I 

118TH CONGRESS 

2D SESSION H. R. 9986 

To amend the Higher Education Act of 1965 to enhance teacher and school 

leader quality partnership grants. 

IN THE HOUSE OF REPRESENTATIVES 

OCTOBER 11, 2024 

Ms. SPANBERGER (for herself and Mr. FITZPATRICK) introduced the following 

bill; which was referred to the Committee on Education and the Workforce 

A BILL 

To amend the Higher Education Act of 1965 to enhance 

teacher and school leader quality partnership grants. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Teacher and School 

5 Leader Quality Partnership Grants Act’’. 

6 SEC. 2. DEFINITIONS. 

7 Section 200 of the Higher Education Act of 1965 (20 

8 U.S.C. 1021) is amended to read as follows: 

9 ‘‘SEC. 200. DEFINITIONS. 

10 ‘‘Except as otherwise provided, in this title: 


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1 ‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 

2 sciences’ means— 

3 ‘‘(A) when referring to an organizational 

4 unit of an institution of higher education, any 

5 academic unit that offers one or more academic 

6 majors in disciplines or content areas cor7 responding to the academic subject matter 

8 areas in which teachers provide instruction; and 

9 ‘‘(B) when referring to a specific academic 

10 subject area, the disciplines or content areas in 

11 which academic majors are offered by the arts 

12 and sciences organizational unit. 

13 ‘‘(2) BLENDED LEARNING.—The term ‘blended 

14 learning’ has the meaning given the term in section 

15 4102 of the Elementary and Secondary Education 

16 Act of 1965 (20 U.S.C. 7112). 

17 ‘‘(3) CHILDREN FROM LOW-INCOME FAMI18 LIES.—The term ‘children from low-income families’ 

19 means children described in section 1124(c)(1)(A) of 

20 the Elementary and Secondary Education Act of 

21 1965 (20 U.S.C. 6333(c)(1)(A)). 

22 ‘‘(4) COMPREHENSIVE LITERACY INSTRUC23 TION.—The term ‘comprehensive literacy instruc24 tion’ has the meaning given the term in section 


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1 2221(b)(1) of the Elementary and Secondary Edu2 cation Act of 1965 (20 U.S.C. 6641(b)(1)). 

3 ‘‘(5) DIGITAL LEARNING.—The term ‘digital 

4 learning’ has the meaning given the term in section 

5 4102 of the Elementary and Secondary Education 

6 Act of 1965 (20 U.S.C. 7112). 

7 ‘‘(6) DIVERSE TEACHER CANDIDATES.—The 

8 term ‘diverse teacher candidates’ means— 

9 ‘‘(A) teacher candidates from underrep10 resented populations (as defined in section 

11 3(17) of the Assistive Technology Act of 1998 

12 (29 U.S.C. 3002(18)); and 

13 ‘‘(B) teacher candidates who are linguis14 tically and culturally prepared to educate high15 need students. 

16 ‘‘(7) EARLY CHILDHOOD EDUCATOR.—The 

17 term ‘early childhood educator’ means an individual 

18 with primary responsibility for the education of chil19 dren in an early childhood education program. 

20 ‘‘(8) EDUCATIONAL SERVICE AGENCY.—The 

21 term ‘educational service agency’ has the meaning 

22 given the term in section 8101 of the Elementary 

23 and Secondary Education Act of 1965 (20 U.S.C. 

24 7801). 


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1 ‘‘(9) EDUCATOR.—The term ‘educator’ means a 

2 teacher, principal or other school leader, specialized 

3 instructional support personnel, or other staff mem4 ber who provides or directly supports instruction at 

5 an elementary school, secondary school, or an early 

6 childhood education program (such as a school li7 brarian, counselor, or paraprofessional). 

8 ‘‘(10) ELIGIBLE PARTNERSHIP.—The term ‘eli9 gible partnership’ means an entity that— 

10 ‘‘(A) shall include— 

11 ‘‘(i) a high-need local educational 

12 agency; 

13 ‘‘(ii)(I) a high-need school or a con14 sortium of high-need schools served by the 

15 high-need local educational agency; or 

16 ‘‘(II) as applicable, a high-need early 

17 childhood education program; 

18 ‘‘(iii) a partner institution; and 

19 ‘‘(iv) a school, department, or pro20 gram of education within such partner in21 stitution, which may include an existing 

22 teacher professional development program 

23 with proven outcomes within a four-year 

24 institution of higher education that pro25 vides intensive and sustained collaboration 


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1 between faculty and local educational agen2 cies consistent with the requirements of 

3 this title; and 

4 ‘‘(B) may include any of the following: 

5 ‘‘(i) The Governor of the State. 

6 ‘‘(ii) The State educational agency. 

