2026 How to Become a High School History Teacher in Maryland: Requirements & Certification

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Becoming a high school history teacher in Maryland means making several connected decisions: what degree to earn, how to complete teacher preparation, which Praxis exams apply, whether to pursue a traditional or conditional route, and how to build enough classroom experience to be competitive. The process is manageable, but it is easy to waste time or money if you choose a program that does not align with Maryland State Department of Education requirements.

This guide is for future secondary history and social studies teachers, career changers, substitute teachers, education majors, and professionals comparing public, private, and alternative teaching pathways in Maryland. You will learn the education requirements, certification steps, field experience expectations, curriculum standards, salary considerations, classroom strategies, advancement options, and common mistakes to avoid before applying for licensure or a teaching position.

Quick answer: How do you become a high school history teacher in Maryland?

To become a high school history teacher in Maryland, you generally need at least a bachelor’s degree from an accredited institution, completion of a state-approved teacher preparation program, supervised field experience, passing Praxis exam scores, a background check, and certification through the Maryland State Department of Education. Candidates who do not complete a traditional teacher preparation program may be able to enter through a Conditional Certificate while finishing remaining requirements.

Requirement	What it means for aspiring Maryland history teachers
Licensing authority	The Maryland State Department of Education oversees educator certification and sets statewide requirements.
Minimum education	Candidates must hold at least a bachelor’s degree from an accredited college or university.
Teacher preparation	A state-approved educator preparation program is the most direct route to certification and normally includes coursework, fieldwork, and student teaching.
Field experience	Maryland requires a minimum of 100 hours of supervised field experience, and many programs also include a full semester of student teaching.
Testing	Prospective teachers must pass the required Praxis exams, including basic skills and subject-specific assessments where applicable.
Application	Applicants submit transcripts, program verification, test scores, background check documentation, and fees through MSDE’s certification system.
Certificate types	The Standard Professional Certificate is issued to candidates who meet full requirements; a Conditional Certificate may allow employment while remaining requirements are completed.

In This Guide

Education requirements for Maryland high school history teachers
Certification and licensing steps in Maryland
Student teaching, internships, and experience
Maryland history standards and curriculum expectations
Job market and salary expectations
Professional development and continuing education
Classroom management and teaching methods
Resources for learning more about history teaching
Advancement and specialization options
Legal and ethical responsibilities
Work-life balance for Maryland history teachers
Whether an advanced degree is worth considering
Using early childhood teaching methods in secondary history
Working with local libraries and archives
Private school history teaching options
Adding arts and culture to history lessons
Tracking changes in certification standards
How history and math certification pathways compare
Support systems for new Maryland history teachers
Technology tools for history classrooms
Supporting diverse learners
Assessing student learning in history

What education do you need to become a high school history teacher in Maryland?

The standard route starts with a bachelor’s degree and an approved teacher preparation program that qualifies you for secondary social studies or history teaching. A history major can be useful, but Maryland candidates also commonly complete education degrees with a history, social studies, or secondary education concentration.

Bachelor’s degree: Maryland requires at least a bachelor’s degree from an accredited institution. A history degree, social studies education degree, or education degree with substantial history coursework can all support this path if the program meets state certification requirements.
History and social studies coursework: Candidates typically complete U.S. history, world history, government, geography, economics, and related social science courses. Maryland requirements call for at least 30 credit hours in history-related coursework.
Pedagogy coursework: Teacher preparation includes lesson planning, assessment, adolescent learning, classroom management, literacy strategies, special education foundations, and methods for teaching social studies at the secondary level.
Approved educator preparation program: Completing a Maryland-approved teacher preparation program is the clearest path because the program is designed to match state certification expectations and includes supervised school-based practice.
Accreditation: Before enrolling, confirm that the college is properly accredited and that the teacher preparation program is approved for Maryland certification. Programs accredited by recognized bodies such as the Council for the Accreditation of Educator Preparation can help meet licensure expectations.
Subject matter competency: Candidates must demonstrate history or social studies content knowledge, commonly through Praxis Subject Assessments required by Maryland.

