[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[S. 2778 Introduced in Senate (IS)]
<DOC>
117th CONGRESS
1st Session
S. 2778
To amend title II of the Higher Education Act of 1965 to provide for
teacher, principal, and other school leader quality enhancement.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
September 21, 2021
Mr. Cornyn (for himself, Mr. Warner, Mr. Scott of South Carolina, and
Mr. Bennet) introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To amend title II of the Higher Education Act of 1965 to provide for
teacher, principal, and other school leader quality enhancement.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Teachers and School Leaders need
Education And Development to be Empowered Resources in Schools Act of
2021'' or the ``Teachers and School LEADERS Act of 2021''.
SEC. 2. TEACHER, PRINCIPAL, AND OTHER SCHOOL LEADER QUALITY
ENHANCEMENT.
(a) Definitions.--Section 200 of the Higher Education Act of 1965
(20 U.S.C. 1021) is amended to read as follows:
``SEC. 200. DEFINITIONS.
``In this title:
``(1) Arts and sciences.--The term `arts and sciences'
means--
``(A) when referring to an organizational unit of
an institution of higher education, any academic unit
that offers one or more academic majors in disciplines
or content areas corresponding to the academic subject
matter areas in which teachers provide instruction; and
``(B) when referring to a specific academic subject
area, the disciplines or content areas in which
academic majors are offered by the arts and sciences
organizational unit.
``(2) Children from low-income families.--The term
`children from low-income families' means children described in
section 1124(c)(1)(A) of the Elementary and Secondary Education
Act of 1965.
``(3) Comprehensive literacy instruction.--The term
`comprehensive literacy instruction' has the meaning given the
term in section 2221(b) of the Elementary and Secondary
Education Act of 1965.
``(4) Early childhood educator.--The term `early childhood
educator' means an individual with primary responsibility for
the education of children in an early childhood education
program.
``(5) Educational service agency.--The term `educational
service agency' has the meaning given the term in section 8101
of the Elementary and Secondary Education Act of 1965.
``(6) Eligible partnership.--
``(A) Eligible entity.--In this paragraph, the term
`eligible entity' means an entity that shall include--
``(i) a high-need local educational agency;
and
``(ii)(I) a high-need school or a
consortium of high-need schools served by the
high-need local educational agency; or
``(II) as applicable, a high-need early
childhood education program.
``(B) In general.--Except as otherwise provided in
section 251, the term `eligible partnership' means an
eligible entity that is in partnership with at least
one of the following entities whose practices have a
demonstrated record of success with high-need local
educational agencies (including in addressing the
eligible entity's human capital needs):
``(i) A partner institution.
``(ii) A school, department, or program of
education within such partner institution,
which may include an existing teacher or school
leader professional development program with
proven outcomes that provides intensive and
sustained collaboration between faculty, or
program staff, and local educational agencies
consistent with the requirements of this title.
``(iii) A school or department of arts and
sciences within such partner institution.
``(iv) An entity operating a program that
provides alternative routes to State
certification of teachers or school leaders.
``(v) A public or private nonprofit
educational organization.
``(vi) An educational service agency.
``(C) Permissive partners.--An `eligible
partnership' may include any of the following:
``(i) The Governor of the State.
``(ii) The State educational agency.
``(iii) The State board of education.
``(iv) The State agency for higher
education.
``(v) A business.
``(vi) A teacher organization.
``(vii) A high-performing local educational
agency, or a consortium of such local
educational agencies, that can serve as a
resource to the partnership.
``(viii) A charter school (as defined in
section 4310 of the Elementary and Secondary
Education Act of 1965).
``(ix) A school or department within the
partner institution that focuses on psychology
and human development.
``(x) A school or department within the
partner institution with comparable expertise
in the disciplines of teaching, learning, and
child and adolescent development.
``(7) English learner.--The term `English learner' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(8) Evidence-based.--The term `evidence-based' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(9) Exemplary teacher.--The term `exemplary teacher' has
the meaning given the term in section 9101 of the Elementary
and Secondary Education Act of 1965 as such section was in
effect on the day before the enactment of the Every Student
Succeeds Act.
``(10) High-need early childhood education program.--The
term `high-need early childhood education program' means an
early childhood education program serving children from low-
income families that is located within the geographic area
served by a high-need local educational agency.
``(11) High-need local educational agency.--The term `high-
need local educational agency' means a local educational
agency--
``(A) for which not less than 20 percent of the
children served by the agency are children from low-
income families;
``(B) that serves not fewer than 10,000 children
from low-income families;
``(C) that meets the eligibility requirements for
funding under the Small, Rural School Achievement
Program under section 5211(b) of the Elementary and
Secondary Education Act of 1965; or
``(D) that meets the eligibility requirements for
funding under the Rural and Low-Income School Program
under section 5221(b) of the Elementary and Secondary
Education Act of 1965.
``(12) High-need school.--
``(A) In general.--The term `high-need school' has
the meaning given the term in section 2221(b) of the
Elementary and Secondary Education Act of 1965.
``(B) Special rule.--
``(i) Designation by the secretary.--The
Secretary may, upon approval of an application
submitted by an eligible partnership seeking a
grant under this title, designate a school that
does not qualify as a high-need school under
subparagraph (A) as a high-need school for the
purpose of this title. The Secretary shall base
the approval of an application for designation
of a school under this clause on a
consideration of the information required under
clause (ii), and may also take into account
other information submitted by the eligible
partnership.
``(ii) Application requirements.--An
application for designation of a school under
clause (i) shall include--
``(I) the number and percentage of
students attending such school who
are--
``(aa) age 5 through 17 in
poverty counted in the most
recent census data approved by
the Secretary;
``(bb) eligible for a free
or reduced price school lunch
under the Richard B. Russell
National School Lunch Act;
``(cc) in families
receiving assistance under the
State program funded under part
A of title IV of the Social
Security Act; or
``(dd) eligible to receive
medical assistance under the
Medicaid program;
``(II) information about the
student academic achievement of
students at such school; and
``(III) for a secondary school, the
graduation rate for such school.
``(13) Highly competent.--The term `highly competent', when
used with respect to an early childhood educator, means an
educator--
``(A) with specialized education and training in
development and education of young children from birth
until entry into kindergarten;
``(B) with--
``(i) a baccalaureate degree in an academic
major in the arts and sciences; or
``(ii) an associate's degree in a related
educational area; and
``(C) who has demonstrated a high level of
knowledge and use of content and pedagogy in the
relevant areas associated with quality early childhood
education.
``(14) Induction program.--The term `induction program'
means a formalized program for new teachers or school leaders,
during not less than the teachers' or school leaders' first 2
years of, respectively, teaching or leading, that is designed
to provide support for, and improve the professional
performance and advance the retention in the education field
of, new teachers or school leaders. Such program shall promote
effective teaching or leadership skills and shall include the
following components:
``(A) High-quality mentoring.
``(B) Periodic, structured time for collaboration,
including with mentors, as well as time for
information-sharing among teachers, principals, other
school leaders and administrators, other appropriate
instructional staff, and participating faculty or
program staff in the partner institution.
``(C) The application of evidence-based
instructional practices.
``(D) Opportunities for new teachers or school
leaders to draw directly on the expertise of mentors,
faculty or program staff, and researchers to support
the integration of evidence-based research with
practice.
``(E) The development of skills in evidence-based
instructional and behavioral interventions.
``(F) Faculty or program staff who--
``(i) model the integration of research and
practice in the classroom and school; and
``(ii) as appropriate, assist new teachers
or school leaders with the effective use and
integration of technology into the classroom or
school.
``(G) Interdisciplinary collaboration among
exemplary teachers or school leaders, faculty or
program staff, researchers, and other staff who prepare
new teachers or school leaders with respect to, as
applicable, the learning process, the assessment of
learning, or the leadership of a school.
``(H) As applicable to the role of the teacher or
school leader, assistance with the understanding of
data, particularly student achievement data, and the
applicability of such data in classroom instruction and
school leadership.
``(I) Regular and structured observation and
evaluation of new teachers by multiple evaluators,
including principals or other school leaders, using
valid and reliable measures of teaching skills.
