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[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[S. 969 Introduced in Senate (IS)]

<DOC>

116th CONGRESS
  1st Session
                                 S. 969

    To improve quality and accountability for educator preparation 
                               programs.

_______________________________________________________________________

                   IN THE SENATE OF THE UNITED STATES

                             April 1, 2019

    Mr. Reed (for himself, Mr. Casey, and Mr. Coons) introduced the 
 following bill; which was read twice and referred to the Committee on 
                 Health, Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL

 
    To improve quality and accountability for educator preparation 
                               programs.

    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 ``Educator Preparation Reform Act''.

                 TITLE I--EDUCATOR QUALITY ENHANCEMENT

SEC. 101. DEFINITIONS.

    Section 200 of the Higher Education Act of 1965 (20 U.S.C. 1021) is 
amended--
            (1) by striking paragraph (22);
            (2) by redesignating paragraphs (6), (7), (8), (9), (10), 
        (11), (12), (14), (15), (16), (17), (18), (19), (20), (21), and 
        (23), as paragraphs (7), (8), (10), (11), (12), (13), (14), 
        (15), (16), (17), (18), (19), (21), (23), (24), and (28), 
        respectively;
            (3) by inserting after paragraph (5) the following:
            ``(6) Educator.--The term `educator' means a teacher, 
        principal, specialized instructional support personnel, or 
        other staff member who provides or directly supports 
        instruction, such as a school librarian, or counselor.'';
            (4) by inserting after paragraph (8), as redesignated by 
        paragraph (2), the following:
            ``(9) Evidence of student learning.--The term `evidence of 
        student learning' means multiple measures of student learning 
        that shall include the following:
                    ``(A) Valid and reliable student assessment data, 
                which may include data--
                            ``(i) based on--
                                    ``(I) student learning gains on 
                                State student academic assessments 
                                under section 1111(b)(2) of the 
                                Elementary and Secondary Education Act 
                                of 1965; or
                                    ``(II) student academic achievement 
                                assessments used at the national, 
                                State, or school district levels, where 
                                available and appropriate for the 
                                curriculum and students taught;
                            ``(ii) from classroom-based formative 
                        assessments;
                            ``(iii) from classroom-based summative 
                        assessments; and
                            ``(iv) from objective performance-based 
                        assessments.
                    ``(B) Not less than one of the following additional 
                measures:
                            ``(i) Student work, including measures of 
                        performance criteria and evidence of student 
                        growth.
                            ``(ii) Teacher-generated information about 
                        student goals and growth.
                            ``(iii) Parental feedback about student 
                        goals and growth.
                            ``(iv) Student feedback about learning and 
                        teaching supports.
                            ``(v) Assessments of affective engagement 
                        and self-efficacy.
                            ``(vi) Other appropriate measures as 
                        determined by the State.'';
            (5) by striking paragraph (12), as redesignated by 
        paragraph (2), and inserting the following:
            ``(12) High-need local educational agency.--The term `high-
        need local educational agency' means a local educational 
        agency--
                    ``(A)(i) that serves not fewer than 10,000 low-
                income children;
                    ``(ii) for which not less than 20 percent of the 
                children served by the agency are low-income children;
                    ``(iii) 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 the Rural and Low-
                Income School Program under section 5221(b) of such 
                Act; or
                    ``(iv) that has a percentage of low-income children 
                that is in the highest quartile among such agencies in 
                the State; and
                    ``(B)(i) for which one or more schools served by 
                the agency is persistently low achieving; or
                    ``(ii) for which one or more schools served by the 
                agency has a high teacher turnover rate.'';
            (6) by striking paragraph (15), as redesignated by 
        paragraph (2), and inserting the following:
            ``(15) Induction program.--The term `induction program' 
        means a formalized program for new teachers and principals 
        during not less than the first 2 years of teaching or leading a 
        school that is designed to provide support for, improve the 
        professional performance of, and advance the retention of 
        beginning teachers and principals. Such program shall promote 
        effective teaching and leadership skills and shall include the 
        following components:
                    ``(A) High-quality mentoring.
                    ``(B) Periodic, structured time for collaboration 
                and classroom observation opportunities with teachers 
                in the same department or field, including mentor 
                teachers, as well as time for information-sharing among 
                teachers, principals, administrators, other appropriate 
                educators, and participating faculty in the partner 
                institution.
                    ``(C) The application of empirically based practice 
                and scientifically valid research on instructional 
                practices.
                    ``(D) Opportunities for new teachers and principals 
                to draw directly on the expertise of mentors, faculty, 
                local educational agency personnel, and researchers to 
                support the integration of empirically based practice 
                and scientifically valid research with practice.
                    ``(E) The development of skills in instructional 
                and behavioral interventions derived from empirically 
                based practice, and where applicable, scientifically 
                valid research.
                    ``(F) Faculty who--
                            ``(i) model the integration of research and 
                        practice in the classroom;
                            ``(ii) assist new teachers and principals 
                        with the effective use and integration of 
                        technology in instruction; and
                            ``(iii) demonstrate the content knowledge 
                        and pedagogical skills necessary to be 
                        effective in advancing student achievement.
                    ``(G) Interdisciplinary collaboration among 
                exemplary teachers, principals, faculty, researchers, 
                other educators, and other staff who prepare new 
                teachers and principals with respect to the learning 
                process and the assessment of learning.
                    ``(H) Assistance with the understanding of data, 
