2017 General Teacher Prep Programs Policy
The state should support differential pay for effective teaching in shortage and high-need areas. This goal was consistent between 2015 and 2017.
Shortage-Subject 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, Maryland 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, science, or special education in a state public school for at least three years. However, this program has never been funded.
High-Need Schools: Maryland offers an annual $4,000 stipend for teachers who are National Board Certified and working in schools designated as "having comprehensive needs." A stipend of up to $1,000 is available for National Board Certified teachers working in a school without comprehensive needs.
Code of Maryland Regulations (COMAR) 13A.07.07.01 Maryland Education Code 6-120, 6-306
differential pay initiative for teachers in shortage-subject areas.
Although the state's tuition reimbursement program is a desirable recruitment and retention tool for teachers early in their careers, Maryland should expand its program to include those who are already part of the teaching pool. A salary differential is an attractive incentive for every teacher.
Prioritize funding for teaching in shortage-subject areas. Maryland is commended for delineating strong policy to support differential pay. NCTQ encourages the state to prioritize funding for teachers who teach in shortage-subject areas.
Maryland was helpful in providing NCTQ with facts that enhanced this analysis.
8B: High-Need Schools and Subjects
States should help address chronic shortages and needs. States should ensure that state-level policies (such as a uniform salary schedule) do not interfere with districts' flexibility in compensating teachers in ways that best meet their individual needs and resources. However, when it comes to addressing chronic shortages, states should do more than simply get out of the way. They should provide direct support for differential pay for effective teaching in shortage subject areas and high-need schools. Attracting effective and qualified teachers to high-need schools or filling vacancies in hard-to-staff subjects are problems that are frequently beyond a district's ability to solve. States that provide direct support for differential pay in these areas are taking an important step in promoting the equitable distribution of quality teachers. Short of providing direct support, states can also use policy levers to indicate to districts that differential pay is not only permissible but necessary.