A teacher employed in an early childhood, elementary, pre-kindergarten—12 or secondary school program shall hold an appropriate license under COMAR 13A.12.02. Temporary Professional. The Temporary Professional Teacher License is valid for 2 years and may not be renewed. A local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 may request a Temporary Professional License for an employee: Who has completed an out-of-State teacher preparation program or holds a valid out-of-State professional license but has not submitted passing scores on Maryland teacher licensure tests; or Who has failed to meet the renewal requirements of a professional license. Initial Professional. The Initial Professional Teacher License is valid for 5 years and may be renewed should the license holder meet the renewal requirements under Regulation .03 of this chapter. An applicant who has met the requirements of one of the pathways to licensure under Regulation .03 of this chapter is eligible for an Initial Professional Teacher License. Professional. The Professional Teacher License is valid for 5 years and may be renewed should the license holder meet the renewal requirements under Regulation .04 of this chapter. An applicant who has met the requirements of one of the pathways to licensure under Regulation .03 of this chapter is eligible for a Professional Teacher License if the applicant submits documentation: Demonstrating completion of a Maryland induction program under COMAR 13A.07.01; or Verifying 3 years of effective teaching performance. Advanced Professional. The Advanced Professional Teacher License is valid for 5 years and may be renewed should the license holder meet the renewal requirements under Regulation .04 of this chapter. An applicant who has met the requirements of one of the pathways to licensure under Regulation .03 of this chapter is eligible for an Advanced Professional Teacher License if the applicant meets the requirements for the Professional Teacher License under §C of this regulation and submits documentation demonstrating that the applicant has: A master’s degree or higher; At least 30 semester hours of post baccalaureate credit; or A National Board Certificate issued by the National Board for Professional Teaching Standards. Conditional. A conditional license is valid for 5 years and may not be renewed. A local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 shall request a conditional license only if the school cannot fill a position with an individual who qualifies for a license under Regulation .03 of this chapter. A conditional license may only be issued to an individual who possesses a bachelor’s degree or higher. An applicant who is issued a conditional license shall pursue a pathway to professional licensure under Regulation .03 of this chapter. Conditional Special Education. A conditional special education license is valid for 3 years and may not be renewed. A local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 shall request a conditional license only if: The school cannot fill a special education position with an individual who qualifies for a license under Regulation .03 of this chapter; and The license holder receives sustained, intensive, classroom-focused professional development before and while teaching, and intensive supervision that consists of structured guidance and regular ongoing support and mentoring. A conditional license may only be issued to an individual who possesses a bachelor’s degree or higher. An applicant who is issued a conditional license shall pursue a pathway to professional licensure under Regulation .03A(1) and (2) of this chapter. Resident Teacher. The Resident Teacher License is valid for 3 years and may not be renewed. The provider of an alternative teacher preparation program approved under COMAR 13A.07.06, shall request a Resident Teacher License for a candidate before placement in a resident teacher assignment. Adjunct Teacher. The Department may issue an adjunct license upon the request of a local school system superintendent or an education director of a nonpublic school approved under COMAR 13A.09.10. The local school system superintendent or education director of the approved nonpublic school shall include with a request for an adjunct license: The name and credentials of the individual; The course name and content to be taught; and An explanation as to why the position cannot be filled by a qualified licensed educator. The adjunct license is nontransferable between local school systems. A local school system or nonpublic school may not employ an individual who holds an adjunct license as a full-time employee. An applicant for an adjunct license shall: Hold a high school diploma or its equivalent; Hold an industry license, when applicable for the profession; and Have 5 years of satisfactory occupational experience in the field to be taught. The employing local school system or nonpublic school shall provide an individual who is issued an adjunct license with the following: A professionally licensed mentor; Side-by-side coaching or co-teaching with a professionally licensed teacher; A minimum of 45 hours of professional development, with 30 hours delivered before entry to the classroom and the remainder to be delivered throughout the school year; and Evaluations of the individual’s teaching effectiveness. The adjunct license issued in accordance with this regulation is valid for a 1-year period and may be renewed upon the request of the local school system or nonpublic school. Montessori Professional License. An applicant may be eligible for a Montessori Professional License if the applicant submits documentation demonstrating the applicant has: A bachelor’s degree or higher; 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 Passing scores as established by the State Superintendent of Schools on a reading instruction licensure test approved by the State Board of Education, or attestation of proficiency through observation completed by a Department-recognized assessor using a Department-provided observation tool. Pathways to