``(15) Mentoring.--The term `mentoring' means the mentoring
of new or prospective teachers or school leaders through a
program that--
``(A) includes clear criteria for the selection of
teacher or school leader mentors who may be program
staff and who will provide role model relationships for
mentees, which criteria shall be developed by the
eligible partnership and based on evidence-based
measures of teacher or school leader effectiveness;
``(B) as applicable, provides high-quality training
for such mentors, including instructional strategies
for literacy instruction and classroom management
(including approaches that improve the schoolwide
climate for learning, which may include positive
behavioral interventions and supports);
``(C) as applicable, provides regular and ongoing
opportunities for mentors and mentees to observe each
other's teaching or leading methods in classroom or
school settings during the day in a high-need school in
the high-need local educational agency in the eligible
partnership;
``(D) provides paid release time for mentors, as
applicable;
``(E) for teachers, provides mentoring to each
mentee by a colleague who teaches in the same field,
grade, or subject as the mentee;
``(F) for teachers, promotes empirically based
practice of, and evidence-based research on, where
applicable--
``(i) teaching and learning;
``(ii) assessment of student learning;
``(iii) the development of teaching skills
through the use of instructional and behavioral
interventions; and
``(iv) the improvement of the mentees'
capacity to measurably advance student
learning; and
``(G) includes--
``(i) common planning time or regularly
scheduled collaboration for the mentor and
mentee; and
``(ii) as applicable, joint professional
development opportunities.
``(16) Parent.--The term `parent' has the meaning given the
term in section 8101 of the Elementary and Secondary Education
Act of 1965.
``(17) Partner institution.--The term `partner institution'
means an institution of higher education (which may be a 2-year
institution of higher education offering a dual program with a
4-year institution of higher education), a local educational
agency, or a private nonprofit organization that is
participating in an eligible partnership and has a teacher or
school leader preparation program that--
``(A) in the case of a teacher preparation
program--
``(i) graduates prospective teachers who
exhibit strong performance on State-determined
qualifying assessments for new teachers as
demonstrated by--
``(I) 80 percent or more of such
graduates of the program who intend to
enter the field of teaching having
passed all of the applicable State
qualification assessments for new
teachers, which shall include an
assessment of each prospective
teacher's subject matter knowledge in
the content area in which the teacher
intends to teach; or
``(II) being ranked among the
highest-performing teacher preparation
programs in the State as determined by
the State using the State report card
on teacher preparation required under
section 205(b); and
``(ii) requires each student in the
program--
``(I) to meet high academic
standards or demonstrate a record of
success, as determined by the
institution (including prior to
entering and being accepted into a
program), and participate in intensive
clinical experience;
``(II) preparing to become a
teacher to meet the applicable State
certification and licensure
requirements, including any
requirements for certification obtained
through alternative routes to
certification, or, with regard to
special education teachers, to meet the
qualifications described in section
612(a)(14)(C) of the Individuals with
Disabilities Education Act; and
``(III) preparing to become an
early childhood educator to meet degree
requirements, as established by the
State, and become highly competent; and
``(B) in the case of a school leader preparation
program--
``(i) graduates prospective principals and
other school leaders who exhibit a strong
record of successful school leadership as
demonstrated by--
``(I) a high percentage of such
graduates taking positions as school
leaders, particularly in high-need
schools, within 3 years of completing
the program; and
``(II) a high percentage of such
graduates rated effective or above in
State school leader evaluation and
support systems (as described in
section 2101(c)(4)(B)(ii) of the
Elementary and Secondary Education Act
of 1965) or, if no such ratings are
available, other, comparable indicators
of performance;
``(ii) requires each student in the program
to demonstrate strong potential to improve
student academic achievement, based on a
rigorous selection process that reviews a
candidate's prior academic achievement or
record of professional accomplishment
(including, as applicable, a demonstrated
record of increasing student academic
achievement for all students and for the
subgroups of students defined in section
1111(c)(2) of the Elementary and Secondary
Education Act of 1965 prior to a student's
being accepted into and entering a program);
and
``(iii) requires each student in the
program to participate in intensive clinical
experience in a school-based setting (including
by assuming substantial leadership
responsibilities) where the student can be
evaluated on leadership skills and on his or
her effect on student outcomes as part of
program completion.
``(18) Professional development.--The term `professional
development' has the meaning given the term in section 8101 of
the Elementary and Secondary Education Act of 1965.
``(19) School leader.--The term `school leader' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(20) Teaching residency program.--The term `teaching
residency program' means a school-based teacher preparation
program in which a prospective teacher--
``(A) for one academic year, teaches alongside a
mentor teacher, who is the teacher of record;
``(B) receives concurrent instruction during the
year described in subparagraph (A) from an eligible
partner described in any of clauses (i) through (vi) of
paragraph (6)(B), which courses may be taught by local
educational agency personnel or residency program
faculty, in the teaching of the content area in which
the teacher will become certified or licensed;
``(C) acquires effective teaching skills; and
``(D) prior to completion of the program, attains
full State teacher certification or licensure, and,
with respect to special education teachers, meets the
qualifications described in section 612(a)(14)(C) of
the Individuals with Disabilities Education Act.
``(21) Teaching skills.--The term `teaching skills' means
skills that enable a teacher to--
``(A) increase student learning, achievement, and
the ability to apply knowledge, which may include
through the use of data, including data from interim,
formative, and summative assessments, and student
growth data, attendance, behavior, course grades, and
other measures of school quality or student success to
improve student achievement and to improve classroom
instruction;
``(B) effectively convey and explain academic
subject matter;
``(C) effectively teach higher-order analytical,
evaluation, problem-solving, and communication skills;
``(D) employ strategies grounded in the disciplines
of teaching and learning that--
``(i) are based on empirically based
practice and evidence-based research, where
applicable, related to teaching and learning;
``(ii) are specific to academic subject
matter; and
``(iii) focus on the identification of
students' specific learning needs, particularly
students with disabilities, students who are
English learners, students who are gifted and
talented, and students with low literacy
levels, and the tailoring of academic
instruction to such needs;
``(E) conduct an ongoing assessment of student
learning, which may include the use of formative
assessments, performance-based assessments, project-
based assessments, or portfolio assessments, that
measures higher-order thinking skills (including
application, analysis, synthesis, and evaluation);
``(F) effectively manage a classroom, including the
ability to implement positive behavioral interventions
and support strategies;
``(G) communicate and work with parents, and
involve parents in their children's education;
``(H) use, in the case of an early childhood
educator, age-appropriate and developmentally
appropriate strategies and practices for children in
early childhood education programs; and
``(I) effectively use data to support teaching and
learning, while safeguarding each student's personally
identifiable information, in accordance with section
444 of the General Education Provisions Act (20 U.S.C.
1232g, commonly known as the `Family Educational Rights
and Privacy Act of 1974') and related best practice.
``(22) Well-rounded education.--The term `well-rounded
education' has the meaning given the term in section 8101 of
the Elementary and Secondary Education Act of 1965.''.
(b) Teacher and School Leader Quality Partnership Grants.--Part A
of title II of the Higher Education Act of 1965 (20 U.S.C. 1022 et
seq.) is amended to read as follows:
``PART A--TEACHER AND SCHOOL LEADER QUALITY PARTNERSHIP GRANTS
``SEC. 201. PURPOSES.
``The purposes of this part are to--
``(1) improve student achievement;
``(2) improve the quality of prospective and new teachers,
principals, and other school leaders by improving the
preparation of prospective teachers, principals, and other
school leaders and enhancing professional development
activities for new teachers, principals, and other school
leaders;
``(3) hold teacher, principal, and other school leader
preparation programs accountable for preparing effective
teachers, principals, and other school leaders and for
preparing teachers who meet the applicable State certification
and licensure requirements, including any requirements for
certification obtained through alternative routes to
certification or, with regard to special education teachers,
who meet the qualifications described in section 612(a)(14)(C)
of the Individuals with Disabilities Education Act; and
``(4) recruit highly qualified individuals, including
minorities and individuals from other occupations, into the
educator workforce.
``SEC. 202. PARTNERSHIP GRANTS.
``(a) Program Authorized.--From amounts made available under
section 209, the Secretary is authorized to award grants, on a
competitive basis, to eligible partnerships, to enable the eligible
partnerships to carry out the activities described in subsection (c).