Education path	Best fit	Key caution
Bachelor’s in history plus teacher preparation	Students who want deep content knowledge and are willing to complete education requirements	A history degree alone usually is not enough for public school certification.
Bachelor’s in secondary education/social studies	Students who want a direct teaching route with fieldwork built into the program	Confirm the program is approved for Maryland secondary certification.
Post-baccalaureate teacher preparation	Career changers who already have a bachelor’s degree	Course prerequisites and testing requirements can vary by program.
Master’s degree in education or history education	Teachers seeking stronger credentials, leadership options, or salary schedule movement where applicable	A graduate degree should be chosen for clear career goals, not assumed as automatically required for entry.

What is the certification and licensing process for history teachers in Maryland?

Maryland’s public school certification process is handled by the Maryland State Department of Education. The state does not simply certify someone because they know history; candidates must also show they can teach adolescents, manage classrooms, assess learning, and meet professional standards.

The typical certification sequence looks like this:

Complete an eligible degree: Earn at least a bachelor’s degree from an accredited institution.
Finish an approved teacher preparation program: Complete required education coursework, subject methods classes, field experience, and student teaching.
Pass required Praxis exams: Maryland uses Praxis exams to verify basic academic skills and subject knowledge. Candidates may need the Praxis Core Academic Skills for Educators and the Praxis Subject Assessment in Social Studies, depending on their route and current state rules.
Complete supervised experience: Document the minimum required field experience and any student teaching required by your preparation program.
Clear the background check: A criminal background check is required because teachers work directly with minors.
Submit the MSDE application: Provide official transcripts, teacher preparation verification, qualifying exam scores, and any required supporting documents through the state’s online system.
Pay the application fee: The application fee is typically around $100, and processing can take several weeks.

Maryland offers more than one type of teaching credential. The Standard Professional Certificate is intended for educators who have completed the full set of requirements. A Conditional Certificate may be issued in some situations when a school system hires a candidate who still needs to complete outstanding certification requirements. The Standard Professional Certificate is valid for five years and requires continuing professional development for renewal.

Certificate type	How it is usually used	What candidates should verify
Standard Professional Certificate	For teachers who have satisfied Maryland’s education, testing, field experience, and application requirements	Renewal expectations, professional development requirements, and endorsement area
Conditional Certificate	For eligible candidates hired while they complete remaining certification requirements	District sponsorship, deadline for completing requirements, and whether the position leads to full certification

Before applying, check the current MSDE certification guidance rather than relying only on older program pages or informal advice. Testing rules, acceptable scores, and document requirements can change.

How much teaching experience do Maryland history teachers need?

Teaching experience is not a formality. It is where future history teachers learn how to turn historical content into lessons that teenagers can question, debate, write about, and connect to current issues. Maryland requires a minimum of 100 hours of supervised field experience for certification, and many teacher preparation programs include a full-semester student teaching placement.

Strong field experience helps candidates practice three essential skills: planning lessons aligned with standards, leading discussion around complex historical topics, and assessing student understanding beyond memorization.

Where to find student teaching and internship opportunities

University placement offices: Maryland colleges with teacher preparation programs often coordinate placements with partner school districts.
Local school systems: Candidates pursuing alternative or post-baccalaureate routes can contact districts about substitute teaching, paraprofessional roles, volunteer options, or conditional hiring opportunities.
Professional associations: Groups such as the Maryland Council for Social Studies can help candidates learn about networking events, curriculum resources, and mentorship.
Community programs: Museums, historical societies, tutoring programs, and youth education initiatives can strengthen your teaching portfolio, especially if you are still building classroom experience.

How to get the most from student teaching

Ask for specific feedback: Instead of asking whether a lesson went well, ask your mentor how you handled questioning, pacing, student behavior, and source analysis.
Build a portfolio: Save lesson plans, assessments, rubrics, student work samples where permitted, and reflections that show growth.
Practice difficult discussions: History classrooms often address race, religion, war, civil rights, political conflict, and inequality. Learn how to moderate respectful dialogue early.
Observe different teachers: Watching multiple educators helps you compare classroom routines, discussion structures, and assessment styles.

What Maryland standards and curriculum requirements apply to high school history?