Initial Teacher Licenses. Applicants shall meet the requirements of one pathway to earn initial teacher licensure. Maryland Approved Program. Teacher candidates who complete a Maryland approved educator preparation program as set forth in COMAR 13A.07.06 shall meet the following requirements: Bachelor’s degree or higher; Completion of an approved program as set forth in COMAR 13A.07.06; Documentation of one of the following: Passing score as established by the State Superintendent of Schools on a basic literacy skills assessment as approved by the State Board of Education; Minimum overall cumulative grade point average of 3.0 on a 4.0 scale on the most recently earned degree; or Three years of effective evaluations from a local school system in Maryland. Passing scores as established by the State Superintendent of Schools on a content licensure test approved by the State Board of Education; Passing scores as established by the State Superintendent of Schools on a reading instruction licensure test approved by the State Board of Education, or attestation of proficiency through observation completed by a Department-recognized assessor using a Department-provided observation tool; and Meet one of the following qualifications: Passing score as established by the State Superintendent of Schools on a nationally recognized, portfolio-based performance assessment approved by the State Board of Education; or Completion of a comprehensive local school system teacher induction program that meets the requirements listed under §B(2) of this regulation. In-District Training Program. Teacher candidates who are hired as a teacher of record in a Maryland local school system may complete a Department-approved in-district training program. Candidates seeking licensure under the in-district pathway shall meet the following requirements: Possession of a conditional license in the subject area and at the grade level of the license sought. Demonstration of content knowledge by completing the following: Bachelor’s degree or higher related to the field of the license sought; Bachelor's degree or higher in any field and a minimum of 24 semester hours of content coursework related to the license sought, which may be completed in-person, virtually, synchronously, and/or asynchronously; or Bachelor's degree or higher in any field and passing scores as established by the State Superintendent of Schools on a content licensure test approved by the State Board of Education Completion of a Maryland induction program under COMAR 13A.07.01 that includes: On-site supervision and coaching; Ongoing instructional mentoring during the induction; and An effective, or comparable, rating on a summative evaluation of teaching performance at the end of the induction period. Completion of a Department-approved sequence of pedagogical coursework, which may be completed in-person, virtually, synchronously, and/or asynchronously, as follows: The teaching candidate shall ensure that this sequence of coursework is aligned to the Interstate Teacher Assessment and Support Consortium standards; and The district and coursework provider shall agree to a memorandum of understanding. Attestation from the district training program supervisor, or designee, school principal, and coursework provider, that the candidate is prepared for licensure. Special Provisions. Candidates seeking licensure in the areas of elementary education, early childhood education, special education, and English to Speakers of Other Languages, shall complete additional requirements, as follows: Candidates who fulfill §A(2)(b)(i) or (ii) of this regulation shall present 6 semester hours of coursework in each of the content areas of English, mathematics, science, and social studies; or Candidates who fulfill §A(2)(b)(iii) of this regulation shall submit passing scores on an approved elementary assessment that includes subtests in the content areas of English, mathematics, science, and social studies, each of which equals 6 semester hours of credit in that content area; and Passing score on a reading instruction test, approved by the State Board of Education, or provide attestation of proficiency through observation completed by a Department-recognized assessor using a Department-provided observation tool. Experienced Nonpublic School Teacher. Experienced teacher candidates working in Maryland nonpublic schools approved under COMAR 13A.09.09 shall meet the following requirements: Bachelor’s degree or higher related to the field of the license sought; Verification of 5 years of effective teaching experience in the field and at the grade level of the license sought at a Maryland nonpublic school approved under COMAR 13A.09.09; Meet one of the following qualifications: Passing score as established by the State Superintendent of Schools on a nationally recognized, portfolio-based performance assessment approved by the State Board of Education; An effective, or comparable, rating on a year-end evaluation if the individual is employed by a Maryland local school system, State-operated school, or approved nonpublic school approved under COMAR 13A.09.10; Complete a comprehensive induction program under §B(2) of this regulation if the individual is employed by a Maryland local school system; or Hold a National Board Certificate from the National Board for Professional Teaching Standards; and Special Provision. Candidates seeking licensure in the areas of elementary education, early childhood education, special education, and English to Speakers of Other Languages, shall submit of a passing score on a reading instruction test, approved by the State Board of Education, or provide attestation of proficiency through observation completed by a Department-recognized assessor using a Department-provided observation tool. Out-of-State Teacher Preparation Program. Teacher candidates who complete a teacher preparation program in another state or foreign country shall meet the following requirements: Bachelor’s degree or higher, or a U.S. equivalent of a foreign degree; Complete a teacher preparation