``(b) Application.--Each eligible partnership desiring a grant
under this section shall submit an application to the Secretary at such
time, in such manner, and accompanied by such information as the
Secretary may require. Each such application shall contain--
``(1) a needs assessment of the partners in the eligible
partnership with respect to--
``(A) the preparation, ongoing training,
professional development, and retention of, as
applicable to the role, general education and special
education teachers, teacher leaders, principals, other
school leaders, and early childhood educators; and
``(B) the placement of such individuals in areas of
high need, including rural and geographically isolated
communities and school leader shortage areas;
``(2) a description of the extent to which the program to
be carried out with grant funds, as described in subsection
(c), will prepare prospective and new teachers with strong
teaching skills or prepare prospective and new school leaders
with strong school leadership skills;
``(3) a description of how such program will prepare
prospective and new teachers or school leaders, or both, to
understand and use research and data to modify and improve
classroom instruction or support instructional leadership;
``(4) a description of--
``(A) how the eligible partnership will coordinate
strategies and activities assisted under the grant with
other teacher and school leader preparation or
professional development programs, including programs
funded under title II and other provisions of the
Elementary and Secondary Education Act of 1965 and the
Individuals with Disabilities Education Act, and
through the National Science Foundation; and
``(B) how the activities of the partnership will be
consistent with State, local, and other education
reform activities that promote teacher or school leader
quality and student academic achievement;
``(5) an assessment that describes the resources available
to the eligible partnership, including--
``(A) the integration of funds from other related
sources;
``(B) the intended use of the grant funds; and
``(C) the commitment of the resources of the
partnership to the activities assisted under this
section, including financial support, faculty or
program staff participation, and time commitments, and
to the continuation of the activities when the grant
ends;
``(6) a description of--
``(A) how the eligible partnership will meet the
purposes of this part;
``(B) how the partnership will carry out the
activities required under subsection (d), (e), or (f)
based on the needs identified in paragraph (1), with
the goal of improving student academic achievement;
``(C) if the partnership chooses to use funds under
this section for a project or activities under
subsection (g), how the partnership will carry out such
project or required activities based on the needs
identified in paragraph (1), with the goal of improving
student academic achievement;
``(D) the partnership's evaluation plan under
section 204(a);
``(E) how the partnership will align the teacher or
school leader preparation program under subsection (c)
with--
``(i) as applicable, State early learning
standards for early childhood education
programs and the relevant domains of early
childhood development; and
``(ii) challenging State academic standards
under section 1111(b)(2) of the Elementary and
Secondary Education Act of 1965, established by
the State in which the partnership is located;
``(F) with respect to a grant for a teacher
preparation program or school leadership preparation
program, how the partnership will prepare or support
general education teachers to teach students with
disabilities, including training related to
participation as a member of individualized education
program teams, as defined in section 614(d)(1)(B) of
the Individuals with Disabilities Education Act;
``(G) with respect to a grant for a teacher
preparation program or school leadership preparation
program, how the partnership will prepare or support
general education and special education teachers to
teach students who are English learners;
``(H) with respect to a grant for a teacher
preparation program, how faculty at the partner
institution will work, during the term of the grant,
with teachers to meet the applicable State
certification and licensure requirements, including any
requirements for certification obtained through
alternative routes to certification, or, with regard to
special education teachers, who meet the qualifications
described in section 612(a)(14)(C) of the Individuals
with Disabilities Education Act, in the classrooms of
high-need schools served by the high-need local
educational agency in the partnership to--
``(i) provide high-quality professional
development activities to strengthen the
content knowledge and teaching skills of
elementary school and secondary school
teachers; and
``(ii) train other classroom teachers to
provide comprehensive literacy instruction;
``(I) with respect to a grant for a teacher
preparation program, how the partnership will design,
implement, or enhance a year-long and rigorous teaching
preservice clinical program component;
``(J) how the partnership will support in-service
professional development strategies and activities;
``(K) how the partnership will recruit program
participants, including, as practicable, how it will
ensure that individuals who enter principal or other
school leader preparation programs have prior teaching
or other appropriate experience; and
``(L) how the partnership will collect, analyze,
and use data on the retention of, as applicable,
teachers, principals, other school leaders, and early
childhood educators in schools and early childhood
education programs located in the geographic area
served by the partnership to evaluate the effectiveness
of the partnership's teacher and school leader support
system;
``(7) with respect to an induction program carried out
pursuant to paragraph (1)(B)(iv) or (3) of subsection (d)--
``(A) as applicable, a demonstration that the
schools and departments within the institution of
higher education that are part of the induction program
will effectively prepare teachers, including providing
content expertise and expertise in teaching, as
appropriate;
``(B) a demonstration of the eligible partnership's
capability and commitment to, and the accessibility to
and involvement of faculty or program staff in, the use
of evidence-based practice and research on teaching and
learning;
``(C) a description of how the teacher preparation
program will design and implement an induction program
to support, through not less than the first 2 years of
teaching, all new teachers who are prepared by the
teacher preparation program in the partnership and who
teach in the high-need local educational agency in the
partnership and, to the extent practicable, all new
teachers who teach in such high-need local educational
agency, in the further development of the new teachers'
teaching skills, including the use of mentors who are
trained and compensated by such program for the
mentors' work with new teachers; and
``(D) a description of how faculty involved in the
induction program will be able to substantially
participate in an early childhood education program or
an elementary school or secondary school classroom
setting, as applicable, including release time and
receiving workload credit for such participation; and
``(8) with respect to a school leadership residency program
carried out under subsection (f), a description of how the
program will address the school leadership needs of the
geographic area to be served.
``(c) Use of Grant Funds.--
``(1) In general.--An eligible partnership that receives a
grant under this section shall use the grant funds to carry out
a program for the pre-baccalaureate preparation of teachers,
the post-baccalaureate preparation of teachers, school leaders,
or teacher leaders under subsection (d), a teaching residency
program under subsection (e), a school leadership residency
program under subsection (f), or a combination of such
programs.
``(2) Clinical experiences and interactions.--An eligible
partnership that receives a grant under this section may use
not more than 10 percent of the grant funds to--
``(A) encourage the preservice and inservice
clinical experiences and interactions of prospective
and resident teachers or school leaders to inform the
design of high-quality professional development, as
described in section 8101(42) of the Elementary and
Secondary Education Act of 1965, and induction programs
for new teachers, if the student teaching or teaching
residency program school and the placement school of
such teachers are served by the same local educational
agency;
``(B) improve teacher or school leader preparation
programs' clinical experiences, interactions, and
curricula to identify skill deficiencies of prospective
teachers or school leaders; and
``(C) create a feedback loop using data between
teacher or school leader preparation programs and local
educational agencies' professional development for new
teachers or school leaders.
``(d) Partnership Grants for Pre-Baccalaureate Preparation of
Teachers, Post-Baccalaureate Preparation of Teachers, Teacher Leaders,
or School Leaders.--An eligible partnership that receives a grant to
carry out an effective program for the pre-baccalaureate preparation of
teachers or post-baccalaureate preparation of teachers, teacher
leaders, or school leaders shall carry out a program that includes all
of the following:
``(1) Reforms.--
``(A) In general.--Implementing reforms, described
in subparagraph (B), within each teacher preparation
program and, as applicable, each preparation program
for early childhood education programs, of the eligible
partnership that is assisted under this section, to
hold each program accountable for--
``(i) preparing, as applicable--
``(I) new or prospective teachers
to meet the applicable State
certification and licensure
requirements, including any
requirements for certification obtained
through alternative routes to
certification or, with regard to
special education teachers, who meet
the qualifications described in section
612(a)(14)(C) of the Individuals with
Disabilities Education Act (including
teachers in rural school districts who
may teach multiple subjects, special
educators, and teachers of students who
are English learners);
``(II) such teachers, school
leaders, and early childhood educators,
to understand empirically based
practice and evidence-based research
related to teaching and learning and
the applicability of such practice and
research, including through the
effective use of technology,
instructional techniques, and
strategies consistent with the
principles of universal design for
learning, and through positive
behavioral interventions and support
strategies to improve student
achievement; and
``(III) as applicable, early
childhood educators to be highly
competent; and
``(ii) promoting strong teaching and
leading skills and techniques for early
childhood educators to improve children's
cognitive, social, emotional, and physical
development.
