| 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 | *sb0084* | |
| 9 | 6 | ||
| 10 | 7 | SENATE BILL 84 | |
| 11 | 8 | C3, F1, F2 4lr0630 | |
| 12 | 9 | SB 668/23 – FIN (PRE–FILED) CF HB 116 | |
| 13 | 10 | By: Senator Rosapepe | |
| 14 | 11 | Requested: September 13, 2023 | |
| 15 | 12 | Introduced and read first time: January 10, 2024 | |
| 16 | 13 | Assigned to: Finance | |
| 17 | - | Committee Report: Favorable with amendments | |
| 18 | - | Senate action: Adopted | |
| 19 | - | Read second time: March 2, 2024 | |
| 20 | 14 | ||
| 21 | - | ||
| 15 | + | A BILL ENTITLED | |
| 22 | 16 | ||
| 23 | 17 | AN ACT concerning 1 | |
| 24 | 18 | ||
| 25 | 19 | Teacher Degree Apprenticeship 2 | |
| 26 | 20 | ||
| 27 | 21 | FOR the purpose of establishing the Teacher Apprenticeship Startup Grant Program in the 3 | |
| 28 | 22 | Maryland Department of Labor; requiring a sponsor participating in a teacher 4 | |
| 29 | 23 | apprenticeship program to establish an apprenticeship that develops certain career 5 | |
| 30 | 24 | paths and to pay apprentices certain compensation; requiring a sponsor, in 6 | |
| 31 | - | coordination with the Career and Technical Education (CTE) Committee, and in 7 | |
| 32 | - | consultation with the State Department of Education, to develop a high school–level 8 | |
| 33 | - | apprenticeship; requiring a sponsor to partner with institutions of higher education 9 | |
| 34 | - | to offer postsecondary education credits under a teacher apprenticeship program; 10 | |
| 35 | - | authorizing the Maryland Department of Labor to award a certain amount in a 11 | |
| 36 | - | certain fiscal year to a sponsor to develop and launch a teacher apprenticeship 12 | |
| 37 | - | program; requiring the CTE Committee to determine collaborate with the State 13 | |
| 38 | - | Department of Education to review and consider whether certain changes to rules, 14 | |
| 39 | - | regulations, procedures, or funding of the State Department of Education are 15 | |
| 40 | - | necessary to implement the Grant Program; and generally relating to teacher 16 | |
| 41 | - | apprenticeships in the State. 17 | |
| 25 | + | coordination with the Career and Technical Education (CTE) Committee, to develop 7 | |
| 26 | + | a high school–level apprenticeship; requiring a sponsor to partner with institutions 8 | |
| 27 | + | of higher education to offer postsecondary education credits under a teacher 9 | |
| 28 | + | apprenticeship program; authorizing the Maryland Department of Labor to award a 10 | |
| 29 | + | certain amount in a certain fiscal year to a sponsor to develop and launch a teacher 11 | |
| 30 | + | apprenticeship program; requiring the CTE Committee to determine whether 12 | |
| 31 | + | certain changes to rules, regulations, procedures, or funding of the State Department 13 | |
| 32 | + | of Education are necessary to implement the Grant Program; and generally relating 14 | |