program, to include a clinical internship, approved to lead to licensure in another state or foreign country, in the license area being sought; Meet one of the following qualifications: Passing score as established by the State Superintendent of Schools on a nationally recognized, portfolio-based performance assessment approved by the State Board of Education; An effective, or comparable, rating on a year-end evaluation if the individual is employed by a Maryland local school system, State-operated school, or approved nonpublic school approved under COMAR 13A.09.10; Complete a comprehensive induction program under §B(2) of this regulation if the individual is employed by a Maryland local school system; or Hold a National Board Certificate from the National Board for Professional Teaching Standards; and Special Provision. Candidates seeking licensure in the areas of elementary education, early childhood education, special education, and English to Speakers of Other Languages, shall submit a passing score on a reading instruction test, approved by the State Board of Education, or attestation of proficiency through observation completed by a Department-recognized assessor using a Department-provided observation tool. Out-of-State License. Teacher candidates who hold a valid professional license/certificate from another state or foreign country shall meet the following requirements: Bachelor’s degree or higher, or a U.S. equivalent for a foreign degree; Valid, professional license or certificate from another state or foreign country in the license area being sought; Meet one of the following qualifications: Passing score as established by the State Superintendent of Schools on a portfolio-based performance assessment approved by the State Board of Education; An effective, or comparable, rating on a year-end evaluation if the individual is employed by a Maryland local school system, State-operated school, or approved nonpublic school approved under COMAR 13A.09.10; Complete a comprehensive induction program under §B(2) of this regulation if the individual is employed by a Maryland local school system; or Hold a National Board Certificate from the National Board for Professional Teaching Standards; and Special Provision. Candidates seeking licensure in the areas of elementary education, early childhood education, special education, and English to Speakers of Other Languages, shall submit a passing score on a reading instruction test, approved by the State Board of Education, or provide an attestation of proficiency through observation completed by a Department-recognized assessor using a Department-provided observation tool. National Board Certificate. Teacher candidates who hold a National Board Certificate shall meet the following requirements: Bachelor’s degree or higher; and National Board Certificate issued from the National Board for Professional Teaching Standards, for which a comparable Maryland license exists. Fine Arts Transcript Analysis. Individuals with content expertise in the areas of art, dance, music, or theater shall: Obtain a bachelor’s degree or higher in the fine arts content area being sought; Obtain a bachelor’s degree or higher in a fine arts area related to the area of licensure being sought, and 3 years of satisfactory content-related occupational experience, which may include satisfactory post-secondary teaching experience; or Obtain a bachelor’s degree or higher in any field with: At least 24 semester hours of content coursework in the fine arts license area sought; or A passing score as established by the State Superintendent of Schools on a content assessment approved by the State Board of Education and 3 years of content-related occupational experience, which may include satisfactory post-secondary teaching experience in the area to be taught; Complete 21 semester hours of credits of professional education coursework from an institution of higher education or through Department-approved continuing professional development credits, to include 3 credits for each of the following: Methods of teaching; Introduction to special education; Human growth and development; Assessment; Literacy in the content area; Culturally responsive teaching/multicultural education/strategies for multilingual learners; and Classroom management; and Meet one of the following qualifications: Obtain a passing score as established by the State Superintendent of Schools on a nationally recognized, portfolio-based performance assessment approved by the State Board of Education; Obtain effective, or comparable, ratings on two, year-end evaluations if the individual is employed by a Maryland local school system, State-operated school, or approved nonpublic school approved under COMAR 13A.09.10; or Complete a comprehensive induction program under §B(2) of this regulation if the individual is employed by a Maryland local school system. Secondary Content Transcript Analysis. To earn a 7-12 grade band license, individuals with secondary content expertise shall meet the following requirements: Obtain a bachelor’s degree or higher: In the content area being sought; In any field with a minimum of 24 semester hours of content coursework in the area of license sought; In any field with 3 years of content-related occupational experience and a passing score as established by the State Superintendent of Schools on a content assessment approved by the State Board of Education; or In any field with 3 years of experience teaching at an accredited institution of higher education in the content area sought; and Complete 21 semester hours of credits of professional education coursework from an institution of higher education or through Department-approved continuing professional development credits, to include 3 credits for each of the following: Methods of teaching; Introduction to special education; Human growth and development; Assessment; Literacy in the content area; Culturally responsive teaching/multicultural education/strategies for multilingual Learners; and Classroom management; and Meet one of the following