Maryland history teachers must align instruction with state social studies standards and local curriculum requirements. Maryland’s social studies standards were last reviewed in 2018 and approved in 2020. They emphasize civic participation, historical inquiry, diverse perspectives, disciplinary thinking, and the relationship between past events and present-day society.

High school history instruction in Maryland commonly focuses on these priorities:

Civics and public life: Students should understand government, civic responsibilities, public policy, and participation in democratic processes.
Multiple historical perspectives: Teachers are expected to help students examine how different communities experienced and shaped historical events.
Historical analysis: Lessons should move beyond dates and names by asking students to interpret primary sources, identify patterns, evaluate evidence, and connect cause and consequence.
Local and national context: Maryland’s own history can support broader units on colonial America, slavery, abolition, the Civil War, civil rights, immigration, labor, and public policy.

State standards provide the framework, while local school systems often determine pacing guides, course sequences, adopted materials, and graduation-aligned expectations. New teachers should ask their department chair or curriculum office which standards, assessments, and required units apply to each course they teach.

If you are still deciding how broad your education career options could be, reviewing education degree types and curriculum pathways can help you understand how teaching, curriculum design, and instructional leadership connect.

What is the job market and salary outlook for Maryland high school history teachers?

The Maryland job market for high school history teachers can be competitive because social studies positions are often sought after, but qualified candidates who meet certification requirements and bring strong classroom experience may find opportunities across public, private, and charter school settings. Hiring conditions vary by district, budget, enrollment, retirement patterns, and subject-area vacancies.

According to the cited data, the average salary for a high school history teacher in Maryland is approximately $60,000 per year. Salaries can differ by district and experience level. Teachers in urban areas such as Baltimore or Montgomery County may earn more, sometimes exceeding $70,000, while averages in some rural districts may be closer to $55,000.

Salary alone should not be the only factor when comparing positions. Maryland teachers may also receive benefits such as health insurance, retirement plans, and paid leave, and those benefits can materially affect total compensation. Always review the district salary schedule, union agreement where applicable, benefit costs, planning period expectations, class sizes, and commute before accepting a position.

Job factor	Why it matters	Question to ask before applying
District salary schedule	Pay is often tied to education level and years of experience.	Where would my current degree and experience place me on the schedule?
Certification status	Fully certified applicants may be easier to hire than candidates still completing requirements.	Will this position require a Standard Professional Certificate or allow a Conditional Certificate?
Course assignment	A “history” role may include government, world history, U.S. history, economics, or social studies electives.	Which courses and grade levels would I teach in year one?
Mentoring support	New teachers need coaching, planning help, and classroom management support.	Is there a formal induction or mentoring program for new teachers?
Workload	Multiple preps, large classes, and extracurricular expectations affect sustainability.	How many course preparations and students are typical for new history teachers?

What professional development and continuing education options are available?

Professional development is required for long-term certification renewal and is also one of the best ways for history teachers to improve instruction. The strongest opportunities help teachers work with primary sources, lead civic discussion, support diverse learners, design assessments, and use technology thoughtfully.

Workshops and seminars: Organizations such as Maryland Humanities offer professional learning connected to historical inquiry, curriculum planning, and classroom practice.
History education conferences: State and national conferences allow teachers to compare lesson strategies, learn from other social studies educators, and follow changes in history education.
Online courses: Flexible online professional development can help teachers meet continuing education needs while working full time.
Continuing education credits: Maryland teachers must complete continuing professional development to maintain certification, so every activity should be checked for credit eligibility before enrollment.
Advanced credentials: Teachers interested in leadership, curriculum design, or higher-paying education roles can compare graduate and specialist options. Research.com’s guide to higher-paying careers with a master’s in education can help frame those choices.

What teaching methods and classroom management strategies work well for Maryland history teachers?

Effective history teaching requires more than strong content knowledge. Teachers must create a classroom where students read carefully, discuss respectfully, write evidence-based arguments, and understand that history is interpreted through sources—not simply memorized from a textbook.