``(B) Required reforms.--The reforms described in
subparagraph (A) shall include, as applicable--
``(i) implementing teacher preparation
program curriculum changes that improve,
evaluate, and assess how well all prospective
and new teachers develop teaching skills;
``(ii) using empirically based practice and
evidence-based research, where applicable,
about teaching and learning so that all
prospective teachers and, as applicable, early
childhood educators--
``(I) understand and can implement
research-based teaching practices in
classroom instruction;
``(II) have knowledge of student
learning methods;
``(III) possess skills to analyze
student academic achievement data and
other measures of student learning, and
use such data and measures to improve
classroom instruction;
``(IV) possess teaching skills and
an understanding of effective
instructional strategies across all
applicable content areas that enable
general education and special education
teachers and early childhood educators
to--
``(aa) meet the specific
learning needs of all students,
including students with
disabilities, students who are
English learners, students who
are gifted and talented,
students with low literacy
levels and, as applicable,
children in early childhood
education programs; and
``(bb) differentiate
instruction for such students;
``(V) can effectively participate
as a member of the individualized
education program team, as defined in
section 614(d)(1)(B) of the Individuals
with Disabilities Education Act; and
``(VI) can effectively provide
comprehensive literacy instruction;
``(iii) ensuring collaboration with
departments, programs, or units of a partner
institution outside of the teacher preparation
program in all academic content areas to ensure
that prospective teachers receive training in
both teaching and relevant content areas in
order to meet the applicable State
certification and licensure requirements,
including any requirements for certification
obtained through alternative routes to
certification or, with regard to special
education teachers, who meet the qualifications
described in section 612(a)(14)(C) of the
Individuals with Disabilities Education Act,
which may include training in multiple subjects
to teach multiple grade levels as may be needed
for individuals preparing to teach in rural
communities and for individuals preparing to
teach students with disabilities;
``(iv) developing and implementing an
induction program;
``(v) developing admissions goals and
priorities aligned with the hiring objectives
of the high-need local educational agency in
the eligible partnership; and
``(vi) implementing program and curriculum
changes, as applicable, to ensure that
prospective teachers have the requisite content
knowledge, preparation, and degree to teach
Advanced Placement or International
Baccalaureate courses successfully.
``(2) Clinical experience and interaction.--Developing and
improving a sustained and high-quality preservice clinical
education program to further develop the teaching skills of all
prospective teachers and, as applicable, early childhood
educators, involved in the program. Such program shall do the
following:
``(A) Incorporate year-long opportunities for
enrichment, including--
``(i) clinical learning in classrooms in
high-need schools served by the high-need local
educational agency in the eligible partnership,
and identified by the eligible partnership; and
``(ii) closely supervised interaction
between prospective teachers and faculty or
program staff, experienced teachers,
principals, other administrators, and other
school leaders at early childhood education
programs (as applicable), elementary schools,
or secondary schools, and providing support for
such interaction.
``(B) Integrate pedagogy and classroom practice and
promote effective teaching skills in academic content
areas.
``(C) Provide high-quality teacher mentoring.
``(D) Be offered over the course of a program of
teacher preparation.
``(E) Be tightly aligned with coursework (and may
be developed as a fifth year of a teacher preparation
program).
``(F) Where feasible, allow prospective teachers to
learn to teach in the same local educational agency in
which the teachers will work, learning the
instructional initiatives and curriculum of that local
educational agency.
``(G) As applicable, provide training and
experience to enhance the teaching skills of
prospective teachers to better prepare such teachers to
meet the unique needs of teaching in rural or urban
communities.
``(H) Provide support and training for individuals
participating in an activity for prospective or new
teachers described in this paragraph or paragraph (1)
or (3), and for individuals who serve as mentors for
such teachers, based on each individual's experience.
Such support may include--
``(i) with respect to a prospective teacher
or a mentor, release time for such individual's
participation;
``(ii) with respect to a faculty member,
receiving course workload credit and
compensation for time teaching in the eligible
partnership's activities; and
``(iii) with respect to a mentor, a
stipend, which may include bonus, differential,
incentive, or performance pay, based on the
mentor's extra skills and responsibilities.
``(3) Induction programs for new teachers or school
leaders.--Creating an induction program for new teachers or
school leaders, or, in the case of an early childhood education
program, providing mentoring or coaching for new early
childhood educators.
``(4) Support and training for participants in early
childhood education programs.--In the case of an eligible
partnership focusing on early childhood educator preparation,
implementing initiatives that increase compensation for early
childhood educators who attain associate or baccalaureate
degrees in early childhood education.
``(5) Teacher or school leader recruitment.--Developing and
implementing effective mechanisms (which may include
alternative routes to State certification of teachers) to
ensure that the eligible partnership is able to recruit
qualified individuals to meet the applicable State
certification and licensure requirements, including any
requirements for certification obtained through alternative
routes to certification or, with regard to special education
teachers, who meet the qualifications described in section
612(a)(14)(C) of the Individuals with Disabilities Education
Act, or to become school leaders, through the activities of the
eligible partnership, which may include an emphasis on
recruiting into the teaching or school leadership professions--
``(A) individuals from underrepresented
populations;
``(B) individuals to teach or lead in rural
communities or high-need schools and teach in teacher
shortage areas, including mathematics, science, special
education, and the instruction of students who are
English learners; and
``(C) mid-career professionals from other
occupations, former military personnel, and recent
college graduates with a record of academic
distinction.
``(6) Literacy training.--Strengthening the literacy
teaching skills of prospective and, as applicable, new
elementary school and secondary school teachers--
``(A) to implement programs of comprehensive
literacy instruction;
``(B) to use screening, diagnostic, formative, and
summative assessments to determine students' literacy
levels, difficulties, and growth in order to improve
classroom instruction and improve student reading and
writing skills;
``(C) to provide individualized, intensive, and
targeted literacy instruction for students with
deficiencies in literacy skills; and
``(D) to integrate literacy skills in the classroom
across subject areas.
``(7) Support and training for teacher leaders.--In the
case of an eligible partnership focusing on teacher leader
preparation, providing activities designed to enable
experienced teachers to serve effectively as teacher leaders.
``(8) Support and training for school leaders.--In the case
of an eligible partnership focusing on school leader
preparation, providing high-quality, differentiated, school-
level support services and training, to the extent feasible, to
enable current principals and instructional leadership teams to
support teachers, teacher leaders, and other school staff.
``(e) Partnership Grants for the Establishment of Teaching
Residency Programs.--
``(1) In general.--An eligible partnership receiving a
grant to carry out an effective teaching residency program
shall carry out a program that includes all of the following
activities:
``(A) Supporting a teaching residency program
described in paragraph (2) for high-need subjects and
areas, as determined by the needs of the high-need
local educational agency in the partnership.
``(B) Placing graduates of the teaching residency
program in cohorts that facilitate professional
collaboration, both among graduates of the teaching
residency program and between such graduates and mentor
teachers in the receiving school.
``(C) Ensuring that teaching residents who
participate in the teaching residency program receive--
``(i) effective preservice preparation as
described in paragraph (2);
``(ii) teacher mentoring;
``(iii) support required through the
induction program as the teaching residents
enter the classroom as new teachers; and
``(iv) the preparation described in
subparagraphs (A), (B), and (C) of subsection
(d)(2).
``(2) Teaching residency programs.--
``(A) Establishment and design.--A teaching
residency program under this paragraph shall be a
program based upon models of successful teaching
residencies that serves as a mechanism to prepare
teachers for success in the high-need schools in the
eligible partnership, and shall be designed to include
the following characteristics of successful programs:
``(i) The integration of pedagogy,
classroom practice, and teacher mentoring.
``(ii) Engagement of teaching residents in
rigorous graduate-level coursework to earn a
master's degree while undertaking a guided
teaching apprenticeship.
``(iii) Experience and learning
opportunities alongside a trained and
experienced mentor teacher--
``(I) whose teaching shall
complement the residency program so
that classroom clinical practice is
tightly aligned with coursework;
``(II) who shall have extra
responsibilities as a teacher leader of
the teaching residency program, as a
mentor for residents, and as a teacher
coach during the induction program for
new teachers, and for establishing,
within the program, a learning
community in which all individuals are
expected to continually improve their
capacity to advance student learning;
and
``(III) who may be relieved from
teaching duties as a result of such
additional responsibilities.
``(iv) The establishment of clear criteria
for the selection of mentor teachers based on
measures of teacher effectiveness and the
appropriate subject area knowledge. Evaluation
of teacher effectiveness shall be based on, but
not limited to, observations of the following:
``(I) Planning and preparation,
including demonstrated knowledge of
content, pedagogy, and assessment,
including the use of formative and
diagnostic assessments to improve
student learning.
``(II) Appropriate instruction that
engages students with different
learning styles.
``(III) Collaboration with
colleagues to improve instruction.
