Education - Teacher Preparation Programs - English Language Learner Teacher Competency Requirements
HB 807 would revise Maryland’s teacher preparation program requirements to place a new emphasis on English language learner (ELL) instruction. It adds ELL-related competencies to the list of required instructional components for teacher preparation programs, including understanding language development, equitable literacy opportunities, and working with linguistically diverse students and families. The bill also requires those competencies to be integrated across other courses in the curriculum, rather than confined to a single class.
Beginning in the 2028–2029 academic year, the bill would require each teacher preparation program to include at least one three-credit course in teaching English language learners. It also preserves and reinforces existing requirements for classroom observations, collaboration with local school systems, and preparation for school administration programs. In addition, the bill directs the State Board, the Professional Standards and Teacher Education Board, and the Accountability and Implementation Board to adopt regulations to implement the changes.
The bill would amend § 6–121 of the Education Article to expand the statutory requirements for teacher preparation programs at Maryland institutions of higher education. Its main legal effect is to make ELL competency training and a dedicated ELL course mandatory components of teacher preparation, starting with the 2028–2029 academic year for the course requirement. It also authorizes limited expansion of undergraduate credit-hour requirements under certain conditions and maintains the 132-credit-hour cap for undergraduate teacher preparation programs. The Department of Education would gain additional responsibilities to provide technical assistance, set recruitment and retention goals, and work with programs that do not meet those goals.
The bill appears generally supportive and policy-driven, with a focus on strengthening teacher preparation for multilingual classrooms and improving educator readiness statewide. The sponsor list suggests broad interest in the issue, and the bill was assigned to Appropriations and scheduled for a House hearing, indicating active legislative consideration. No vote totals or committee testimony were provided, so there is no recorded opposition or support from hearings in the materials supplied.
The most likely points of contention are the added program requirements, especially the mandate for a dedicated three-credit ELL course and the broader integration of ELL competencies throughout the curriculum. Teacher preparation institutions may be concerned about added coursework, staffing, and implementation costs, as well as how the new requirements fit within existing credit-hour limits. Another possible issue is the bill’s directive for the Department and education boards to set recruitment and retention goals and require action plans for programs that fall short, which could be viewed as increasing state oversight of higher education teacher training programs.