qualifications: Obtain a passing score as established by the State Superintendent of Schools on a nationally recognized, portfolio-based performance assessment approved by the State Board of Education; Obtain effective, or comparable, ratings on two, year-end evaluations if the individual is employed by a Maryland local school system, State-operated school, or approved nonpublic school approved under COMAR 13A.09.10; or Complete a comprehensive induction program under § B(2) of this regulation if the individual is employed by a Maryland local school system. Special Provisions. The Department shall evaluate credits from institutions in other countries for comparability of degree and coursework by an independent agency authorized to analyze foreign credentials and designated by the Department. The evaluation is final. Comprehensive Induction Program. A comprehensive induction program shall: Be developed by a local school system, either independently or collaboratively with other local school systems; Be approved by the Department; Last the lesser of 3 years or the amount of time a teacher holds a conditional license; and Include a locally developed portfolio component that is aligned with the Interstate Teacher Assessment and Support Consortium Standards. General. An applicant who holds a license is responsible for initiating the renewal of the license. An applicant shall ensure renewal requirements are received before the expiration date of the license to be considered continuous. Failure to Meet Requirements. Failure to meet the requirements of this section results in nonrenewal of the license. A local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 may request a Temporary Professional License under Regulation .02A of this chapter for an employee who fails to meet the renewal requirements of the Initial Professional, Professional, or Advanced Professional license. Professional Development Requirements. The Initial Professional, Professional, and Advanced Professional license may be renewed for successive 5-year terms on the successful completion of the requisite number of professional development points (PDPs) as set forth in Regulation .06 of this chapter based on an individual professional development plan as set forth in Regulation .05 of this chapter that is designed to improve teaching and student learning and that is approved, if required, by the educator’s supervisor. Application Process. Renewal. An educator may renew their existing Initial Professional, Professional, or Advanced Professional License by submitting: A completed application, in the manner required by the Department; A statement, signed under the penalty of perjury, that the applicant has completed all requirements for licensure renewal, including the requisite number of Professional Development Points under an Individual Professional Development Plan; and The required fee. Advancement. An educator may request advancement to a new level of licensure by submitting: A completed application, in the manner required by the Department; Supporting documentation demonstrating the applicant has met the requirements for the new level of licensure; and The required fee. All documentation submitted is subject to audit by the Department, and the educator shall provide additional documentation to the Department on request. Individuals employed by a Maryland local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10, may submit documentation directly to the employer. Individuals who are not employed by a Maryland local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 shall submit documentation directly to the Department. Individual Professional Development Plans. An educator shall have an individual professional development plan in place for each of the 5 years of validity for each Initial Professional, Professional, and Advanced Professional license issued to the educator. An educator shall ensure this individual professional development plan includes a minimum of 90 professional development points as set forth in Regulation .06 of this chapter, to renew the educator’s License. Educators who are not employed with a local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 are responsible for developing their own individual professional development plan. Approval of an Individual Professional Development Plan. Educators working in a Maryland local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 shall obtain approval of their proposed individual professional development plan from their supervisors. The educator’s supervisor, or an appropriate designee, shall approve proposed individual professional development. Educators shall obtain initial approval of their individual professional development plan within 6 months of issuance of the license to be renewed. Supervisor Review. A supervisor shall review the existing individual professional development plan of any educator new to the district or school within 3 months of the educator’s beginning employment in the new position. A supervisor may require an educator to amend the plan or may withdraw approval for a plan that had been previously approved, but the Department shall approve any professional development points that were earned consistently with an approved plan in the application for license renewal. Signatures. Before applying to renew an Initial Professional, Professional, and Advanced Professional license, educators shall obtain a signature from a current supervisor. A supervisor’s signature shall indicate that the supervisor has reviewed the log of professional development activities maintained by the educator to ensure that the reported activities are consistent with the approved individual professional development plan. The educator remains responsible for the final accounting of professional development points applied towards license renewal. An educator whose supervisor refuses to sign an individual professional development plan may follow the review procedures set forth in §B(7) of this regulation. Approval of an individual professional development plan may