Maryland 2024 Regular Session

Maryland House Bill HB116 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1
2	2
3	3	EXPLANATION: CAPITALS INDICATE MATTER ADDE D TO EXISTING LAW .
4	4	[Brackets] indicate matter deleted from existing law.
5	5	hb0116
6	6
7	7	HOUSE BILL 116
8	8	C3, F1, F2 4lr1328
9	9	HB 1233/23 – HRU (PRE–FILED) CF SB 84
10	10	By: Delegate Kerr
11	11	Requested: October 31, 2023
12	12	Introduced and read first time: January 10, 2024
13	13	Assigned to: Ways and Means and Economic Matters
14	14
15	15	A BILL ENTITLED
16	16
17	17	AN ACT concerning 1
18	18
19	19	Teacher Degree Apprenticeship 2
20	20
21	21	FOR the purpose of establishing the Teacher Apprenticeship Startup Grant Program in the 3
22	22	Maryland Department of Labor; requiring a sponsor participating in a teacher 4
23	23	apprenticeship program to establish an apprenticeship that develops certain career 5
24	24	paths and to pay apprentices certain compensation; requiring a sponsor, in 6
25	25	coordination with the Career and Technical Education (CTE) Committee, to develop 7
26	26	a high school–level apprenticeship; requiring a sponsor to partner with institutions 8
27	27	of higher education to offer postsecondary education credits under a teacher 9
28	28	apprenticeship program; authorizing the Maryland Department of Labor to award a 10
29	29	certain amount in a certain fiscal year to a sponsor to develop and launch a teacher 11
30	30	apprenticeship program; requiring the CTE Committee to determine whether 12
31	31	certain changes to rules, regulations, procedures, or funding of the State Department 13
32	32	of Education are necessary to implement the Grant Program; and generally relating 14
33	33	to teacher apprenticeships in the State. 15
34	34
35	35	BY adding to 16
36	36	Article – Labor and Employment 17
37	37	Section 11–607 18
38	38	Annotated Code of Maryland 19
39	39	(2016 Replacement Volume and 2023 Supplement) 20
40	40
41	41	Preamble 21
42	42
43	43	WHEREAS, Apprenticeship is an effective mode of learning academic, employability, 22
44	44	and occupational skills for most professions. Apprenticeships widen access to rewarding 23
45	45	careers, enhance the productivity of workers, and strengthen the engagement of learners 24
46	46	as they apply what they learn in a career–oriented job. Apprenticeships meet the demand 25
47	47	by employers for skilled professionals with experience who understand all aspects of an 26
48	48	occupation; and 27 2 HOUSE BILL 116
49	49
50	50
51	51
52	52	WHEREAS, Apprenticeships in the teaching profession can help meet the demand 1
53	53	for teachers in Maryland in ways that encourage diversity and ensure quality. Becoming a 2
54	54	K–12 teacher through apprenticeship lowers financial barriers to full certification, thereby 3
55	55	attracting qualified individuals from low–income, bilingual, and African American 4
56	56	communities. Teacher apprenticeships develop a cohort of individuals qualified to work as 5
57	57	teachers and paraeducators in the State. Teacher apprenticeships take full advantage of 6
58	58	the enthusiasm of young people who begin their apprenticeships in high school. By the time 7
