| Old | New | Differences | |
|---|---|---|---|
| 1 | 1 | ||
| 2 | 2 | ||
| 3 | 3 | EXPLANATION: CAPITALS INDICATE MAT TER ADDED TO EXISTIN G LAW. | |
| 4 | 4 | [Brackets] indicate matter deleted from existing law. | |
| 5 | - | Underlining indicates amendments to bill. | |
| 6 | - | Strike out indicates matter stricken from the bill by amendment or deleted from the law by | |
| 7 | - | amendment. | |
| 8 | 5 | *sb0668* | |
| 9 | 6 | ||
| 10 | 7 | SENATE BILL 668 | |
| 11 | 8 | C3, F1, F2 3lr0832 | |
| 12 | - | CF | |
| 9 | + | CF 3lr2963 | |
| 13 | 10 | By: Senator Rosapepe | |
| 14 | 11 | Introduced and read first time: February 6, 2023 | |
| 15 | 12 | Assigned to: Finance | |
| 16 | - | Committee Report: Favorable with amendments | |
| 17 | - | Senate action: Adopted | |
| 18 | - | Read second time: March 11, 2023 | |
| 19 | 13 | ||
| 20 | - | ||
| 14 | + | A BILL ENTITLED | |
| 21 | 15 | ||
| 22 | 16 | AN ACT concerning 1 | |
| 23 | 17 | ||
| 24 | 18 | Teacher Degree Apprenticeship 2 | |
| 25 | 19 | ||
| 26 | 20 | FOR the purpose of establishing the Teacher Apprenticeship Startup Grant Program in the 3 | |
| 27 | 21 | Maryland Department of Labor; requiring a sponsor participating in a teacher 4 | |
| 28 | 22 | apprenticeship program to establish an apprenticeship that develops certain career 5 | |
| 29 | 23 | paths and to pay apprentices certain compensation; requiring a sponsor, in 6 | |
| 30 | 24 | coordination with the Career and Technical Education (CTE) Committee, to develop 7 | |
| 31 | 25 | a high school level apprenticeship; requiring a sponsor to partner with institutions 8 | |
| 32 | 26 | of higher education to offer postsecondary education credits under a teacher 9 | |
| 33 | 27 | apprenticeship program; authorizing the Department to award a certain amount in 10 | |
| 34 | 28 | a certain fiscal year to a sponsor to develop and launch a teacher apprenticeship 11 | |
| 35 | 29 | program; requiring the CTE Committee to determine if certain changes to rules, 12 | |
| 36 | 30 | regulations, procedures, or funding of the State Department of Education are 13 | |
| 37 | 31 | necessary to implement the Grant Program; and generally relating to teacher 14 | |
| 38 | 32 | apprenticeships in the State. 15 | |
| 39 | 33 | ||
| 40 | 34 | BY adding to 16 | |
| 41 | 35 | Article – Labor and Employment 17 | |
| 42 | 36 | Section 11–607 18 | |
| 43 | 37 | Annotated Code of Maryland 19 | |
| 44 | 38 | (2016 Replacement Volume and 2022 Supplement) 20 | |
| 45 | 39 | ||
| 46 | 40 | Preamble 21 | |
| 47 | 41 | ||
| 48 | - | WHEREAS, Apprenticeship is an effective mode of learning academic, employability, 22 2 SENATE BILL 668 | |
| 42 | + | WHEREAS, Apprenticeship is an effective mode of learning academic, employability, 22 | |