                particularly student achievement data, and the 
                application of such data in classroom instruction.
                    ``(I) Regular, structured observation and 
                evaluation of new teachers by multiple evaluators, 
                using valid and reliable measures of teaching and 
                leadership skills.
                    ``(J) The development of skills in improving the 
                school culture and climate related to school leadership 
                and the role of the principal, including to--
                            ``(i) nurture teacher and staff development 
                        to strengthen classroom practice;
                            ``(ii) build and sustain a culture of 
                        learning among adults and children;
                            ``(iii) strengthen communications and 
                        relationships with parents, caregivers, and 
                        community stakeholders;
                            ``(iv) facilitate the sharing of knowledge, 
                        insight, and best practices in the community 
                        served by the school, preschool program, or 
                        early childhood education program; and
                            ``(v) build relationships and communicate 
                        effectively with State and local educational 
                        agency officials.'';
            (7) by inserting after paragraph (19), as redesignated by 
        paragraph (2), the following:
            ``(20) Profession ready.--The term `profession ready'--
                    ``(A) when used with respect to a principal, means 
                a principal who--
                            ``(i) has an advanced degree, or other 
                        appropriate credential;
                            ``(ii) has completed a principal 
                        preparation process and is fully certified and 
                        licensed by the State in which the principal is 
                        employed;
                            ``(iii) has demonstrated instructional 
                        leadership, including the ability to collect, 
                        analyze, and utilize data on evidence of 
                        student learning and evidence of classroom 
                        practice;
                            ``(iv) has demonstrated proficiency in 
                        professionally recognized leadership standards, 
                        such as through--
                                    ``(I) a performance assessment;
                                    ``(II) completion of a residency 
                                program; or
                                    ``(III) other measures of 
                                leadership, as determined by the State; 
                                and
                            ``(v) has demonstrated the ability to work 
                        with students who are culturally and 
                        linguistically diverse;
                    ``(B) when used with respect to a teacher, means a 
                teacher who--
                            ``(i) has completed a teacher preparation 
                        program and is fully certified and licensed to 
                        teach by the State in which the teacher 
                        teaches;
                            ``(ii) has demonstrated content knowledge 
                        in the subject or subjects the teacher teaches;
                            ``(iii) has demonstrated the ability to 
                        work with students who are culturally and 
                        linguistically diverse; and
                            ``(iv) has demonstrated teaching skills, 
                        such as through--
                                    ``(I) a teacher performance 
                                assessment; or
                                    ``(II) other measures of teaching 
                                skills, as determined by the State; and
                    ``(C) when used with respect to any other educator 
                not described in subparagraph (A) or (B), means an 
                educator who has completed an appropriate preparation 
                program and is fully certified or licensed by the State 
                in which the educator is employed.'';
            (8) by inserting after paragraph (21), as redesignated by 
        paragraph (2), the following:
            ``(22) Residency program.--The term `residency program' 
        means a school-based educator preparation program in which a 
        prospective teacher, principal, or other educator--
                    ``(A) for 1 academic year, works alongside a mentor 
                teacher, principal, or other educator who is the 
                educator of record;
                    ``(B) receives concurrent instruction during the 
                year described in subparagraph (A) from the partner 
                institution, which courses may be taught by local 
                educational agency personnel or residency program 
                faculty, in--
                            ``(i) the teaching of the content area in 
                        which the teacher will become certified or 
                        licensed;
                            ``(ii) pedagogical practices; and
                            ``(iii) leadership, management, 
                        organizational, and instructional skills 
                        necessary to serve as a principal;
                    ``(C) acquires effective teaching or leadership 
                skills; and
                    ``(D) prior to completion of the program, earns a 
                master's degree or other appropriate advanced 
                credential, attains full State teacher or leader 
                certification or licensure, and becomes profession 
                ready (if applicable).''; and
            (9) by inserting after paragraph (24), as redesignated by 
        paragraph (2), the following:
            ``(25) Teacher performance assessment.--The term `teacher 
        performance assessment' means a pre-service assessment used to 
        measure teacher performance that is approved by the State and 
        is--
                    ``(A) based on professional teaching standards;
                    ``(B) used to measure the effectiveness of a 
                teacher's--
                            ``(i) curriculum planning;
                            ``(ii) instruction of students, including 
                        appropriate plans and modifications for 
                        students who are limited English proficient and 
                        students who are children with disabilities;
                            ``(iii) assessment of students, including 
                        analysis of evidence of student learning; and
                            ``(iv) ability to advance student learning;
                    ``(C) validated based on professional assessment 
                standards;
                    ``(D) reliably scored by trained evaluators, with 
                appropriate oversight of the process to ensure 
                consistency; and
                    ``(E) used to support continuous improvement of 
                educator practice.
            ``(26) Teacher preparation entity.--The term `teacher 
        preparation entity' means an institution of higher education, a 
        nonprofit organization, or an organization that is approved by 
        the State to prepare teachers to be effective in the classroom.
            ``(27) Teacher preparation program.--The term `teacher 
        preparation program' means a program offered by a teacher 
        preparation entity that leads to a specific State teacher 
        certification.''.