``(IV) Analysis of gains in student
learning, based on multiple measures
that are valid and reliable and that,
when feasible, may include valid,
reliable, and objective measures of the
influence of teachers on the rate of
student academic progress.
``(V) In the case of mentor
candidates who will be mentoring new or
prospective literacy and mathematics
coaches or instructors, appropriate
skills in comprehensive literacy
instruction, teacher training in
comprehensive literacy strategies to
ensure students receive a well-rounded
education, and teacher training in
mathematics instructional strategies,
as appropriate.
``(v) Grouping of teaching residents in
cohorts to facilitate professional
collaboration among such residents.
``(vi) The development of admissions goals
and priorities--
``(I) that are aligned with the
hiring objectives of the local
educational agency partnering with the
program, as well as the instructional
initiatives and curriculum of such
agency, in exchange for a commitment by
such agency to hire qualified graduates
from the teaching residency program;
and
``(II) which may include
consideration of applicants who reflect
the communities in which they will
teach as well as consideration of
individuals from underrepresented
populations in the teaching profession.
``(vii) Support for residents, once the
teaching residents are hired as teachers of
record, through an induction program,
professional development, and networking
opportunities to support the residents through
not less than the residents' first 2 years of
teaching.
``(B) Selection of individuals as teacher
residents.--
``(i) Eligible individual.--In order to be
eligible to be a teacher resident in a teaching
residency program under this paragraph, an
individual shall--
``(I) be a recent graduate of a 4-
year institution of higher education or
a mid-career professional from outside
the field of education possessing
strong content knowledge or a record of
professional accomplishment; and
``(II) submit an application to the
teaching residency program.
``(ii) Selection criteria.--An eligible
partnership carrying out a teaching residency
program under this subsection shall establish
criteria for the selection of eligible
individuals to participate in the teaching
residency program based on the following
characteristics:
``(I) Strong content knowledge or
record of accomplishment in the field
or subject area to be taught.
``(II) Strong verbal and written
communication skills, which may be
demonstrated by performance on
appropriate tests.
``(III) Other attributes linked to
effective teaching, which may be
determined by interviews or performance
assessments, as specified by the
eligible partnership.
``(C) Stipends or salaries; applications;
agreements; repayments.--
``(i) Stipends or salaries.--A teaching
residency program under this subsection shall
provide a one-year living stipend or salary to
teaching residents during the one-year teaching
residency program.
``(ii) Applications for stipends or
salaries.--Each teacher residency candidate
desiring a stipend or salary during the period
of residency shall submit an application to the
eligible partnership at such time, and
containing such information and assurances, as
the eligible partnership may require.
``(iii) Agreements to serve.--Each
application submitted under clause (ii) shall
contain or be accompanied by an agreement that
the applicant will--
``(I) serve as a full-time teacher
for a total of not less than 3 academic
years immediately after successfully
completing the one-year teaching
residency program;
``(II) fulfill the requirement
under subclause (I) by teaching in a
high-need school served by the high-
need local educational agency in the
eligible partnership and teach a
subject or area that is designated as
high need by the partnership;
``(III) provide to the eligible
partnership a certificate, from the
chief administrative officer of the
local educational agency in which the
resident is employed, of the employment
required in subclauses (I) and (II) at
the beginning of, and upon completion
of, each year or partial year of
service;
``(IV) meet the applicable State
licensure requirements, including any
requirements for certification obtained
through alternative routes to
certification, or with regard to
special education teachers, who meet
the qualifications described in section
612(a)(14)(C) of the Individuals with
Disabilities Education Act, when the
applicant begins to fulfill the service
obligation under this clause; and
``(V) comply with the requirements
set by the eligible partnership under
clause (iv) if the applicant is unable
or unwilling to complete the service
obligation required by this clause.
``(iv) Repayments.--
``(I) In general.--A grantee
carrying out a teaching residency
program under this paragraph shall
require a recipient of a stipend or
salary under clause (i) who does not
complete, or who notifies the
partnership that the recipient intends
not to complete, the service obligation
required by clause (iii) to repay such
stipend or salary to the eligible
partnership, together with interest, at
a rate specified by the partnership in
the agreement, and in accordance with
such other terms and conditions
specified by the eligible partnership,
as necessary.
``(II) Other terms and
conditions.--Any other terms and
conditions specified by the eligible
partnership may include reasonable
provisions for pro-rata repayment of
the stipend or salary described in
clause (i) or for deferral of a
teaching resident's service obligation
required by clause (iii), on grounds of
health, incapacitation, inability to
secure employment in a school served by
the eligible partnership, being called
to active duty in the Armed Forces of
the United States, or other
extraordinary circumstances.
``(III) Use of repayments.--An
eligible partnership shall use any
repayment received under this clause to
carry out additional activities that
are consistent with the purposes of
this subsection.
``(f) Partnership Grants for the Establishment of School Leadership
Residency Programs.--
``(1) In general.--An eligible partnership that receives a
grant under this section may carry out an effective school
leadership residency program, which may be carried out in
partnership with a local educational agency located in a rural
area.
``(2) School leadership residency program described.--A
school leadership residency program under this subsection shall
be a school-based preparation program for principals, other
school leaders, early childhood education program directors, or
a combination of those individuals in which a participant--
``(A) for 1 academic year, engages in sustained and
rigorous clinical learning with substantial leadership
responsibilities and opportunity to practice and be
evaluated in an authentic school or early childhood
education program setting; and
``(B) during that academic year--
``(i) participates in evidence-based
coursework that is aligned with leadership
standards and includes evaluation of candidates
throughout the program and that is integrated
with clinical residency experience; and
``(ii) receives support from a mentor
principal or other effective school leader or
early childhood education director.
``(3) Program activities.--A school leadership residency
program under this subsection shall include all of the
following activities:
``(A) Preparing individuals enrolled or preparing
to enroll in school leadership programs for careers as
principals, early childhood education program
directors, or other school leaders (including
individuals preparing to work in local educational
agencies located in rural areas who may perform
multiple duties in addition to the role of a school
leader).
``(B) Using evidence-based coursework that is
aligned with school leadership standards (defined by
the eligible partnership) and includes embedded
participant assessments to evaluate candidates before
program completion, training prospective principals and
other school leaders to effectively--
``(i) provide instructional leadership,
including by creating and maintaining a data-
driven, professional learning community, within
the leader's school;
``(ii) provide a climate conducive to the
professional development of teachers, with a
focus on improving student academic achievement
and the development of effective instructional
leadership skills;
``(iii) understand the teaching and
assessment skills needed to support successful
classroom instruction and to use data to
evaluate teacher instruction and drive teacher
and student learning;
``(iv) manage resources and school time to
improve student academic achievement and ensure
the school environment is safe;
``(v) engage and involve parents, community
members, the local educational agency,
businesses, and other community leaders, to
leverage additional resources to improve
student academic achievement; and
``(vi) understand how students learn and
develop in order to increase academic
achievement for all students and provide a
well-rounded education.
``(C) Ensuring that individuals who participate in
the school leadership residency program receive--
``(i) effective preservice preparation as
described in subparagraphs (B) and (D);
``(ii) mentoring;
``(iii) continuous feedback throughout the
program on their progress; and
``(iv) if applicable, full State
certification or licensure to become a school
leader.
``(D) Developing and improving a sustained and
high-quality preservice clinical education program to
further develop the leadership skills of all
prospective school leaders involved in the program.
Such clinical education program shall do the following:
``(i) Incorporate year-long opportunities
for sustained, intensive, collaborative, and
high-quality job-embedded practice, including--
``(I) clinical learning in high-
need schools served by the high-need
local educational agency or a local
educational agency located in a rural
area in the eligible partnership and
identified by the eligible partnership;
``(II) closely supervised
interaction between prospective school
leaders and faculty or program staff,
new and experienced teachers, and new
and experienced school leaders, in such
high-need schools; and
``(III) substantial school
leadership responsibilities where a
program participant is responsible for
improving the practice and performance
of a subset of teachers or an interim
school leader, and receives ongoing
evaluation and feedback.
``(ii) Integrate pedagogy and practice and
promote effective leadership skills, meeting
the unique needs of urban, rural, or
geographically isolated communities, as
applicable.
``(iii) Provide for mentoring of new school
leaders.
``(E) Creating a new induction program or aligning
with existing induction programs for new school
leaders.