| 43 | + | and occupational skills for most professions. Apprenticeships widen access to rewarding 23 | |
| 44 | + | careers, enhance the productivity of workers, and strengthen the engagement of learners 24 | |
| 45 | + | as they apply what they learn in a career–oriented job. Apprenticeships meet the demand 25 | |
| 46 | + | by employers for skilled professionals with experience who understand all aspects of an 26 | |
| 47 | + | occupation; and 27 | |
| 48 | + | 2 SENATE BILL 668 | |
| 49 | 49 | ||
| 50 | 50 | ||
| 51 | - | and occupational skills for most professions. Apprenticeships widen access to rewarding 1 | |
| 52 | - | careers, enhance the productivity of workers, and strengthen the engagement of learners 2 | |
| 53 | - | as they apply what they learn in a career–oriented job. Apprenticeships meet the demand 3 | |
| 54 | - | by employers for skilled professionals with experience who understand all aspects of an 4 | |
| 55 | - | occupation; and 5 | |
| 51 | + | WHEREAS, Apprenticeships in the teaching profession can help meet the demand 1 | |
| 52 | + | for teachers in Maryland in ways that encourage diversity and ensure quality. Becoming a 2 | |
| 53 | + | K–12 teacher through apprenticeship lowers financial barriers to full certification, thereby 3 | |
| 54 | + | attracting qualified individuals from low–income, bilingual, and African American 4 | |
| 55 | + | communities. Teacher apprenticeships increase substantially the time prospective teachers 5 | |
| 56 | + | apply what they learn in classroom settings. Teacher apprenticeships take full advantage 6 | |
| 57 | + | of the enthusiasm of young people who begin their apprenticeships in high school. By the 7 | |
| 58 | + | time they become fully qualified, teachers trained through apprenticeship would have 3 to 8 | |
| 59 | + | 5 years of classroom experience; and 9 | |
| 56 | 60 | ||
| 57 | - | WHEREAS, Apprenticeships in the teaching profession can help meet the demand 6 | |
| 58 | - | for teachers in Maryland in ways that encourage diversity and ensure quality. Becoming a 7 | |
| 59 | - | K–12 teacher through apprenticeship lowers financial barriers to full certification, thereby 8 | |
| 60 | - | attracting qualified individuals from low–income, bilingual, and African American 9 | |
| 61 | - | communities. Teacher apprenticeships increase substantially the time prospective teachers 10 | |
| 62 | - | apply what they learn in classroom settings develop a cohort of individuals qualified to 11 | |
| 63 | - | work as teachers and paraeducators in the State. Teacher apprenticeships take full 12 | |
| 64 | - | advantage of the enthusiasm of young people who begin their apprenticeships in high 13 | |