| 33 | + | to teacher apprenticeships in the State. 15 | |
| 42 | 34 | ||
| 43 | - | BY adding to 18 | |
| 44 | - | Article – Labor and Employment 19 | |
| 45 | - | Section 11–607 20 | |
| 46 | - | Annotated Code of Maryland 21 | |
| 47 | - | (2016 Replacement Volume and 2023 Supplement) 22 | |
| 48 | - | 2 SENATE BILL 84 | |
| 35 | + | BY adding to 16 | |
| 36 | + | Article – Labor and Employment 17 | |
| 37 | + | Section 11–607 18 | |
| 38 | + | Annotated Code of Maryland 19 | |
| 39 | + | (2016 Replacement Volume and 2023 Supplement) 20 | |
| 40 | + | ||
| 41 | + | Preamble 21 | |
| 42 | + | ||
| 43 | + | WHEREAS, Apprenticeship is an effective mode of learning academic, employability, 22 | |
| 44 | + | and occupational skills for most professions. Apprenticeships widen access to rewarding 23 | |
| 45 | + | careers, enhance the productivity of workers, and strengthen the engagement of learners 24 | |
| 46 | + | as they apply what they learn in a career–oriented job. Apprenticeships meet the demand 25 | |
| 47 | + | by employers for skilled professionals with experience who understand all aspects of an 26 | |
| 48 | + | occupation; and 27 2 SENATE BILL 84 | |
| 49 | 49 | ||
| 50 | 50 | ||
| 51 | - | Preamble 1 | |
| 52 | 51 | ||
| 53 | - | WHEREAS, Apprenticeship is an effective mode of learning academic, employability, 2 | |
| 54 | - | and occupational skills for most professions. Apprenticeships widen access to rewarding 3 | |
| 55 | - | careers, enhance the productivity of workers, and strengthen the engagement of learners 4 | |
| 56 | - | as they apply what they learn in a career–oriented job. Apprenticeships meet the demand 5 | |
| 57 | - | by employers for skilled professionals with experience who understand all aspects of an 6 | |
| 58 | - | occupation; and 7 | |
| 52 | + | WHEREAS, Apprenticeships in the teaching profession can help meet the demand 1 | |
| 53 | + | for teachers in Maryland in ways that encourage diversity and ensure quality. Becoming a 2 | |
| 54 | + | K–12 teacher through apprenticeship lowers financial barriers to full certification, thereby 3 | |
| 55 | + | attracting qualified individuals from low–income, bilingual, and African American 4 | |
| 56 | + | communities. Teacher apprenticeships develop a cohort of individuals qualified to work as 5 | |
| 57 | + | teachers and paraeducators in the State. Teacher apprenticeships take full advantage of 6 | |
| 58 | + | the enthusiasm of young people who begin their apprenticeships in high school. By the time 7 | |
| 59 | + | they become fully qualified, teachers trained through apprenticeship would have 3 to 5 8 | |
| 60 | + | years of classroom experience; and 9 | |
| 59 | 61 | ||
| 60 | - | WHEREAS, Apprenticeships in the teaching profession can help meet the demand 8 | |
| 61 | - | for teachers in Maryland in ways that encourage diversity and ensure quality. Becoming a 9 | |
| 62 | - | K–12 teacher through apprenticeship lowers financial barriers to full certification, thereby 10 | |