7 ‘‘(iii) The State board of education. 

8 ‘‘(iv) The State agency for higher edu9 cation. 

10 ‘‘(v) A business. 

11 ‘‘(vi) A public or private nonprofit 

12 educational organization. 

13 ‘‘(vii) An educational service agency. 

14 ‘‘(viii) A teacher, principal, or school 

15 leader organization. 

16 ‘‘(ix) A high-performing local edu17 cational agency, or a consortium of such 

18 local educational agencies, that can serve 

19 as a resource to the partnership. 

20 ‘‘(x) A charter school (as defined in 

21 section 4310 of the Elementary and Sec22 ondary Education Act of 1965 (20 U.S.C. 

23 7221i)). 


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1 ‘‘(xi) A school or department within 

2 the partner institution that focuses on psy3 chology and human development. 

4 ‘‘(xii) A school or department within 

5 the partner institution with comparable ex6 pertise in the disciplines of teaching, learn7 ing, and child and adolescent development. 

8 ‘‘(xiii) A school or department of arts 

9 and sciences within the partner institution. 

10 ‘‘(xiv) An entity operating a program 

11 that provides alternative routes to State 

12 certification of teachers or principals. 

13 ‘‘(11) ENGLISH LEARNER.—The term ‘English 

14 learner’ has the meaning given the term in section 

15 8101 of the Elementary and Secondary Education 

16 Act of 1965 (20 U.S.C. 7801). 

17 ‘‘(12) EVIDENCE-BASED.—The term ‘evidence18 based’ has the meaning given the term in subclauses 

19 (I) and (II) of section 8101(21)(A)(i) of the Elemen20 tary and Secondary Education Act of 1965 (20 

21 U.S.C. 7801(21)(A)). 

22 ‘‘(13) EVIDENCE OF STUDENT LEARNING.—The 

23 term ‘evidence of student learning’ means multiple 

24 measures of student learning that include the fol25 lowing: 


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1 ‘‘(A) Valid and reliable student assessment 

2 data, which may include data— 

3 ‘‘(i) based on— 

4 ‘‘(I) student learning gains on 

5 statewide academic assessments under 

6 section 1111(b)(2) of the Elementary 

7 and Secondary Education Act of 

8 1965; or 

9 ‘‘(II) student academic achieve10 ment assessments used at the na11 tional, State, or local levels, where 

12 available and appropriate for the cur13 riculum and students taught; 

14 ‘‘(ii) from classroom-based summative 

15 assessments; and 

16 ‘‘(iii) from high-quality validated per17 formance-based assessments that are 

18 aligned with challenging State academic 

19 standards adopted under section 

20 1111(b)(1) of the Elementary and Sec21 ondary Education Act of 1965 (20 U.S.C. 

22 6311(b)(1)). 

23 ‘‘(B) Not less than one of the following ad24 ditional measures: 


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1 ‘‘(i) Student work, including measures 

2 of performance criteria and evidence of 

3 student growth. 

4 ‘‘(ii) Teacher-generated information 

5 about student goals and growth. 

6 ‘‘(iii) Parental feedback about student 

7 goals and growth. 

8 ‘‘(iv) Student feedback about learning 

9 and teaching supports. 

10 ‘‘(v) Assessments of affective engage11 ment and self-efficacy. 

12 ‘‘(vi) Other appropriate measures, as 

13 determined by the State. 

14 ‘‘(14) HIGH-NEED EARLY CHILDHOOD EDU15 CATION PROGRAM.—The term ‘high-need early child16 hood education program’ means an early childhood 

17 education program serving children from low-income 

18 families that is located within the geographic area 

19 served by a high-need local educational agency. 

20 ‘‘(15) HIGH-NEED LOCAL EDUCATIONAL AGEN21 CY.—The term ‘high-need local educational agency’ 

22 means a local educational agency— 

23 ‘‘(A)(i) that serves not fewer than 10,000 

24 low-income children; 


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1 ‘‘(ii) for which not less than 20 percent of 

2 the children served by the agency are low-in3 come children; 

4 ‘‘(iii) that meets the eligibility require5 ments for funding under the Small, Rural 

6 School Achievement Program under section 

7 5211(b) of the Elementary and Secondary Edu8 cation Act of 1965 or the Rural and Low-In9 come School Program under section 6221(b) of 

10 such Act; or 

11 ‘‘(iv) that has a percentage of low-income 

12 children that is in the highest quartile among 

13 such agencies in the State; and 

14 ‘‘(B)(i) for which one or more schools 

15 served by the agency is identified by the State 

16 for comprehensive supports and interventions 

17 under section 1111(c)(4)(D)(i) of the Elemen18 tary and Secondary Education Act of 1965; or 

19 ‘‘(ii) for which one or more schools served 

20 by the agency has a high teacher turnover rate 

21 or is experiencing a teacher shortage in a high22 needs field, as determined by the State. 

