assessment strategies which
    reflect the differentiated learning needs of the
    students in a typical classroom, including the
    student(s) with disabilities presented in the
    profile.
  • Provide a rationale for the selection of each
    assessment strategy developed, describing how it
    addresses student needs.

44
GEPA Design Component 8Evaluation
  • Rubrics have been designed to evaluate student
    progress over time. The GEPA Committee believes
    that the rubrics should have several consistent
    components including
  • Rubrics should not be longer than two pages
  • List from highest score to lowest score
  • Use 4 to 1 criteria Exceeds, Meets,
  • Approaches, and Attempts

45
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GEPA Design Component 9Instructors Notes
  • Instructors Notes Can Include
  • Course(s)
  • Modifications
  • Cautions
  • Student Reflections

48
GEPA Design Component 9Instructors Notes
  • EXAMPLE
  • Courses Methods, Internship
  • Course Modification Student profiles can be
    adjusted to align with goals of candidates,
    including areas and levels of study.
  • Teacher Candidates Reflection Activity Write a
    reflection for INTASC Standard 8 using this
    performance assessment.

49
GEPA Design Component 10Applications to Other
Standards
  • ACEI Association for Childhood Education
  • International
  • CEC Council for Exceptional Children
  • EDoTS MSDE Essential Dimensions of
  • Teaching
  • INTASC Interstate New Teacher Assessment
  • Consortium
  • MTTS Maryland Teacher Technology
  • Standards

50
GEPA Design Component 10
  • Application to Other Standards

51
  • The performance assessments in these documents
    are not to be viewed as being exemplary.
  • The performance assessments in these evolving
    documents will need to be revised as we learn
    more about performance assessments through CEC
    and NCATE.

52
GENERAL EDUCATION PERFORMANCE ASSESSMENTS May 7,
2007
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PILOTING GENERAL EDUCATION PERFORMANCE
ASSESSMENTS
  • IHE and LEA representatives facilitated focus
    groups of teacher candidates, experienced
    teachers and IHE instructors.
  • The focus groups received orientations to provide
    an overall understanding of the performance
    assessment components.

55
EVALUATION RUBRIC
  • A rubric was used to evaluate the performance
  • assessments. The following criteria were
  • considered
  • Does the performance assessment measure a
    competency required by general educators teaching
    students with disabilities?
  • Is the performance assessment clearly aligned
    with INTASC principles and dispositions?
  • Does the performance assessment provide
    opportunities for the candidate to demonstrate
    skills related to the standards?

56
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57
MSIG Product 3
  • Stages of Professional Development for All
    Teachers of Students with Disabilities (SPDT)

58
Stages of Professional
Development for All Teachers of Students with
Disabilities
  • PURPOSE(S)
  • To serve as a tool that could be used for
    monitoring a teachers growth in implementing
    instructional practices that are effective with
    students with disabilities
  • To serve as a tool to assist teachers in
    developing professional development plans

59
Stages of Professional Development
for All Teachers of Students with Disabilities
  • AUDIENCE
  • All Teachers
  • Mentors and Mentees
  • IHE Faculty
  • Administrators

60
A Team of Consultants
  • Developed a written report of the following
  • information
  • Research and review of other continuums of
    professional development
  • A continuum of professional development based
    upon the INTASC principles/standards for teachers
    teaching students with disabilities
  • An outline and action plan for inservice training
  • A plan to evaluate the effectiveness of the
    continuum/stages of professional development in
    cooperation with Center for Technology in
    Education (JHU)

61
CONSULTANTS
  • Dr. Roberta Strosnider, Professor, Towson
    University, Chairperson
  • Dr. Debi Gartland, Professor, Towson University
  • Ms. Stacey Williams, Special Education PDS
    Coordinator, University of Maryland College
    Park

62
Stages of Professional Development for ALL
Teachers of Students with Disabilities (Feb. 28,
2006)
  • Basic Organization
  • Based on the ten INTASC standards and
    implications for students with disabilities
  • Indicators were developed for each standard
  • Each indicator was divided into four STAGES of
    development
  • Each indicator was matched to CEC standards

63
Interstate New Teacher Assessment and Support
Consortium (INTASC) Beginning Teacher Standards
  • 1. Making Content Meaningful
  • 2. Child Development Learning Theory
  • 3. Learning Styles Diverse Learners
  • 4. Instructional Strategies Problem Solving
  • 5. Motivation Behavior
  • 6. Communication to Foster Learning
  • 7. Planning for Instruction
  • 8. Assessment and Evaluation
  • 9. Professional Growth Reflection
  • 10.Interpersonal Relationships

64
INTASC Standard 4Instructional Strategies
Problem Solving
  • Provides effective instruction that results in
    positive learning outcomes for students with
    disabilities in the general or expanded
    curriculum
  • Uses strategies from different learning theories
    and scientific research to provide effective
    instruction to students with disabilities and
    promote the development of critical thinking and
    problem-solving skills for students with
    disabilities
  • Uses differentiated instruction to support the
    learning needs and ensure success of students
    with disabilities
  • Provides multiple ways and supports such as
    scaffolding for students with disabilities to
    participate in and find success
  • in learning activities.

