Senate Bill 429, introduced in the Maryland Legislature on February 11, 2025, aims to enhance teacher training and support through a structured mentorship program for teacher candidates. The bill outlines a framework for providing stipends to mentor teachers and grants to institutions of higher education for developing competency-based coursework and assessments, as well as for delivering on-the-job experiential learning.

Key provisions of the bill include the establishment of a competitive grant system for higher education institutions, which will focus on curricular development and the evaluation of practical learning experiences. The bill emphasizes collaboration between local school systems and higher education institutions, particularly in negotiating lower tuition costs for teacher candidates. Additionally, it mandates that teacher candidates receive compensation and benefits equivalent to those of non-certified education support professionals or provisional teachers within the same local school system.

Notably, the bill prohibits local school systems from reducing the compensation or benefits of teacher candidates, ensuring that they are adequately supported during their training. It also requires that each teacher candidate be paired with a mentor teacher throughout the program, although candidates are restricted from serving as teachers of record or substitute teachers for anyone other than their assigned mentor.

The introduction of Senate Bill 429 has sparked discussions among educators and policymakers regarding its potential impact on teacher recruitment and retention in Maryland. Proponents argue that the bill addresses critical gaps in teacher preparation by providing necessary financial support and mentorship, which could lead to improved educational outcomes. However, some critics express concerns about the feasibility of the proposed funding model and the administrative burden it may place on local school systems.

As the bill moves through the legislative process, its implications for the future of teacher training in Maryland remain to be seen. If passed, it could significantly reshape the landscape of teacher preparation, fostering a more supportive environment for new educators and ultimately benefiting students across the state.