Unless an individual is eligible to be issued a certificate by the State Superintendent, an individual may not be employed as a county superintendent, assistant superintendent, supervisor, principal, or teacher.
In this section the following words have the meanings indicated.
“Eligible spouse” means the spouse of an active service member or eligible veteran.
“Eligible spouse” includes a surviving spouse of:
An eligible veteran; or
An active service member who died before the date on which the application for an educator license is submitted.
“Eligible veteran” means a veteran who was discharged from active duty before the date on which the application for an educator license is submitted.
The State Superintendent shall expedite educator licensure for an active service member, eligible veteran, or eligible spouse.
To qualify for expedited educator licensure under this section, an active service member, eligible veteran, or eligible spouse shall:
Submit an application for educator licensure;
Hold a valid educator license or certificate in good standing issued in another state;
Meet the applicable qualifications for licensure in COMAR 13A.12.01.04 and 05; and
Pay the applicable licensure fee.
Subject to paragraph (2) of this subsection, the State Superintendent, at the request of a local school system, may issue a temporary educator license to an active service member, eligible veteran, or eligible spouse who holds a valid educator certificate or license in good standing issued in another state but who does not meet the qualifications for educator licensure in this State.
A temporary educator license issued under this subsection authorizes the active service member, eligible veteran, or eligible spouse, for a limited period of time, as determined by the State Superintendent, to be employed as an educator in the State while the active service member, eligible veteran, or eligible spouse completes additional requirements for licensure in this State.
The Department shall publish prominently on its website the process for obtaining expedited educator licensure under this section.
An individual authorized to practice in the State under § 10–14B–03 of the State Government Article may not be required to apply for expedited licensure under this section to practice in the State.
The State Board may adopt regulations to carry out this section.
Teachers’ certificates shall be of two classes:
First class; and
Second class.
Each teacher’s certificate issued by the State Superintendent shall be second class when issued.
Each county superintendent shall classify the certificate of each teacher employed by the school system of the superintendent’s county at least once every 2 years.
In determining the class of the certificate of a teacher, the county superintendent shall consider:
Scholarship;
Executive ability;
Personality; and
Teaching efficiency.
Each county superintendent shall keep a record of the kind, grade, and class of certificate held by each teacher employed by the school system of the superintendent’s county.
The State Superintendent shall keep a complete record of the academic preparation, professional training, and teaching experience of each applicant to whom a certificate is issued.
The State Superintendent shall keep a complete record of the credentials, certificates, or diplomas on which certificates have been issued or renewed.
The State Superintendent shall keep a complete record and file of:
Each certificate issued; and
Each certificate in force.
In this section, “national membership organization” means a national organization that is a national collection point for professional discipline actions taken by all 50 states, the District of Columbia, the U.S. Department of Defense Educational Opportunity schools, and Guam that provides members with notification of an action taken against the credential of an educator by other member states or jurisdictions.
The Department shall:
Register each local school system in the State as an associate member of a national membership organization that provides access to the Educator Identification Clearinghouse; and
Pay any applicable fees and dues associated with membership in the national membership organization.
Each local school system in the State shall:
Utilize the Educator Identification Clearinghouse through the national membership organization to screen each individual who receives, on or after August 1, 2026, an offer of employment from the local school system for an educator position that requires a license; and
Ensure that each individual who receives an offer specified under item (1) of this subsection:
Applies for the appropriate license after the offer of employment and before the start of employment; and
Obtains the appropriate license.
This section applies to the appointment, assignment, compensation, promotion, transfer, dismissal, and any other matter that relates to the employment of public school employees in this State.
The State Superintendent, a county board, a county superintendent, or an assistant to any one of these may not make any distinction or discriminate in favor of or against any public school employee of this State because of race, religion, color, ancestry or national origin, sex, age, marital status, sexual orientation, gender identity, or disability unrelated in nature and extent so as to reasonably preclude the performance of the employment except, as to sex, if the employment of a certain sex is reasonably necessary because of the nature of the employment.
Each teacher in a public school of this State shall have a duty-free lunch period each regularly scheduled school day.
This duty-free period shall be for at least 30 minutes, unless the students have a regular lunch period of less than 30 minutes in which case the duty-free period shall be the same as the regular lunch period.
Each county board may employ teacher aides to carry out the purposes of this section.
Each county board may use volunteer aides in school activities in its county.
A volunteer aide may not be used to supplant educational personnel but shall be used to assist regular employees in their assignments.
Each county superintendent shall establish guidelines for the use of volunteer aides in the school system of the superintendent’s county.
A volunteer aide is considered an agent of the county board for the limited purposes of:
Comprehensive liability insurance coverage under § 4–105 of this article; and
Workers’ compensation coverage under the Maryland Workers’ Compensation Act.
A county board may make an agreement or financial arrangement with an institution of higher education that satisfies the conditions of § 11-202 of this article, to provide classroom or administrative office experience for student teachers and student interns.
The institution of higher education and the county board where the student teaching center program is adopted shall:
Approve or select jointly the supervising teachers, who are employees of the county board, to serve in the program; and
Adopt an agreed, continuing, in-service improvement program for the supervising teachers.
While the student teacher is assigned as a student teacher, he shall be given the same authority as if he were a certificated employee of the county board to which he is assigned.
The authority of the student teacher extends to:
Every aspect of student management or discipline;
The handling of records of students; and
Any other aspect of authority granted to a certificated employee of a county board.
Student teachers and student interns are considered agents of the county board for the limited purposes of:
Comprehensive liability insurance coverage under § 4-105 of this article; and
Workers’ compensation coverage under the Maryland Workers’ Compensation Act, but this coverage is not to exceed the salary of a first year teacher in the county school system.
Whether or not an individual receives compensation for the individual’s services, an employee of a county health department functioning as a school nurse or school health aide, or a member of the administrative, educational, or support staff of, or an individual who serves under a contract for services to, any public, private, or parochial school shall have the immunity from liability described under § 5–803 of the Courts Article.
A county superintendent or any employee of a county school system who presents or enters findings of fact, recommendations, or reports or who participates in an employee dismissal, disciplinary, administrative, or judicial proceeding relating to a school system employee that results from these actions shall have the immunity from liability described under § 5–803 of the Courts Article.
A county superintendent and any other employee of a county board who handles funds of the school system shall give bond to secure the interests of the State and the county board as their interests may appear in the penal sum required by the county board.
The bond shall have the security of any guaranty, deposit, trust, or other similar company authorized under the laws of this State to act in this capacity.
The cost or fee for this security shall be paid by the county board.
The executed bond shall be filed with the State Comptroller.
The bond shall contain provisions that the employee shall perform faithfully the duties of the employee’s office and pay over and apply all money that comes into the employee’s possession or control to the person and in the manner that the county board, under the provisions of this article, directs.
The requirements in subsection (a) of this section may be satisfied by the purchase of surety insurance or surety self-insurance provided by a pool established under Title 19, Subtitle 6 of the Insurance Article.
The surety insurance or self-insurance shall be in an amount required by the county board.
Teachers’ professional organizations are recommended as important means of raising the standard of public education by:
Mutual conference;
Interchange of views; and
Suggestions as to systems of teaching and discipline.
An employee of a county board who is absent due to physical disability that results from an assault while in the scope of board employment shall be kept on full pay status instead of sick leave during the period of absence.
Each county board shall establish rules and regulations for the entitlement and use of assault leave, including a requirement that an employee provide:
A signed statement that justifies the use of assault leave; and
If medical attention is required, a certificate from a licensed physician that states the nature and duration of the disability.