59	59	they become fully qualified, teachers trained through apprenticeship would have 3 to 5 8
60	60	years of classroom experience; and 9
61	61
62	62	WHEREAS, Apprenticeships benefit local education agencies by expanding the 10
63	63	availability and mix of teaching talent and by attracting teachers who have ties and 11
64	64	commitment to local communities. Another benefit is the ability of local education agencies 12
65	65	to tailor the teacher training to best meet the needs of the school system; and 13
66	66
67	67	WHEREAS, Teacher apprenticeships are already successful in the United Kingdom 14
68	68	and Australia and are starting to penetrate U.S. school systems. The U.S. Department of 15
69	69	Labor currently recognizes teaching apprenticeship programs of 12 states, including 16
70	70	Arkansas, California, Colorado, Michigan, Tennessee, Texas, West Virginia, and Wyoming. 17
71	71	The specifications of well–developed functions and competencies for effective teachers are 18
72	72	increasingly available and can help a teacher apprenticeship program yield an increased 19
73	73	supply of committed and capable pre–K and K–12 teachers; now, therefore, 20
74	74
75	75	SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 21
76	76	That the Laws of Maryland read as follows: 22
77	77
78	78	Article – Labor and Employment 23
79	79
80	80	11–607. 24
81	81
82	82	(A) (1) IN THIS SECTION THE F OLLOWING WORDS HAVE THE MEANINGS 25
83	83	INDICATED. 26
84	84
85	85	(2) “CTE COMMITTEE” MEANS THE CAREER AND TECHNICAL 27
86	86	EDUCATION COMMITTEE ESTABLISHED UNDER § 21–209 OF THE EDUCATION 28
87	87	ARTICLE. 29
88	88
89	89	(3) “GRANT PROGRAM” MEANS THE TEACHER APPRENTICESHIP 30
90	90	STARTUP GRANT PROGRAM. 31
91	91
92	92	(4) “SPONSOR” MEANS AN ORGANIZATIO N THAT DEVELOPS AND 32
93	93	IMPLEMENTS A TEACHER APPRENTICESHIP PROGR AM. 33
94	94
95	95	(B) THERE IS A TEACHER APPRENTICESHIP STARTUP GRANT PROGRAM IN 34
96	96	THE DEPARTMENT . 35 HOUSE BILL 116 3
97	97
98	98
99	99
100	100	(C) THE PURPOSE OF THE GRANT PROGRAM IS TO: 1
101	101
102	102	(1) PROVIDE HIGH SCHOOL AND COLLEGE STUDENTS AS WELL AS 2
103	103	CAREER CHANGERS OPPO RTUNITIES TO BEGIN A CAREER IN EDUCATION IN 3
104	104	MARYLAND; 4
105	105
106	106	(2) DEVELOP A COHORT OF INDIVIDUAL S QUALIFIED TO WORK AS 5
107	107	PARAEDUCATORS AND TEACHERS IN THE STATE; AND 6
108	108
109	109	(3) ENCOURAGE COUNTY BOA RDS OF EDUCATION TO HIRE 7
110	110	APPRENTICES . 8
111	111
112	112	(D) A SPONSOR PARTICIPATIN G IN A TEACHER APPRE NTICESHIP PROGRAM : 9
113	113
114	114	(1) SHALL CONSIST OF AT LEAST THREE LOCAL SCHOOL SY STEMS; 10
115	115	AND 11
116	116
117	117	(2) MAY CONSIST OF : 12
118	118
119	119	(I) UNIONS REPRESENTING SCHOOL SYSTEM EMPLOY EES; 13
120	120
121	121	(II) ADDITIONAL LOCAL SCH OOL SYSTEMS; AND 14
122	122
123	123	(III) INDIVIDUAL SCHOOLS . 15
124	124
125	125	(E) (1) A SPONSOR PARTICIPATIN G IN A TEACHER APPRE NTICESHIP 16
126	126	PROGRAM SHALL : 17
127	127
128	128	(I) ESTABLISH A MULTIYEA R REGISTERED APPRENT ICESHIP 18
129	129	THAT DEVELOPS A CARE ER PATH AS FOLLOWS : 19
130	130
131	131	1. LEVEL ONE IS A TUTOR; 20
132	132
133	133	2. LEVEL TWO IS A PARAEDUCATOR ; AND 21
134	134
135	135	3. LEVEL THREE IS A TEACHER ; 22
136	136