SEC. 102. EDUCATOR QUALITY ENHANCEMENT.

    Section 201 of the Higher Education Act of 1965 (20 U.S.C. 1022) is 
amended--
            (1) in paragraph (2), by inserting ``, principals, and 
        other educators'' after ``teachers'' each place the term 
        appears;
            (2) in paragraph (3), by striking ``and'' after the 
        semicolon;
            (3) by striking paragraph (4) and inserting the following:
            ``(4) recruit profession ready individuals, including 
        individuals from underrepresented populations and individuals 
        from other occupations, as teachers, principals, and other 
        educators; and''; and
            (4) by adding at the end the following:
            ``(5) meet the staffing needs of high-need local 
        educational agencies and high-need schools through close 
        partnerships with educator preparation programs within 
        institutions of higher education.''.

SEC. 103. PARTNERSHIP GRANTS.

    Section 202 of the Higher Education Act of 1965 (20 U.S.C. 1022a) 
is amended--
            (1) in subsection (b)--
                    (A) in paragraph (1), by inserting ``other 
                educators,'' after ``principals,'';
                    (B) by striking paragraph (2) and inserting the 
                following:
            ``(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 educators with strong 
        teaching, leadership, and other professional skills necessary 
        to increase learning and academic achievement;'';
                    (C) in paragraph (3), by inserting ``, principals, 
                and other educators'' after ``teachers'';
                    (D) in paragraph (4)--
                            (i) in subparagraph (A), by inserting ``, 
                        principal, and other educator'' after 
                        ``teacher''; and
                            (ii) in subparagraph (B), by striking 
                        ``teacher'' and inserting ``educator'';
                    (E) in paragraph (6)--
                            (i) by striking subparagraph (F) and 
                        inserting the following:
                    ``(F) how the partnership will prepare educators to 
                teach and work with students with disabilities, 
                including training related to early identification of 
                students with disabilities and participation as a 
                member of individualized education program teams, as 
                defined in section 614(d)(1)(B) of the Individuals with 
                Disabilities Education Act;'';
                            (ii) by striking subparagraph (G) and 
                        inserting the following:
                    ``(G) how the partnership will prepare educators to 
                teach and work with students who are limited English 
                proficient;'';
                            (iii) by striking subparagraph (H) and 
                        inserting the following:
                    ``(H) how faculty at the partner institution will 
                work, during the term of the grant, with mentor 
                educators in the classrooms and administrators 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 other educators, including multi-tiered 
                        systems of support and universal design for 
                        learning;
                            ``(ii) train other classroom teachers, 
                        principals, school librarians, and other 
                        educators to implement literacy programs that 
                        incorporate the essential components of reading 
                        and writing instruction;
                            ``(iii) provide high-quality professional 
                        development activities to strengthen the 
                        instructional and leadership skills of 
                        elementary school and secondary school 
                        principals and district superintendents, if the 
                        partner institution has a principal preparation 
                        program;'';
                            (iv) in subparagraph (I), by striking 
                        ``teaching'' and inserting ``educator''; and
                            (v) in subparagraph (K), by striking 
                        ``teachers'' and inserting ``educators''; and
                    (F) by striking paragraph (7) and inserting the 
                following:
            ``(7) with respect to the induction program required as 
        part of the activities carried out under this section--
                    ``(A) a description of how the schools and 
                departments within the institution of higher education 
                that are part of the induction program will effectively 
                prepare educators, including providing content 
                expertise and expertise in teaching and leadership, as 
                appropriate;
                    ``(B) a description of the eligible partnership's 
                capacity to use empirically based practice and 
                scientifically valid research on teaching and learning;
                    ``(C) a description of how the educator preparation 
                program will design and implement an induction program 
                to support all new educators who are prepared by the 
                educator preparation program in the partnership and who 
                are employed in the high-need local educational agency 
                in the partnership, and, to the extent practicable, all 
                new educators who teach in such high-need local 
                educational agency; and
                    ``(D) a description of how higher education 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.'';
            (2) by striking subsection (c) and inserting the following:
    ``(c) Use of Grant Funds.--An eligible partnership that receives a 
grant under this section--
            ``(1) shall use grant funds to carry out a program for the 
        pre-baccalaureate or post-baccalaureate preparation of teachers 
        under subsection (d), a teaching or principal residency program 
        under subsection (e), or a combination of such programs; and
            ``(2) may use funds to carry out other educator development 
        programs under subsection (f), based upon the results of the 
        needs assessment in subsection (b)(1).'';
            (3) by striking subsection (e) and inserting the following:
    ``(e) Partnership Grants for the Establishment of Teaching and 
Principal Residency Programs.--
            ``(1) In general.--An eligible partnership receiving a 
        grant to carry out an effective teaching or principal residency 
        program shall carry out a program that includes the following 
        activities:
                    ``(A) For teaching residency programs.--An eligible 
                partnership carrying out a teaching residency program 
                shall carry out both of the following activities:
                            ``(i) Supporting a teaching residency 
                        program described in paragraph (2) for high-
                        need schools and in high-need subjects and 
                        areas, as determined by the needs of the high-
                        need local educational agency in the 
                        partnership.
                            ``(ii) Placing graduates of the teaching 
                        residency program in cohorts that facilitate 
                        professional collaboration, both among 
                        graduates of the residency program and between 
                        such graduates and mentor teachers in the 
                        receiving school.
                    ``(B) For principal residency programs.--An 
                eligible partnership carrying out a principal residency 
                program shall support a program described in paragraph 
                (3) for high-need schools, as determined by the needs 
                of the high-need local educational agency in the 
                partnership.
            ``(2) Teacher 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 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) The exposure to principles of child 
                        development as well as understanding and 
                        applying principles of learning and behavior.
                            ``(iii) Engagement of teaching residents in 
                        rigorous graduate-level coursework to earn a 
                        master's degree while undertaking supervised 
                        clinical preparation.
                            ``(iv) Experience and learning 