In this section, “Board” means the State Board of Audiologists, Hearing-Aid Dispensers, and Speech-Language Pathologists.
There is a program of county aid to audiologists and speech-language pathologists who:
Provide audiology and speech-language services on a third-party billing basis in schools; and
Are licensed by the Board.
Each audiologist and speech-language pathologist who meets the requirements of subsection (b) of this section shall receive from the county board an amount equal to the initial licensing fee or renewal of license fee charged by the Board.
The State Board shall adopt regulations to implement and administer the program established under this section.
An audiologist or speech-language pathologist shall reimburse the county board the full amount of the aid received if the audiologist or speech-language pathologist does not:
Complete all the requirements for renewal of a license by the Board; or
Provide audiology or speech-language pathology services on a third-party billing basis in a school.
A county board may not knowingly hire or retain any individual who has been convicted of a crime involving:
An offense under § 3–307 or § 3–308 of the Criminal Law Article or an offense under the laws of another state that would constitute a violation of § 3–307 or § 3–308 of the Criminal Law Article if committed in the State;
Child sexual abuse under § 3–602 of the Criminal Law Article, or an offense under the laws of another state that would constitute child sexual abuse under § 3–602 of the Criminal Law Article if committed in this State; or
A crime of violence as defined in § 14–101 of the Criminal Law Article, or an offense under the laws of another state that would be a violation of § 14–101 of the Criminal Law Article if committed in this State.
A local school system contract shall provide that a contractor or subcontractor for the local school system may not knowingly assign an employee to work on school premises with direct, unsupervised, and uncontrolled access to children, if the employee has been convicted of a crime identified under subsection (a) of this section.
In this section the following words have the meanings indicated.
“Child sexual abuse” means an act by an adult involving a minor or a student that constitutes a sexual offense under the laws of the State, or any sexual contact between an adult and a minor.
“Sexual misconduct” means an act by an adult, including an oral, nonverbal, written, or electronic communication, or a physical activity directed toward or with a minor that is designed to promote a romantic or sexual relationship with the minor, including:
Sexual or romantic invitation;
Dating or soliciting dates;
Engaging in sexualized or romantic dialogue;
Making sexually suggestive comments;
Grooming behaviors;
Self–disclosure or physical exposure of a sexual, romantic, or erotic nature; and
A sexual, indecent, romantic, or erotic contact with the minor.
A county board or nonpublic school that receives State funds shall require each employee to receive instruction annually on the prevention, identification, and reporting of child sexual abuse.
The instruction described in paragraph (1) of this subsection shall include comprehensive training and information to help employees to:
Recognize sexual misconduct in adults;
Recognize and appropriately respond to sexually inappropriate, coercive, or abusive behaviors among minors;
Recognize behaviors and verbal cues that could indicate a minor has been a victim of child sexual abuse; and
Respond to disclosures by minors or their parents or guardians of child sexual abuse or reports of boundary–violating behaviors of adults or minors in a supportive and appropriate manner that meets mandated reporting requirements under State law.
Each county board shall establish and implement policies that support the prevention of child sexual abuse through ongoing training of staff regarding:
Behavior that constitutes adult perpetration;
Reporting obligations and procedures; and
For staff involved in the hiring process, comprehensive screening of prospective employees.
The county board shall develop employee codes of conduct that address appropriate contact between staff and students.
Each employee shall complete the instruction and training described in subsection (b) of this section on an annual basis.
The instruction and training under this section:
May include in–person or e–learning instruction and training; and
Shall be periodically reviewed and updated.
On or before December 1, 2018, the Interagency Commission on School Construction and the State Council on Child Abuse and Neglect jointly shall develop guidelines and best practices for the assessment and modification of physical facilities and spaces to reduce opportunities for child sexual abuse.
Beginning in the 2019–2020 school year, each county board shall develop policies and procedures on the use and modification of physical facilities and spaces to reduce opportunities for child sexual abuse.
Each county board shall make information about the training opportunities described in this section available to parents, legal guardians, and other interested persons in the community.
In this section the following words have the meanings indicated.
“Child sexual abuse” has the meaning stated in § 6–113.1 of this subtitle.
“Contracting agency” means an entity that contracts with a county board or nonpublic school to provide a service to a school or the students of a school.
“Contracting agency” includes an entity that provides transportation to and from a school using a vehicle other than a Type I or Type II school vehicle, in accordance with § 7–801 of this article.
“Direct contact with minors” means the care, supervision, guidance, or control of, or routine interaction with, a minor.
“Emergent employee” means an employee hired by a county board or nonpublic school without completing the employment history review required under this section.
“School” means a public or nonpublic school.
“Sexual misconduct” has the meaning stated in § 6–113.1 of this subtitle.
A county board, nonpublic school, or contracting agency shall require an applicant for a position involving direct contact with minors to submit:
The contact information of the following employers:
The current employer;
All former school employers, including employers for which the applicant was an emergent employee; and
All former employers of the applicant in which the applicant was employed in a position involving direct contact with minors within the previous 10 years;
A written consent form, signed by the applicant, authorizing an employer listed under item (1) of this subsection to release all records relating to child sexual abuse or sexual misconduct; and
A written statement of whether the applicant:
Has been the subject of a child sexual abuse or sexual misconduct investigation by any employer, arbitrator, county board, State licensing agency, law enforcement agency, or child protective services agency, unless the investigation resulted in a finding by:
The employer that allegations that the applicant engaged in sexual misconduct lacked sufficient evidence according to the policies of the county board or nonpublic school;
An arbitrator or a county board to reject any disciplinary action in response to allegations that the applicant engaged in sexual misconduct;
A State licensing agency that allegations that the applicant engaged in sexual misconduct lacked sufficient evidence according to:
State law; or
The policies of the county board or nonpublic school;
A law enforcement agency that allegations that the applicant engaged in child sexual abuse were unfounded; or
A child protective services agency that allegations that the applicant engaged in child sexual abuse were ruled out;
Has ever been disciplined, discharged, nonrenewed, or asked to resign from employment, or has ever resigned from or otherwise separated from any employment while allegations of child sexual abuse or sexual misconduct were pending or were under investigation, or due to an adjudication or findings of child sexual abuse or sexual misconduct; or
Has ever had a license, professional license, or certificate suspended, surrendered, or revoked while allegations of child sexual abuse or sexual misconduct were pending or under investigation, or due to an adjudication or findings of child sexual abuse or sexual misconduct.
Except as provided in subsection (g) of this section, before hiring an applicant for a position involving direct contact with minors, the county board, nonpublic school, or contracting agency shall:
Review an applicant’s employment history by contacting the employers listed by the applicant under subsection (b)(1) of this section and requesting the following information:
The dates of employment of the applicant; and
Answers to the questions regarding child sexual abuse or sexual misconduct required under subsection (b)(3) of this section; and
Request a report from the Department regarding the applicant’s eligibility for employment or certification status to determine whether the applicant:
Holds a valid and active certification appropriate for the position and is otherwise eligible for employment; and
Has been the subject of professional discipline related to child sexual abuse or sexual misconduct.
Not later than 20 days after receiving a request for information under subsection (c) of this section, an employer shall send to the county board, nonpublic school, or contracting agency the information requested on the form prescribed by the Department.
If the information from an employer includes an affirmative response to the child sexual abuse or sexual misconduct questions under subsection (b)(3) of this section, and the county board, nonpublic school, or contracting agency makes a determination to further consider the applicant for employment, the county board, nonpublic school, or contracting agency shall request that the former employer provide additional information about the information provided, including all records related to child sexual abuse or sexual misconduct.
