2011 Retaining Effective Teachers Policy
The state should support differential pay for effective teaching in shortage and high-needs areas.
Maryland does not support differential pay by which a teacher can earn additional compensation by teaching certain subjects. However, the state does offer a program of tuition reimbursement for retraining in the areas of mathematics and science if the teacher agrees to teach in the public school system for at least two years following certification. Also, the state has adopted an Alternative Teaching Program, where candidates enrolled in an alternative teacher preparation program can earn a per diem stipend by agreeing to teach mathematics or science or special education in a state public school for at least three years.
Maryland does support differential pay for those teaching in high-needs schools. The state offers an annual $2,000 stipend for teachers holding advanced professional certification who work in schools designated as "challenged, reconstitution-eligible, or reconstituted."
Teachers who are National Board Certified are eligible to receive a $5,000 annual supplement, a match to stipends offered at the local level. However, this differential pay is not tied to high-needs schools or subject-area shortages.
Code of Maryland Regulations (COMAR) 13A.07.07.01 Teach MD Incentives http://www.msde.maryland.gov/MSDE/divisions/certification/certification_branch/teach_md/teach_md_incentives Maryland General Assembly (MGA) Statutes Education 6-120
Expand differential pay initiative for teachers in subject shortage areas.
Although the state's tuition reimbursement program is a desirable recruitment and retention tool for teachers early in the career, Maryland should expand its program to include those already part of the teaching pool. A salary differential is an attractive incentive for every teacher.
Consider tying National Board supplements to teaching in high-needs schools.
This differential pay could be an incentive to attract some of the state's most effective teachers to its low-performing schools.
Maryland pointed out that in 1999, the General Assembly enacted the Quality Teacher Incentive Act which contained provisions to provide an impetus to comprehensive, competitive effort to attract and retain quality teachers. Significant changes to the original legislation were enacted in 2009. Stipends (for a dollar-for-dollar match by local school systems) for classroom teachers who earn National Board Teacher Certification (NBTC) will continue; however, the amounts for which teachers will be eligible are now dependent upon the schools in which they teach. Eligibility categorization is based on Maryland's NCLB Differentiated Accountability model. A classroom teacher or other non-administrative school-based employee in a public school identified by the State Board as having comprehensive needs shall receive a stipend from the state in an amount equal to the county grant for national certification, up to a maximum of $2,000. A classroom teacher or other non-administrative school-based employee in a public school not identified by the State Board as having comprehensive needs shall receive a stipend from the state in an amount equal to the county grant for national certification, up to a maximum of $1,000. Thus these stipends are now linked to high-needs schools.
Maryland also supports differential pay for those teaching in schools identified by the State Board as having comprehensive needs (developing or priority). The amount of the stipend in FY 2010 is $1,500 for Advanced Professional Certificate holders.