                        opportunities alongside a trained and 
                        experienced mentor teacher--
                                    ``(I) whose teaching shall 
                                complement the residency program so 
                                that school-based 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 or may be offered a 
                                stipend as a result of such additional 
                                responsibilities.
                            ``(v) The establishment of clear criteria 
                        for the selection of mentor teachers based on 
                        the appropriate subject area knowledge and 
                        measures of teacher effectiveness, which 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, 
                                summative, and diagnostic assessments 
                                to improve student learning.
                                    ``(II) Appropriate instruction that 
                                engages all students.
                                    ``(III) Collaboration with 
                                colleagues to improve instruction.
                                    ``(IV) Analysis of evidence of 
                                student learning.
                            ``(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 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 such 
                        residents are hired as the 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 teacher 
                        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 possessing 
                                strong content knowledge of a record of 
                                professional accomplishment; and
                                    ``(II) submit an application to the 
                                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 assessments.
                                    ``(III) Other attributes linked to 
                                effective teaching, which may be 
                                determined by interviews or performance 
                                assessments, as specified by the 
                                eligible partnership.
            ``(3) Principal residency programs.--
                    ``(A) Establishment and design.--A principal 
                residency program under this paragraph shall be a 
                program based upon models of successful principal 
                residencies that serve as a mechanism to prepare 
                principals for success in high-need schools in the 
                eligible partnership and shall be designed to include 
                the following characteristics of successful programs:
                            ``(i) Engagement of principal residents in 
                        rigorous graduate-level coursework to earn an 
                        appropriate advanced credential while 
                        undertaking a guided principal apprenticeship.
                            ``(ii) Experience and learning 
                        opportunities alongside a trained and 
                        experienced mentor principal--
                                    ``(I) whose mentoring shall be 
                                based on standards of effective 
                                mentoring practice and shall complement 
                                the residence program so that school-
                                based clinical practice is tightly 
                                aligned with coursework; and
                                    ``(II) who may be relieved from 
                                some portion of principal duties or may 
                                be offered a stipend as a result of 
                                such additional responsibilities.
                            ``(iii) The establishment of clear criteria 
                        for the selection of mentor principals, which 
                        may be based on observations of the following:
                                    ``(I) Demonstrating awareness of, 
                                and having experience with, the 
                                knowledge, skills, and attitudes to--
                                            ``(aa) establish and 
                                        maintain a professional 
                                        learning community that 
                                        effectively extracts 
                                        information from data to 
                                        improve the school culture and 
                                        personalize instruction for all 
                                        students to result in improved 
                                        student achievement;
                                            ``(bb) create and maintain 
                                        a learning culture within the 
                                        school that provides a climate 
                                        conducive to the development of 
                                        all members of the school 
                                        community, including one of 
                                        continuous learning for adults 
                                        tied to student learning and 
                                        other school goals;
                                            ``(cc) engage in continuous 
                                        professional development, 
                                        utilizing a combination of 
                                        academic study, developmental 
                                        simulation exercises, self-
                                        reflection, mentorship, and 
                                        internship;
                                            ``(dd) understand youth 
                                        development appropriate to the 
                                        age level served by the school, 
                                        and use this knowledge to set 
                                        high expectations and standards 
                                        for the academic, social, 
                                        emotional, and physical 
                                        development of all students; 
                                        and
                                            ``(ee) actively engage the 
                                        community to create shared 
                                        responsibility for student 
                                        academic performance and 
                                        successful development.
                                    ``(II) Planning and articulating a 
                                shared and coherent schoolwide 
                                direction and policy for achieving high 
                                standards of student performance.
                                    ``(III) Identifying and 
                                implementing the activities and 
                                rigorous curriculum necessary for 
                                achieving such standards of student 
                                performance.
                                    ``(IV) Supporting a culture of 
                                learning, collaboration, and 
                                professional behavior and ensuring 
                                quality measures of instructional 
                                practice.
                                    ``(V) Communicating and engaging 
                                parents, families, and other external 
                                communities.
                                    ``(VI) Collecting, analyzing, and 
                                utilizing data and other evidence of 
                                student learning and evidence of 
                                classroom practice to guide decisions 
                                and actions for continuous improvement 
                                and to ensure performance 
                                accountability.
                            ``(iv) 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 to hire qualified graduates from 
                                the principal residency program; and
                                    ``(II) which may include 
                                consideration of applicants who reflect 
                                the communities in which they will 