An employer that receives a request for additional information under paragraph (1) of this subsection shall provide the additional information within 60 days of the date of the prospective employer’s request to:
The requesting county board, nonpublic school, or contracting agency; and
The applicant who is under consideration for employment.
A county board or nonpublic school may hire an applicant as an emergent employee for a period not to exceed 60 days pending the review of information and records required under this section only if:
The applicant has provided all the information and supporting documentation required under this section;
An employer has no knowledge of information regarding the applicant that would disqualify the applicant from employment;
The applicant swears or affirms that the applicant is not disqualified from employment; and
The applicant is not authorized to work alone with minors unless the applicant:
Works in the immediate vicinity of a permanent employee; or
If the applicant is a school vehicle driver, is subject to audio and video monitoring and recording, which is promptly reviewed by school administrators.
Based on the employment history review required under subsection (c) of this section, at any time within 60 days after hiring an applicant as an emergent employee, the county board or nonpublic school may:
Rescind the offer of employment; or
Complete the emergent employee’s hiring process, in accordance with the provisions of this title, with any executed contract reflecting the first day worked as an emergent employee.
Within 60 days after hiring an applicant as an emergent employee, a county board’s decision to dismiss the emergent employee, for any reason other than child sexual abuse or sexual misconduct, may be appealed:
In accordance with § 4–205 of this article;
In accordance with the collective bargaining agreement applicable to the emergent employee; or
If applicable, in accordance with § 6–202 of this title.
A county board or nonpublic school is authorized to share an employment history review required under subsection (c) of this section with other county boards and nonpublic schools.
A contracting agency is authorized to share an employment history review required under subsection (c) of this section with other contracting agencies.
A county board or nonpublic school may use an employment history review completed by a current or former employer in the manner required under subsection (c) of this section if the employer is a county board or nonpublic school and the applicant:
Swears or affirms that the completed employment history review includes all prior employment required to be reported under this section; and
Provides information about any employment subsequent to the previous employment history review by the current or former county board or nonpublic school.
A contracting agency may use an employment history review completed by a current or former employer in the manner required under subsection (c) of this section if the employer is a contracting agency and the applicant:
Swears or affirms that the completed employment history review includes all prior employment required to be reported under this section; and
Provides information about any employment subsequent to the previous employment history review by the contracting agency.
A county board, nonpublic school, or contracting agency shall conduct an employment history review of an applicant for a substitute position involving direct contact with minors as required under subsection (c) of this section before the initial hiring of the substitute employee or placement on the approved substitute employee list of the county board, nonpublic school, or contracting agency.
An employment history review of a substitute employee shall remain valid as long as the substitute employee continues to be employed by the same county board or remains on the approved substitute employee list of the nonpublic school or contracting agency.
If a substitute employee is seeking to be added to the substitute employee list of another county board, nonpublic school, or contracting agency, a new employment history review in accordance with subsection (c) of this section is required.
The appearance of a substitute employee on the substitute employee list of one county board, nonpublic school, or contracting agency does not relieve another county board, nonpublic school, or contracting agency of the duty of compliance with this section.
An employment history review conducted on the initial hiring of a substitute employee by a contracting agency, an intermediate unit, or any other entity that provides substitute staffing services to a county board or a nonpublic school shall satisfy the requirements of this section for all school entities using the services of that contracting agency, intermediate unit, or other entity.
A contracting agency, an intermediate unit, or any other entity providing substitute staffing services to a school entity shall comply with the provisions of this section.
A contracting agency shall conduct an employment history review of an applicant for employment with the contracting agency as required under subsection (c) of this section:
At the time of the initial hiring of the employee; or
Before the employee is assigned to work for a school entity in a position involving direct contact with minors.
The employment history review under subparagraph (i) of this paragraph shall remain valid as long as the employee continues to be employed by the hiring contracting agency.
A contracting agency shall:
Maintain a record of each employee’s employment history review required under this subsection; and
On request of the school entity to which an employee is assigned, provide access to the contracting agency’s records of that employee.
Before assigning an employee to perform work for a school entity in a position involving direct contact with minors, a contracting agency shall provide notice to the school entity of any affirmative responses to the child sexual abuse or sexual misconduct questions required under subsection (b)(3) of this section.
A contracting agency may not assign an employee to perform work for a school entity in a position involving direct contact with minors if the school entity objects to the assignment after receiving the notice required under subparagraph (i) of this paragraph.
Information and records about an applicant received by a county board, nonpublic school, or contracting agency under this section are not a public record for the purposes of the Maryland Public Information Act.
A county board, nonpublic school, or contracting agency that receives information and records from an employer about an applicant under this section may:
Use the information and records for the purpose of evaluating the applicant’s fitness to be hired or for continued employment; and
Report the information to the Department, a State licensing agency, a law enforcement agency, a child protective services agency, another school entity, or any other prospective employer, as appropriate.
A county board, nonpublic school, or contracting agency may not enter into a collective bargaining agreement, an employment contract, an agreement for resignation or termination, a severance agreement, or any other contract or agreement that:
Has the effect of suppressing information relating to an investigation or disciplinary action in response to a report of suspected child sexual abuse or sexual misconduct by a current or former employee;
Affects the ability of the county board, nonpublic school, or contracting agency to report suspected child sexual abuse or sexual misconduct to the appropriate authorities; or
Requires the county board, nonpublic school, or contracting agency to expunge information about allegations or findings of suspected child sexual abuse or sexual misconduct from any document maintained by the employer unless the investigation resulted in a finding by:
The employer that allegations that the applicant engaged in sexual misconduct lacked sufficient evidence according to the policies of the county board or nonpublic school;
An arbitrator or a county board to reject any disciplinary action in response to allegations that the applicant engaged in sexual misconduct;
A State licensing agency that allegations that the applicant engaged in sexual misconduct lacked sufficient evidence according to:
State law; or
The policies of the county board or nonpublic school;
A law enforcement agency that allegations that the applicant engaged in child sexual abuse were unfounded; or
A child protective services agency that allegations that the applicant engaged in child sexual abuse were ruled out.
A provision of an employment contract, an agreement for resignation or termination, or a severance agreement that is executed, amended, or entered into on or after July 1, 2019, and that is contrary to this section is void and unenforceable.
If there is a lapse in the operation of or the Department suspends the use of a system or database that the Department uses to check an applicant’s eligibility for employment or certification status, the Department shall notify the county boards, nonpublic schools, and any contracting agencies within 48 hours of the lapse or the suspension of the use of the system or database.
A person acting in good faith may not be held liable for disclosing any information or records related to child sexual abuse or sexual misconduct about a current or former employee’s professional conduct or reason for termination of employment to a county board, a nonpublic school, a contracting agency, the Department, or any other potential employer in accordance with this section unless the person:
Acted with actual malice toward the employee or former employee; or
Intentionally or recklessly disclosed false information about the employee or former employee.
The immunity from liability under paragraph (1) of this subsection shall be in addition to, and not a limitation of, any other immunity provided by law or any absolute or conditional privilege applicable to the disclosure of information or records or the applicant’s consent to the disclosure.
An applicant who provides false information or willfully fails to disclose material information required under this section shall be subject to professional discipline, including termination or denial of employment, and may be subject to professional discipline in accordance with the regulations of the Department.
Subject to subparagraph (ii) of this paragraph, the willful failure of an employer or former employer to respond to or provide the information and records requested by a county board, nonpublic school, or contracting agency under this section may result in civil penalties or professional discipline, if appropriate.
An employer or a former employer may not be held liable for failure to respond to a request for information about an applicant under this section if:
The laws of the state in which the employer or former employer is located prohibit the release of the information or records requested; or
The disclosure of the information and records requested is restricted by the terms of a contract entered into on or before June 30, 2019.