Set routines early: Establish procedures for entering class, using devices, participating in discussion, turning in work, and handling group tasks. Predictable routines reduce disruptions.
Use inquiry-based lessons: Start units with questions such as “What evidence explains this decision?” or “Whose perspective is missing?” This makes students active investigators.
Teach source analysis explicitly: Model how to evaluate author, audience, purpose, context, reliability, and corroboration.
Vary instruction: Combine short lectures, primary source work, debates, simulations, maps, timelines, writing tasks, and project-based learning.
Differentiate without lowering expectations: Use graphic organizers, chunked readings, vocabulary support, audio materials, small-group structures, and alternative assessment formats when appropriate.
Prepare for controversial topics: Create discussion norms before teaching units involving war, racism, civil rights, religion, political conflict, or genocide.

What resources can aspiring history teachers use to understand the profession?

Future teachers should gather information from official state sources, accredited teacher preparation programs, current classroom teachers, and professional associations. A good starting point is to review the complete pathway for becoming a high school history teacher in Maryland, then compare that information with MSDE guidance and program-specific certification maps.

Useful resources include university advising offices, local school district human resources pages, Maryland social studies organizations, historical societies, museum education programs, and mentorship networks. Candidates should also observe classrooms or work in schools before committing to a program, because the day-to-day work of teaching is often different from simply enjoying history as a subject.

Is becoming a Maryland high school history teacher worth it?

This career can be worth it for people who enjoy working with teenagers, explaining complex events clearly, reading and writing with students, and helping young people develop civic and historical reasoning. It may not be the best fit for someone who wants to lecture most of the day, avoid conflict-heavy topics, or work in a role with predictable evening-free hours.

Choose this path if...	Consider another path if...
You enjoy discussion, writing, research, and debate.	You prefer independent work with limited student interaction.
You can handle emotionally and politically complex topics with professionalism.	You are uncomfortable facilitating disagreement or sensitive conversations.
You want a public-service career with long-term community impact.	You want immediate high earnings or rapid promotion outside a salary schedule.
You are willing to complete licensure, testing, fieldwork, and ongoing professional development.	You want to teach without meeting state certification requirements in public schools.

What advancement paths and specializations are available for Maryland history teachers?

History teachers can build careers that extend beyond a standard classroom assignment. Advancement often depends on performance, additional credentials, school needs, leadership interest, and continued professional development.

Advanced Placement or honors instruction: Teachers may pursue training or endorsements that prepare them to teach higher-level history or social studies courses.
Department leadership: Experienced teachers may become department chairs, mentor teachers, or instructional leads.
Curriculum development: Teachers with strong standards knowledge can help design units, assessments, pacing guides, and district curriculum materials.
Special education or English learner support: Additional training can make a history teacher more effective with diverse learners and more versatile in hiring.
Administration: Teachers interested in becoming assistant principals, principals, or district leaders often pursue graduate study in educational leadership or administration.
Museum, archive, or public history education: History teachers may collaborate with cultural institutions or move into education roles outside traditional schools.

If you are at the degree-selection stage, comparing online bachelor’s programs in education can help you identify flexible routes into teaching, but always verify that a program supports Maryland certification before enrolling.

What legal and ethical responsibilities do Maryland history teachers have?

Maryland history teachers are responsible for student safety, accurate instruction, professional conduct, and equitable access to learning. The legal side includes licensure, background checks, mandatory reporting duties, privacy rules, and school system policies. The ethical side includes fairness, honesty, respect for students, and responsible handling of difficult historical topics.

Maintain valid certification: Public school teachers must meet MSDE requirements and keep credentials current.
Report suspected abuse or neglect: Maryland teachers are mandated to report concerns involving child safety.
Protect student privacy: Grades, accommodations, discipline, and personal information must be handled appropriately.
Teach multiple perspectives responsibly: History teachers should help students evaluate evidence and viewpoints without distorting key facts.
Avoid discrimination: Classroom materials, discussions, and expectations should support students across backgrounds, identities, abilities, and beliefs.
Handle controversial topics professionally: Teachers should use clear norms, credible sources, and structured discussion methods rather than personal opinion as the center of instruction.