                                serve as well as consideration of 
                                individuals from underrepresented 
                                populations in school leadership 
                                positions.
                            ``(v) Support for residents once such 
                        residents are hired as principals, through an 
                        induction program, professional development to 
                        support the knowledge and skills of the 
                        principal in a continuum of learning and 
                        content expertise in developmentally 
                        appropriate or age-appropriate educational 
                        practices, and networking opportunities to 
                        support the residents through not less than the 
                        residents' first 2 years of serving as 
                        principal of a school.
                    ``(B) Selection of individuals as principal 
                residents.--
                            ``(i) Eligible individual.--In order to be 
                        eligible to be a principal resident in a 
                        principal residency program under this 
                        paragraph, an individual shall--
                                    ``(I) have prior prekindergarten 
                                through grade 12 teaching experience;
                                    ``(II) have experience as an 
                                effective leader, manager, and written 
                                and oral communicator; and
                                    ``(III) submit an application to 
                                the residency program.
                            ``(ii) Selection criteria.--An eligible 
                        partnership carrying out a principal residency 
                        program under this subsection shall establish 
                        criteria for the selection of eligible 
                        individuals to participate in the principal 
                        residency program based on the following 
                        characteristics:
                                    ``(I) Strong instructional 
                                leadership skills in an elementary 
                                school or secondary school setting.
                                    ``(II) Strong verbal and written 
                                communication skills, which may be 
                                demonstrated by performance on 
                                appropriate assessments.
                                    ``(III) Other attributes linked to 
                                effective leadership, such as sound 
                                judgment, organizational capacity, 
                                collaboration, and openness to 
                                continuous learning, which may be 
                                determined by interviews or performance 
                                assessment, as specified by the 
                                eligible partnership.
            ``(4) Stipends or salaries; applications; agreements; 
        repayments.--
                    ``(A) Stipends or salaries.--A teaching or 
                principal residency program under this subsection--
                            ``(i) shall provide a 1-year living stipend 
                        or salary to teaching or principal residents 
                        during the 1-year teaching or principal 
                        residency program; and
                            ``(ii) may provide a stipend to a mentor 
                        teacher or mentor principal.
                    ``(B) Applications for stipends or salaries.--Each 
                teacher or principal 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.
                    ``(C) Agreements to serve.--Each application 
                submitted under subparagraph (B) shall contain or be 
                accompanied by an agreement that the applicant will--
                            ``(i) serve as a full-time teacher or 
                        principal for a total of not less than 3 
                        academic years immediately after successfully 
                        completing the 1-year teaching or principal 
                        residency program;
                            ``(ii) fulfill the requirement under clause 
                        (i)--
                                    ``(I) by teaching or serving as a 
                                principal in a high-need school served 
                                by the high-need local educational 
                                agency in the eligible partnership and, 
                                if a teacher, teaching a subject or 
                                area that is designated as high-need by 
                                the partnership; or
                                    ``(II) if there is no appropriate 
                                position available in a high-need 
                                school served by the high-need local 
                                educational agency in the eligible 
                                partnership, by teaching or serving as 
                                a principal in any other high-need 
                                school;
                            ``(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 under clauses (i) and (ii) 
                        at the beginning of, and upon completion of, 
                        each year or partial year of service;
                            ``(iv) for teacher residents, meet the 
                        requirements to be a profession ready teacher; 
                        and
                            ``(v) comply with the requirements set by 
                        the eligible partnership under subparagraph (D) 
                        if the applicant is unable or unwilling to 
                        complete the service obligation required by 
                        this subparagraph.
                    ``(D) Repayments.--
                            ``(i) In general.--An eligible partnership 
                        carrying out a teaching or principal residency 
                        program under this subsection shall require a 
                        recipient of a stipend or salary under 
                        subparagraph (A) who does not complete, or who 
                        notifies the partnership that the recipient 
                        intends not to complete, the service obligation 
                        required by subparagraph (C) 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 prorate repayment of the stipend 
                        or salary described in subparagraph (A) or for 
                        deferral of a teaching resident's service 
                        obligation required by subparagraph (C), 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 subparagraph to carry out additional 
                        activities that are consistent with the 
                        purposes of this section.'';
            (4) by striking subsection (f) and inserting the following:
    ``(f) Partnership Grants for Educator Development.--An eligible 
partnership that receives a grant under this section may carry out 
effective educator development programs for other educators besides 
teachers and principals based on the needs identified in subsection 
(b)(1) that may include the following activities:
            ``(1) Implementing curriculum changes that improve, 
        evaluate, and assess how well prospective and new educators 
        develop instructional skills.
            ``(2) Preparing educators to use empirically based practice 
        and scientifically valid research, where applicable.
            ``(3) Providing pre-service clinical experience.
            ``(4) Creating induction programs for new educators.
            ``(5) Aligning recruitment and admissions goals and 
        priorities with the hiring objectives of the high-need local 
        educational agency in the eligible partnership.
            ``(6) Professional development and training for mentor 
        teachers and principals.''; and
            (5) by adding at the end the following:
    ``(l) Continuation of Awards.--Notwithstanding any other provision 
of law, from funds appropriated to carry out this part, the Secretary 
shall continue to fund any multiyear grant awarded under this part (as 
such provisions were in effect on the day before the date of enactment 
of the Educator Preparation Reform Act), for the duration of such 
multiyear grant in accordance with its terms.''.