not be unreasonably withheld by a supervisor. If a plan is rejected by a supervisor, an educator may seek review of the denial from: The superintendent of schools, or designee, if employed with a local school system; The Chief Officer of the Legal Authority, or designee, if employed with a nonpublic school approved under COMAR 13A.09.10; or The Executive Director, or comparable position, if employed with a State-operated school. Professional Development Point (PDP). The Department shall measure professional development activities as follows: 1 clock hour is equivalent to one PDP. 1 semester hour is equivalent to 15 PDPs. One Department-approved continuing professional development credit is equivalent to 15 PDPs. One continuing education unit is equivalent to ten PDPs. Educators applying to renew an Initial Professional, Professional, or Advanced Professional License shall complete a minimum of 90 PDPs that shall include: Content or pedagogy related to an area on the educator’s license; English as a Second Language, Sheltered English, or Bilingual Education; Strategies for teaching students with disabilities, or differentiated instruction for students with diverse learning needs; and Culturally Responsive Teaching or diverse student identities in education. Additional Requirements for Specific Licensure Areas. Blind/Visually Impaired. Teachers who hold a license in the area of the Blind/Visually Impaired shall present a minimum of 15 PDPs in braille maintenance. School Counselor. An educator who is licensed as a School Counselor shall present 1 semester hour of coursework from an institution of higher education, one Department-approved continuing professional development credit; or an equivalent number of continuing education units that address the following: Depression; Trauma; Violence; Youth suicide; Substance abuse; and The identification of professional resources and best practices for distributing resources to parents or guardians to help students in crisis. Administrator. If an educator is employed in a local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 and assigned in an administrator or supervisor position, the educator shall submit PDPs which include: Strategies for increasing teacher retention; and Strategies for developing and facilitating teacher leadership. Special Provision. Beginning on July 1, 2025, all teachers employed in a Maryland local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 in a position that requires a license in early childhood education, elementary education, special education, or English to Speakers of Other Languages shall demonstrate proficiency in the knowledge and practices of scientific reading instruction, to include phonemic awareness, phonics, fluency, vocabulary, and comprehension, as follows: Demonstration of proficiency may be satisfied by submitting one of the following: A passing score on a reading instruction test approved by the State Board of Education; Completion of coursework or professional learning approved by the Department; Submission of attestation of proficiency through observation completed by a Department-recognized assessor; or Completion of training provided by the Department in the science of reading for the purpose of fulfilling the requirements of renewal. A license holder required to demonstrate proficiency in the knowledge and practices of scientific reading instruction shall present the requirements in §D(1) of this regulation when renewing a license, as follows: The license holder may submit verification of enrollment in §D(1)(b) or (d) of this regulation to satisfy the terms of renewal. The license holder shall present documentation demonstrating completion of §D(1)(b) or (d) of this regulation by the subsequent renewal. A license holder is considered proficient in the knowledge and practices of scientific reading instruction when the requirements of this section have been submitted. The Department shall ensure this license indicates that a license holder is proficient in the knowledge and practices of scientific reading instruction. Professional development points may be accrued by the completion of one of more of the following: College credit earned or taught at an accredited institution of higher education. Continuing professional development (CPD) credits, earned or taught, approved by the Department. Continuing education units (CEUs) from an accredited International Association for Continuing Education and Training provider or approved by another Maryland State agency for purposes of licensure. Professional conference. A professional conference is a workshop, institute, or seminar of 4 or more hours that contributes to ongoing, sustained, and high-quality professional development. Curriculum Development. Curriculum development is a group activity in which the license holder contributes to the improvement of the curriculum of a school, a school division, or an educational institution. This includes the alignment of curriculum frameworks, instructional materials, and assessments to provide a system with clear expectations of what is to be taught and learned. For each curriculum developed, the Department shall award the educator up to 30 PDPs. Publication of a Book or Article. The license holder shall ensure that the book or article contributes to the education profession or to the body of knowledge of the license holder’s teaching area or instructional position. The educator shall ensure that an article is published in a recognized professional journal. The educator shall ensure that books are published for purchase. For each book published, the Department shall award the educator up to 75 PDPs. For each article published, the Department shall award the educator up to 10 PDPs. Mentorship. Mentoring is the process by which an experienced professional who has received mentorship training helps one or more individuals to improve their performance. Assistance may involve role modeling, direct instruction, demonstration, observation with feedback, developing of plans, and consultation to promote instructional