Maryland outlines new teacher certification requirements for post secondary educators

The Maryland Department of Education convened the Professional Standards & Teacher Education Board on July 10, 2025, to discuss new pathways for individuals seeking to enter the teaching profession. The meeting focused on a proposed occupational experience pathway aimed at attracting candidates with post-secondary teaching experience into pre-K through 12 classrooms.

The board outlined specific requirements for this new pathway. Candidates must hold a master's degree or higher in the licensure area they wish to teach. Unlike traditional pathways that rely on coursework, this approach emphasizes professional experience. Applicants must verify three years of full-time satisfactory teaching experience at an institution of higher education (IHE) in the relevant content area.

Additionally, candidates must demonstrate their teaching ability through one of three options: achieving a passing score on a nationally recognized portfolio-based assessment, receiving effective ratings on two annual evaluations from a Maryland school district or an approved nonpublic school, or completing a comprehensive induction program approved by the Maryland State Department of Education (MSDE) and the Advisory Board.

Board members acknowledged that this initiative is a significant shift from past practices, as it allows individuals with advanced degrees and teaching experience at the post-secondary level to transition into K-12 education. However, concerns were raised regarding the adequacy of this experience in addressing the diverse needs of students in public schools, particularly those with special education requirements and multilingual learners. One member questioned whether three years of teaching at a higher education institution sufficiently prepares candidates for the unique challenges present in public school environments.

The meeting concluded with a commitment to further evaluate the implications of this new pathway, particularly in ensuring that incoming teachers are equipped to meet the varied needs of their future students. The board plans to continue discussions on this topic in upcoming meetings, focusing on how to best support these candidates as they transition into K-12 teaching roles.