| 63 | - | attracting qualified individuals from low–income, bilingual, and African American 11 | |
| 64 | - | communities. Teacher apprenticeships develop a cohort of individuals qualified to work as 12 | |
| 65 | - | teachers and paraeducators in the State. Teacher apprenticeships take full advantage of 13 | |
| 66 | - | the enthusiasm of young people who begin their apprenticeships in high school. By the time 14 | |
| 67 | - | they become fully qualified, teachers trained through apprenticeship would have 3 to 5 15 | |
| 68 | - | years of classroom experience; and 16 | |
| 62 | + | WHEREAS, Apprenticeships benefit local education agencies by expanding the 10 | |
| 63 | + | availability and mix of teaching talent and by attracting teachers who have ties and 11 | |
| 64 | + | commitment to local communities. Another benefit is the ability of local education agencies 12 | |
| 65 | + | to tailor the teacher training to best meet the needs of the school system; and 13 | |
| 69 | 66 | ||
| 70 | - | WHEREAS, Apprenticeships benefit local education agencies by expanding the 17 | |
| 71 | - | availability and mix of teaching talent and by attracting teachers who have ties and 18 | |
| 72 | - | commitment to local communities. Another benefit is the ability of local education agencies 19 | |
| 73 | - | to tailor the teacher training to best meet the needs of the school system; and 20 | |
| 67 | + | WHEREAS, Teacher apprenticeships are already successful in the United Kingdom 14 | |
| 68 | + | and Australia and are starting to penetrate U.S. school systems. The U.S. Department of 15 | |
| 69 | + | Labor currently recognizes teaching apprenticeship programs of 12 states, including 16 | |
| 70 | + | Arkansas, California, Colorado, Michigan, Tennessee, Texas, West Virginia, and Wyoming. 17 | |
| 71 | + | The specifications of well–developed functions and competencies for effective teachers are 18 | |
| 72 | + | increasingly available and can help a teacher apprenticeship program yield an increased 19 | |
| 73 | + | supply of committed and capable pre–K and K–12 teachers; now, therefore, 20 | |
| 74 | 74 | ||
| 75 | - | WHEREAS, Teacher apprenticeships are already successful in the United Kingdom 21 | |
| 76 | - | and Australia and are starting to penetrate U.S. school systems. The U.S. Department of 22 | |
| 77 | - | Labor currently recognizes teaching apprenticeship programs of 12 states, including 23 | |
| 78 | - | Arkansas, California, Colorado, Michigan, Tennessee, Texas, West Virginia, and Wyoming. 24 | |
| 79 | - | The specifications of well–developed functions and competencies for effective teachers are 25 | |
| 80 | - | increasingly available and can help a teacher apprenticeship program yield an increased 26 | |
| 81 | - | supply of committed and capable pre–K and K–12 teachers; now, therefore, 27 | |
| 75 | + | SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 21 | |