``(F) Developing and implementing effective
mechanisms to ensure that the eligible partnership is
able to recruit qualified individuals to become school
leaders through the activities of the eligible
partnership, which--
``(i) may include recruitment that is
informed by the needs of the geographic area to
be served and a rigorous selection process that
is based on competencies that are predictive of
success as a school leader; and
``(ii) may include an emphasis on
recruiting into school leadership professions--
``(I) individuals from
underrepresented populations;
``(II) individuals to serve as
principals or other school leaders in
areas of high need, including rural and
geographically isolated communities and
school leader shortage areas;
``(III) mid-career professionals
from other occupations;
``(IV) former military personnel;
and
``(V) recent college graduates with
past teaching experience and a record
of academic distinction.
``(G) Ongoing review and improvement of the
program.
``(g) Partnership With Digital Education Content Developer.--An
eligible partnership that receives a grant under this section may use
grant funds provided to carry out the activities described in
subsection (d) or (e), or both, to partner with a television public
broadcast station, as defined in section 397(6) of the Communications
Act of 1934 (47 U.S.C. 397(6)), or another entity that develops digital
educational content, for the purpose of improving the quality of
teacher or school leader preparation programs or to enhance the quality
of preservice training for prospective teachers or school leaders.
``(h) Evaluation and Reporting.--The Secretary shall--
``(1) evaluate the programs assisted under this section;
and
``(2) make publicly available a report detailing the
Secretary's evaluation of each such program.
``(i) Consultation.--
``(1) In general.--Members of an eligible partnership that
receives a grant under this section shall engage in regular
consultation throughout the development and implementation of
programs and activities carried out under this section.
``(2) Regular communication.--To ensure timely and
meaningful consultation as described in paragraph (1), regular
communication shall occur among all members of the eligible
partnership, including the high-need local educational agency.
Such communication shall continue throughout the implementation
of the grant and the assessment of programs and activities
under this section.
``(3) Written consent.--The Secretary may approve changes
in grant activities of a grant under this section only if the
eligible partnership submits to the Secretary a written consent
of such changes signed by all members of the eligible
partnership.
``(j) Construction.--Nothing in this section shall be construed to
prohibit an eligible partnership from using grant funds to coordinate
with the activities of eligible partnerships in other States or on a
regional basis through Governors, State boards of education, State
educational agencies, State agencies responsible for early childhood
education, local educational agencies, or State agencies for higher
education.
``(k) Supplement, Not Supplant.--Funds made available under this
section shall be used to supplement, and not supplant, other Federal,
State, and local funds that would otherwise be expended to carry out
activities under this section.
``SEC. 203. ADMINISTRATIVE PROVISIONS.
``(a) Duration; Number of Awards; Payments.--
``(1) Duration.--A grant awarded under this part shall be
awarded for a period of 5 years.
``(2) Number of awards.--An eligible partnership may not
receive more than 1 grant during a 5-year period. Nothing in
this title shall be construed to prohibit an individual member,
that can demonstrate need, of an eligible partnership that
receives a grant under this title, from entering into another
eligible partnership consisting of new members and receiving a
grant with such other eligible partnership before the 5-year
period described in the preceding sentence applicable to the
eligible partnership with which the individual member has first
partnered has expired.
``(b) Peer Review.--
``(1) Panel.--The Secretary shall provide the applications
submitted under this part to a peer review panel for
evaluation. With respect to each application, the peer review
panel shall initially recommend the application for funding or
for disapproval.
``(2) Priority.--The Secretary, in funding applications
under this part, shall give priority--
``(A) to eligible partnerships that include a
partner institution whose teacher or school leader
preparation program has a rigorous selection process to
ensure the highest quality of students entering such
program;
``(B) to high-quality applicants, including those
whose practices have the strongest evidence of
effectiveness in preparing teachers, teacher leaders,
principals, or other school leaders;
``(C) to the equitable geographic distribution of
grants among rural and urban areas; and
``(D) to applicants from a broad base of eligible
partnerships that involve businesses and community
organizations.
``(3) Secretarial selection.--The Secretary shall
determine, based on the peer review process, which applications
shall receive funding and the amounts of the grants. In
determining grant amounts, the Secretary shall take into
account the total amount of funds available for all grants
under this part and the types of activities proposed to be
carried out by the eligible partnership.
``(c) Matching Requirements.--
``(1) In general.--Each eligible partnership receiving a
grant under this part shall provide, from non-Federal sources,
an amount equal to 50 percent of the amount of the grant, which
may be provided in cash or in-kind, to carry out the activities
supported by the grant.
``(2) Waiver.--The Secretary may waive all or part of the
matching requirement described in paragraph (1) for any fiscal
year for an eligible partnership if the Secretary determines
that applying the matching requirement to the eligible
partnership would result in serious hardship or an inability to
carry out the authorized activities described in this part.
``(d) Limitation on Administrative Expenses.--An eligible
partnership that receives a grant under this part may use not more than
2 percent of the funds provided to administer the grant.
``SEC. 204. ACCOUNTABILITY AND EVALUATION.
``(a) Eligible Partnership Evaluation.--Each eligible partnership
submitting an application for a grant under this part shall establish,
and include in such application, an evaluation plan that includes
strong and measurable performance objectives. The plan shall include
objectives and measures for increasing the following:
``(1) For teacher preparation programs, each of the
following:
``(A) Achievement for all prospective and new
teachers, as measured by the eligible partnership.
``(B) Teacher retention in the first 3 years of a
teacher's career.
``(C) Improvement in the pass rates and scaled
scores for initial State certification or licensure of
teachers.
``(D) The percentage of teachers who meet the
applicable State certification and licensure
requirements, including any requirements for
certification obtained through alternative routes to
certification, or, with regard to special education
teachers, who meet the qualifications described in
section 612(a)(14)(C) of the Individuals with
Disabilities Education Act hired by the high-need local
educational agency with respect to each of the
following:
``(i) Participating in the eligible
partnership.
``(ii) Who are members of underrepresented
groups.
``(iii) Who teach high-need academic
subject areas, as determined by the State,
which may include reading, mathematics,
science, and foreign language, including less
commonly taught languages and critical foreign
languages.
``(iv) Who teach in high-need areas, as
determined by the State, which may include
special education, language instruction
educational programs for students who are
English learners, and early childhood
education.
``(v) Who teach in high-need schools,
disaggregated by the elementary school and
secondary school levels.
``(E) As applicable, the percentage of early
childhood education program classes in the geographic
area served by the eligible partnership taught by early
childhood educators who are highly competent.
``(F) As applicable, the percentage of teachers
trained--
``(i) to integrate technology effectively
into curricula and instruction, including
technology consistent with the principles of
universal design for learning; and
``(ii) to use technology effectively to
collect, manage, and analyze data to improve
teaching and learning for the purpose of
improving student academic achievement.
``(2) For school leader preparation programs, each of the
following:
``(A) The percentage of program participants who
complete the program.
``(B) The percentage of program participants who,
subsequent to completing the program, receive full
State licensure for positions in school leadership.
``(C) The percentage of program completers who
subsequently take school leadership positions in the
high-need local educational agencies participating in
the eligible partnership.
``(D) The percentage of program completers who
subsequently take school leadership positions in the
high-need schools served by the high-need local
educational agencies participating in the eligible
partnership.
``(E) The percentage of program completers retained
in school leadership positions in the high-need local
educational agencies participating in the eligible
partnership and in the high-need schools served by such
agencies for 3 or more years.
``(b) Information.--An eligible partnership receiving a grant under
this part shall ensure that teachers, principals, other school leaders,
principal supervisors, school superintendents, faculty, program staff,
and leadership at institutions of higher education located in the
geographic areas served by the eligible partnership are provided
information, including through electronic means, about the activities
carried out with funds under this part.
``(c) Revised Application.--If the Secretary determines that an
eligible partnership receiving a grant under this part is not making
substantial progress in meeting the purposes, goals, objectives, and
measures of the grant, as appropriate, by the end of the third year of
a grant under this part, then the Secretary--
``(1) shall cancel the grant; and
``(2) may use any funds returned or available because of
such cancellation under paragraph (1) to--
``(A) increase other grant awards under this part;
or
``(B) award new grants to other eligible
partnerships under this part.
``(d) Evaluation, Research, and Dissemination.--From amounts
appropriated under section 209, the Secretary, acting through the
Director of the Institute of Education Sciences shall--
``(1) carry out an independent evaluation to measure the
effectiveness of the programs operated by partnerships assisted
under this part;
``(2) carry out research to identify effective teacher and
school leader preparation practices;
``(3) report the findings regarding such evaluation and
research to the authorizing committees; and
``(4) broadly disseminate information--
``(A) on effective practices, including on
successful practices developed by eligible partnerships
under this part; and
``(B) regarding such practices that were found to
be ineffective.
