§6–124.

    (a)    (1)    The Department shall establish, in collaboration with the Accountability and Implementation Board established under § 5–402 of this article, a school leadership training program for the State Superintendent, county superintendents, senior instruction–related staff, members of the Accountability and Implementation Board, members of the State Board, members of county boards, and school principals.

        (2)    (i)    The following individuals shall complete the school leadership training program:

                1.    The State Superintendent;

                2.    A county superintendent; and

                3.    The chair and vice chair of the State Board, a county board, and the Accountability and Implementation Board.

            (ii)    The individuals described in paragraph (1) of this subsection not required to complete the training under subparagraph (i) of this paragraph are, to the extent practicable, encouraged to complete the school leadership training program.

    (b)    The school leadership training program shall:

        (1)    Be:

            (i)    For a duration of 12 months;

            (ii)    Cohort–based to encourage collaboration and shared learning, including through regional gatherings of education leaders and other meetings when appropriate;

            (iii)    To the extent practicable, job–embedded to allow for application of knowledge and techniques;

            (iv)    Tailored to program participants using self–diagnostics and school–level diagnostics;

            (v)    Evidence–based in accordance with the guidelines for the federal Every Student Succeeds Act; and

            (vi)    Provided through both in–person and virtual sessions; and

        (2)    Include training on the Blueprint for Maryland’s Future, as defined in § 5–401 of this article.

    (c)    The school leadership training program shall include:

        (1)    A review of education in the United States relative to countries with top performing education systems and the implications of high performance for students, the economic security of the United States, and quality of life;

        (2)    A model for strategic thinking that will assist education leaders to transform districts and redesign schools under their leadership;

        (3)    Training to provide a working knowledge of research on how students learn and the implications for instructional redesign, curriculum plans, and professional learning;

        (4)    A research–based model for coaching school leaders and instructional coaches;

        (5)    A review of research regarding:

            (i)    The benefits to students from access to high–quality and diverse teachers;

            (ii)    Methods to attract highly qualified teachers from diverse backgrounds who reflect the demographics of the students they teach; and

            (iii)    Best practices for teacher retention, including retention of teachers from diverse backgrounds;

        (6)    Lessons in transformational leadership;

        (7)    A method for organizing schools to achieve high performance, including:

            (i)    Building instructional leadership teams;

            (ii)    Implementing career ladders for teachers;

            (iii)    Overseeing teacher induction and mentoring systems; and

            (iv)    Identifying, recruiting, and retaining high–quality and diverse school leaders;

        (8)    Training to provide a deep understanding of standards–aligned instructional systems;

        (9)    An overview of ethical leadership directly tied to the educational leaders’ responsibility to drive equitable learning in their schools; and

        (10)    A review of research regarding methods to attract and retain an inclusive workforce.