| 65 | - | school. By the time they become fully qualified, teachers trained through apprenticeship 14 | |
| 66 | - | would have 3 to 5 years of classroom experience; and 15 | |
| 61 | + | WHEREAS, Apprenticeships benefit local education agencies by expanding the 10 | |
| 62 | + | availability and mix of teaching talent and by attracting teachers who have ties and 11 | |
| 63 | + | commitment to local communities. Another benefit is the ability of local education agencies 12 | |
| 64 | + | to tailor the teacher training to best meet the needs of the school system; and 13 | |
| 67 | 65 | ||
| 68 | - | WHEREAS, Apprenticeships benefit local education agencies by expanding the 16 | |
| 69 | - | availability and mix of teaching talent and by attracting teachers who have ties and 17 | |
| 70 | - | commitment to local communities. Another benefit is the ability of local education agencies 18 | |
| 71 | - | to tailor the teacher training to best meet the needs of the school system; and 19 | |
| 66 | + | WHEREAS, Teacher apprenticeships are already successful in the United Kingdom 14 | |
| 67 | + | and Australia and are starting to penetrate U.S. school systems. The U.S. Department of 15 | |
| 68 | + | Labor currently recognizes teaching apprenticeship programs of 12 states, including 16 | |
| 69 | + | Arkansas, California, Colorado, Michigan, Tennessee, Texas, West Virginia, and Wyoming. 17 | |
| 70 | + | The specifications of well–developed functions and competencies for effective teachers are 18 | |
| 71 | + | increasingly available and can help a teacher apprenticeship program yield an increased 19 | |
| 72 | + | supply of committed and capable pre–K and K–12 teachers; now, therefore, 20 | |
| 72 | 73 | ||
| 73 | - | WHEREAS, Teacher apprenticeships are already successful in the United Kingdom 20 | |
| 74 | - | and Australia and are starting to penetrate U.S. school systems. The U.S. Department of 21 | |
| 75 | - | Labor currently recognizes teaching apprenticeship programs of 12 states, including 22 | |
| 76 | - | Arkansas, California, Colorado, Michigan, Tennessee, Texas, West Virginia, and Wyoming. 23 | |
| 77 | - | The specifications of well–developed functions and competencies for effective teachers are 24 | |
| 78 | - | increasingly available and can help a teacher apprenticeship program yield an increased 25 | |
| 79 | - | supply of committed and capable pre–K and K–12 teachers; now, therefore, 26 | |
| 74 | + | SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 21 | |
| 75 | + | That the Laws of Maryland read as follows: 22 | |
| 80 | 76 | ||
| 81 | - | SECTION 1. BE IT ENACTED BY TH E GENERAL ASSEMBLY OF MARYLAND, 27 | |
