In this subtitle the following words have the meanings indicated. “Collaborative” means an agreement outlining commitments of a partnership among: At least one local school system; At least one employee organization representing employees of a local school system in accordance with Title 6, Subtitle 4 or Subtitle 5 of this article; and At least one institution of higher education in the State; or An alternative partnership model formed in accordance with § 18–27A–04(e) or (f) of this subtitle. “Noncertified education support professional” means a public school employee who is not: A certificated employee designated as part of a bargaining unit under Title 6, Subtitle 4 of this article; A managerial employee; or A confidential employee. “Program” means the Grow Your Own Educators Grant Program established under this subtitle. “Provisional teacher” means an individual employed by a local school system through a provisional contract as a conditional teacher.

There is a Grow Your Own Educators Grant Program. The purpose of the Program is to provide support to collaboratives that offer teacher licensure programs with on–the–job experiential learning for eligible individuals who: Are interested in pursuing a career in the teaching profession; Are employed by a local school system in the State as a school–based part–time or full–time employee; and Ultimately pledge to fulfill a 3–year service obligation as a teacher employed full–time in a high–needs school, grade level, or content area in the local school system in which they are currently employed. The Department shall administer the Program. To be eligible for the Program, a teacher candidate applicant shall: Be employed as a noncertified education support professional or provisional teacher by a participating local school system on the effective date of the Program in a school–based position; Have a high school diploma or its equivalent; and Commit to pursue a teacher licensure pathway approved by the Department.

A collaborative shall negotiate an agreement that meets the requirements of subsection (b) of this section. A collaborative shall develop and submit to the Department: A plan that includes: Identification of the collaborative members, including the roles and responsibilities of each member; School–based part–time or full–time positions that allow a teacher candidate to systematically develop teaching skills through experiential learning and ultimately demonstrate teaching competencies; Identification of at least one content area in the local school system in which there is a shortage of teachers, as identified by the Department; A mentor who is a regularly employed teacher in the local school system assigned for the entirety of the Program to a teacher candidate, consistent with proper supervision, training, and continuity of employment and applicable provisions in collective bargaining agreements; A systemic program of experiential learning that results in credits from the institution of higher education if credits are required for completion, including credits toward the practicum; and The designation of a Program administrator from the local school system to assist teacher candidates, evaluate the effectiveness of the Program, and manage the administration associated with the Program; An estimate, based on appropriate data, of the number of projected participants to include in the Program; and Evidence of a written billing agreement with an institution of higher education that includes: The total cost to the collaborative for the cohort of teacher candidates; Prorated tuition cost the collaborative shall pay the institution of higher education if a candidate does not complete the Program; and A provision that no teacher candidate shall be required to pay tuition, books, or fees as part of the teacher candidate’s course of study. A collaborative shall develop and submit to the Department: An outreach plan to recruit teacher candidates and mentor teachers that: Prioritizes candidates and mentor teachers with linguistic diversity and from racial and ethnic groups historically underrepresented in the teaching profession; and Identifies a sustainability plan to continue recruiting, preparing, and mentoring teacher candidates after completion of the Program; and Any other materials required by the Department.

Beginning July 1, 2025, the Department shall consult with a national nonprofit entity that has successfully guided other state education agencies or local education agencies that have increased the number of licensed teachers by: Launching sustainable, cost–effective grow–your–own teacher preparation programs; Implementing registered teacher apprenticeships; and Implementing teacher residencies. The entity selected under paragraph (1) of this subsection shall support the Department in the design, implementation, and evaluation of the Program, including the development of metrics for establishing high–quality teacher preparation and licensure programs that have the highest likelihood of aiding the State by: Increasing the teacher workforce; and Improving teacher retention and diversity. The entity selected under paragraph (1) of this subsection may work directly with collaboratives to support the development and implementation of grow–your–own teacher preparation programs. The Department shall award a grant to a local school system that is part of a collaborative for employees of the local school system to complete a pathway to teacher licensure under the agreement described in § 18–27A–03 of this subtitle. The Department shall award a grant to a local school system for: Tuition, books, and fees for teacher candidates; Stipends for mentor teachers; and Costs associated with the administration of the Program. Grants shall be awarded on a competitive basis. In awarding a grant, the Department shall prioritize collaboratives that partner with institutions of higher education offering to negotiate a lower tuition cost for teacher candidates. The Department may award a grant to a collaborative formed between at least one local school system and one employee organization representing employees of a local school system in accordance with Title 6, Subtitle 4 or Subtitle 5 of this article, if the collaborative uses a program model that allows candidates to complete coursework that does not require enrollment in an institution of higher education. This subsection applies only to collaboratives that implement a registered teacher apprenticeship program model under the Program. In awarding a grant under this subsection, the Department shall prioritize collaboratives that: Are composed of a group of more than one local school system and more than one employee organization representing employees of a local system in accordance with Title 6, Subtitle 4 or Subtitle 5 of this article; and Implement a registered teacher apprenticeship program to be administered by the Department with a standardized curriculum that promotes on–the–job experiential learning to be leveraged across the State. An institution of higher education in the State may provide related instruction for a registered teacher apprenticeship program under this subsection through a competitive bidding process. A teacher candidate shall be paid a rate of pay and offered benefits that are at least equal to the rate of pay received by and benefits offered to a noncertified education support professional or provisional teacher of the equivalent classification and tenure in the local school system provided in the collective bargaining agreement. This paragraph does not apply to a provisional teacher. Except as provided in subparagraph (iii) of this paragraph, a teacher candidate may not serve as a teacher of record or a substitute teacher for any teacher other than the mentor teacher assigned to the teacher candidate. A teacher candidate may serve as a daily substitute teacher if: The teacher candidate does so in accordance with the collective bargaining agreement of the local school system; The teacher candidate agrees to the assignment; The teacher candidate’s mentor approves of the assignment; and The principal of the school in which the teacher candidate is employed approves of the assignment. A local school system may not reduce the compensation or benefits of a teacher candidate. A local school system and an employee organization that represents the teacher candidates shall negotiate a gradual release model that allows teacher candidates to focus primarily on internship and practicum requirements, if applicable. A teacher candidate shall perform a service obligation to teach full–time in the State in a public school or a public prekindergarten program in a content area in which there is a shortage of qualified educators, as identified by the Department for a minimum of 2 years.

The Governor may include in the annual budget bill an appropriation for the Program.

Each year, the Department shall collect: Data on teacher candidate race, gender, and linguistic status; Data on teacher candidate status and retention; Spending by category; A summary of teacher candidate recruitment methods; and If applicable, the hiring status and retention data of Program graduates. On or before July 1, 2026, and each July 1 thereafter, the Department shall report on the data collected under subsection (a) of this section to the General Assembly, in accordance with § 2–1257 of the State Government Article. In issuing reports under this section, the Department shall make reasonable efforts to anonymize the data to protect the privacy of teacher candidates.