65
INTASC Standard 4Instructional Strategies
Problem Solving
  • CONTINUED
  • E. Provides a variety of ways for students with
    disabilities to demonstrate their learning
  • F. Adjusts instruction for students with
    disabilities in response to information gathered
    from ongoing monitoring of performance and
    progress

66
Stages of Professional Development for ALL
Teachers of Students with Disabilities (SPDT)
  • The teacher understands the competency, attempts
    to apply it, and accesses supportive resources to
    meet the needs of students with disabilities
  • The teacher has knowledge of the competency. The
    teacher does not have or lacks experience in the
    demonstration of the competency.
  • The teacher works collaboratively or
    independently to apply the competency
    consistently across all environments accessed by
    students with disabilities. The teacher
    demonstrates self-initiated planning.
  • The teacher models the competency, makes
    adjustments upon reflection, and serves as a
    resource for others responsible for meeting the
    needs of students with
  • disabilities

67
Stages of Professional Development for ALL
Teachers of Students with Disabilities (SPDT)
  • This product is comprised of
  • Part 1 INTASC Principle/Standards
  • Indicators and Stages
  • Part 2 Action Plan
  • Part 3 Utilization Guide

68
Review Committee met in February, 2006
  • Committee was comprised of
  • Special education teachers
  • General education teachers
  • Special Education IHE faculty
  • General Education IHE faculty
  • MSDE representatives
  • Directors of Special Education

69
Piloting the Stages of Professional Development
for ALL Teachers of Students with Disabilities
(SPDT)
  • During the 2006-2007 school year, Stages of
    Professional Development will be piloted with 35
    mentors and over 150 new special educators.

70
Outcomes for the Special Education Mentoring
Institute(SEMI) 2006-2007
  • The participants will
  • Define coaching/mentoring roles
  • Identify the needs of new special educators
  • Build effective mentoring relationships
  • Examine effective research-proven mentoring
    practices
  • Develop the language and behavior of support
  • Differentiate support
  • Share strategies for completing special education
    paperwork
  • Assess new special educators teaching practices
    and
  • Develop skills in modeling instruction and
    conferencing with mentees.

71
Special Education Mentoring Institute(SEMI)
2006-2007
  • Nine sessions were planned over nine months.
  • These sessions were designed to be consistent
    with
  • INTASC and CEC standards
  • COMAR Mentoring Bylaw
  • Maryland S.B. 238 Comprehensive Induction
    Guidelines
  • New Teacher Center (NTC) induction research
    findings (University of California at Santa Clara)

72
Stages of Professional Development for ALL
Teachers of Students with Disabilities (SPDT)
  • Self-Assessment Form

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Stages of Professional Development for ALL
Teachers of Students with Disabilities (SPDT)
  • Professional Development Plan

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Second Review SessionJune 25, 2007
  • The first draft of Stages of Professional
    Development for ALL Teachers of Students with
    Disabilities (SPDT) was modified based upon
  • a review by outside consultants
  • a review by the 2006 Review Team
  • a utilization and review by the mentors and
    mentees
  • in the Special Education Mentoring Institute
    (SEMI)
  • The Review Team met again to review the
    recommended changes and discuss the utilization
    of SPDT. This team was composed of teachers,
    mentors, mentees, administrators, MSDE staff, and
    other interested professionals.

80
Resident Teacher Certificate (RTC) Program
81
IHE Grants for Mentoring and Coaching
82
MSIG Product 4Collaboration Communication
Record 2006-2007
  • This record form is used to monitor face-to-face
    interactions between mentor and new special
    educators in the MSIG supported grants. The form
    includes areas addressed, what is working well,
    what do we need to focus on, teachers next
    steps, mentors next steps, and the INTASC
    standards addressed.

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Keys to Success in Maryland
  • Collaborative development of products with IHEs,
    LSS, and MSDE
  • Collaboration
  • Within MSDE our two divisions (Certification/Accr
    editation and Special Education/Early
    Intervention Services)
  • Accountability with high levels of support

85
Maryland State Department of
EducationDr. Nancy Grasmick, State
SuperintendentDr. Carol Ann Baglin, Assistant
State SuperintendentDivision of Special
Education/Early Intervention ServicesDr. John
Smeallie, Assistant State SuperintendentDr.
Virginia Pilato, Director of Certification
Division of Certification and Accreditation
  • Maryland State Improvement Grant (MSIG)
  • Kim Lewis, Program Manager, Program
    Administration and Staff Development Branch
  • Deborah Metzger, Program Manager, Maryland
    Infants and Toddlers Program/Preschool Services
  • Sharon West, MSIG Director, Section Chief,
    Instructional Support and Professional
    Development
  • James Hargest, Education Program Specialist, IHE
    Programs
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