| 82 | - | That the Laws of Maryland read as follows: 28 | |
| 77 | + | Article – Labor and Employment 23 | |
| 83 | 78 | ||
| 84 | - | ||
| 79 | + | 11–607. 24 | |
| 85 | 80 | ||
| 86 | - | 11–607. 30 | |
| 81 | + | (A) (1) IN THIS SECTION THE FOLLOWING WORDS HAVE THE MEANINGS 25 | |
| 82 | + | INDICATED. 26 | |
| 87 | 83 | ||
| 88 | - | (A) (1) IN THIS SECTION THE F OLLOWING WORDS HAVE THE MEANINGS 31 | |
| 89 | - | INDICATED. 32 | |
| 84 | + | (2) “CTE COMMITTEE” MEANS THE CAREER AND TECHNICAL 27 | |
| 85 | + | EDUCATION COMMITTEE ESTABLISHED UNDER § 21–209 OF THE EDUCATION 28 | |
| 86 | + | ARTICLE. 29 | |
| 90 | 87 | ||
| 91 | - | (2) “CTE COMMITTEE” MEANS THE CAREER AND TECHNICAL 33 | |
| 92 | - | EDUCATION COMMITTEE ESTABLISHED UNDER § 21–209 OF THE EDUCATION 34 | |
| 93 | - | ARTICLE. 35 | |
| 88 | + | (3) “GRANT PROGRAM” MEANS THE TEACHER APPRENTICESHIP 30 | |
| 89 | + | STARTUP GRANT PROGRAM. 31 | |
| 94 | 90 | ||
| 95 | - | (3) “GRANT PROGRAM” MEANS THE TEACHER APPRENTICESHIP 36 | |
| 96 | - | STARTUP GRANT PROGRAM. 37 SENATE BILL 668 3 | |
| 91 | + | (4) “SPONSOR” MEANS AN ORGANIZATIO N THAT DEVELOPS AND 32 | |
| 92 | + | IMPLEMENTS A TEACHER APPRENTICESHIP PROGR AM. 33 | |
| 93 | + | ||
| 94 | + | (B) THERE IS A TEACHER APPRENTICESHIP STARTUP GRANT PROGRAM IN 34 | |
| 95 | + | THE DEPARTMENT . 35 SENATE BILL 668 3 | |
| 97 | 96 | ||
| 98 | 97 | ||
| 99 | 98 | ||
| 100 | - | (4) “SPONSOR” MEANS AN ORGANIZATIO N THAT DEVELOPS AND 1 | |
| 101 | - | IMPLEMENTS A TEACHER APPRENTICESHIP PROGR AM. 2 | |
| 99 | + | (C) THE PURPOSE OF THE GRANT PROGRAM IS TO: 1 | |
| 102 | 100 | ||
| 103 | - | (B) THERE IS A TEACHER APPRENTICESHIP STARTUP GRANT PROGRAM IN 3 | |
| 104 | - | THE DEPARTMENT . 4 | |
| 101 | + | (1) PROVIDE HIGH SCHOOL AND COLL EGE STUDENTS AS WELL AS 2 | |
| 102 | + | CAREER CHANGERS OPPORTUNITIES TO BEG IN A CAREER IN EDUCATION IN 3 | |
| 103 | + | MARYLAND; 4 | |
| 105 | 104 | ||
| 106 | - | (C) THE PURPOSE OF THE GRANT PROGRAM IS TO: 5 | |
| 105 | + | (2) DEVELOP A COHORT OF I NDIVIDUALS QUALIFIED TO WORK AS 5 | |
| 106 | + | TEACHERS IN THE STATE; AND 6 | |
| 107 | 107 | ||
| 108 | - | (1) PROVIDE HIGH SCHOOL AND COLLEGE STUDENTS AS WELL AS 6 | |
| 109 | - | CAREER CHANGERS OPPO RTUNITIES TO BEGIN A CAREER IN EDUCATION IN 7 | |
| 110 | - | MARYLAND; 8 | |
| 108 | + | (3) ENCOURAGE COUNTY BOARDS OF EDU CATION TO HIRE 7 | |
| 109 | + | APPRENTICES . 8 | |
| 111 | 110 | ||
| 112 | - | (2) DEVELOP A COHORT OF INDIVIDUALS QUALIFIE D TO WORK AS 9 | |
| 113 | - | PARAEDUCATORS AND TEACHERS IN THE STATE; AND 10 | |
| 111 | + | (D) A SPONSOR PARTICIPATIN G IN A TEACHER APPRENTICESHIP PROGRAM: 9 | |
| 114 | 112 | ||
| 115 | - | (3) ENCOURAGE COUNTY BOA RDS OF EDUCATION TO HIRE 11 | |