| 76 | + | That the Laws of Maryland read as follows: 22 | |
| 82 | 77 | ||
| 83 | - | SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 28 | |
| 84 | - | That the Laws of Maryland read as follows: 29 | |
| 78 | + | Article – Labor and Employment 23 | |
| 85 | 79 | ||
| 86 | - | ||
| 80 | + | 11–607. 24 | |
| 87 | 81 | ||
| 88 | - | 11–607. 31 | |
| 82 | + | (A) (1) IN THIS SECTION THE F OLLOWING WORDS HAVE THE MEANINGS 25 | |
| 83 | + | INDICATED. 26 | |
| 89 | 84 | ||
| 90 | - | (A) (1) IN THIS SECTION THE F OLLOWING WORDS HAVE THE MEANINGS 32 | |
| 91 | - | INDICATED. 33 | |
| 85 | + | (2) “CTE COMMITTEE” MEANS THE CAREER AND TECHNICAL 27 | |
| 86 | + | EDUCATION COMMITTEE ESTABLISHED UNDER § 21–209 OF THE EDUCATION 28 | |
| 87 | + | ARTICLE. 29 | |
| 92 | 88 | ||
| 93 | - | (2) “CTE COMMITTEE” MEANS THE CAREER AND TECHNICAL 34 | |
| 94 | - | EDUCATION COMMITTEE ESTABLISHED UNDER § 21–209 OF THE EDUCATION 35 | |
| 95 | - | ARTICLE. 36 | |
| 96 | - | SENATE BILL 84 3 | |
| 89 | + | (3) “GRANT PROGRAM” MEANS THE TEACHER APPRENTICESHIP 30 | |
| 90 | + | STARTUP GRANT PROGRAM. 31 | |
| 91 | + | ||
| 92 | + | (4) “SPONSOR” MEANS AN ORGANIZATIO N THAT DEVELOPS AND 32 | |
| 93 | + | IMPLEMENTS A TEACHER APPRENTICESHIP PROGR AM. 33 | |
| 94 | + | ||
| 95 | + | (B) THERE IS A TEACHER APPRENTICESHIP STARTUP GRANT PROGRAM IN 34 | |
| 96 | + | THE DEPARTMENT . 35 SENATE BILL 84 3 | |
| 97 | 97 | ||
| 98 | 98 | ||
| 99 | - | (3) “GRANT PROGRAM” MEANS THE TEACHER APPRENTICESHIP 1 | |
| 100 | - | STARTUP GRANT PROGRAM. 2 | |
| 101 | 99 | ||
| 102 | - | (4) “SPONSOR” MEANS AN ORGANIZATIO N THAT DEVELOPS AND 3 | |
| 103 | - | IMPLEMENTS A TEACHER APPRENTICESHIP PROGR AM. 4 | |
| 100 | + | (C) THE PURPOSE OF THE GRANT PROGRAM IS TO: 1 | |
| 104 | 101 | ||
| 105 | - | (B) THERE IS A TEACHER APPRENTICESHIP STARTUP GRANT PROGRAM IN 5 | |
| 106 | - | THE DEPARTMENT . 6 | |
| 102 | + | (1) PROVIDE HIGH SCHOOL AN D COLLEGE STUDENTS A S WELL AS 2 | |
| 103 | + | CAREER CHANGERS OPPO RTUNITIES TO BEGIN A CAREER IN EDUCATION IN 3 | |
| 104 | + | MARYLAND; 4 | |
| 107 | 105 | ||
| 108 | - | (C) THE PURPOSE OF THE GRANT PROGRAM IS TO: 7 | |
| 106 | + | (2) DEVELOP A COHORT OF INDIVIDUALS QUALIFIE D TO WORK AS 5 | |
| 107 | + | PARAEDUCATORS AND TEACHERS IN THE STATE; AND 6 | |
| 109 | 108 | ||
| 110 | - | (1) PROVIDE HIGH SCHOOL AND COLLEGE STUDENTS AS WELL AS 8 | |
| 111 | - | CAREER CHAN GERS OPPORTUNITIES T O BEGIN A CAREER IN EDUCATION IN 9 | |
| 112 | - | MARYLAND; 10 | |
| 109 | + | (3) ENCOURAGE COUNTY BOA RDS OF EDUCATION TO HIRE 7 | |
| 110 | + | APPRENTICES . 8 | |
| 113 | 111 | ||
| 114 | - | (2) DEVELOP A COHORT OF INDIVIDUALS QUALIFIE D TO WORK AS 11 | |
| 115 | - | PARAEDUCATORS AND TEACHERS IN THE STATE; AND 12 | |
| 112 | + | (D) A SPONSOR PARTICIPATIN G IN A TEACHER APPRE NTICESHIP PROGRAM : 9 | |
| 116 | 113 | ||
| 117 | - | ( | |
| 118 | - | ||
| 114 | + | (1) SHALL CONSIST OF AT LEAST THREE LOCAL SC HOOL SYSTEMS ; 10 | |