``SEC. 205. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS AND
SCHOOL LEADERS.
``(a) Institutional and Program Report Cards on the Quality of
Teacher and School Leader Preparation.--
``(1) Report card.--Each institution of higher education
that conducts a traditional teacher or school leader
preparation program or an alternative route to State teacher or
school leader certification or licensure program and that
enrolls students receiving Federal assistance under this Act,
and each additional entity within the State that conducts an
alternative route to a State teacher or school leader
certification program and receives funds under this title,
shall report annually to the State and the general public, in a
uniform and comprehensible manner that conforms with the
definitions and methods established by the Secretary, the
following:
``(A) Goals and assurances.--
``(i) For the most recent year for which
the information is available for the
institution or other entity--
``(I) whether the goals and
objectives set under section 206 or
204(a)(2), as applicable, have been
met; and
``(II) a description of the
activities the institution or entity
implemented to achieve such goals or
objectives.
``(ii) A description of the steps the
institution or entity is taking to improve its
performance in meeting the annual goals set
under section 206.
``(iii) A description of the activities the
institution or entity has implemented to meet
the assurances provided under section 206.
``(B) Pass rates and scaled scores.--For the most
recent year for which the information is available for
those students who took the assessments used for
teacher or school leader certification or licensure by
the State in which the program is located and are
enrolled in the traditional teacher or school leader
preparation program or alternative routes to State
certification or licensure program, and for those who
have taken such assessments and have completed the
traditional teacher or school leader preparation
program or alternative routes to teacher or school
leader State certification or licensure program during
the 2-year period preceding such year, for each of such
assessments--
``(i) the percentage of students who have
completed 100 percent of the nonclinical
coursework and taken the assessment who pass
such assessment;
``(ii) the percentage of all students who
passed such assessment;
``(iii) the percentage of students who have
taken such assessment who enrolled in and
completed the traditional teacher preparation
program or alternative routes to State
certification or licensure program, as
applicable;
``(iv) the average scaled score for all
students who took such assessment;
``(v) a comparison of the program's pass
rates with the average pass rates for programs
in the State; and
``(vi) a comparison of the program's
average scaled scores with the average scaled
scores for programs in the State.
``(C) Program information and outcomes.--A
description of--
``(i) the criteria for admission into the
program and the program's admission rate;
``(ii) the number of students in the
program, disaggregated by race, ethnicity, and
gender;
``(iii) the average number of hours of
clinical experience required for those in the
program;
``(iv) the total number and percentage of
program entrants who complete the program;
``(v) the total number and percentage of
program completers who become certified or
licensed as teachers or school leaders and the
total number and the percentage of program
completers who are hired as teachers,
disaggregated by subject and area of
certification or licensure, or as school
leaders within 3 years; and
``(vi) if valid and reliable data are
available, the total number and percentage of
program completers placed as principals who are
rated effective or above on school leader
evaluation and support systems after 3 years of
leading a school.
``(D) Statement.--In States that require approval
or accreditation of teacher or school leader
preparation programs, a statement of whether the
institution's program is so approved or accredited, and
by whom.
``(E) Designation as low-performing.--Whether the
program has been designated as low-performing by the
State under section 207(a).
``(F) Use of technology.--A description of the
activities, including activities consistent with the
principles of universal design for learning, that
prepare teachers to integrate technology effectively
into curricula and instruction, and to use technology
effectively to collect, manage, and analyze data in
order to improve teaching and learning for the purpose
of increasing student academic achievement.
``(G) Teacher training.--A description of the
activities that prepare general education and special
education teachers to teach students with disabilities
effectively, including training related to
participation as a member of individualized education
program teams, as defined in section 614(d)(1)(B) of
the Individuals with Disabilities Education Act, and to
effectively teach students who are English learners.
``(2) Report.--Each eligible partnership receiving a grant
under section 202 shall report annually on the progress of the
eligible partnership toward meeting the purposes of this part
and the objectives and measures described in section 204(a).
``(3) Fines.--The Secretary may impose a fine not to exceed
$27,500 on an institution of higher education or other entity
for failure to provide the information described in this
subsection in a timely or accurate manner.
``(4) Special rule.--In the case of an institution of
higher education that conducts a traditional teacher or school
leader preparation program or alternative routes to State
teacher or school leader certification or licensure program and
has fewer than 10 scores reported on any single initial teacher
certification or licensure assessment during an academic year,
the institution shall collect and publish information, as
required under paragraph (1)(B), with respect to an average
pass rate and scaled score on each State certification or
licensure assessment taken over a 3-year period.
``(b) State Report Card on the Quality of Teacher and School Leader
Preparation.--
``(1) In general.--Each State that receives funds under
this Act shall provide to the Secretary and make widely
available and easily accessible to the general public, in a
uniform and comprehensible manner that conforms with the
definitions and methods established by the Secretary, an annual
State report card on the quality of teacher and school leader
preparation in the State, both for traditional teacher and
school leader preparation programs and for alternative routes
to State teacher or school leader certification or licensure
programs, which shall include not less than the following:
``(A) A description of the reliability and validity
of the teacher and school leader certification and
licensure assessments, and any other certification and
licensure requirements, used by the State.
``(B) The standards and criteria that prospective
teachers must meet to attain initial teacher
certification or licensure and to be certified or
licensed to teach particular academic subjects, areas,
or grades within the State.
``(C) A description of how the assessments and
requirements described in subparagraph (A) are aligned
with the challenging State academic standards required
under section 1111(b)(1) of the Elementary and
Secondary Education Act of 1965 and, as applicable,
State early learning standards for early childhood
education programs.
``(D) For each institution of higher education
located in the State and each other entity located in
the State that operates a teacher or school leader
preparation program, including those that offer an
alternative route for teacher or school leader
certification or licensure, including for each of the
assessments used by the State for teacher or school
leader certification or licensure--
``(i) the percentage of students at such
institution or entity who take and pass the
assessment; and
``(ii) the average scaled score of
individuals participating in such a program, or
who have completed such a program during the 2-
year period preceding the first year for which
the annual State report card is provided, who
took each such assessment.
``(E) A description of alternative routes to
teacher certification or licensure in the State
(including any such routes operated by entities that
are not institutions of higher education), if any,
including, for each of the assessments used by the
State for teacher certification or licensure--
``(i) the percentage of individuals
participating in such routes, or who have
completed such routes during the 2-year period
preceding the date for which the determination
is made, who passed each such assessment; and
``(ii) the average scaled score of
individuals participating in such routes, or
who have completed such routes during the 2-
year period preceding the first year for which
the annual State report card is provided, who
took each such assessment.
``(F) A description of the State's criteria for
assessing the performance of teacher preparation
programs within institutions of higher education in the
State. Such criteria shall include indicators of the
academic content knowledge and teaching skills of
students enrolled in such programs.
``(G) For each teacher and school leader
preparation program in the State--
``(i) the criteria for admission into the
program;
``(ii) the number of students in the
program, disaggregated by race, ethnicity, and
gender (except that such disaggregation shall
not be required in a case in which the number
of students in a category is insufficient to
yield statistically reliable information or the
results would reveal personally identifiable
information about an individual student);
``(iii) the average number of hours of
supervised clinical experience required for
those in the program; and
``(iv) the number of full-time equivalent
faculty, adjunct faculty, and students in
supervised clinical experience.
``(H) If valid and reliable data are available, for
each school leader preparation program in the State,
the total number and percentage of program completers
placed as principals who are rated effective or above
on school leader evaluation and support systems after 3
years of leading a school.
``(I) For the State as a whole, and for each
teacher preparation program in the State, the number of
teachers prepared, in the aggregate and reported
separately by--
``(i) area of certification or licensure;
``(ii) academic major; and
``(iii) subject area for which the teacher
has been prepared to teach.
``(J) A description of the extent to which teacher
and school leader preparation programs are addressing
shortages of teachers who meet the applicable State
certification and licensure requirements, including any
requirements for certification obtained through
alternative routes to teacher certification, or, with
regard to special education teachers, the
qualifications described in section 612(a)(14)(C) of
the Individuals with Disabilities Education Act, by
area of certification and licensures, subject, and
specialty, in the State's public schools, as well as
shortages of effective school leaders.