| 116 | - | APPRENTICES . 12 | |
| 113 | + | (1) SHALL CONSIST OF : 10 | |
| 117 | 114 | ||
| 118 | - | (D) A SPONSOR PARTICIPATIN G IN A TEACHER APPRE NTICESHIP PROGRAM : 13 | |
| 115 | + | (I) AT LEAST ONE UNION R EPRESENTING SCHOOL E MPLOYEES; 11 | |
| 116 | + | AND 12 | |
| 119 | 117 | ||
| 120 | - | ( | |
| 118 | + | (II) AT LEAST THREE LOCAL SCHOOL SYSTEMS ; AND 13 | |
| 121 | 119 | ||
| 122 | - | (I) AT LEAST ONE UNION R EPRESENTING SCHOOL E MPLOYEES; 15 | |
| 123 | - | AND 16 | |
| 120 | + | (2) MAY CONSIST OF: 14 | |
| 124 | 121 | ||
| 125 | - | ( | |
| 126 | - | ||
| 122 | + | (I) OTHER UNIONS REPRESENTING SCHOOL SYSTEM 15 | |
| 123 | + | EMPLOYEES; 16 | |
| 127 | 124 | ||
| 128 | - | ( | |
| 125 | + | (II) ADDITIONAL LOCAL SCHOOL SYSTEMS ; AND 17 | |
| 129 | 126 | ||
| 130 | - | (I) OTHER UNIONS REPRESENTING SCHOOL SYSTEM 20 | |
| 131 | - | EMPLOYEES; 21 | |
| 127 | + | (III) INDIVIDUAL SCHOOLS . 18 | |
| 132 | 128 | ||
| 133 | - | (II) ADDITIONAL LOCAL SCH OOL SYSTEMS; AND 22 | |
| 129 | + | (E) (1) A SPONSOR PARTICIPATING IN A TEACHER APPRENTICESHIP 19 | |
| 130 | + | PROGRAM SHALL: 20 | |
| 134 | 131 | ||
| 135 | - | (III) INDIVIDUAL SCHOOLS . 23 | |
| 132 | + | (I) ESTABLISH A MULTIYEAR REGISTERED APPRENTICESHIP 21 | |
| 133 | + | THAT DEVELOPS A CARE ER PATH AS FOLLOWS: 22 | |
| 136 | 134 | ||
| 137 | - | (E) (1) A SPONSOR PARTICIPATIN G IN A TEACHER APPRE NTICESHIP 24 | |
| 138 | - | PROGRAM SHALL : 25 | |
| 135 | + | 1. LEVEL ONE IS A TUTOR; 23 | |
| 139 | 136 | ||
| 140 | - | (I) ESTABLISH A MULTIYEA R REGISTERED APPRENT ICESHIP 26 | |
| 141 | - | THAT DEVELOPS A CARE ER PATH AS FOLLOWS : 27 | |
| 137 | + | 2. LEVEL TWO IS A PARAEDUCATOR ; AND 24 | |
| 142 | 138 | ||
| 143 | - | 1. LEVEL ONE IS A TUTOR; 28 4 SENATE BILL 668 | |
| 139 | + | 3. LEVEL THREE IS A TEACHER; 25 | |
| 140 | + | 4 SENATE BILL 668 | |
| 144 | 141 | ||
| 145 | 142 | ||
| 143 | + | (II) PARTNER WITH INSTITU TIONS OF HIGHER EDUC ATION TO 1 | |
| 144 | + | OFFER POSTSECONDARY EDUCATION CREDITS UNDER A TEAC HER APPRENTICESHIP 2 | |
| 145 | + | PROGRAM; 3 | |
| 146 | 146 | ||
| 147 | - | 2. LEVEL TWO IS A PARAEDUCATOR ; AND 1 | |
| 147 | + | (III) CONSULT WITH LOCAL SCHOOL SYSTEMS AND UNIONS 4 | |
| 148 | + | REPRESENTING SCHOOL EMPLOYEES ON THE DESIGN OF THE APPRENTICESHIP ; 5 | |
| 149 | + | AND 6 | |
| 148 | 150 | ||
| 149 | - | 3. LEVEL THREE IS A TEACHER ; 2 | |
| 151 | + | (IV) IN COORDINATION WITH THE CTE COMMITTEE, DEVELOP A 7 | |
| 152 | + | HIGH SCHOOL LEVEL REGISTERED APPRENTIC ESHIP. 8 | |
| 150 | 153 | ||
| 151 | - | ( | |
| 152 | - | ||
| 153 | - | ||
| 154 | + | (2) AN EMPLOYER IN THE AP PRENTICESHIP PROGRAM SHALL PAY 9 | |
| 155 | + | APPRENTICES COMPENSATION CONSISTENT WITH OTHE R EMPLOYERS IN THE S AME 10 | |