| 115 | + | AND 11 | |
| 119 | 116 | ||
| 120 | - | ( | |
| 117 | + | (2) MAY CONSIST OF : 12 | |
| 121 | 118 | ||
| 122 | - | (1) SHALL CONSIST OF AT LEAST THREE LOCAL SC HOOL SYSTEMS ; 16 | |
| 123 | - | AND 17 | |
| 119 | + | (I) UNIONS REPRESENTING SCHOOL SYSTEM EMPLOY EES; 13 | |
| 124 | 120 | ||
| 125 | - | ( | |
| 121 | + | (II) ADDITIONAL LOCAL SCH OOL SYSTEMS; AND 14 | |
| 126 | 122 | ||
| 127 | - | ( | |
| 123 | + | (III) INDIVIDUAL SCHOOLS . 15 | |
| 128 | 124 | ||
| 129 | - | (II) ADDITIONAL LOCAL SCH OOL SYSTEMS; AND 20 | |
| 125 | + | (E) (1) A SPONSOR PARTICIPATIN G IN A TEACHER APPRE NTICESHIP 16 | |
| 126 | + | PROGRAM SHALL : 17 | |
| 130 | 127 | ||
| 131 | - | (III) INDIVIDUAL SCHOOLS . 21 | |
| 128 | + | (I) ESTABLISH A MULTIYEA R REGISTERED APPRENT ICESHIP 18 | |
| 129 | + | THAT DEVELOPS A CARE ER PATH AS FOLLOWS : 19 | |
| 132 | 130 | ||
| 133 | - | (E) (1) A SPONSOR PARTICIPATIN G IN A TEACHER APPRE NTICESHIP 22 | |
| 134 | - | PROGRAM SHALL : 23 | |
| 131 | + | 1. LEVEL ONE IS A TUTOR; 20 | |
| 135 | 132 | ||
| 136 | - | (I) ESTABLISH A MULTIYEA R REGISTERED APPRENT ICESHIP, 24 | |
| 137 | - | WITH APPROVAL FROM T HE MARYLAND APPRENTICESHIP AND TRAINING COUNCIL, 25 | |
| 138 | - | THAT DEVELOPS MAY DEVELOP A CAREER PATH AS FOL LOWS: 26 | |
| 133 | + | 2. LEVEL TWO IS A PARAEDUCATOR ; AND 21 | |
| 139 | 134 | ||
| 140 | - | | |
| 135 | + | 3. LEVEL THREE IS A TEACHER ; 22 | |
| 141 | 136 | ||
| 142 | - | 2. LEVEL TWO IS A PARAEDUCATOR ; AND 28 | |
| 137 | + | (II) PARTNER WITH INSTITU TIONS OF HIGHER EDUC ATION TO 23 | |
| 138 | + | OFFER POSTSECONDARY EDUCATION CREDITS UN DER A TEACHER APPREN TICESHIP 24 | |
| 139 | + | PROGRAM; 25 | |
| 140 | + | ||
| 141 | + | (III) CONSULT WI TH LOCAL SCHOOL SYST EMS AND UNIONS 26 | |
| 142 | + | REPRESENTING SCHOOL EMPLOYEES ON THE DES IGN OF THE APPRENTIC ESHIP; 27 | |
| 143 | 143 | 4 SENATE BILL 84 | |
| 144 | 144 | ||
| 145 | 145 | ||
| 146 | - | 3. LEVEL THREE IS A TEACHER ; 1 | |
| 146 | + | (IV) IN COORDINATION WITH THE CTE COMMITTEE, DEVELOP A 1 | |
| 147 | + | HIGH SCHOOL –LEVEL REGISTERED APP RENTICESHIP; AND 2 | |
| 147 | 148 | ||
| 148 | - | ( | |
| 149 | - | ||
| 150 | - | ||
| 149 | + | (V) COORDINATE WITH EXIS TING GROW–YOUR–OWN 3 | |
| 150 | + | PROGRAMS, GRANT–FUNDED EFFORTS , EXISTING CTE PATHWAYS, AND 4 | |
| 151 | + | EDUCATORS RISING. 5 | |
| 151 | 152 | ||
| 152 | - | (III) CONSULT WITH LOCAL S CHOOL SYSTEMS AND UN IONS 5 | |
| 153 | - | REPRESENTING SCHOOL EMPLOYEES ON THE DES IGN OF THE APPRENTIC ESHIP; 6 | |
| 153 | + | (2) AN EMPLOYER IN THE AP PRENTICESHIP PROGRAM SHALL PAY 6 | |
| 154 | + | APPRENTICES COMPENSA TION CONSISTENT WITH OTHER EMPLOYERS IN T HE SAME 7 | |
| 155 | + | FIELD. 8 | |
| 154 | 156 | ||
| 155 | - | (IV) IN COORDINATION WITH THE CTE COMMITTEE, SUBJECT 7 | |
| 156 | - | TO SUBSECTION (H)(1) OF THIS SECTION , DEVELOP A HIGH SCHOOL–LEVEL 8 | |