SEC. 104. ADMINISTRATIVE PROVISIONS.

    Section 203 of the Higher Education Act of 1965 (20 U.S.C. 1022b) 
is amended--
            (1) in subsection (a), by striking paragraph (2) and 
        inserting the following:
            ``(2) Number of awards.--An eligible partnership may not 
        receive more than 1 grant during a 5-year period, except such 
        partnership may receive an additional grant during such period 
        if such grant is used to establish a teacher or principal 
        residency program if such residency program was not established 
        with the prior grant. 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.''; and
            (2) in subsection (b)(2)(A), by striking ``teacher 
        preparation program'' and inserting ``teacher education program 
        or educator development program''.

SEC. 105. ACCOUNTABILITY AND EVALUATION.

    Section 204(a) of the Higher Education Act of 1965 (20 U.S.C. 
1022c(a)) is amended to read as follows:
    ``(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--
            ``(1) achievement for all prospective and new educators as 
        measured by the eligible partnership;
            ``(2) educator retention in the first 3 years;
            ``(3) pass rates and scaled scores for initial State 
        certification or licensure of teachers or pass rates and 
        average scores on valid and reliable teacher performance 
        assessments; and
            ``(4)(A) the percentage of profession ready teachers, 
        principals, and other educators hired by the high-need local 
        educational agency participating in the eligible partnership;
            ``(B) the percentage of profession ready teachers, 
        principals, and other educators hired by the high-need local 
        educational agency who are members of underrepresented groups;
            ``(C) the percentage of profession ready teachers hired by 
        the high-need local educational agency who teach high-need 
        academic subject areas (such as reading, mathematics, science, 
        and foreign language, including less commonly taught languages 
        and critical foreign languages);
            ``(D) the percentage of profession ready teachers hired by 
        the high-need local educational agency who teach in high-need 
        areas (including special education, bilingual education, 
        language instruction educational programs for limited English 
        proficient students, and early childhood education);
            ``(E) the percentage of profession ready teachers and other 
        educators hired by the high-need local educational agency who 
        teach in high-need schools, disaggregated by the elementary 
        school and secondary school levels;
            ``(F) 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; and
            ``(G) as applicable, the percentage of educators trained 
        to--
                    ``(i) integrate technology effectively into 
                curricula and instruction, including technology 
                consistent with the principles of universal design for 
                learning; and
                    ``(ii) use technology effectively to collect, 
                manage, and analyze data to improve teaching and 
                learning for the purpose of improving student learning 
                outcomes.''.

SEC. 106. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.