| 156 | + | FIELD. 11 | |
| 154 | 157 | ||
| 155 | - | (III) CONSULT WITH LOCAL S CHOOL SYSTEMS AND UN IONS 6 | |
| 156 | - | REPRESENTING SCHOOL EMPLOYEES ON THE DES IGN OF THE APPRENTIC ESHIP; 7 | |
| 157 | - | AND 8 | |
| 158 | + | (3) NOTHING IN THIS SECTI ON ALTERS THE REQUIREME NTS FOR 12 | |
| 159 | + | TEACHER CERTIFICATIO N. 13 | |
| 158 | 160 | ||
| 159 | - | ( | |
| 160 | - | ||
| 161 | + | (4) A HIGH SCHOOL LEVEL AP PRENTICESHIP UNDER A TEACHER 14 | |
| 162 | + | APPRENTICESHIP PROGRAM SHALL: 15 | |
| 161 | 163 | ||
| 162 | - | ( | |
| 163 | - | ||
| 164 | - | ||
| 164 | + | (I) ALLOW A STUDENT PARTI CIPATING IN THE TEACHER 16 | |
| 165 | + | APPRENTICESHIP TO MAXIMIZE ATTAINME NT IN COLLEGE LEVEL CREDITS 17 | |
| 166 | + | THROUGH: 18 | |
| 165 | 167 | ||
| 166 | - | (2) AN EMPLOYER IN THE AP PRENTICESHIP PROGRAM SHALL PAY 14 | |
| 167 | - | APPRENTICES COMPENSA TION CONSISTENT WITH OTHER EMPLOYERS IN T HE SAME 15 | |
| 168 | - | FIELD. 16 | |
| 168 | + | 1. ADVANCED PLACEMENT COURSES ; 19 | |
| 169 | 169 | ||
| 170 | - | (3) (I) NOTHING IN THIS SECTION ALTERS THE R EQUIREMENTS 17 | |
| 171 | - | FOR TEACHER CERTIFIC ATION. 18 | |
| 170 | + | 2. AN EARLY COLLEGE PROGRA M, OR DUAL 20 | |
| 171 | + | ENROLLMENT AT A STUD ENT’S HIGH SCHOOL OR AN INSTITUTION OF HI GHER 21 | |
| 172 | + | EDUCATION; AND 22 | |
| 172 | 173 | ||
| 173 | - | (II) A LEVEL ONE OR LEVEL TWO APPRENTICE MAY NO T SERVE 19 | |
| 174 | - | AS A TEACHER OF RECO RD. 20 | |
| 174 | + | 3. A TEACHER CTE PROGRAM; AND 23 | |
| 175 | 175 | ||
| 176 | - | (III) AN APPRENTICE SHALL C OMPLY WITH THE REQUI REMENTS 21 | |
| 177 | - | OF THE LOCAL SCHOOL DISTRICT FOR BACKGRO UND CHECKS, REGARDLESS OF AGE 22 | |
| 178 | - | OR BACKGROUND . 23 | |
| 176 | + | (II) ALLOW A STUDENT TO COMPLETE COURSEWORK AND 24 | |
| 177 | + | TRAINING THROUGH A N INNOVATIVE SCHOOL SCHEDULING MODEL SO THAT THE 25 | |
| 178 | + | STUDENT CAN COMPLETE THE APPRENTICESHIP ’S TUTORING REQUIREME NTS 26 | |
| 179 | + | DURING REGULAR SCHOOL HOURS AND OUTSIDE REGULAR SCHOOL HOURS . 27 | |
| 179 | 180 | ||
| 180 | - | (4) A HIGH SCHOOL LEVEL AP PRENTICESHIP UNDER A TEACHER 24 | |
| 181 | - | APPRENTICESHIP PROGR AM SHALL: 25 | |
| 181 | + | (F) (1) THE DEPARTMENT SHALL : 28 | |
| 182 | 182 | ||
| 183 | - | (I) ALLOW A STUDENT PART ICIPATING IN THE TEA CHER 26 | |
| 184 | - | APPRENTICESHIP TO MA XIMIZE ATTAINMENT IN COLLEGE LEVEL CREDIT S 27 | |
| 185 | - | THROUGH: 28 | |
| 186 | - | ||
| 187 | - | 1. ADVANCED PLACEMENT COURSES ; 29 | |
| 183 | + | (I) ADMINISTER THE GRANT PROGRAM; AND 29 | |
| 188 | 184 | SENATE BILL 668 5 | |
| 189 | 185 | ||
| 190 | 186 | ||
| 191 | - | 2. AN EARLY COLLEGE PRO GRAM, OR DUAL 1 | |
