Read the full stored bill text
EXPLANATION: CAPITALS INDICATE MATTER ADDED TO EXISTING LAW.
[Brackets] indicate matter deleted from existing law.
*hb0807*
HOUSE BILL 807
F1 6lr2570
By: Delegates Lehman, Kaufman, Lopez, Moreno, Pasteur, Ruth, Simmons,
Taveras, Terrasa, Wims, Woods, Woorman, and Wu
Introduced and read first time: February 4, 2026
Assigned to: Appropriations
A BILL ENTITLED
AN ACT concerning 1
Education – Teacher Preparation Programs – English Language Learner 2
Teacher Competency Requirements 3
FOR the purpose of requiring a teacher preparation program to include certain training in 4
English language learner –related teacher competencies and include English 5
language learner –related teacher competencies in other courses throughout the 6
curriculum; requiring a teacher preparation program to include a certain course in 7
teaching English language learners beginning in a certain academic year ; and 8
generally relating to English language learners and teacher preparation programs. 9
BY repealing and reenacting, with amendments, 10
Article – Education 11
Section 6–121 12
Annotated Code of Maryland 13
(2025 Replacement Volume and 2025 Supplement) 14
SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 15
That the Laws of Maryland read as follows: 16
Article – Education 17
6–121. 18
(a) A teacher preparation program shall: 19
(1) Include the following components of instruction: 20
(i) Basic research skills and methods and training on the routine 21
evaluation and use of research and data to improve student performance; 22
2 HOUSE BILL 807
(ii) Differentiation of ins truction and demonstration of cultural 1
competence for students of diverse racial, ethnic, linguistic, and economic backgrounds with 2
different learning abilities; 3
(iii) Implementation of restorative approaches for student behaviors; 4
(iv) Identifying and assessing, in the context of the classroom, typical 5
student learning deficits and techniques to remedy learning deficits; 6
(v) Recognizing and effectively using high quality instructional 7
materials, including digital resources and computer technology; 8
(vi) Core academic subjects that teachers will be teaching; 9
(vii) Methods and techniques for identifying and addressing the social 10
and emotional needs of students, including trauma–informed approaches to pedagogy; 11
(viii) Skills and techniques for effective classroom management; [and] 12
(ix) Training in the skills and techniques for teaching effectively in a 13
virtual learning environment, including the use of online curriculum; AND 14
(X) TRAINING IN ENGLISH LANGUAGE LEARNER–RELATED 15
TEACHER COMPETENCIES, INCLUDING UNDERSTAND ING LANGUAGE 16
DEVELOPMENT, EQUITABLE LITERACY L EARNING OPPORTUNITIES, AND WORKING 17
WITH LINGUISTICALLY DIVERSE STUDENTS AND FAMILIES, AND INCLUDING 18
ENGLISH LANGUAGE LEARNER–RELATED TEACHER COMP ETENCIES IN OTHER 19
COURSES THROUGHOUT THE CURRICULUM; 20
(2) Require program participants to demonstrate competency in each of the 21
components required under item (1) of this subsection; [and] 22
(3) Provide training in the knowledge and skills required to understand 23
and teach the Maryland curriculum frameworks; AND 24
(4) BEGINNING IN THE 2028–2029 ACADEMIC YEAR , REQUIRE AT 25
LEAST ONE THREE–CREDIT COURSE IN TEACHING ENGLISH LANGUAGE LEARNERS. 26
(b) Each teacher preparation program shall incorporate classroom observations 27
in which the program participant is observed in different school settings at the beginning 28
of the teacher preparation program to assist a program participant in determining if the 29
program participant has the aptitude and temperament for teaching. 30
(c) A teacher preparation program shall develop a method for regularly 31
communicating and collaborating with local school systems, including, if necessary, 32
HOUSE BILL 807 3
through financial memoranda of understanding, to strengthen teacher preparation, 1
induction, and professional development programs. 2
(d) (1) An institution of higher education that offers graduate level courses in 3
school administration shall develop: 4
(i) A method for evaluating the potential of program participants to 5
be effective school leaders; and 6
(ii) A curriculum to enable school leaders to organize and manage 7
schools to achieve the effectiveness of top–performing schools or school systems, including: 8
1. Management of highly skilled professionals in a 9
professional work environment; and 10
2. Effective peer observations and effective evaluations of 11
other personnel. 12
(2) These courses shall include clinical experience and assessments to 13
determine whether participants demonstrate competency in these areas. 14
(e) An institution of higher education: 15
(1) May, if the institution of higher education shows cause, expand the total 16
number of credit hours required to graduate from an undergraduate teacher preparation 17
program by up to 12 credits; and 18
(2) May not require a number of cre dit hours in excess of 132 total credit 19
hours to graduate from an undergraduate teacher preparation program. 20
(f) To further support and strengthen the profession of teaching in the State, the 21
Department shall: 22
(1) Provide technical assistance and other supports to teacher preparation 23
programs at institutions of higher education in the State; 24
(2) Develop a systemic method of providing feedback to teacher preparation 25
programs to ensure that institutions of higher education have the most current information 26
about the content, composition, and expectations for teachers of prekindergarten through 27
12th grade classes; 28
(3) Assist teacher preparation programs in seeking and retaining highly 29
qualified individuals, including individuals from groups historica lly underrepresented in 30
the teaching profession; 31
4 HOUSE BILL 807
(4) In consultation with the Maryland Higher Education Commission, 1
establish specific goals for the recruitment and retention of teachers in teacher preparation 2
programs throughout the State; and 3
(5) Work with teacher preparation programs that fail to meet the goals 4
established under item (4) of this subsection to develop an action plan that demonstrates 5
how the teacher preparation program will meet the goals. 6
(g) The State Board and the Professional Standards and Teacher Education 7
Board shall, in consultation with the Accountability and Implementation Board established 8
under § 5–402 of this article, adopt regulations to carry out the provisions of this section. 9
SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect July 10
1, 2026. 11