Teachers who want to move into curriculum leadership can benefit from studying how curriculum, instruction, and assessment are organized across education programs. Research.com’s overview of education degree types can help clarify those options.

How can Maryland history teachers maintain work-life balance?

History teachers often manage lesson planning, grading essays, parent communication, extracurricular duties, and emotionally complex classroom discussions. Sustainable work habits matter from the first year. New teachers should use shared curriculum resources when available, grade with rubrics, set limits on after-hours email, batch planning tasks, and avoid redesigning every lesson from scratch.

It can also help to learn from educators in different school roles. For example, reviewing preschool teacher assistant requirements in Maryland can show how responsibilities, schedules, and support roles differ across educational settings.

Should Maryland history teachers pursue an advanced degree?

An advanced degree can be useful if it supports a clear goal: stronger teaching practice, movement on a district salary schedule, eligibility for leadership roles, curriculum work, or transition into administration or research. It is less useful if chosen only because it seems prestigious or because the candidate has not compared cost, time, and career return.

Teachers deciding between doctoral pathways should compare degree purpose carefully. Understanding the difference between an EdD and a PhD can help educators decide whether they want a practice-focused leadership degree or a research-intensive academic route.

Can early childhood teaching strategies improve high school history lessons?

Some methods associated with early childhood education can be adapted for older students when used thoughtfully. Storytelling, visual sequencing, inquiry stations, manipulatives, and exploratory learning can help high school students connect abstract historical concepts to concrete evidence and human experience.

The key is maturity-appropriate adaptation. A high school version of exploratory learning might involve source stations on the Civil Rights Movement, a map-based investigation of migration patterns, or a timeline activity that asks students to defend cause-and-effect relationships. Educators interested in foundational teaching methods can compare them with pathways such as becoming a kindergarten teacher in Maryland.

How can local libraries and archives support Maryland history instruction?

Libraries, archives, and historical societies can make history more tangible by giving students access to primary sources, local records, newspapers, photographs, maps, and community histories. A strong partnership might include archivist visits, research projects, curated document sets, oral history assignments, or student exhibits.

Teachers should contact local libraries early in the semester, explain the course standards they are addressing, and ask what materials or workshops are available for secondary students. Educators interested in the information and archive side of education can also explore how to become a librarian in Maryland.

How can you explore private school history teaching opportunities in Maryland?

Private schools may offer different class sizes, curricular flexibility, religious or mission-based instruction, and hiring expectations than public school systems. Some private schools may value certification, while others may prioritize subject expertise, advanced degrees, or prior teaching experience. Requirements vary by institution.

Before applying, ask whether the school requires Maryland certification, what curriculum standards it follows, whether teachers design their own courses, and how salary and benefits compare with public school positions. For a broader view of this route, review how to become a private school teacher in Maryland.

How can arts and culture strengthen history education?

Arts integration can help students interpret history through music, visual culture, monuments, political cartoons, theater, architecture, film, and material culture. This approach is especially effective when students analyze art as evidence rather than using it only as decoration.

Examples include comparing propaganda posters, creating museum-style exhibits, analyzing protest music, staging structured historical role-play, or using photography to examine social change. Teachers who want to collaborate across disciplines may find useful perspective in Research.com’s guide on becoming an art teacher in Maryland.

How can Maryland history teachers stay current on certification standards?

Certification requirements can change, so teachers should rely on official and current sources. Check MSDE updates, district certification offices, university advising pages, and professional association communications. Do not assume that a colleague’s older pathway still applies.

Teachers and candidates can also use Research.com’s overview of teacher certification requirements in Maryland as a starting point, then confirm details directly with MSDE or the hiring district.

How do Maryland certification routes for history and math teachers differ?

History and math teachers follow similar broad certification steps—degree, teacher preparation, testing, field experience, background check, and MSDE application—but the subject requirements and Praxis assessments differ. History candidates focus on social studies content, historical interpretation, civics, and source analysis. Math candidates focus on quantitative reasoning, problem-solving, and mathematics pedagogy.

Comparing subject areas can be useful for career changers deciding where their academic background fits best. For a parallel example, review the guide to high school math teacher requirements in Maryland.