| 192 | - | ENROLLMENT AT A STUD ENT’S HIGH SCHOOL OR AN INSTITUTION OF HIGHE R 2 | |
| 193 | - | EDUCATION; AND 3 | |
| 187 | + | (II) AWARD A GRANT TO A SPONSOR THAT MEETS THE 1 | |
| 188 | + | REQUIREMENTS OF THIS SECTION. 2 | |
| 194 | 189 | ||
| 195 | - | 3. A TEACHER CTE PROGRAM; AND 4 | |
| 190 | + | (2) TO RECEIVE A GRANT UN DER THE GRANT PROGRAM, A 3 | |
| 191 | + | SPONSOR’S APPRENTICESHIP SHA LL BE APPROVED BY TH E MARYLAND 4 | |
| 192 | + | APPRENTICESHIP AND TRAINING COUNCIL. 5 | |
| 196 | 193 | ||
| 197 | - | (II) ALLOW A STUDENT TO C OMPLETE COURSEWORK A ND 5 | |
| 198 | - | TRAINING THROUGH AN INNOVATIVE SCHOOL SCHEDULING MODEL SO THAT THE 6 | |
| 199 | - | STUDENT CAN COMPLETE THE APPRENTICESHIP ’S TUTORING REQUIREME NTS 7 | |
| 200 | - | DURING REGULAR SCHOO L HOURS AND OUTSIDE REGULAR SCHOOL HOURS . 8 | |
| 194 | + | (G) FOR FISCAL YEAR 2025, THE DEPARTMENT MAY AWARD UP TO $500,000 6 | |
| 195 | + | TO A SPONSOR FOR DEV ELOPMENT AND LAUNCH OF A TEACHER APPRENTICESHIP 7 | |
| 196 | + | PROGRAM. 8 | |
| 201 | 197 | ||
| 202 | - | (F) (1) THE DEPARTMENT SHALL : 9 | |
| 198 | + | (H) THE CTE COMMITTEE SHALL DETERMINE IF ANY CHANGES TO THE 9 | |
| 199 | + | RULES, REGULATIONS , PROCEDURES , OR FUNDING OF THE STATE DEPARTMENT OF 10 | |
| 200 | + | EDUCATION ARE NECESSARY TO IMPLEMENT THE GRANT PROGRAM. 11 | |
| 203 | 201 | ||
| 204 | - | (I) ADMINISTER THE GRANT PROGRAM; AND 10 | |
| 205 | - | ||
| 206 | - | (II) AWARD A GRANT TO A S PONSOR THAT MEETS TH E 11 | |
| 207 | - | REQUIREMENTS OF THIS SECTION. 12 | |
| 208 | - | ||
| 209 | - | (2) TO RECEIVE A GRANT UN DER THE GRANT PROGRAM, A 13 | |
| 210 | - | SPONSOR’S APPRENTICESHIP SHA LL: 14 | |
| 211 | - | ||
| 212 | - | (I) MEET THE REQUIREMENT S OF THIS SECTION; 15 | |
| 213 | - | ||
| 214 | - | (II) HAVE UNION PARTICIPA TION; AND 16 | |
| 215 | - | ||
| 216 | - | (III) BE APPROVED BY THE MARYLAND APPRENTICESHIP AND 17 | |
| 217 | - | TRAINING COUNCIL. 18 | |
| 218 | - | ||
| 219 | - | (G) FOR FISCAL YEAR 2025, THE THE DEPARTMENT MAY AWARD UP TO 19 | |
| 220 | - | $500,000 TO A SPONSOR FOR DEV ELOPMENT AND LAUNCH OF A TEACHER 20 | |
| 221 | - | APPRENTICESHIP PROGR AM FROM STATE OR FEDERAL FUND S. 21 | |
| 222 | - | ||
| 223 | - | (H) THE CTE COMMITTEE SHALL DETER MINE IF ANY CHANGES TO THE 22 | |
| 224 | - | RULES, REGULATIONS , PROCEDURES , OR FUNDING OF THE STATE DEPARTMENT OF 23 | |
| 225 | - | EDUCATION ARE NECESSA RY TO IMPLEMENT THE GRANT PROGRAM. 24 | |
| 226 | - | ||
| 227 | - | SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect July 25 | |
| 228 | - | 1, 2023. 26 | |
| 229 | - | ||
| 202 | + | SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect July 12 | |
| 203 | + | 1, 2023. 13 |