In this subtitle the following words have the meanings indicated. “Coordinator of professional learning” means an employee of the Department who: Is a licensed educator; Develops and facilitates professional learning opportunities for educators and administrators in the State; and Assists administrators in implementing evidence–based instructional practices. “Fund” means the Academic Excellence Fund. “Instructional coach” means an employee of a local school system who: Is a licensed educator; Provides coaching to teachers and other education professionals to improve instruction; and Helps educators integrate evidence–based practices into their pedagogy. “Program” means the Academic Excellence Program. “Regional project manager” means an employee of the Department who oversees instructional coaches and coordinators of professional learning in a designated region.

There is an Academic Excellence Program in the Department. The purpose of the Program is to address critical academic needs in public schools and ensure that Maryland students have equitable access to high–quality instruction and targeted academic support by: Providing direct coaching support to teachers and administrators; Ensuring that the coaching support is consistently conducted in a manner that research has shown is likely to result in positive student outcomes; and Delivering targeted professional learning opportunities for educators and administrators to implement evidence–based instructional practices. Under the Program, instructional coaches and coordinators of professional learning shall provide educators in selected schools with: Coaching to improve instruction and the integration of evidence–based practices into the classroom; and Access to high–quality, job–embedded, and targeted professional learning opportunities. Under the Program, regional program managers shall oversee and coordinate the activity of instructional coaches and coordinators of professional learning in a designated region to ensure that local needs are considered and met. The Department shall enter into a cooperative agreement with a county board that elects to participate in the Program. Using accountability data, the Department, in collaboration with participating local school systems, shall identify the schools that are most in need of support from the Program. The Department shall prioritize selecting schools with: Low proficiency rates; and Declining achievement results in recent years. Within a selected school, administrators shall work with the Department to identify the teachers and other educators who will benefit most from the professional development opportunities provided by instructional coaches. During fiscal years 2026 and 2027, the Program shall focus on early literacy instruction and support of elementary school educators. In subsequent fiscal years, the Program shall expand its focus to incorporate other academic topics and grade levels, with particular attention paid to foundational mathematics instruction.

The Department shall develop criteria for the selection of instructional coaches. At a minimum the selection criteria shall include: Methods to identify highly qualified educators with expertise in the instructional topic and grade level for which the educator will be providing coaching; and A means to assess the potential of an educator for leadership and professional development through coaching. A regional program manager, in coordination with a participating county board, shall use the Department’s criteria to select instructional coaches. The Department shall establish a training plan for instructional coaches that provides each instructional coach with the tools to support educators using research–based strategies tailored to the needs of each educator and the educator’s students. Each instructional coach shall be trained using the Department’s training plan. An instructional coach shall oversee educators at two to four different public schools in the local school system in which the coach works. An instructional coach shall support educators by providing job–embedded feedback designed to: Lead to long–term instructional improvement; Assist an educator in creating a pedagogy that is individually tailored to meet the needs of each student, regardless of the student’s linguistic status, disability status, or background; and Close student achievement gaps.

Under the Program, the Department shall employ regional program managers to oversee the work of instructional coaches. Each regional program manager shall ensure that instructional coaches are meeting local educator and student needs and working in alignment with State priorities, including the principles for the Blueprint for Maryland’s Future. Regional program managers shall support instructional coaches by providing: Evidence–based tools and strategies and professional development materials; An analysis of educator practices and student outcomes to ensure that instructional coaches provide support in a targeted manner; Assistance with family and community engagement; and Guidance to ensure professional development is research–based and designed to reflect the diverse linguistic and cultural needs of students in the State. Beginning in fiscal year 2028, the Department shall employ coordinators of professional learning through the Program. A coordinator of professional learning shall: Provide professional development to educators and administrators in a local school system by establishing learning modules and through the use of appropriate tools and platforms; and Collaborate with administrators to collect data to create a professional learning plan that aligns with the needs of a school.

There is an Academic Excellence Fund. The purpose of the Fund is to provide grants to address critical academic needs in schools, particularly those identified as low–performing. The Department shall administer the Fund. The Fund is a special, nonlapsing fund that is not subject to § 7–302 of the State Finance and Procurement Article. The State Treasurer shall hold the Fund separately, and the Comptroller shall account for the Fund. The Fund consists of: Money appropriated in the State budget to the Fund; and Any other money from any other source accepted for the benefit of the Fund. Money from the Blueprint for Maryland’s Future Fund established under § 5–206 of this article may not be transferred into the Fund. The Fund may be used only for grants to county boards, institutions of higher education, nonprofit organizations, or other entities for the following purposes: Contracts with vendors to provide services; Training and workshops; Program implementation; Administrative costs of the Program; Program evaluation and reporting; and Any other costs approved by the Department. The State Treasurer shall invest the money of the Fund in the same manner as other State money may be invested. Any interest earnings of the Fund shall be credited to the Blueprint for Maryland’s Future Fund under § 5–206 of this article. Expenditures from the Fund may be made only in accordance with the State budget. Each year, the Department shall collect the following data: The total amount of money disbursed from the Fund, disaggregated by county; and The total number of schools served by the Fund.

The Department may adopt policies, procedures, and regulations to carry out this title.