Notwithstanding any other provision of law, the Department may initiate disciplinary action before a hearing officer in accordance with the Department’s regulations against an applicant, an employee, a contracting agency, or a school administrator for willful violations of this section.
The Department may adopt regulations establishing procedures for disciplinary proceedings and the assessment of penalties in accordance with this section.
Nothing in this section shall be construed:
To prevent a county board, nonpublic school, or contracting agency from:
Conducting further investigations of prospective employees;
Requesting applicants to provide additional background information or authorizations beyond the information or authorizations required under this section; or
Requesting that an employer or a former employer provide more information than is required under this section;
To relieve a county board, a nonpublic school, a contracting agency, or any other mandated reporter of the legal responsibility to report suspected incidents of child sexual abuse or sexual misconduct in accordance with State law or the reporting requirements of the Department; or
To prohibit the right of an exclusive representative under a collective bargaining agreement to grieve and arbitrate the validity of an employee’s termination or discipline for just cause or for the causes set forth in this section.
The State Superintendent, a county board, or a county superintendent may not print or have printed a teacher’s or other employee’s Social Security number on any type of identification card.
Subject to the requirements of this section, the Department may assign a unique identification number to each teacher employed by a public school in the State.
The identification number must be randomly generated and may not provide personally identifiable information about the individual to whom it is assigned.
The identification number shall be limited to use in reporting for educational purposes only:
To match data from multiple data collections and years; and
To meet State and federal reporting requirements.
In this section the following words have the meanings indicated.
“Eligible school” means a public school identified for restructuring under the accountability regulations of the State Board.
“Employer school system” means the local school system where an applicant to the Program is employed at the time of selection as a fellow.
“Fellow” means an individual selected to participate in the Program.
“Program” means the Principal Fellowship and Leadership Development Program.
“Receiving school” means a public school where a fellow is placed.
“Receiving school system” means the local school system in which the public school where a fellow is placed is located.
There is a statewide elementary and secondary education Principal Fellowship and Leadership Development Program in the Department.
The Department shall develop criteria for the selection of:
Fellows; and
Receiving schools.
Subject to the approval of the State Board, the State Superintendent may require a school system in corrective action to participate in the Program.
A principal in a local school system in the State may not participate in the Program in an eligible school within the same local school system.
A county superintendent may nominate a principal or assistant principal from within the local school system to participate in the Program in an eligible school within a different local school system.
A county superintendent may not nominate a principal or assistant principal from within the local school system to participate in the Program in an eligible school within the local school system.
The placement of a fellow in an eligible school satisfies the alternative governance requirement of the accountability regulations of the State Board.
A fellow shall receive an annual compensation that consists of:
A salary at the level and step the fellow would have received according to the salary scale of the employer school system; and
A $20,000 annual stipend.
For each year of the fellow’s placement in a receiving school, the Department shall issue a grant to the receiving school system in an amount that covers:
The annual stipend; and
If the fellow’s salary at the level and step on the salary scale of the receiving school system as of July 1 is less than that of the level and step on the salary scale of the employer school system, the amount of the difference.
The receiving school system shall reimburse the employer school system for:
The salary of the fellow;
The annual stipend; and
The fringe benefit costs associated with the fellow’s annual salary including the stipend.
Each year the State Superintendent shall select from a list of qualified applicants a maximum of 10 fellows and place them in public schools identified for restructuring in accordance with the selection criteria.
Each fellow shall make a commitment to serve for 3 years if selected.
Subject to the approval of both the State Superintendent and the county superintendent, the fellow may select, from among qualified employees of the receiving school system, the assistant principals in the receiving school where the fellow is placed.
In order to address orderly succession in school leadership, the fellow shall, subject to the approval of both the State Superintendent and the county superintendent of the receiving school system, select a qualified employee of the receiving school system, on or before the start of the third year of the fellow’s placement, to serve as the assistant principal in the receiving school who will assume leadership of the school after the fellow’s departure.
Provided that the assistant principal selected under paragraph (2) of this subsection has demonstrated satisfactory performance, the assistant principal shall become the principal of the school after the departure of the fellow.
The Department shall act as a fiscal agent for State funds appropriated under this section.
The Department shall develop guidelines for the establishment of comprehensive induction programs for new teachers.
In developing the guidelines under paragraph (1) of this subsection, the Department shall consult with local school systems and the Maryland Education Deans and Directors Council.
The guidelines shall include provisions concerning the following:
Mentoring; and
Professional development training and support.
Subject to paragraph (2) of this subsection, a mentor teacher for a teacher in an induction program shall be a highly competent teacher selected by the local school system who will work to instill in the teacher the skills and knowledge for the next generation of teachers.
After the career ladder system established under Subtitle 10 of this title is well established, mentor teachers will be selected using criteria from the career ladder system.
In this section the following words have the meanings indicated.
“Eligible school” means a Maryland public school that is a:
Title I school; or
School identified for school improvement, corrective action, or restructuring under the accountability regulations of the State Board.
“NBC teacher” means a teacher who is certified by the National Board for Professional Teaching Standards.
“Program” means the National Board Certified Teacher Pilot Program.
There is a National Board Certified Teacher Pilot Program in the State.
To participate in the Program an eligible school in the State must have at least three teachers who have:
Agreed to pursue certification by the National Board for Professional Teaching Standards; and
Signed a letter of intent to teach at the school for 3 years.
The State Superintendent shall select three public school systems to participate in the Program for a period of 3 years.
In consultation with the respective county board, the State Superintendent shall select five eligible schools from among the school systems selected to participate in the Program.
A county board shall give preference to an NBC teacher in employing a staff development teacher at an eligible school.
The State may reimburse the county board for the board’s cost of employing one staff development teacher at an eligible school, not to exceed $62,000 annually.
Candidates for National Board certification under this subsection shall be included in the State and local aid program for certification by the National Board of Professional Teaching Standards established under § 6–112 of this subtitle.
For fiscal years 2008 through 2010, the Governor shall include in the annual budget submission $320,000 for the Program.
The State Board shall adopt regulations to implement and administer the Program established under this section.
The State Board shall develop guidelines for an incentive program to encourage public school systems to:
Adopt a teacher support system that provides year-long assistance and support to teachers through a teacher consulting program in which consulting teachers are fully trained and apply rigorous teaching standards; and
Improve teacher retention during the first 5 years of service.
In developing the guidelines under subsection (a) of this section, the State Board shall conduct an assessment of the advisability and feasibility of providing competitive grants to county boards to assist in the development and implementation of a teacher support incentive program.
It is the intent of the General Assembly that, if money becomes available, the Governor include an appropriation in the State budget for grants for teacher support incentive programs established in accordance with the guidelines developed under this section.
In this section the following words have the meanings indicated.
“Alternative teacher preparation program” means a program:
Established by a county board, an institution of higher education, or a nonprofit organization and approved by the State Superintendent;
That leads to a participant receiving a Resident Teacher Certificate issued by the Department; and
That includes teaching assignments with supervision and mentoring by a qualified teacher.
“Eligible prekindergarten provider” has the meaning stated in § 7–1A–01 of this article.
“Partner school” means a local school system, nonpublic school, nonpublic special education school, or eligible prekindergarten provider that has a written partnership agreement with an institution of higher education or alternative teacher preparation program to provide a teacher training practicum for participants enrolled in a teacher preparation program at the institution of higher education or alternative teacher preparation program.
Each participant in an undergraduate and a graduate teacher preparation program shall complete a teacher training practicum as a requirement for graduation.