    Section 205 of the Higher Education Act of 1965 (20 U.S.C. 1022d) 
is amended--
            (1) in subsection (a)--
                    (A) by striking the subsection heading and 
                inserting ``Teacher Preparation Entity Report Cards''; 
                and
                    (B) by striking paragraph (1) and inserting the 
                following:
            ``(1) Report card.--Each teacher preparation entity 
        approved to operate teacher preparation programs in the State 
        and that receives or enrolls students receiving Federal 
        assistance 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) Pass rates and scaled scores.--For the most 
                recent year for which the information is available for 
                each teacher preparation program offered by the teacher 
                preparation entity the following:
                            ``(i) Except as provided in clause (ii), 
                        for those students who took the assessments 
                        used for teacher certification or licensure by 
                        the State in which the entity is located and 
                        are enrolled in the teacher preparation program 
                        or, and for those who have taken such 
                        assessments and have completed the teacher 
                        preparation program during the two-year period 
                        preceding such year, for each of such 
                        assessments--
                                    ``(I) the percentage of all 
                                students who passed such assessment;
                                    ``(II) the percentage of students 
                                who have taken such assessment who 
                                enrolled in and completed the teacher 
                                preparation program; and
                                    ``(III) the average scaled score 
                                for all students who took such 
                                assessment.
                            ``(ii) In the case of an entity that 
                        requires a valid and reliable teacher 
                        performance assessment in order to complete the 
                        preparation program, the entity may submit in 
                        lieu of the information described in clause (i) 
                        the pass rate and average score of students 
                        taking the teacher performance assessment.
                    ``(B) Entity information.--A description of the 
                following:
                            ``(i) The median grade point average and 
                        range of grade point averages for admitted 
                        students.
                            ``(ii) The number of students in the entity 
                        (disaggregated by race, ethnicity, and gender).
                            ``(iii) The number of hours and types of 
                        supervised clinical preparation required for 
                        each program.
                            ``(iv) The total number of students who 
                        have completed programs for certification or 
                        licensure (disaggregated by subject area and by 
                        race, ethnicity, and gender, except that such 
                        disaggregation shall not be required in a case 
                        in which the result would reveal personally 
                        identifiable information about an individual 
                        student).
                    ``(C) Accreditation.--Whether the program or entity 
                is accredited by a specialized accrediting agency 
                recognized by the Secretary for accreditation of 
                professional teacher education programs.
                    ``(D) Designation as low-performing.--Which 
                programs (if any) offered by the entity have been 
                designated as low-performing by the State under section 
                207(a).'';
            (2) in subsection (b)--
                    (A) in paragraph (1)--
                            (i) in subparagraph (A), by inserting ``, 
                        including teacher performance assessments'' 
                        after ``State'';
                            (ii) by striking subparagraph (D) and 
                        inserting the following:
                    ``(D)(i) Except as provided in clause (ii), for 
                each of the assessments used by the State for teacher 
                certification or licensure, disaggregated by subject 
                area, race, ethnicity, and gender, except that such 
                disaggregation shall not be required in a case in which 
                the result would reveal personally identifiable 
                information about an individual student--
                            ``(I) for each entity located in the State, 
                        the percentage of students at such entities who 
                        have completed 100 percent of the nonclinical 
                        coursework and taken the assessment who pass 
                        such assessment;
                            ``(II) the percentage of all such students 
                        in all such programs and entities who have 
                        taken the assessment who pass such assessment;
                            ``(III) the percentage of students who have 
                        taken the assessment who enrolled in and 
                        completed a teacher preparation program; and
                            ``(IV) 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.
                    ``(ii) In the case of a State that has implemented 
                a valid and reliable teacher performance assessment, 
                the State may submit in lieu of the information 
                described in clause (i) the pass rate and average score 
                of students taking the teacher performance assessment, 
                disaggregated by subject area, race, ethnicity, and 
                gender, except that such disaggregation shall not be 
                required in a case in which the result would reveal 
                personally identifiable information about an individual 
                student.'';
                            (iii) by striking subparagraph (G) and 
                        inserting the following:
                    ``(G) For each teacher preparation program in the 
                State the following:
                            ``(i) The median grade point average and 
                        range of grade point averages for admitted 
                        students.
                            ``(ii) The number of students in the 
                        program (disaggregated by race, ethnicity, and 
                        gender).
                            ``(iii) The number of hours and types of 
                        supervised clinical preparation required.
                            ``(iv) Whether such program has been 
                        identified as low-performing.'';
                            (iv) by striking subparagraph (H) and 
                        inserting the following:
                    ``(H) For the State as a whole, and for each 
                teacher preparation entity in the State, the number of 
                teachers prepared, in the aggregate and reported 
                separately by the following:
                            ``(i) Area of certification or licensure.
                            ``(ii) Academic major.
                            ``(iii) Subject area for which the teacher 
                        has been prepared to teach.
                            ``(iv) The relationship of the subject area 
                        and grade span of teachers graduated by the 
                        teacher preparation entity to the teacher 
                        workforce needs of the State.
                            ``(v) The percentage of teachers graduated 
                        teaching in high-need schools.
                            ``(vi) Race, gender, and ethnicity.'';
                            (v) by striking subparagraphs (I), (J), 
                        (K), and (L); and
                            (vi) by adding at the end the following:
                    ``(I) The capacity of the statewide longitudinal 
                data system to report valid and reliable outcome data 
                on the graduates of teacher preparation entities in the 
                State and where available the results of such data on 
                the following:
                            ``(i) Evidence of student learning, 
                        including information on the academic 
                        performance of students with disabilities and 
                        limited English proficient students taught by 
                        graduates of teacher preparation entities in 
                        the State by subject area and grade.
                            ``(ii) Job placement of program completers 
                        within 12 months of graduation.
                            ``(iii) Retention of program completers in 
                        teaching after 3 years.
                            ``(iv) Other outcome indicators, such as 
                        average results from teacher evaluations.''; 
                        and
                    (B) by adding at the end the following:
            ``(3) No requirement for reporting on students not residing 
        in the state.--Nothing in this section shall require a State to 
        report data on program completers who do not reside in such 
        State.''; and
            (3) in subsection (d)--
                    (A) in paragraph (1), by striking ``(A) through 
                (L)'' and inserting ``(A) through (H)''; and
                    (B) in paragraph (2), by adding at the end the 
                following:
                    ``(D) The relationship of the subject area and 
                grade span of teachers graduated by teacher preparation 
                entities across the States to identified teacher 
                shortage areas.
                    ``(E) The number and percentages of such graduates 
                teaching in high-need schools.''.

SEC. 107. TEACHER DEVELOPMENT.

    The Higher Education Act of 1965 (20 U.S.C. 1022e) is amended by 
striking section 206.

SEC. 108. STATE FUNCTIONS.

    Section 207 of the Higher Education Act of 1965 (20 U.S.C. 1022f) 
is amended to read as follows:

``SEC. 207. STATE FUNCTIONS.

