Maryland board clears proposed educator‑preparation and licensure rules for public comment
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Summary
The Maryland State Board voted to publish comprehensive educator preparation and licensure regulations that would tighten practicum requirements, add portfolio assessments and create flexible in‑district pathways to licensure while preserving alternative routes and additional performance measures.
The Maryland State Board of Education on Jan. 24 granted permission to publish a package of proposed regulations that would change how teacher candidates are prepared, evaluated and licensed in the state.
The rules, developed by the Maryland State Department of Education, update COMAR 13A.0706 (educator preparation programs) and COMAR 13A.120 (educator licensure). They implement elements of the Blueprint for Maryland’s Future by aligning preparation programs to national standards and the science of reading, lengthening many practicums to be the equivalent of a full school year and adding clearer, competency‑based exit expectations.
MSDE officials told the board the draft requires programs to teach literacy aligned to the science of reading, incorporate cultural‑responsiveness competencies, and document candidate outcomes. Beginning July 1, 2025, MSDE would require a nationally recognized portfolio performance assessment for program exit — currently the edTPA (Pearson) or PPAT (ETS) — or an MSDE‑approved alternative such as an observed performance attestation for employed candidates.
The proposal also creates a new in‑district training pathway for candidates employed and supervised by local school systems. That route combines demonstration of content knowledge, a supervised induction with effective evaluations, an MSDE‑approved sequence of pedagogical coursework and demonstrated proficiency in reading instruction for early grades and special education. MSDE emphasized that mentor teachers must be compensated and that districts must show robust mentoring and release time to get program approval.
MSDE officials said the rules were shaped by extensive stakeholder comment and advice from the Accountability and Implementation Board and the Professional Standards Board. The department said it added flexibility where possible — for example, allowing demonstration of reading instruction proficiency by performance observation rather than only a standardized paper‑and‑pencil test — after hearing concerns about assessment cost and disparate pass rates for candidates of color.
MSDE assistant superintendent Kelly (presenting the regulations) said the package aims to “raise expectations while creating flexible, evidence‑based pathways” so districts can recruit career changers, grow their own teachers and maintain rigorous program standards. PISTAB leadership attending the meeting described the rules as the product of months of stakeholder listening and revision.
The board’s action was permission to publish the drafts for public comment; MSDE will accept comments, revise as needed, and return the regulations to the board for possible adoption. MSDE told the board it will provide repeated guidance and FAQs to help candidates and institutions transition to new timelines and documentation requirements.
The package will have substantial downstream effects on higher‑education providers, alternative preparation programs and local districts; MSDE said it will continue working with those partners during the public‑comment period and implementation planning.