Except as provided in paragraph (3) of this subsection, an alternative teacher preparation program shall require each participant to successfully complete a teacher training practicum.
An alternative teacher preparation program for an early childhood education certification shall require each participant to successfully:
Complete a teacher training practicum; or
Satisfy criteria established by the Department under subparagraph (ii) of this paragraph that evaluate the knowledge and skills from prior learning relating to early childhood education.
The Department, in collaboration with institutions of higher education, shall establish standards for and criteria to evaluate the knowledge and skills from prior learning relating to early childhood education, including from a registered apprenticeship.
A teacher training practicum for a participant in:
An undergraduate teacher preparation program shall be:
A minimum of 100 days; and
Beginning on or before July 1, 2025, equivalent to one full school year; and
A graduate teacher preparation program:
Shall be for a minimum of 100 days; or
May be up to the equivalent of one full school year, at the discretion of the institution of higher education.
Except as provided in subparagraph (ii) of this paragraph, a teacher training practicum in an alternative teacher preparation program shall have a duration of:
Beginning on or before July 1, 2022, a minimum of 100 days; and
Beginning on July 1, 2025, a minimum of the equivalent of one full school year.
This subparagraph applies only to an alternative teacher preparation program operating in the State on or before July 1, 2021, that provides effective and diverse teachers in schools and local school systems, as approved by the State Superintendent, that have high rates, relative to other public schools in the State, of:
Teacher vacancies;
Teacher turnover; and
New teachers.
Beginning on July 1, 2025, the duration of a teacher training practicum in an alternative teacher preparation program shall be a minimum of 100 days.
The minimum duration of a teacher training practicum may be completed consecutively or over the course of the teacher preparation program.
A teacher training practicum in an alternative teacher preparation program shall include, at minimum, the following content:
Preparing lesson plans;
Teaching;
Debriefing;
Observation of a class of students to which the participant is assigned as a student teacher; and
40 hours of teaching during class periods.
Subject to subparagraph (ii) of this paragraph, a teacher training practicum shall be established through a written partnership agreement between a partner school and an institution of higher education or alternative teacher preparation program.
In establishing a teacher training practicum, an institution of higher education or alternative teacher preparation program shall prioritize selecting partner schools in the same community as the institution of higher education or alternative teacher preparation program.
The instructional program and work organization of a partner school shall be designed to reflect the career ladder developed under Subtitle 10 of this title.
An institution of higher education or alternative teacher preparation program and a partner school shall seek to provide teacher training practicum placements in a variety of school environments with diverse student populations that provide participants with the same kind of experiences as teachers employed in the State.
Subject to subparagraph (ii) of this paragraph, a mentor teacher for a participant in a teacher training practicum shall be a highly competent teacher, trained and selected by the partner school, who will work to instill in the participant the skills, attitudes, values, and knowledge necessary for the next generation of teachers.
When the Accountability and Implementation Board established under § 5–402 of this article determines that the career ladder system under Subtitle 10 of this title is well established throughout the State, mentor teachers will be selected using criteria from the career ladder system.
A partner school shall:
Assist an institution of higher education or alternative teacher preparation program in finding teacher training practicum placements for participants; and
Subject to item 2 of this item, compensate mentor teachers who supervise participants in a teacher training practicum; and
When the Accountability and Implementation Board established under § 5–402 of this article determines that the career ladder system under Subtitle 10 of this title is well established throughout the State, compensate mentor teachers according to the career ladder system.
An institution of higher education or alternative teacher preparation program shall collaborate with mentor teachers of a partner school to evaluate participants in a teacher training practicum to ensure each participant demonstrates the competencies required of certified teachers.
A partner school or a teacher preparation program may apply to the Department for a grant from the Teacher Collaborative Grant Program under § 6–123 of this subtitle for development of a teacher training practicum.
The Department and the Maryland Higher Education Commission may authorize a teacher preparation program or an alternative teacher preparation program to establish an apprenticeship program registered with the Maryland Department of Labor.
The State Board and the Professional Standards and Teacher Education Board shall, in consultation with the Accountability and Implementation Board established under § 5–402 of this article, adopt regulations to implement the provisions of this section.
A teacher preparation program shall:
Include the following components of instruction:
Basic research skills and methods and training on the routine evaluation and use of research and data to improve student performance;
Differentiation of instruction and demonstration of cultural competence for students of diverse racial, ethnic, linguistic, and economic backgrounds with different learning abilities;
Implementation of restorative approaches for student behaviors;
Identifying and assessing, in the context of the classroom, typical student learning deficits and techniques to remedy learning deficits;
Recognizing and effectively using high quality instructional materials, including digital resources and computer technology;
Core academic subjects that teachers will be teaching;
Methods and techniques for identifying and addressing the social and emotional needs of students, including trauma–informed approaches to pedagogy;
Skills and techniques for effective classroom management; and
Training in the skills and techniques for teaching effectively in a virtual learning environment, including the use of online curriculum;
Require program participants to demonstrate competency in each of the components required under item (1) of this subsection; and
Provide training in the knowledge and skills required to understand and teach the Maryland curriculum frameworks.
Each teacher preparation program shall incorporate classroom observations in which the program participant is observed in different school settings at the beginning of the teacher preparation program to assist a program participant in determining if the program participant has the aptitude and temperament for teaching.
A teacher preparation program shall develop a method for regularly communicating and collaborating with local school systems, including, if necessary, through financial memoranda of understanding, to strengthen teacher preparation, induction, and professional development programs.
An institution of higher education that offers graduate level courses in school administration shall develop:
A method for evaluating the potential of program participants to be effective school leaders; and
A curriculum to enable school leaders to organize and manage schools to achieve the effectiveness of top–performing schools or school systems, including:
Management of highly skilled professionals in a professional work environment; and
Effective peer observations and effective evaluations of other personnel.
These courses shall include clinical experience and assessments to determine whether participants demonstrate competency in these areas.
An institution of higher education:
May, if the institution of higher education shows cause, expand the total number of credit hours required to graduate from an undergraduate teacher preparation program by up to 12 credits; and
May not require a number of credit hours in excess of 132 total credit hours to graduate from an undergraduate teacher preparation program.
To further support and strengthen the profession of teaching in the State, the Department shall:
Provide technical assistance and other supports to teacher preparation programs at institutions of higher education in the State;
Develop a systemic method of providing feedback to teacher preparation programs to ensure that institutions of higher education have the most current information about the content, composition, and expectations for teachers of prekindergarten through 12th grade classes;
Assist teacher preparation programs in seeking and retaining highly qualified individuals, including individuals from groups historically underrepresented in the teaching profession;
In consultation with the Maryland Higher Education Commission, establish specific goals for the recruitment and retention of teachers in teacher preparation programs throughout the State; and
Work with teacher preparation programs that fail to meet the goals established under item (4) of this subsection to develop an action plan that demonstrates how the teacher preparation program will meet the goals.
The State Board and the Professional Standards and Teacher Education Board shall, in consultation with the Accountability and Implementation Board established under § 5–402 of this article, adopt regulations to carry out the provisions of this section.
Except as provided in § 6–704.1 of this title and beginning on or before July 1, 2018, the State Board shall require all certificated school personnel who have direct contact with students on a regular basis to complete training on or before December 1 each year, by a method determined by each county board, in the skills required to:
Understand and respond to youth suicide risk;
Identify professional resources to help students in crisis;
Recognize student behavioral health issues;
Recognize students experiencing trauma or violence out of school and refer students to behavioral health services; and
If the school is a community school, support any students needing the services at a community school.