excellence and increased student achievement. Mentoring may include the supervision of a field experience of a pre-service student teacher or an intern in an approved teacher preparation program, as well as mentoring as part of the induction process for a beginning teacher. Micro-Credentials. Micro-credentials are a digital form of certification indicating demonstrated competency/mastery in a specific skill or set of skills. Educators identify a competency they want to develop, submit evidence that they have mastered the competency, and receive a digital badge once the evidence is approved. Micro-credentials can be earned by non-profit and for-profit entities approved by the local school system, State-operated school, nonpublic school, or the Department. For each micro-credential earned, the Department shall award the educator up to 10 PDPs. Professional Development Activity. The Department shall accept professional development activities approved by the Department, Maryland local school system, State Agency, a Maryland approved nonpublic school, or another state department of education. The license holder shall ensure that each activity is a minimum of 1 contact hour. An educator who earns a National Board Certificate from the National Board of Professional Teaching Standards may present that certificate when subsequently renewing a Maryland Educator License as a substitute for §B of this regulation. An individual who meets the qualification for initial licensure under Regulation .03 of this chapter may add an additional teaching endorsement by submitting documentation demonstrating that the applicant has obtained: A qualifying score, as established by the State Superintendent of Schools, on the content-specific test(s) approved by the State Board of Education; or Twenty-four content credits as follows: For elementary or early childhood education, 24 credits distributed across the four content areas of English, social studies, math, and science, with at least 6 credits in each content area; For secondary, middle school, pre-kindergarten—12 education, 24 credits, at least 12 of which are in the area for which the new licensure is sought and 12 of which are in content-related areas; or For special education, 24 credits, at least 12 of which are in the age-appropriate area of special education and 12 of which are in related areas or researched-based literacy instruction aligned to the science of reading. Special Provisions. To receive an endorsement in Elementary Education, Early Childhood Education, English for Speakers of Other Languages, and Special Education, an educator shall qualify under §A of this regulation and demonstrate proficiency in the knowledge and practices in scientific reading instruction, to include phonemic awareness, phonics, fluency, vocabulary, and comprehension, by: Submitting a passing score on a reading instruction test, approved by the State Board of Education; Completion of coursework or professional learning approved by the Department, and provided by a Department-recognized partner approved to deliver instruction in the science of reading; Submission of attestation of proficiency through observation completed by a Department-recognized assessor; or Completion of training provided by the Department in the science of reading for the purpose of fulfilling the requirements of renewal. To receive an endorsement in Deaf and Hard of Hearing or Blind/Visually Impaired, an educator shall meet the requirements for initial licensure under Regulation .03 of this chapter. Certain areas of licensure require that the educator hold an existing teacher license and shall only be added as an endorsement, as follows: Mathematics Instructional Leader Grades Pre-Kindergarten—6. To add Mathematics Instructional Leader, grades pre-kindergarten—6, an applicant shall: Hold a valid, professional license; Complete a minimum of 18 semester hours of post-baccalaureate credit, or Department-approved continuing professional development credits, which include the following areas: Content knowledge for teaching mathematics, including numbers and operations, algebra and functions, geometry and measurement, and data analysis and probability; Pedagogical knowledge for teaching mathematics, including learners and learning, teaching, curriculum, and assessment; Leadership knowledge and skills; and At least 3 semester hours or the equivalent in a supervised practicum or school-based internship in which the applicant works with a range of students in grades pre-kindergarten—6 and adult learners in a variety of professional development settings; and Present verification of 27 months of satisfactory teaching experience including mathematics. Mathematics Instructional Leader Grades 4—9. To add Mathematics Instructional Leader, grades 4—9, an applicant shall: Hold a valid, professional license in Middle School Mathematics; Complete a minimum of 21 semester hours of post-baccalaureate credit, or Department-approved continuing professional development credits, which include the following areas: Content knowledge for teaching mathematics, including number and operations, algebra and functions, geometry and measurement, data analysis and probability, calculus, and discrete mathematics; Pedagogical knowledge for teaching mathematics, including learners and learning, teaching, curriculum, and assessment; Leadership knowledge and skills; and At least 3 semester hours or the equivalent in a supervised practicum or school-based internship in which the candidate works with a range of students in grades 4—9 and adult learners in a variety of professional development settings; and Present verification of 27 months of satisfactory teaching experience including mathematics. Instructional Leader: STEM Grades Pre-Kindergarten—6. To add Instructional Leader: STEM, grades pre-kindergarten—6, an applicant shall: Hold a valid, professional license in early childhood education or elementary education; Complete a minimum of 12 semester hours of post-baccalaureate credit or Department-approved continuing professional development