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The report reviews program activities and characteristics, perceived successes, and barriers, highlighting funding allocation patterns, pipeline growth impacts, and implementation constraints including grant timing, partner engagement, labor market limits, and course-work/time demands.",{"@graph":14,"@context":69},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/maryland-leads-strategy-grow-your-own-staff-evaluation-report/585116/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/maryland-leads-strategy-grow-your-own-staff-evaluation-report/585116.png","ImageObject",300,407,{"name":42,"@type":43},"Maya Linwood","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65],{"name":60,"@type":61,"acceptedAnswer":62},"Which GYO focus areas received the largest share of funds by quarter 1 of 2024?","Question",{"text":63,"@type":64},"The largest proportions of spending were for establishing a residency program (23%), creating career programs for high school students (21%), enabling teaching assistants to become teachers (19%), and designing pipelines for hard-to-fill areas (19%).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What barriers and challenges did local educational agencies report?",{"text":68,"@type":64},"Reported challenges included grant timing and late fund release, difficulty engaging flexible university partners, local labor market constraints, and program-level pressure on students and teacher candidates to meet coursework and other requirements alongside time demands.","https://schema.org",{"og:url":32,"og:type":71,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":73,"canonical":32},"index,follow",{"doc_id":75,"site_id":7},585116,1792189606,{"code":4,"msg":78,"data":79},"success",[80,84,88,92,97,101,106,110,115,118,122],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Exam",70,"exam",{"id":93,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},"Technology",50,"technology",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},7,"Healthcare",40,"healthcare",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},8,30,"research-report",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},9,"Religion & Spirituality",20,"religion-spirituality",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":113,"slug":117},"World Cup","world-cup",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":119,"slug":121},10,"Lifestyle","lifestyle",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":93,"slug":125},19,"General","general",{"code":4,"msg":78,"data":127},{"doc_id":75,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":4,"category_id":107,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":135,"language":136,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":12,"update_tm":140,"read_time":141,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Maryland Leads Strategy: Grow Your Own Staff  \nEvaluation Report  \nOffice of Research  \nApril 2025  \nMARYLAND STATE DEPARTMENT OF EDUCATION  \nCarey M. Wright, Ed.D.  \nState Superintendent of Schools  \nGeoff Sanderson  \nDeputy State Superintendent Office of Accountability  \nKrishnanda Tallur  \nDeputy State Superintendent Office of Finance and Operations  \nWes Moore  \nGovernor  \nMARYLAND STATE BOARD OF EDUCATION  \nJoshua L. Michael, Ph. D. ( President) Monica Goldson, Ed. D. (Vice President)  \nChuen-Chin Bianca Chang, MSN, PNP, RN-BC Alverne \"Chet\" Chesterfield  \nKenny Clash  \nClarence C. Crawford (President Emeritus) Abhiram Gaddam (Student Member) Nick Greer  \nDr. Irma E. Johnson  \nDr. Kim Lewis  \nDr. Joan Mele-McCarthy, D.A., CCC-SLP Rachel L. McCusker  \nXiomara V. Medina, M. Ed.  \nSamir Paul, Esq.  \nExecutive Summary  \nAs part of Maryland’s Elementary and Secondary School Emergency Relief (ESSER) funding allotment, the Maryland State Department of Education created the Maryland Leads initiative, which committed the state’s set aside funds to local education agencies to implement at least two of seven high-leverage strategies. In February 2022, 23 LEAs were awarded a total of $47.5 million to implement Grow Your Own (GYO) programs in order to bolster the pipeline of teachers and other professional support staff.1 This report summarizes findings in relation to the activities and characteristics of programs and the perceived successes, barriers, and challenges related to program implementation.  \nThe following summarizes the findings of this report:  \n• Activities and characteristics of programs – As of quarter 1 of 2024, LEAs and partners had combined to spend roughly $9.5 million on their GYO programs. Out of the six focus areas, the greatest proportion of these funds were spent on:  \n• establishing a residency program (23%),  \n• creating programs for high school students to pursue careers in education (21%),• enabling teaching assistants to become teachers (19%),  \n• designing opportunities to build pipelines for hard-to-fill areas (19%) .  \n• Successes – Perceived successes included:  \n• increases in participants of all stages of the pipeline, from the number of high school students on track to undertake careers in teaching to teachers employed in local schools  \n• increasing the pipeline of underrepresented teachers and/or teachers in hard-to-staff positions  \n• Barriers and challenges – LEAs reported various barriers and challenges to the implementation of GYO programs:  \n• The timing of the grant period and/or late release of funds. For example, several LEAs stated that the grant period was not long enough to cover the period that is required for teacher candidates to complete their licensure programs.  \n• Engaging capable university partners that also offered flexibility for teacher candidates who were often working full-time jobs.  \n• Local labor markets and the ability to find adequate candidates for their programs.  \n• The greatest number of barriers/challenges were reported at the program level. While challenges were numerous and touched on a broad number of areas, it was commonly reported that students and teacher candidates struggled to meet the demands of coursework and other program requirements due to the various demands on their time.  \n1 The budget for GYO was later amended to $23.9 million.  \nIntroduction  \nIn an attempt to overcome the learning loss resulting from the COVID-19 pandemic, states received a substantial increase in revenue through the allocation of Elementary and Secondary School Emergency Relief ( ESSER) funds. In February 2022, the Maryland State Department of Education (MSDE) announced a portion of these funds would be used to fund the Maryland Leads grant initiative which covered seven high-leverage strategies, including Grow Your Own Staff (GYO) .2 With the purpose of developing the pipelines of teachers and other professional support staff, each local educational agency (LEA) that receive","cbCaikN84yF3qY34","https://ap.wps.com/l/cbCaikN84yF3qY34","pdf",571434,21,"English","# Executive Summary\n## Activities and characteristics of programs\n## Successes\n## Barriers and challenges\n# Introduction\n## Evaluation questions\n## Evaluation scope and size","[{\"question\":\"Which GYO focus areas received the largest share of funds by quarter 1 of 2024?\",\"answer\":\"The largest proportions of spending were for establishing a residency program (23%), creating career programs for high school students (21%), enabling teaching assistants to become teachers (19%), and designing pipelines for hard-to-fill areas (19%).\"},{\"question\":\"What barriers and challenges did local educational agencies report?\",\"answer\":\"Reported challenges included grant timing and late fund release, difficulty engaging flexible university partners, local labor market constraints, and program-level pressure on students and teacher candidates to meet coursework and other requirements alongside time demands.\"}]","Maryland Leads Strategy - Grow Your Own Staff - Evaluation Report | PDF",1792053699,53]