The training required under subsection (a) of this section shall be:
Provided to certificated school personnel during an in–service program; or
A professional development requirement that may be met during time designated for professional development.
The State Board shall adopt regulations to implement this section.
This section may not be construed to impose a duty of care on certificated school personnel who complete training under subsection (a) of this section.
Unless the acts or omissions of a certificated school employee who completed training under subsection (a) of this section are willful, wanton, or grossly negligent, a person may not bring an action against the county board for personal injury or wrongful death caused by any act or omission resulting from:
Any training or lack of training of certificated school personnel under subsection (a) of this section; or
The implementation of the training required under subsection (a) of this section.
In this section the following words have the meanings indicated.
“Collaborative” means a signed agreement outlining commitments of a partnership among at least one county board, one teacher preparation program, and one exclusive employee representative to improve teacher education to prepare teachers for higher teacher standards and integrate teacher induction, professional development, and advancement to meet the goals of the January 2019 Interim Report of the Commission on Innovation and Excellence in Education established under Chapters 701 and 702 of the Acts of the General Assembly of 2016.
“Exclusive employee representative” means an employee organization designated as the exclusive representative of all public school employees in a county.
“Program” means the Teacher Collaborative Grant Program.
“Public school employee” has the meaning stated in § 6–401 of this title.
“Teacher preparation program” means a program of undergraduate or graduate studies that:
Prepares an individual to teach; and
Is offered at an institution of higher education in the State that is accredited or approved to operate under this article.
There is a Teacher Collaborative Grant Program.
The purpose of the Program is to:
Provide funds for collaboratives to develop state–of–the–art professional education for prospective and current teachers that reflects international and national best practices; and
Award grants to multiple collaboratives in various regions of the State that will develop model professional development programs that can be replicated in local school systems throughout the State.
The Department shall administer the Program in consultation with the Maryland Higher Education Commission.
A county board or teacher preparation program may submit an application to the Department to receive a grant to form a teacher collaborative that is in furtherance of the purpose of the Program.
To be eligible for a grant, an application shall identify a signed partnership agreement among at least one county board, one teacher preparation program, and one exclusive employee representative to form a teacher collaborative to design and implement at least two of the following:
A 21st–century practicum for teacher candidates to gain teaching experience in the classroom;
A professional development program for existing teachers; and
A peer assistance and review program to support:
Induction and mentoring programs for new teachers and struggling teachers; and
Effective teacher evaluation systems.
A practicum design developed under the Program shall require:
Prospective teachers to complete a full school year of practical teaching experience before completing a teacher preparation program that:
Shall be completed within the existing degree requirements to graduate from the teacher preparation program, if possible; and
May be completed at any time during the teacher preparation program as determined by the collaborative;
A county board and teacher preparation program jointly to identify a placement for a teacher candidate and compensate a mentor teacher to supervise and coach the teacher candidate;
Public schools offering the practicum to:
Be organized in a career ladder system; and
Consist of diverse student bodies that reflect the diversity of public schools in the State or the geographic area where the school is located;
Members of the public school faculty who are professor master teachers on the career ladder to hold appointments to teach as clinical or adjunct faculty at the teacher preparation program;
Members of the public school faculty who are lead teachers or master teachers on the career ladder to be responsible for designing the public school’s induction and mentoring program for new teachers and struggling teachers; and
Members of the public school faculty and the teacher preparation program faculty to be fully trained to understand and implement international and national best practices for teacher preparation and professional development.
A professional development program developed under the Program shall provide training and education in one or more of the following:
Culturally responsive pedagogy, content knowledge, and best practices in teaching diverse students and communicating with diverse student families, including individuals of all races, religions, sexual orientations, and gender identities;
Evaluation and effective use of research, data, and high–quality instructional materials, including digital resources and technology, to improve student performance;
Effective management of student behavior, including training in the use of restorative practices and trauma–informed approaches to meet student needs;
Conducting assessments of typical learning challenges for a student and methods to help the student overcome those challenges, including effective tools and strategies to meet the needs of students with disabilities and implement individualized education programs and 504 plans; and
Recognition of student mental health disorders.
A peer assistance and review program developed under the Program shall use:
Lead teachers or master teachers on the career ladder to mentor new teachers and support existing teachers who are struggling or low performing; and
An effective teacher evaluation system to provide rigorous, reliable, and relevant feedback for educators.
A teacher evaluation system developed under this paragraph shall:
Define the knowledge and skills expected of a teacher;
Utilize documented performance measures to provide personalized feedback that is aligned with the teacher’s strengths, needs, and professional learning context; and
Use a peer observation–based process to evaluate a teacher that:
Can be linked to student learning outcomes;
Requires the competency of the evaluator to be assessed;
Requires stakeholders, teachers and teacher candidates, and evaluators to be fully trained to understand the evaluation process; and
Includes postobservation conferences between the teacher and evaluator to encourage reflection of the teacher’s teaching practice.
An application shall include:
A description of at least two of the proposed:
Practicum design for teacher candidates;
Professional development program for existing teachers; or
Peer assistance and review program;
Evidence that the teacher preparation program in the collaborative submitted a grant application to a national program, if applicable, to increase the quality and diversity of the teacher candidate population; and
Any other information required by the Department.
The Department shall establish processes and procedures for accepting and evaluating applications.
Grants shall be awarded on a competitive basis.
The Department shall make awards in a timely fashion.
The Department shall ensure to the extent practicable geographic diversity among the grantees.
A grant made under this section may be renewed by the Department after a 3–year period unless performance criteria indicate that the teacher collaborative has not made sufficient progress in implementing the programs specified in the application.
The Department shall conduct an evaluation at least once during each grant period of the practicum designs, professional development programs, and peer assistance and review programs in the Program to determine whether to recommend that one or multiple programs should be replicated throughout the State.
The Department shall establish criteria for the evaluation, including the type and format of data to be collected by a teacher collaborative.
For each of fiscal years 2020 through 2024, the State shall distribute at least $2,500,000 to the Department for the Teacher Collaborative Grant Program.
The Department may retain up to 3% of the appropriation required under this subsection to hire staff necessary to administer the Program.
On or before December 1, 2019, and annually through December 1, 2024, the Department shall report to the Governor and, in accordance with § 2–1257 of the State Government Article, to the General Assembly on:
The number of grant applications received under the Program;
The number of grants awarded under the Program; and
The current status of each grantee and the grantee’s activities funded under the Program.
The Department shall establish, in collaboration with the Accountability and Implementation Board established under § 5–402 of this article, a school leadership training program for the State Superintendent, county superintendents, senior instruction–related staff, members of the Accountability and Implementation Board, members of the State Board, members of county boards, and school leaders.
The school leadership training program consists of two components:
The school system leadership training program; and
The Maryland school leadership academy.
The following individuals shall complete the school system leadership training program:
The State Superintendent;
A county superintendent; and
The chair and vice chair of the State Board, a county board, and the Accountability and Implementation Board.
The school system leadership training program shall be:
For a duration of 12 months;
Cohort–based to encourage collaboration and shared learning, including through regional gatherings of education leaders and other meetings when appropriate;
To the extent practicable, job–embedded to allow for application of knowledge and techniques;
Tailored to program participants using self–diagnostics and school–level diagnostics;
Evidence–based in accordance with the guidelines for the federal Every Student Succeeds Act;
Provided through both in–person and virtual sessions; and
Include training on the Blueprint for Maryland’s Future, as defined in § 5–401 of this article.