credits, to include the following: 12 semester hours in STEM education which integrates a balance of authentic problem-based and project-based learning; Essential skills including questioning, spatial reasoning, communication, critical thinking, and problem solving; Engineering design process; Application of scientific practices and content; Application of mathematical practices and content; Technology literacy; and Collaborative learning; Complete 3 semester hours or the equivalent in leadership knowledge and skills in providing professional learning in a school/district setting; Complete at least 3 semester hours or the equivalent in a supervised practicum or school-based internship in which the applicant works with a range of students in grades pre-kindergarten—6 and adult learners in a variety of professional development settings; and Present verification of 27 months of satisfactory teaching experience. Severe and Profound Disabilities. To add a Severe and Profound Disabilities endorsement, an educator shall meet the following requirements: Special Education Licensure. The applicant shall meet the requirements for licensure in generic special education at any age/grade level; and Content and Professional Education Courses. The applicant shall have: 3 semester hours in human growth and development emphasizing knowledge of the developmental characteristics (physical, biological, cognitive—learning, and social/emotional) of students with severe and profound disabilities; 6 semester hours in assessment, diagnosis, and prescriptive techniques emphasizing specialized knowledge, interpretation and application of appropriate assessment, diagnostic and prescriptive methods to evaluate and develop programs geared toward the individualized needs of students with severe and profound disabilities; 6 semester hours in curriculum and instructional methods emphasizing specialized strategies, techniques, materials, and adaptations appropriate to the instruction of students with severe and profound disabilities; and 6 semester hours in practicum with students with severe and profound disabilities or 2 years of successful teaching experience with students with severe and profound disabilities. Work-Based Learning Coordinator Grades 7-12. To add Work-Based Learning Coordinator, an educator shall meet the following requirements: Hold a professional license in a secondary teaching area or pre-kindergarten—12 teaching area; Complete 6 semester hours of content coursework taken at an accredited institution of higher education or through CPDs, with a minimum of 3 semester hours in each of the following content areas: Organizing, coordinating, and marketing of work-based learning programs; and Instructional management and curriculum development for work-based learning programs; and Complete a work experience requirement through any of the following: Documented evidence of employment equivalent to a minimum of 1,000 hours of satisfactory, wage-earning, nonteaching occupational experience; Documented evidence of employment equivalent to a minimum of 1,000 hours that shall include 500 hours of satisfactory, wage-earning, nonteaching occupational experience and 500 hours of self-employment; Participating in a supervised and approved teacher externship experience of at least 150 hours, to include all aspects of the industry in accordance with the local school system guidelines for work-based learning coordinator externships at a work site approved by the local school system; or Complete 3 semester hours of content coursework in contemporary workplace practices taken at an accredited institution of higher education or through CPDs that includes site visits to business and industry settings and exposure to all aspects of the industry. All work experience under §C(5)(c) of this regulation shall have occurred within 10 years of the educator’s request to add the endorsement. The educator shall submit verification of occupational experience in the form of a notarized letter by former employers, listing specific job titles, duties performed, dates of employment, and hours worked. The educator shall verify self-employment by license or by submitting tax forms. License Required for Major Assignment. Each teacher employed in Maryland local school system, State-operated school, or nonpublic school approved under COMAR 13A.09.10 shall hold an Initial, Professional, or Advanced Professional license in the teacher’s area of major assignment. Assignment to More Than Two Classes Outside Area of Licensure. A teacher should not be assigned to teach more than two classes outside the teacher’s area of licensure. If a school finds it necessary to assign a teacher to more than two classes unrelated to the teacher’s area of licensure, the teacher shall provide documentation verifying competence teaching in the area for each consecutive year after the first year that a teacher is assigned. Competency may be demonstrated by: Submitting a minimum of 6 semester hours of content coursework in the area; or Submitting an effective, or comparable, end-of-year evaluation. Title I Schools. Title I schools shall notify parents that they can request specific information about a teacher’s qualifications. Title I schools shall notify parents and guardians of each student who is being taught by a teacher who is teaching an area unrelated to their licensure for four or more consecutive weeks. Class means a period allocated for lessons during a school day. Monitoring. The Department shall monitor the assignment practices of local school systems, State-operated schools, and nonpublic schools approved under COMAR 13A.09.10 on a periodic basis. Education Article, §§2-205, 2-303(g), 6-701—6-708, 8-3A-03 and 8-701—8-708, Annotated Code of Maryland Effective date: For a history of certification requirements before January 1, 1989, see the Administrative History for COMAR 13A.07.01. Regulations .01—.06, .08—.13, and .15—.48 adopted effective January 1, 1989 (15:26 Md. R. 2986) Regulations .03, .05-1, .05-2, .05-3, .42, and .44 repealed effective October 30, 1989 (16:21 