| 157 | - | REGISTERED APPRENTIC ESHIP; AND 9 | |
| 157 | + | (3) (I) NOTHING IN THIS SECTI ON ALTERS THE REQUIR EMENTS 9 | |
| 158 | + | FOR TEACHER CERTIFIC ATION. 10 | |
| 158 | 159 | ||
| 159 | - | (V) COORDINATE WITH EXIS TING GROW–YOUR–OWN 10 | |
| 160 | - | PROGRAMS, GRANT–FUNDED EFFORTS , EXISTING CTE PATHWAYS, AND 11 | |
| 161 | - | EDUCATORS RISING. 12 | |
| 160 | + | (II) A LEVEL ONE OR LEVEL TWO APPRENTICE MAY NO T SERVE 11 | |
| 161 | + | AS A TEACHER OF RECO RD. 12 | |
| 162 | 162 | ||
| 163 | - | ( | |
| 164 | - | ||
| 165 | - | ||
| 163 | + | (III) AN APPRENTICE SHALL C OMPLY WITH THE REQUI REMENTS 13 | |
| 164 | + | OF THE LOCAL SCHOOL DISTRICT FOR BACKGROUND CHECK S, REGARDLESS OF AGE 14 | |
| 165 | + | OR BACKGROUND . 15 | |
| 166 | 166 | ||
| 167 | - | ( | |
| 168 | - | ||
| 167 | + | (4) A HIGH SCHOOL –LEVEL APPRENTICESHIP UNDER A TEACHER 16 | |
| 168 | + | APPRENTICESHIP PROGR AM SHALL: 17 | |
| 169 | 169 | ||
| 170 | - | (II) A LEVEL ONE OR LEVEL TWO APPRENTICE MAY NO T SERVE 18 | |
| 171 | - | AS A TEACHER OF RECO RD. 19 | |
| 170 | + | (I) ALLOW A STUDENT PART ICIPATING IN THE TEA CHER 18 | |
| 171 | + | APPRENTICESHIP TO MA XIMIZE ATTAINMENT IN COLLEGE–LEVEL CRE DITS 19 | |
| 172 | + | THROUGH: 20 | |
| 172 | 173 | ||
| 173 | - | (III) AN APPRENTICE SHAL L COMPLY WITH THE RE QUIREMENTS 20 | |
| 174 | - | OF THE LOCAL SCHOOL DISTRICT FOR BACKGRO UND CHECKS, REGARDLESS OF AGE 21 | |
| 175 | - | OR BACKGROUND . 22 | |
| 174 | + | 1. ADVANCED PLACEMENT COURSES ; 21 | |
| 176 | 175 | ||
| 177 | - | (4) A HIGH SCHOOL –LEVEL APPRENTICESHIP UNDER A TEACHER 23 | |
| 178 | - | APPRENTICESHIP PROGR AM SHALL: 24 | |
| 176 | + | 2. AN EARLY COLLEGE PRO GRAM, OR DUAL 22 | |
| 177 | + | ENROLLMENT AT A STUD ENT’S HIGH SCHOOL OR AN INSTITUTION OF HIGHE R 23 | |
| 178 | + | EDUCATION; AND 24 | |
| 179 | 179 | ||
| 180 | - | (I) ALLOW A STUDENT PART ICIPATING IN THE TEA CHER 25 | |
| 181 | - | APPRENTICESHIP TO MA XIMIZE ATTAINMENT IN COLLEGE–LEVEL CREDITS 26 | |
| 182 | - | THROUGH: 27 | |
| 180 | + | 3. A TEACHER CTE PROGRAM; AND 25 | |
| 183 | 181 | ||
| 184 | - | 1. ADVANCED PLACEMENT COURSES ; 28 | |
| 182 | + | (II) ALLOW A STUDENT TO C OMPLETE COURSEWORK AND 26 | |
| 183 | + | TRAINING THROUGH AN INNOVATIVE SCHOOL SC HEDULING MODEL SO TH AT THE 27 | |
| 184 | + | STUDENT CAN COMPLETE THE APPRENTICESHIP ’S TUTORING REQUIREME NTS 28 | |
| 185 | + | DURING REGULAR SCHOO L HOURS AND OUTSIDE REGULAR SCHOOL HOURS . 29 | |
| 185 | 186 | ||
| 186 | - | 2. AN EARLY COLLEGE PRO GRAM, OR DUAL 29 | |
| 187 | - | ENROLLMENT AT A STUD ENT’S HIGH SCHOOL OR AN INSTITUTION OF HIGHE R 30 | |
| 188 | - | EDUCATION; AND 31 | |
| 189 | - | SENATE BILL 84 5 | |
| 187 | + | (F) (1) THE DEPARTMENT SHALL : 30 | |
| 188 | + | ||
| 189 | + | (I) ADMINISTER THE GRANT PROGRAM; AND 31 SENATE BILL 84 5 | |
| 190 | 190 | ||
| 191 | 191 | ||
| 192 | - | 3. A TEACHER PREPARATION CTE PROGRAM; AND 1 | |
| 193 | 192 | ||