What support is available for new Maryland history teachers?

New teachers should look for support before the school year begins. Mentoring, curriculum resources, department collaboration, and professional learning communities can make the difference between surviving the first year and building a sustainable teaching practice.

Maryland Center for History and Culture: Offers digital education resources and materials that can support primary source-based instruction.
Maryland Humanities: Provides professional development connected to history education and Maryland History Day.
School-based mentors: New teachers should ask about formal mentoring, observation cycles, and induction programs during interviews.
Department teams: Shared pacing guides, assessments, and lesson materials reduce planning load and improve consistency.
Online lesson repositories: Digital collections can support source analysis, maps, timelines, and document-based questions.

Students comparing entry routes into teaching can also review online bachelor’s in teaching programs, especially if they need a flexible format while working.

How can technology improve history education in Maryland?

Technology is most valuable in history classrooms when it helps students investigate evidence, collaborate, visualize change over time, or create stronger explanations. It should not replace historical thinking with passive screen time.

Learning management systems: Platforms such as Google Classroom and Edmodo can organize assignments, feedback, and classroom communication.
Review and practice tools: Kahoot and Quizlet can support vocabulary, chronology, and quick checks for understanding when used alongside deeper analysis.
Digital archives: The Library of Congress and Maryland Digital Cultural Heritage provide access to photographs, documents, maps, newspapers, and other primary sources.
Immersive tools: Virtual and augmented reality resources such as TimeLooper or Google Expeditions can help students visualize places and events, though teachers should pair them with evidence-based tasks.
Collaboration tools: Padlet and Trello can support group research, interactive timelines, project planning, and student discussion.

Teachers who need credential-related training can compare routes such as affordable online teaching credential programs in Maryland, while confirming that any program aligns with state expectations.

How can Maryland history teachers support diverse learners?

History teachers serve students with different reading levels, language backgrounds, disabilities, cultural experiences, and prior knowledge. Inclusive instruction starts with planning, not last-minute accommodation.

Pre-teach key vocabulary: Terms such as federalism, abolition, reconstruction, imperialism, and sovereignty can block comprehension if not taught directly.
Use multiple access points: Combine text, images, maps, audio, timelines, and short teacher explanations.
Chunk complex sources: Primary sources often need excerpts, guiding questions, and context notes.
Offer structured discussion roles: Roles such as evidence finder, summarizer, questioner, and connector help students participate more confidently.
Align accommodations with IEPs and 504 plans: Teachers should coordinate with special educators and follow required supports consistently.

Educators who want deeper preparation for inclusive instruction can explore how to become a special education teacher in Maryland and consider targeted professional development in differentiation and accessibility.

How should Maryland history teachers assess student learning?

Strong history assessment measures how students think with evidence, not just whether they remember names and dates. A balanced assessment plan includes formative checks during learning and summative tasks that ask students to explain, argue, compare, and interpret.

Assessment type	Useful history example	What it reveals
Formative check	Exit ticket asking students to identify the strongest piece of evidence from a document	Whether students understand the day’s source or concept
Document analysis	Primary source annotation with sourcing and context questions	How well students evaluate historical evidence
Project-based assessment	Local history exhibit, oral history project, or policy timeline	Whether students can research, synthesize, and present findings
Writing assessment	Evidence-based essay or short constructed response	How clearly students can make and support historical claims
Portfolio	Collection of source analyses, reflections, and revised writing	Growth over time and ability to revise thinking

Teachers building stronger assessment skills may also compare affordable education programs, including Research.com’s guide to the most affordable online education degrees.

Common mistakes to avoid before becoming a Maryland history teacher

Mistake	Why it causes problems	Better approach
Choosing a degree without checking certification alignment	A history major alone may not meet Maryland teacher preparation requirements.	Confirm program approval, certification area, and field placement requirements before enrolling.
Looking only at tuition	Fees, transportation, testing, lost work time, and student teaching costs can change affordability.	Compare total cost, transfer credit, financial aid, and time to completion.
Waiting too long to prepare for Praxis exams	Testing delays can postpone student teaching, certification, or hiring.	Ask your advisor when each exam should be taken and build a study timeline.
Assuming online programs automatically qualify	Not every online education program leads to Maryland certification.	Ask for written confirmation that the program supports Maryland licensure.
Ignoring classroom experience until the end	Applicants with limited school experience may be less prepared for interviews and student teaching.	Volunteer, tutor, substitute teach, or work in youth programs early.
Assuming salary outcomes are guaranteed	Pay varies by district, experience, education level, and contract terms.	Review current district salary schedules and benefit details before making financial plans.