Md. R. 2262) Regulations .03, .03-1, .05, .05-1, .05-2, .05-3, .42, .42-1, .44, and .44-1 adopted effective October 30, 1989 (16:21 Md. R. 2262) Regulations .06, .06-1, .09, .09-1, .16, .16-1, .18, .18-1, .20, .21, .21-1, .21-2, .31, .31-1, .32, .32-1, .34, .34-1, .34-2, .34-3, .38, .38-1, .39, and .39-1 amended effective October 30, 1989 (16:21 Md. R. 2262) Regulations .07 and .14 adopted effective April 3, 1989 (16:6 Md. R. 729) Regulations .07, .13, .28, and .30 amended and recodified to Regulations .07-1, .13-1, .28-1, .30-1, respectively; new Regulations .07, .13, .28, and .30 adopted effective October 15, 1990 (17:20 Md. R. 2430) Regulation .10 adopted effective July 9, 1990 (17:13 Md. R. 1613) Regulation .11 repealed, and new Regulations .11 and .11-1 adopted effective December 25, 1989 (16:25 Md. R. 2713) Regulation .14 amended effective August 31, 1992 (19:17 Md. R. 1609) Regulation .14B amended effective October 15, 1990 (17:20 Md. R. 2430) Regulation .20 amended effective May 11, 1992 (19:9 Md. R. 880) Regulation .21 amended effective May 11, 1992 (19:9 Md. R. 880) Regulation .23 repealed, and new Regulations .23 and .23-1 adopted effective July 9, 1990 (17:13 Md. R. 1614) Regulation .31 amended effective August 31, 1992 (19:17 Md. R. 1609) Regulation .37 adopted effective October 16, 1989 (16:20 Md. R. 2183) Regulations .37-1—.37-3 repealed, and new Regulations .37-1—.37-3 adopted effective October 16, 1989 (16:20 Md. R. 2183) Regulation .43C amended effective May 13, 1991 (18:9 Md. R. 1010) Regulation .46 adopted effective October 16, 1989 (16:20 Md. R. 2183) Regulation .47 repealed and new Regulation .47 adopted effective July 1, 1994 (20:23 Md. R. 1805) Chapter revised effective August 15, 1994 (21:16 Md. R. 1388) Regulation .04 repealed effective September 3, 2001 (28:17 Md. R. 1558) Regulation .08 repealed effective September 3, 2001 (28:17 Md. R. 1558) Regulation .11 amended effective September 3, 2001 (28:17 Md. R. 1558) Regulation .11B amended effective November 6, 1995 (22:22 Md. R. 1670) Regulation .11-1 repealed effective September 12, 1994 (21:18 Md. R. 1512) Regulation .12A amended effective September 12, 1994 (21:18 Md. R. 1512); September 23, 1996 (23:19 Md. R. 1376) Regulation .13-1 repealed effective September 12, 1994 (21:18 Md. R. 1512) Regulation .15B, C amended effective September 7, 1998 (25:18 Md. R. 1435) Regulation .17B, C amended effective September 7, 1998 (25:18 Md. R. 1435) Regulation .19 amended effective September 7, 1998 (25:18 Md. R. 1435) Regulation .27 amended effective November 6, 1995 (22:22 Md. R. 1670) Regulation .27 repealed effective September 3, 2001 (28:17 Md. R. 1558) Regulation .28 amended effective September 3, 2001 (28:17 Md. R. 1558) Regulation .29 amended effective September 3, 2001 (28:17 Md. R. 1558) Regulation .29B, C amended effective November 6, 1995 (22:22 Md. R. 1670) Regulation .30 amended effective September 3, 2001 (28:17 Md. R. 1558) Regulation .33 amended effective November 6, 1995 (22:22 Md. R. 1670) Regulation .35B amended effective November 6, 1995 (22:22 Md. R. 1670) Regulation .40 amended effective September 7, 1998 (25:18 Md. R. 1435) Regulation .40C amended effective September 23, 1996 (23:19 Md. R. 1376) Regulation .43 amended effective September 7, 1998 (25:18 Md. R. 1435) Regulation .45 amended effective November 6, 1995 (22:22 Md. R. 1670) Regulation .45 repealed effective September 3, 2001 (28:17 Md. R. 1558) Regulation .48 amended and recodified as .48-1 and new Regulation .48 adopted effective November 20, 1994 (21:23 Md. R. 1935) Regulations .01—.48-1 repealed and new Regulations .01—.23 adopted effective January 20, 2003 (30:1 Md. R. 26) Regulation .03A amended effective July 30, 2007 (34:15 Md. R. 1350) Regulation .05 repealed and new Regulation .05 adopted effective September 11, 2006 (33:18 Md. R. 1506) Regulation .06A amended effective May 16, 2011 (38:10 Md. R. 615); May 28, 2012 (39:10 Md. R. 661) Regulation .07 repealed effective May 28, 2012 (39:10 Md. R. 661) Regulation .08 repealed effective May 28, 2012 (39:10 Md. R. 661) Regulation .08A amended effective May 16, 2011 (38:10 Md. R. 615) Regulation .09—.11 repealed effective May 28, 2012 (39:10 Md. R. 661) Regulation .12 repealed effective March 9, 2009 (36:5 Md. R. 423) Regulation .13A amended effective May 16, 2011 (38:10 Md. R. 615) Regulation .14 repealed effective May 28, 2012 (39:10 Md. R. 661) Regulation .14A amended effective May 16, 2011 (38:10 Md. R. 615) Regulation .15 amended effective May 28, 2012 (39:10 Md. R. 661) Regulation .15A amended effective July 3, 2017 (44:13 Md. R. 622) Regulation .16 amended effective May 16, 2011 (38:10 Md. R. 615) Regulation .16B amended effective July 3, 2017 (44:13 Md. R. 622) Regulation .17A amended effective May 16, 2011 (38:10 Md. R. 615); May 28, 2012 (39:10 Md. R. 661) Regulation .18A amended effective March 9, 2009 (36:5 Md. R. 423) Regulation .19C amended effective July 30, 2007 (34:15 Md. R. 1350) Regulation .21 amended effective October 23, 2017 (44:21 Md. R. 984) Regulation .22 amended effective December 9, 2004 (31:24 Md. R. 1728) Regulation .23 amended effective July 7, 2014 (41:13 Md. R. 753) Regulation .23D amended effective June 17, 2019 (46:12 Md. R. 547) Regulation .24 adopted effective March 22, 2010 (37:6 Md. R. 480) Regulation .25 adopted effective October 4, 2010 (37:20 Md. R. 1395) Regulation .26 adopted effective October 4, 2010 (37:20 Md. R. 1395) Regulation .27 adopted effective March 5, 2012 (39:4 Md. R. 338) Regulation .28 adopted effective May 28, 2012 (39:10 Md. R. 661) Regulation .29 adopted effective July 7, 2014 (41:13 Md. R. 753) Regulations .01—.29 repealed under Subtitle 12 Certification Chapter 02 Teachers and new Regulations .01—.08 adopted under Subtitle 12 Educator Licensure Chapter 02 Teachers effective April 1, 2024 (51:5 Md R. 231) Regulation .03 amended effective March 3, 2025 (52:4 Md. R. 220); March 2, 2026 (53:4 Md. R. 186) Regulation .06C amended effective March 3, 2025 (52:4 Md. R. 220) Regulation .07A amended effective March 3, 2025 (52:4 Md. R. 220)