Howard County/Bowie State pilot trains paraeducators into teachers; program reports 17 degrees, 16 hires

Representatives from Howard County Public School System and Bowie State University presented a multi-year teacher-collaborative grant that aimed to diversify the teacher workforce by supporting paraeducators into full teacher certification.

Julianne Dibble, grant manager and director of teacher and paraprofessional development for Howard County, described the partnership’s objectives: diversify the workforce, respond to teacher shortages, infuse culturally responsive instruction and provide affordable, accessible pathways for working paraeducators. "We do also want to acknowledge our Howard County Education Association — the rich and robust partnership of the bargaining unit with Bowie State and Howard County made this partnership possible," she said.

Bowie State’s Jackie Sweeney outlined the model: synchronous online coursework to allow cohort members to remain employed, structured professional learning (four virtual sessions per year), pairing each cohort member with a nationally board-certified teacher as a culturally responsive-teaching partner, and housing materials in Canvas. The program provided devices, tuition support, Praxis prep and tutors, and in some schools added a para to offset release time so cohort members could participate in internships.

Program outcomes and budget details: the cohort began with about 29 applicants and moved to 24 active participants; 17 participants earned teaching degrees, and 16 accepted teaching positions in Howard County. Presenters noted five cohort members are still completing Praxis requirements and several instances of attrition were driven by life events (for example, a birth or family relocation). Program costs shifted across years to cover tuition, devices, mentor stipends, Praxis-related costs, tutors, and case-management roles; some positions (a resource teacher/case manager) were later institutionalized in Title II funds.

Lessons learned: presenters emphasized the importance of dedicated staffing (university and LEA), frequent communication across mentors, supervisors and principals, early screening for academic and executive-function readiness, structured release time for clinical internships, and braided funding strategies (Maryland LEADS, Title II) to sustain wraparound services. Presenters recommended that cohort members be placed in the school where they will complete internships when possible and noted the challenge of adapting university processes (admissions, finance, registrar) to an accelerated, working-student model.

Why it matters: The model demonstrates how targeted grant funding, institutional flexibility and intensive supports can move experienced paraeducators into classroom teaching roles and yield local retention. The Howard County partnership offers a replicable template with practical recommendations about staffing, financing and supports.

Next steps: Presenters said they will continue to monitor participants’ Praxis completion and induction years, share evaluation data with interested districts and consider scaling or adapting the model to other local partnerships.