137	137	(II) PARTNER WITH INSTITU TIONS OF HIGHER EDUC ATION TO 23
138	138	OFFER POSTSECONDARY EDUCATION CREDITS UN DER A TEACHER APPREN TICESHIP 24
139	139	PROGRAM; 25
140	140
141	141	(III) CONSULT WITH LOCAL S CHOOL SYSTEMS AND UN IONS 26
142	142	REPRESENTING SCHOOL EMPLOYEES ON THE D ESIGN OF THE APPRENT ICESHIP; 27
143	143	4 HOUSE BILL 116
144	144
145	145
146	146	(IV) IN COORDINATION WITH THE CTE COMMITTEE, DEVELOP A 1
147	147	HIGH SCHOOL –LEVEL REGISTERED APP RENTICESHIP; AND 2
148	148
149	149	(V) COORDINATE WITH EXIS TING GROW–YOUR–OWN 3
150	150	PROGRAMS, GRANT–FUNDED EFFORTS , EXISTING CTE PATHWAYS, AND 4
151	151	EDUCATORS RISING. 5
152	152
153	153	(2) AN EMPLOYER IN THE AP PRENTICESHIP PROGRAM SHALL PAY 6
154	154	APPRENTICES COMPENSA TION CONSISTENT WITH OTHER EMPLOYERS IN T HE SAME 7
155	155	FIELD. 8
156	156
157	157	(3) (I) NOTHING IN THIS SECTI ON ALTERS THE REQUIR EMENTS 9
158	158	FOR TEACHER CERTIFIC ATION. 10
159	159
160	160	(II) A LEVEL ONE OR LEVEL TWO APPRENTICE MAY NO T SERVE 11
161	161	AS A TEACHER OF RECO RD. 12
162	162
163	163	(III) AN APPRENTICE SHALL C OMPLY WITH THE REQUI REMENTS 13
164	164	OF THE LOCAL SCHOOL DISTRICT FOR BACKGRO UND CHECKS, REGARDLESS OF AGE 14
165	165	OR BACKGROUND . 15
166	166
167	167	(4) A HIGH SCHOOL –LEVEL APPRENTICESHIP UNDER A TEACHER 16
168	168	APPRENTICESHIP PROGR AM SHALL: 17
169	169
170	170	(I) ALLOW A STUDENT PART ICIPATING IN THE TEA CHER 18
171	171	APPRENTICESHIP TO MA XIMIZE ATTAINMENT IN COLLEGE–LEVEL CREDITS 19
172	172	THROUGH: 20
173	173
174	174	1. ADVANCED PLACEMENT COURSES ; 21
175	175
176	176	2. AN EARLY COLLEGE PRO GRAM, OR DUAL 22
177	177	ENROLLMENT AT A STUDENT’S HIGH SCHOOL OR AN INSTITUTION OF HIGHE R 23
178	178	EDUCATION; AND 24
179	179
180	180	3. A TEACHER CTE PROGRAM; AND 25
181	181
182	182	(II) ALLOW A STUDENT TO C OMPLETE COURSEWORK A ND 26
183	183	TRAINING THROUGH AN INNOVATIVE SCHOOL SC HEDULING MODEL SO TH AT THE 27
184	184	STUDENT CAN COMPLETE THE APPRENTI CESHIP’S TUTORING REQUIREME NTS 28
185	185	DURING REGULAR SCHOO L HOURS AND OUTSIDE REGULAR SCHOOL HOURS . 29
186	186
187	187	(F) (1) THE DEPARTMENT SHALL : 30
188	188
189	189	(I) ADMINISTER THE GRANT PROGRAM; AND 31 HOUSE BILL 116 5
190	190
191	191
192	192
193	193	(II) AWARD A GRANT TO A S PONSOR THAT MEETS TH E 1
194	194	REQUIREMENTS OF THIS SECTION. 2
195	195
196	196	(2) TO RECEIVE A GRANT UN DER THE GRANT PROGRAM, A 3
197	197	SPONSOR’S APPRENTICESHIP MUS T: 4
198	198
199	199	(I) MEET THE REQUIREMENT S OF THIS SECTION; 5
200	200
201	201	(II) HAVE UNION PARTICIPA TION; AND 6
202	202
203	203	(III) BE APPROVED BY THE MARYLAND APPRENTICESHIP AND 7
204	204	TRAINING COUNCIL. 8
205	205
206	206	(G) THE DEPARTMENT MAY AWARD UP TO $500,000 TO A SPONSOR FOR 9
207	207	DEVELOPMENT AND LAUN CH OF A TEACHER APPR ENTICESHIP PROGRAM F ROM 10
208	208	STATE OR FEDERAL FUND S. 11
209	209
210	210	(H) THE CTE COMMITTEE SHALL DETER MINE WHETHER ANY CHA NGES TO 12
211	211	THE RULES , REGULATIONS , PROCEDURES , OR FUNDING OF T HE STATE 13
212	212	DEPARTMENT OF EDUCATION ARE NECESSA RY TO IMPLEMENT THE GRANT 14
213	213	PROGRAM. 15
214	214
215	215	SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect July 16
216	216	1, 2024. 17