    ``(a) State Assessment.--
            ``(1) In general.--In order to receive funds under this Act 
        or under title II of the Elementary and Secondary Education Act 
        of 1965, a State shall conduct an assessment to identify at-
        risk and low-performing teacher preparation programs in the 
        State and to assist such programs through the provision of 
        technical assistance.
            ``(2) Provision of low-performing list.--Each State 
        described in paragraph (1) shall--
                    ``(A) provide the Secretary with an annual list of 
                low-performing teacher preparation programs and an 
                identification of those programs at risk of being 
                placed on such list, as applicable;
                    ``(B) report any teacher preparation program that 
                has been closed and the reasons for such closure; and
                    ``(C) describe the assessment, described in 
                paragraph (1), in the report under section 205(b).
            ``(3) Determination of at-risk and low-performing 
        programs.--The levels of performance and the criteria for 
        meeting those levels for purposes of the assessment under 
        paragraph (1) shall be determined by the State in consultation 
        with a representative group of community stakeholders, 
        including, at a minimum, representatives of leaders and faculty 
        of traditional and alternative route teacher preparation 
        programs, prekindergarten through 12th grade leaders and 
        instructional staff, current teacher candidates participating 
        in traditional and alternative route teacher preparation 
        programs, the State's standards board or other appropriate 
        standards body, and other stakeholders identified by the State. 
        In making such determination, the State shall consider multiple 
        measures and the information reported by teacher preparation 
        entities under section 205.
    ``(b) Reporting and Improvement.--In order to receive funds under 
this Act or under title II of the Elementary and Secondary Education 
Act of 1965, a State shall--
            ``(1) report any programs described in subsection (a) to 
        the Secretary;
            ``(2) establish a period of improvement and redesign (as 
        established by the State) for programs identified as at-risk 
        under subsection (a);
            ``(3) provide programs identified as at-risk under 
        subsection (a) with technical assistance for a period of not 
        longer than 3 years;
            ``(4) identify at-risk programs as low-performing if there 
        is not sufficient improvement following the period of technical 
        assistance provided by the State; and
            ``(5) subject low-performing programs to the provisions 
        described in subsection (c) (as determined by the State) not 
        later than 1 year after the date of such identification as a 
        low-performing program.
    ``(c) Termination of Eligibility.--Any teacher preparation program 
that is projected to close--
            ``(1) shall be ineligible for any funding for professional 
        development activities awarded by the Department;
            ``(2) may not be permitted to provide new awards under 
        subpart 9 of part A of title IV; and
            ``(3) shall provide transitional support, including 
        remedial services if necessary, for students enrolled in the 
        program in the year prior to such closure.
    ``(d) Application of the Requirements.--The requirements of this 
section shall apply to both traditional teacher preparation programs 
and alternative routes to State certification and licensure 
programs.''.

SEC. 109. GENERAL PROVISIONS.

    Section 208(a) of the Higher Education Act of 1965 (20 U.S.C. 
1022g(a)) is amended by striking ``sections 205 and 206'' and inserting 
``section 205''.

SEC. 110. AUTHORIZATION OF APPROPRIATIONS.

    Section 209 of the Higher Education Act of 1965 (20 U.S.C. 1022h) 
is amended--
            (1) by striking ``2009'' and inserting ``2020''; and
            (2) by striking ``two'' and inserting ``5''.

                TITLE II--AMENDMENTS TO THE TEACH GRANTS

SEC. 201. PROGRAM ESTABLISHED.

    Section 420M of the Higher Education Act of 1965 (20 U.S.C. 1070g-
1) is amended by adding at the end the following:
    ``(e) Programs Projected To Close.--An institution of higher 
education that offers a teacher preparation program that is projected 
to close--
            ``(1) may not provide new awards under this subpart; and
            ``(2) shall provide transitional support, including 
        remedial services if necessary, for students enrolled in the 
        program in the year prior to such closure.''.

SEC. 202. APPLICATIONS; ELIGIBILITY.

    Section 420N of the Higher Education Act of 1965 (20 U.S.C. 1070g-
2) is amended--
            (1) in subsection (a)(2)--
                    (A) in subparagraph (A), by striking clause (iii) 
                and inserting the following:
                            ``(iii) the student is completing the 
                        third, fourth, or fifth year of a program of 
                        undergraduate education or a program of 
                        postbaccalaureate education, necessary to begin 
                        a career in teaching; or''; and
                    (B) in subparagraph (B), by striking clause (ii) 
                and inserting the following:
                            ``(ii) the applicant is or was a teacher 
                        who is using alternative certification routes 
                        that have not been identified as low-performing 
                        or at-risk by the State.'';
            (2) in subsection (b)--
                    (A) in paragraph (1)(D), by striking ``of the 
                school upon completion of each year of such service'' 
                and inserting ``of the school or schools for each year 
                of service completed''; and
                    (B) by striking paragraph (2) and inserting the 
                following:
            ``(2) in the event that the applicant is determined to have 
        failed or refused to carry out such service obligation, the sum 
        of the amounts of any TEACH Grants received by such applicant, 
        pro-rated by the percentage of service obligation that has not 
        been met, will be treated as a loan and collected from the 
        applicant in accordance with subsection (c) and regulations 
        thereunder; and''; and
            (3) in subsection (d), by adding at the end the following:
            ``(3) Appeal process.--The Secretary shall establish, by 
        regulation, a process for a recipient of a grant under this 
        subpart whose grant has been converted to a Federal Direct 
        Unsubsidized Stafford loan to appeal such conversion and have 
        the grant reinstated if there is evidence of--
                    ``(A) that recipient having completed, or being in 
                the process of completing, the service requirement; or
                    ``(B) servicing errors on the part of the 
                Department or its contractors.''.

SEC. 203. PROGRAM REPORT.

    Section 420P of the Higher Education Act of 1965 (20 U.S.C. 1070g-
4) is amended--
            (1) in paragraph (4), by striking ``and'' after the 
        semicolon;
            (2) by redesignating paragraph (5) as paragraph (7); and
            (3) by inserting after paragraph (4), the following:
            ``(5) the number of TEACH grants converted to loans and the 
        reason for such conversions;
            ``(6) the number of appeals from recipients whose TEACH 
        grants have been converted to loans and the result of such 
        appeals; and''.
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