Questions to ask before choosing a Maryland teacher preparation program

Is the program approved for Maryland secondary history or social studies certification?
How many supervised field hours are included, and when do they begin?
Does the program arrange student teaching placements or require students to find their own?
Which Praxis exams are required, and what support is available for preparation?
What percentage of graduates complete certification requirements on time?
Can previous college credits transfer into the program?
Does the program support career changers, working adults, or online learners?
How does the program prepare teachers for diverse learners, IEPs, English learners, and classroom management?
What is the full cost, including fees, testing, books, transportation, and unpaid student teaching time?
Who verifies eligibility before you submit the MSDE certification application?

Graduate perspectives on teaching high school history in Maryland

Sarah describes Maryland history teaching as a way to connect students with local stories, including the Underground Railroad and the communities that shaped the state’s past. — Sarah

Jamal says his classroom often uses Maryland’s connection to the Civil Rights Movement to help students practice critical thinking and discuss justice, citizenship, and social change. — Jamal

Nancy values the number of nearby historic sites in Maryland and uses field experiences to help students see history as something connected to real places. — Nancy

References:

marylandpublicschools.org (n.d.). Standards and Frameworks in All Grades and Disciplines. Maryland State Department of Education.
mdhumanities.org (n.d.). Maryland History Day for Teachers Professional Development. Maryland Humanities.
towson.edu (n.d.). What can I do with this discipline/major?. Towson University.
nea.org (14 Sep 2020). Code of Ethics for Educators. National Education Association.
mdhistory.org (24 Apr 2021). Digital Education Resources from the Maryland Center for History and Culture. Maryland Center for History and Culture.

Key Insights

Maryland high school history teachers generally need a bachelor’s degree, approved teacher preparation, supervised field experience, Praxis exam scores, a background check, and MSDE certification.
The safest route is a Maryland-approved secondary education or social studies teacher preparation program; a history degree by itself may not satisfy public school licensure requirements.
Maryland requires a minimum of 100 hours of supervised field experience, and many programs also include a full semester of student teaching.
The Standard Professional Certificate is for candidates who meet full requirements, while a Conditional Certificate may allow some candidates to teach while completing remaining obligations.
Salary expectations should be checked against district salary schedules. The cited average is approximately $60,000 per year, with some urban-area salaries exceeding $70,000 and some rural averages closer to $55,000.
Before enrolling in any program, confirm accreditation, Maryland certification alignment, Praxis requirements, student teaching placement support, transfer credit policy, and total cost.
Strong history teachers do more than present facts: they teach students to evaluate evidence, compare perspectives, write historical arguments, and connect past events to civic life.

Other Things You Should Know About Becoming a High School History Teacher in Maryland

What are the requirements for becoming a history teacher in Maryland?

Those who want to be history teachers in the state need to earn a bachelor's degree in history or a related field, along with completing a teacher preparation program. Additionally, you must pass the Praxis exams, which assess your knowledge of teaching and subject matter. After that, you can apply for a Maryland teaching certificate, which is necessary to teach in public schools. Continuing education and professional development are also important for maintaining your certification.

What steps can I take to improve my job prospects as a history teacher in Maryland in 2026?

To improve your job prospects as a history teacher in Maryland in 2026, earn a master's degree in education or history, gain diverse teaching experience, and obtain additional certifications. Networking within professional teaching organizations can also enhance opportunities and visibility in the education field.

What are the educational requirements to become a high school history teacher in Maryland in 2026?

To become a high school history teacher in Maryland in 2026, you need a bachelor's degree in history or a related field, along with a state-approved teacher preparation program. Additionally, passing the Praxis exams is necessary to earn certification.