| 194 | - | (II) ALLOW A STUDENT TO C OMPLETE COURSEWORK A ND 2 | |
| 195 | - | TRAINING THROUGH AN INNOVATIVE SCHOOL SC HEDULING MODEL SO TH AT THE 3 | |
| 196 | - | STUDENT CAN COMPLETE THE APPRENTICESHIP ’S TUTORING REQUIREME NTS 4 | |
| 197 | - | DURING REGULAR SCHOO L HOURS AND OUTSIDE REGULAR SCHOOL HOURS . 5 | |
| 193 | + | (II) AWARD A GRANT TO A S PONSOR THAT MEETS TH E 1 | |
| 194 | + | REQUIREMENTS OF THIS SECTION. 2 | |
| 198 | 195 | ||
| 199 | - | (F) (1) THE DEPARTMENT SHALL : 6 | |
| 196 | + | (2) TO RECEIVE A GRANT UN DER THE GRANT PROGRAM, A 3 | |
| 197 | + | SPONSOR’S APPRENTICESHIP MUST: 4 | |
| 200 | 198 | ||
| 201 | - | (I) | |
| 199 | + | (I) MEET THE REQUIREMENT S OF THIS SECTION; 5 | |
| 202 | 200 | ||
| 203 | - | (II) AWARD A GRANT TO A S PONSOR THAT MEETS TH E 8 | |
| 204 | - | REQUIREMENTS OF THIS SECTION. 9 | |
| 201 | + | (II) HAVE UNION PARTICIPATION ; AND 6 | |
| 205 | 202 | ||
| 206 | - | ( | |
| 207 | - | ||
| 203 | + | (III) BE APPROVED BY THE MARYLAND APPRENTICESHIP AND 7 | |
| 204 | + | TRAINING COUNCIL. 8 | |
| 208 | 205 | ||
| 209 | - | (I) MEET THE REQUIREMENT S OF THIS SECTION; 12 | |
| 206 | + | (G) THE DEPARTMENT MAY AWARD UP TO $500,000 TO A SPONSOR FOR 9 | |
| 207 | + | DEVELOPMENT AND LAUN CH OF A TEACHER APPR ENTICESHIP PROGRAM F ROM 10 | |
| 208 | + | STATE OR FEDERAL FUND S. 11 | |
| 210 | 209 | ||
| 211 | - | (II) HAVE UNION PARTICIPA TION; AND 13 | |
| 210 | + | (H) THE CTE COMMITTEE SHALL DETER MINE WHETHER ANY CHANGES TO 12 | |
| 211 | + | THE RULES , REGULATIONS , PROCEDURES , OR FUNDING OF THE STATE 13 | |
| 212 | + | DEPARTMENT OF EDUCATION ARE NECESSA RY TO IMPLEMENT THE GRANT 14 | |
| 213 | + | PROGRAM. 15 | |
| 212 | 214 | ||
| 213 | - | | |
| 214 | - | ||
| 215 | + | SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effe ct July 16 | |
| 216 | + | 1, 2024. 17 | |
| 215 | 217 | ||
| 216 | - | (G) THE DEPARTMENT MAY AWARD UP TO $500,000 $225,000 TO A 16 | |
| 217 | - | SPONSOR FOR DEVELOPM ENT AND LAUNCH OF A TEACHER APPRENTICESH IP 17 | |
| 218 | - | PROGRAM FROM STATE OR FEDERAL FUND S. 18 | |
| 219 | 218 | ||
| 220 | - | (H) THE CTE COMMITTEE SHALL : 19 | |
| 221 | - | ||
| 222 | - | (1) WHEN COORDINATING WI TH A SPONSOR TO DEVE LOP A HIGH 20 | |
| 223 | - | SCHOOL–LEVEL REGISTERED APP RENTICESHIP IN ACCOR DANCE WITH SU BSECTION 21 | |
| 224 | - | (E)(1)(IV) OF THIS SECTION , CONSULT WITH THE STATE DEPARTMENT OF 22 | |
| 225 | - | EDUCATION ON THE DEVE LOPMENT OF THE APPRE NTICESHIP; AND 23 | |
| 226 | - | ||
| 227 | - | (2) DETERMINE COLLABORATE WITH THE STATE DEPARTMENT OF 24 | |
| 228 | - | EDUCATION TO REVIEW A ND CONSIDER WHETHER ANY CHANGES TO THE RULES , 25 | |
| 229 | - | REGULATIONS, PROCEDURES , OR FUNDING OF THE STATE DEPARTMENT OF 26 | |
| 230 | - | EDUCATION ARE NECESSA RY TO IMPLEMENT THE GRANT PROGRAM. 27 | |
| 231 | - | ||
| 232 | - | SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect July 28 | |
| 233 | - | 1, 2024. 29 |