``(2) Prohibition against creating a national list.--The
Secretary shall not create a national list or ranking of
States, institutions, or schools using the scaled scores
provided under this subsection.
``(c) Data Quality.--The Secretary shall prescribe regulations to
ensure the reliability, validity, integrity, and accuracy of the data
submitted pursuant to this section.
``(d) Report of the Secretary on the Quality of Teacher and School
Leader Preparation.--
``(1) Report card.--The Secretary shall annually provide to
the authorizing committees, and publish and make widely
available, a report card on teacher and school leader
qualifications and preparation in the United States, including
all the information reported in subparagraphs (A) through (I)
of subsection (b)(1). Such report shall identify States for
which eligible partnerships received a grant under this part.
``(2) Report to congress.--The Secretary shall prepare and
submit a report to the authorizing committees that contains the
following:
``(A) A comparison of States' efforts to improve
the quality of the current and future educator
workforce.
``(B) A comparison of eligible partnerships'
efforts to improve the quality of the current and
future educator workforce.
``(C) The national mean and median scaled scores
and pass rate on any standardized test that is used in
more than one State for teacher or school leader
certification or licensure.
``(3) Special rule.--In the case of a teacher or school
leader preparation program with fewer than 10 scores reported
on any single initial teacher or school leader certification or
licensure assessment during an academic year, the Secretary
shall collect and publish, and make publicly available,
information with respect to an average pass rate and scaled
score on each State certification or licensure assessment taken
over a 3-year period.
``(e) Coordination.--The Secretary, to the extent practicable,
shall coordinate the information collected and published under this
part among States for individuals who took State teacher or school
leader certification or licensure assessments in a State other than the
State in which the individual received the individual's most recent
degree.
``SEC. 206. TEACHER DEVELOPMENT.
``(a) Annual Goals.--Each institution of higher education that
conducts a traditional teacher preparation program (including programs
that offer any ongoing professional development programs) or
alternative routes to State certification or licensure program, and
that enrolls students receiving Federal assistance under this Act,
shall set annual quantifiable goals for increasing the number of
prospective teachers trained in teacher shortage areas designated by
the Secretary or by the State educational agency, including
mathematics, science, special education, and instruction of students
who are English learners.
``(b) Assurances.--Each institution described in subsection (a)
shall provide assurances to the Secretary that--
``(1) training provided to prospective teachers responds to
the identified needs of the local educational agencies or
States where the institution's graduates are likely to teach,
based on past hiring and recruitment trends;
``(2) training provided to prospective teachers is closely
linked with the needs of schools and the instructional
decisions new teachers face in the classroom;
``(3) prospective special education teachers receive
coursework and training to ensure students receive a well-
rounded education;
``(4) general education teachers receive training in
providing instruction to diverse populations, including
children with disabilities, students who are English learners,
and children from low-income families; and
``(5) prospective teachers receive training on how to
effectively teach in urban and rural schools, as applicable.
``(c) Rule of Construction.--Nothing in this section shall be
construed to require an institution to create a new teacher preparation
area of concentration or degree program or adopt a specific curriculum
in complying with this section.
``SEC. 207. STATE FUNCTIONS.
``(a) State Assessment.--In order to receive funds under this Act,
a State shall conduct an assessment using multiple indicators to
identify low-performing teacher and school leader preparation programs
in the State and to assist such programs through the provision of
technical assistance. Each such State shall provide the Secretary with
an annual list of low-performing teacher and school leader preparation
programs and an identification of those programs at risk of being
placed on such list, as applicable. Such assessment shall be described
in the report under section 205(b). Levels of performance shall be
determined solely by the State and may include--
``(1) for school leader preparation programs, criteria
based on data on placement and retention, school leader
effectiveness, and student outcomes; and
``(2) for teacher and school leader preparation programs,
criteria based on information collected pursuant to this part,
including progress in meeting the goals of--
``(A) increasing the percentage of teachers who
meet the applicable State certification and licensure
requirements, including any requirements for
certification obtained through alternative routes to
certification, or, with regard to special education
teachers, who meet the qualifications described in
section 612(a)(14)(C) of the Individuals with
Disabilities Education Act in the State, including
increasing professional development opportunities;
``(B) if valid and reliable data are available,
increasing the percentage of principals and other
school leaders who receive ratings of effective or
above in State school leader evaluation and support
systems (as described in section 2101(c)(4)(B)(ii) of
the Elementary and Secondary Education Act of 1965);
``(C) improving student academic achievement for
elementary and secondary students; and
``(D) raising the standards for entry into teaching
and school leadership.
``(b) Termination of Eligibility.--Any teacher or school leader
preparation program from which the State has withdrawn the State's
approval, or terminated the State's financial support, due to the low
performance of the program based upon the State assessment described in
subsection (a)--
``(1) shall be ineligible for any funding for professional
development activities awarded by the Department;
``(2) may not be permitted to accept or enroll any student
who receives aid under title IV in the institution's teacher
preparation program;
``(3) shall provide transitional support, including
remedial services if necessary, for students enrolled at the
institution at the time of termination of financial support or
withdrawal of approval; and
``(4) shall be reinstated upon demonstration of improved
performance, as determined by the State.
``(c) Negotiated Rulemaking.--If the Secretary develops any
regulations implementing subsection (b)(2), the Secretary shall submit
such proposed regulations to a negotiated rulemaking process, which
shall include representatives of States, institutions of higher
education, and educational and student organizations.
``(d) Application of the Requirements.--The requirements of this
section shall apply to both traditional teacher and school leader
preparation programs and alternative routes to State certification and
licensure programs.
``SEC. 208. GENERAL PROVISIONS.
``(a) Methods.--In complying with sections 205 and 206, the
Secretary shall ensure that States and institutions of higher education
use fair and equitable methods in reporting and that the reporting
methods do not reveal personally identifiable information.
``(b) Special Rule.--For each State that does not use content
assessments as a means of ensuring that all teachers teaching the
subjects that are part of a well-rounded education within the State
meet the applicable State certification and licensure requirements,
including requirements for certification obtained through alternative
routes to certification, in accordance with the State plan submitted or
revised under section 1111 of such Act, and that each person employed
as a special education teacher in the State who teaches elementary
school or secondary school meets the qualifications described in
section 612(a)(14)(C) of the Individuals with Disabilities Education
Act, the Secretary shall--
``(1) to the extent practicable, collect data comparable to
the data required under this part from States, local
educational agencies, institutions of higher education, or
other entities that administer such assessments to teachers or
prospective teachers; and
``(2) notwithstanding any other provision of this part, use
such data to carry out requirements of this part related to
assessments, pass rates, and scaled scores.
``(c) Release of Information to Teacher and School Leader
Preparation Programs for Program Improvement.--
``(1) In general.--For the purpose of improving teacher and
school leader preparation programs, a State that receives funds
under this Act, or that participates as a member of a
partnership, consortium, or other entity that receives such
funds, shall regularly provide to a teacher or school leader
preparation program any and all pertinent education-related
information that--
``(A) may enable the teacher or school leader
preparation program to evaluate the effectiveness of
the program's graduates or the program itself; and
``(B) is possessed, controlled, or accessible by
the State.
``(2) Content of information.--The information described in
paragraph (1)--
``(A) shall include an identification of specific
individuals who graduated from the teacher or school
leader preparation program to enable the teacher or
school leader preparation program to evaluate the
information provided to the program from the State with
the program's own data about the specific courses taken
by, and field experiences of, the individual graduates;
and
``(B) may include--
``(i) kindergarten through grade 12
academic achievement and demographic data,
without revealing personally identifiable
information about an individual student, for
students who have been taught by graduates of
the teacher preparation program; and
``(ii) teacher or school leader
effectiveness evaluations for teachers or
school leaders who graduated from the teacher
or school leader preparation program.
``SEC. 209. AUTHORIZATION OF APPROPRIATIONS.
``(a) In General.--There are authorized to be appropriated to carry
out this part such sums as may be necessary for fiscal year 2022 and
each of the 5 succeeding fiscal years.
``(b) Evaluation, Research, and Dissemination.--From the amount
appropriated in a fiscal year under subsection (a), the Secretary may
reserve up to 5 percent for evaluation, research, and dissemination
activities carried out pursuant to section 204(d), such as investments
in programs for the collection and analysis of outcomes-based data
beyond those data required by section 205(b).''.
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