The school system leadership training program shall include:
A review of education in the United States relative to countries with top performing education systems and the implications of high performance for students, the economic security of the United States, and quality of life;
A model for strategic thinking that will assist education leaders to transform districts and redesign schools under their leadership;
Training to provide a working knowledge of research on how students learn and the implications for instructional redesign, curriculum plans, and professional learning;
A research–based model for coaching school leaders and instructional coaches;
A review of research regarding:
The benefits to students from access to high–quality and diverse teachers;
Methods to attract highly qualified teachers from diverse backgrounds who reflect the demographics of the students they teach; and
Best practices for teacher retention, including retention of teachers from diverse backgrounds;
Lessons in transformational leadership;
A method for organizing schools to achieve high performance, including:
Building instructional leadership teams;
Implementing career ladders for teachers;
Overseeing teacher induction and mentoring systems; and
Identifying, recruiting, and retaining high–quality and diverse school leaders;
Training to provide a deep understanding of standards–aligned instructional systems;
An overview of ethical leadership directly tied to the educational leaders’ responsibility to drive equitable learning in their schools; and
A review of research regarding methods to attract and retain an inclusive workforce.
The following individuals may complete the Maryland school leadership academy:
School principals;
School assistant principals;
School–based or county board leaders interested in developing the instructional leadership skills to become an effective school principal or assistant principal; and
Other individuals the Department or county board determines could benefit from the academy.
School leaders who work in or are interested in transferring to a community school or a low–performing school shall be given priority in participating in the academy.
The Maryland school leadership academy:
Shall be:
For a duration of 12 months;
Cohort–based to encourage collaboration and shared learning;
To the extent practicable, job–embedded to allow for application of knowledge and techniques;
Tailored to participants using self–diagnostics and school–level diagnostics;
Evidence–based in accordance with the guidelines for the federal Every Student Succeeds Act; and
Provided through both in–person and virtual sessions; and
Shall include training on best practices and strategies used by highly effective school leaders that will enable school leaders to implement components of the Blueprint for Maryland’s Future, as defined in § 5–401 of this article.
The Maryland school leadership academy shall include:
Strategic planning and change management to transform and redesign schools;
Instructional leadership, including:
Alignment between standards, assessments, and internalizing curriculum;
Lesson observations, providing feedback, and teacher coaching; and
Data–informed instruction and driving equitable learning outcomes across student groups;
Best practices for facilitating professional learning among teachers;
Methods for recruiting and retaining highly qualified teachers and teachers from diverse backgrounds who reflect the demographics of the students they teach;
A method for organizing schools to achieve high performance, including:
Building instructional leadership teams;
Utilizing teachers on the career ladder; and
Master scheduling; and
Strategies for effective peer mentorship.
The Maryland school leadership academy may include a mentorship component for participants.
Effective school leaders shall be selected to serve as mentors.
Mentors may be paid a stipend to participate in the academy.
The Department shall determine whether the Basic Literacy Skills test approved for initial teacher certification is sufficiently rigorous.
If the Department determines the Basic Literacy Skills test is insufficient under paragraph (1) of this subsection, the Department shall develop a new literacy examination of sufficient rigor.
The Department may not limit the number of times an individual may take the literacy examination developed under this subsection in order to pass.
Beginning after the implementation of the literacy examination under subsection (a) of this section, the Department shall develop and administer challenging, subject–specific examinations tailored to the subjects and grade level at which teachers will teach.
Subject–specific examinations shall be rigorous, as defined by the Department.
The Department may not limit the number of times an individual may take a subject–specific examination to pass the examination.
Before a subject–specific examination developed under paragraph (1) of this subsection is administered, the Department shall develop standards for the subject–specific examination and submit the standards to each Department–approved teacher preparation program 1 year before the first year in which the examination is expected to be administered.
A teacher preparation program with standards for a subject–specific examination developed by the Department under paragraph (2) of this subsection shall incorporate the standards into the curriculum of the teacher preparation program in a timely manner.
This subsection applies to individuals who have graduated from a teacher preparation program or an alternative teacher preparation program.
Beginning on July 1, 2025, to qualify for an initial certificate an individual shall:
Pass the subject–specific examinations under § 6–125 of this subtitle;
Meet one of the following qualifications:
Subject to paragraph (3) of this subsection, pass:
A nationally recognized, portfolio–based assessment of teaching ability; or
A portfolio–based assessment of a teacher preparation program that has national accreditation or has been approved by the Department; or
Subject to paragraph (4) of this subsection, complete a rigorous local school system teacher induction program that lasts for the lesser of:
3 years; or
The amount of time a teacher may hold a conditional teacher certificate;
Meet one of the following qualifications:
Pass a basic literacy skills assessment approved by the Department under § 6–125 of this subtitle;
Hold a degree from a regionally accredited educational institution and have earned a minimum overall cumulative grade point average of 3.0 on a 4.0 scale or its equivalent on the most recently earned degree; or
Submit documentation to the Department of having received effective evaluations from a local school system for 3 years;
Pass a rigorous State–specific examination of mastery of reading instruction and content for the grade level the individual will be teaching; and
Satisfactorily complete any other requirements established by the State Board.
An individual who graduates from a teacher preparation program in the State who passed a portfolio–based assessment described in paragraph (2)(ii) of this subsection may not be required to take the assessment more than one time.
An individual who successfully completes a Department–sponsored registered apprenticeship program for teaching may submit the apprenticeship certificate in lieu of passage of an assessment of teaching ability under paragraph (2)(ii) of this subsection.
In order to satisfy the requirements of paragraph (2)(ii)2 of this subsection, a candidate for an initial teacher certificate shall submit documentation to the Department that the candidate has completed a rigorous comprehensive induction program, established in accordance with § 6–117 of this subtitle, that meets the requirements of this paragraph.
The comprehensive induction program shall be developed by a local school system, either independently or collaboratively with other local school systems.
Before establishing a comprehensive induction program, one or more local school systems shall submit a plan for the program to the Department and the Accountability and Implementation Board.
The comprehensive induction program shall include a locally developed portfolio component that is aligned with the Interstate Teacher Assessment and Support Consortium Standards.
A teacher preparation program or an alternative teacher preparation program may use the locally developed portfolio component under subparagraph (iv) of this paragraph as meeting a portion of the coursework requirements of the program.
A candidate who satisfactorily completes a comprehensive induction program established in accordance with this paragraph may not be required to pass a nationally recognized, portfolio–based assessment of teaching ability.
This subsection does not apply to an individual authorized to teach in the State under §§ 10–14A–03 and 10–14B–03 of the State Government Article.
In addition to any other requirements established by the State Board, to qualify for a certificate in the State, a teacher who graduated from a teacher preparation program in another state or holds a professional license or certificate from another state shall:
Pass an examination of teaching ability within 18 months of being hired by a local school system;
Hold an active National Board Certification from the National Board for Professional Teaching Standards;
Complete a comprehensive induction program in accordance with subsection (a)(4) of this section; or
Submit documentation to the Department of having received effective evaluations from a school or school system for 2 years.
The Department, after a reasonable period of review and assessment, shall determine whether one of the assessments of teaching skill approved for initial teacher certification under this section more adequately measures the skills and knowledge required of a highly qualified teacher.
If the Department makes a determination under paragraph (1) of this subsection that requires a revision to the statutory requirements for initial teacher certification, the Department shall, in accordance with § 2–1257 of the State Government Article, submit a report to the General Assembly on or before the next September 1 on its recommendations for revising the qualifications for initial teacher certification.
The Department shall actively monitor and assess, during their implementation and development, new teacher standards and assessments produced under this section for any negative impact on the diversity of teacher candidates passing the initial teacher certification assessments.
The Department shall report the results of its monitoring and assessment to the Accountability and Implementation Board established under § 5–402 of this article.
