Policy committee advances teacher‑licensure pathways, CTE standards, PE framework and multiple COMAR updates

The Maryland State Board of Education policy committee on Sept. 30 voted to advance a series of policy and regulatory changes affecting teacher licensure, career and technical education (CTE), physical education standards, literacy screening, and several COMAR (Code of Maryland Regulations) updates.

The committee granted permission to publish proposed amendments creating two transcript‑analysis pathways to teacher licensure and recommended adoption of statewide CTE standards; it also approved permission to publish a revised physical‑education framework. The panel adopted multiple COMAR changes, including new screening and intervention requirements for students at risk of reading difficulties and clarifying language in regulations governing disciplinary actions and substitute disqualification.

The proposed pathways to licensure, presented by Assistant State Superintendent Kelling Meadows, would create a fine‑arts transcript‑analysis pathway (music, dance, theatre, art, P–12) and a secondary content transcript‑analysis pathway (grades 7–12 content areas such as biology and mathematics). Both pathways pair content demonstration options (degree, credited coursework, occupational experience, or passing content assessment) with a required 21 credits of pedagogical coursework and one of three options to demonstrate teaching ability (edTPA portfolio, two effective Maryland performance evaluations while holding a conditional license, or completion of a three‑year local induction program). The committee gave MSDE permission to publish those amendments for public comment.

On CTE, Assistant State Superintendent Richard Kinkade and Director Nikkita Friday asked the committee to recommend adoption of newly revised College and Career Readiness standards for 48 programs of study across 14 career clusters. The standards were developed over roughly a year with employer validation, labor‑market analysis using Lightcast data, educator review across all 24 local systems and two rounds of public comment. The committee voted to send the standards to the full board for adoption; districts are expected to implement the standards by 2027, with phased implementation for some programs already underway.

The committee also approved permission to publish a revised physical‑education regulation and framework presented by Jason Semenoff, director of comprehensive health and PE. The revision shifts from five standards to four aligned with cognitive, affective, psychomotor and social learning domains, moves from grade‑level outcomes to grade‑span learning indicators, includes sample skill progressions and adds water‑safety learning indicators intended for dry‑land or pool instruction.

On assessments and licensure assignments, the committee adopted a regenerated Praxis assessment for middle‑school social studies (Praxis 5589) with a recommended qualifying score of 149, following a multistate standard‑setting panel and MSDE technical review.

The committee adopted amendments to COMAR 13A0308 (students at risk for reading difficulties) tightening early‑literacy practice: universal K–3 screening three times per year with approved screeners, diagnostic surveys and required student reading improvement plans with parent notification. MSDE clarified that retention policy is set in statute (Education Article §7‑202) and therefore not duplicated in these regulations.

Also adopted were multiple personnel‑focused COMAR changes: revised substitute disqualification criteria to align with 2024 licensure disciplinary updates; expanded temporary professional license use to accommodate school social workers who need a special‑education course; and amended disciplinary regulations to replace the term "charge" with "grounds" and to define "petition" for clarity. The committee also recommended adoption of COMAR 13A010201 (state school administration), which adds authority for the state superintendent to extend stays of local board actions under appeal until a state‑board decision is issued; staff said they will convene a separate review to consider potential time‑frame changes to the appeals process.

Votes at a glance - Permission to publish amendments to COMAR 13A12O203 (pathways to teacher licensure): motion made and seconded; committee passed the motion (committee remarks state it passed unanimously). Item will proceed to the Maryland Register for public comment. - Permission to publish revisions to the physical‑education regulation and framework (COMAR 13A04.13): motion made and seconded; committee approved permission to publish. - Recommendation to adopt College and Career Readiness standards for CTE (48 programs of study, 14 clusters): motion to forward to full board; committee voted to recommend adoption to the full board. - Adoption of regenerated Praxis 5589 (middle‑school social studies) with qualifying score 149: motion made and seconded; committee adopted the recommendation. - Adoption of COMAR 13A0308 (students at risk for reading difficulties): motion made and seconded; committee adopted the amendments. - Permission to adopt and adopt various COMAR personnel rules, including substitute disqualification rules (COMAR 13A12O7.12), expanded temporary professional license for school social workers (COMAR 13A12O104, 13A12O402, 13A12O502), and disciplinary action language clarifications (COMAR 13A12O6): motions made and seconded; committee adopted these items. - Recommendation to adopt COMAR 13A010201 (state school administration) as presented (stay extension authority): motion made and seconded; committee recommended adoption to the full board.

What happens next Items that received permission to publish will appear in the Maryland Register for a public comment period; MSDE staff will return public comments to the state board and both boards will consider adoption or further revisions. Items recommended for adoption will be considered by the full State Board of Education at its next scheduled meeting.

Meeting participation and process notes Presenters included MSDE staff and branch leaders who provided technical background, legal context and proposed regulatory language. Board members asked clarifying questions about implementation timelines, supports for LEAs with limited resources, and safeguards for students with disabilities. MSDE emphasized professional learning supports, technical assistance, and employer and IHE partnerships to support rollout of CTE standards and curriculum changes.

Ending note Committee members repeatedly praised staff work and stakeholder engagement; MSDE reported thousands of public comments across a regulatory review and described ongoing steps to refine appeals and implementation processes before full‑board consideration.