In this section, “Montessori school” means:
A public school that uses Montessori instruction as its primary method of instruction; or
A Montessori school approved by the Department.
Subsections (c) and (d) of this section apply only to a candidate for a certificate to teach students in a Montessori school.
An individual is eligible for a certificate to teach students in a Montessori school if the individual:
Holds a valid credential from:
The American Montessori Society;
The Association Montessori Internationale; or
A program accredited by the Montessori Accreditation Council for Teacher Education; and
Holds a bachelor’s degree in any field.
The State Board may require an individual to successfully pass an examination to be certified under this section.
Except as provided in paragraph (1) of this subsection, an individual who satisfies the requirements of subsection (c) of this section may not be required to meet any additional requirements to be certified to teach students in a Montessori school.
An individual certified under this section may not teach students in a public school that is not a Montessori school unless the individual meets all other requirements relating to certification of public school teachers.
On or before January 1, 2025, the Department shall establish and maintain a Maryland Educator Recruitment, Retention, and Diversity Dashboard.
Subject to paragraph (3) of this subsection, the Dashboard shall include demographic information and key data points regarding:
Certificated and noncertificated personnel in public schools; and
Prospective educators within teacher preparation programs throughout the State who are participating in teacher internships.
The Dashboard may not include any demographic information that could be used to identify specific individuals.
Any demographic that is less than 5% of the relevant population may be reported simply as “< 5%”.
On or before December 1, 2024, and each December 1 thereafter, each county board shall report to the Department demographic and job status information on educators employed by, and teacher interns placed in, the public schools within the jurisdiction of the county board during the previous school year.
Each county board shall report the information required under paragraph (1) of this subsection disaggregated by:
School;
Gender;
Race;
Ethnicity;
Average length of service;
Status on the career ladder established under § 6–1002 of this title;
Number of educators hired during the reporting period; and
Attrition rates of educators during the reporting period.
The Department shall develop guidelines for an antibias training program for school employees.
The guidelines developed under this subsection shall:
Be inclusive;
Incorporate lessons in cultural awareness;
Aim to reduce implicit bias;
Be culturally responsive to the needs of educators and students;
Raise awareness of biases, prejudices, intolerances, and discrimination faced by African Americans, Native Americans, Asian Americans and Pacific Islanders, Hispanic Americans, and other historically marginalized racial and ethnic minorities;
Combat prejudices faced by historically marginalized religious minorities, including antisemitism and Islamophobia;
Seek to achieve schools that are more inclusive and tolerant of students, faculty, and staff regardless of an individual’s race, national origin, marital status, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status, familial status, or disability; and
Be evidence–based.
In developing the guidelines, the Department shall incorporate lessons learned from real life incidents of discriminatory bullying, harassment, or intimidation reported in accordance with § 7–424 of this article.
The Department periodically shall update the guidelines required under this subsection.
Each county board shall, in consultation with teachers and other public school employees, develop an antibias training based on the guidelines developed under subsection (a) of this section.
If the county board has an antibias training in place before the Department issues its guidelines, the county board shall, in consultation with teachers and other public school employees, update its training to incorporate the practices identified in the guidelines.
Every other year, each county board shall train each public school employee whose job duties include frequent interaction with students using its antibias training.
Antibias training shall be job–embedded, paid professional development training that is provided during nonteaching time.
To the extent practicable, the training shall:
Be offered in a peer–to–peer setting;
Take a half day or less to complete; and
Incorporate lessons learned from incidents of bullying, harassment, or intimidation in the county, reported in accordance with § 7–424 of this article.
At least once during the member’s term, each member of a county board shall complete the antibias training developed under subsection (b) of this section.
The training shall be conducted separately from the public school employee training required under subsection (c) of this section.
The Department is authorized to establish a national teacher recruitment campaign to bring licensed and prospective teachers to the State.
The campaign shall end on or before July 1, 2029.
The purpose of the campaign is to bring licensed and prospective teachers to the State to reduce the number of conditionally licensed teachers and meet the State’s teacher workforce needs to implement collaborative time.
Beginning July 1, 2025, the Department shall consult with a national education nonprofit that has experience in guiding other state education agencies in targeted, state–based recruitment campaigns.
The entity selected under paragraph (1) of this subsection shall support the Department in the design, implementation, and evaluation of the campaign, including the development of marketing materials and processes to help interested teacher candidates to become a teacher in the State.
The entity shall provide one–to–one mentoring and support services to prospective candidates at no cost to the candidate.
The campaign shall include public service announcement advertising, digital marketing, and direct outreach to encourage candidates to teach in the State.
In this section, “Grant” means the Maryland Teacher Relocation Incentive Grant.
There is a Maryland Teacher Relocation Incentive Grant.
The purpose of the Grant is to provide up to $2,000 to incentivize an out–of–state licensed teacher to move to the State in order to:
Address the State’s teacher workforce shortage; and
Reduce the number of conditionally licensed teachers in classrooms.
The Department shall administer the Grant.
Grants may not be awarded after June 30, 2029.
A county board may submit a proposal to the Department to receive a grant for a candidate.
To be eligible for a grant, a candidate shall:
Have a signed contract to teach in a public school in the State;
Be recognized as a licensed teacher in a public kindergarten, elementary, middle, or high school in another state to provide instruction in a specific subject area, grade level, or for a specific student population;
Hold an unencumbered license that is not restricted, probationary, provisional, temporary, or in any way serves as a substitute for fully licensed teachers in another state; and
Agree to teach in a school that has received funding under § 5–223 of this article for at least 2 years after receiving the grant.
An application shall include:
A copy of the teacher’s license held by the candidate;
A copy of the signed contract between the candidate and the county board; and
Any other information required by the Department.
The Department shall establish processes and procedures for accepting and evaluating applications.
On or before October 1, 2025, the Department shall make initial grant awards.
On or before December 30, 2029, the Department shall submit a report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly on the implementation of the grant awards, including the following information:
The number of grant applications received;
The number of grants awarded; and
The number of out–of–state teachers recruited to the State after the implementation of the Grant.
Subject to subsection (b) of this section, on or before July 1, 2027, the Department shall make available a professional development course on educator well–being and flourishing.
The course shall be made available to all school personnel and administrators.
The course may be made available through synchronous or asynchronous instruction.
To fulfill the requirements of this subsection, the Department may:
Develop a course;
Adapt an existing course developed by a third party; or
Make available an existing course developed by a third party.
The Department is required to provide a course under this section only if the course can be provided at no cost or at a comparable cost, as determined by the Department, to the cost the Department pays for providing a comparable course.
A course offered under this section shall be made available at a comparable rate to professional development courses for licensed personnel that contain the same number of professional development points.
A course offered under this section shall consist of instruction on understanding the eight dimensions of well–being identified by the federal Substance Abuse and Mental Health Services Administration and applying those lessons to increasing the educator’s personal well–being.
The course shall include instruction on:
Social well–being, including the importance of different types of relationships and building friendships and a sense of belonging and community;
Environmental well–being, including:
The importance of a connection to nature and the outdoors; and
The importance of feeling safe to an educator’s overall well–being;
Physical well–being, including the importance of a healthy body to overall well–being;
Emotional well–being, including the importance of being able to express feelings, adjust to emotional challenges, cope with life’s stressors, and enjoy life;
Spiritual well–being, including the importance of a sense of meaning, purpose, and character;
Occupational well–being, including the importance of work to an individual’s personal well–being;
Intellectual well–being, including the importance of being able to keep an active brain, cultivate personal interests, and pursue lifelong learning; and
Financial well–being, including the importance of understanding financial processes and financial resources.