23 ‘‘(16) HIGH-NEED SCHOOL.— 

24 ‘‘(A) IN GENERAL.—The term ‘high-need 

25 school’ means a school that, based on the most 


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1 recent data available, meets one or both of the 

2 following: 

3 ‘‘(i) The school is in the highest quar4 tile of schools in a ranking of all schools 

5 served by a local educational agency, 

6 ranked in descending order by percentage 

7 of students from low-income families en8 rolled in such schools, as determined by 

9 the local educational agency based on one 

10 of the following measures of poverty: 

11 ‘‘(I) The percentage of students 

12 aged 5 through 17 in poverty counted 

13 in the most recent census data ap14 proved by the Secretary. 

15 ‘‘(II) The percentage of students 

16 eligible for a free or reduced price 

17 school lunch under the Richard B. 

18 Russell National School Lunch Act. 

19 ‘‘(III) The percentage of students 

20 in families receiving assistance under 

21 the State program funded under part 

22 A of title IV of the Social Security 

23 Act. 


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1 ‘‘(IV) The percentage of students 

2 eligible to receive medical assistance 

3 under the Medicaid program. 

4 ‘‘(V) A composite of two or more 

5 of the measures described in sub6 clauses (I) through (IV). 

7 ‘‘(ii) In the case of— 

8 ‘‘(I) an elementary school, the 

9 school serves students not less than 

10 60 percent of whom are eligible for a 

11 free or reduced price school lunch 

12 under the Richard B. Russell National 

13 School Lunch Act; or 

14 ‘‘(II) any other school that is not 

15 an elementary school, the other school 

16 serves students not less than 45 per17 cent of whom are eligible for a free or 

18 reduced price school lunch under the 

19 Richard B. Russell National School 

20 Lunch Act. 

21 ‘‘(B) SPECIAL RULE.— 

22 ‘‘(i) DESIGNATION BY THE SEC23 RETARY.—The Secretary may, upon ap24 proval of an application submitted by an 

25 eligible partnership seeking a grant under 


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1 this title, designate a school that does not 

2 qualify as a high-need school under sub3 paragraph (A) as a high-need school for 

4 the purpose of this title. The Secretary 

5 shall base the approval of an application 

6 for designation of a school under this 

7 clause on a consideration of the informa8 tion required under clause (ii), and may 

9 also take into account other information 

10 submitted by the eligible partnership. 

11 ‘‘(ii) APPLICATION REQUIREMENTS.— 

12 An application for designation of a school 

13 under clause (i) shall include— 

14 ‘‘(I) the number and percentage 

15 of students attending such school who 

16 are— 

17 ‘‘(aa) aged 5 through 17 in 

18 poverty counted in the most re19 cent census data approved by the 

20 Secretary; 

21 ‘‘(bb) eligible for a free or 

22 reduced price school lunch under 

23 the Richard B. Russell National 

24 School Lunch Act; 


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1 ‘‘(cc) in families receiving 

2 assistance under the State pro3 gram funded under part A of 

4 title IV of the Social Security 

5 Act; or 

6 ‘‘(dd) eligible to receive med7 ical assistance under the Med8 icaid program; 

9 ‘‘(II) information about the stu10 dent academic achievement of stu11 dents at such school; and 

12 ‘‘(III) for a secondary school, the 

13 four-year adjusted cohort graduation 

14 rate for such school. 

15 ‘‘(17) HIGHLY COMPETENT.—The term ‘highly 

16 competent’, when used with respect to an early 

17 childhood educator, means an educator— 

18 ‘‘(A) with specialized education and train19 ing in development and education of young chil20 dren from birth until entry into kindergarten or 

21 a specialization in infants and toddlers or pre22 school children; 

23 ‘‘(B) with— 


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1 ‘‘(i) a baccalaureate degree in an aca2 demic major in an early childhood or re3 lated field; or 

4 ‘‘(ii) an associate’s degree in an early 

5 childhood or related educational area; and 

6 ‘‘(C) who has demonstrated a high level of 

7 knowledge and use of content and pedagogy in 

8 the relevant areas associated with quality early 

9 childhood education. 

10 ‘‘(18) INDUCTION PROGRAM.—The term ‘induc11 tion program’ means a formalized program for new 

12 teachers or school leaders, during not less than the 

13 teachers’ or school leaders’ first 2 years of, respec14 tively, teaching or leading, that is designed to pro15 vide support for, and improve the professional per16 formance and increase the retention in the education 

17 field of, beginning teachers or school leaders. Such 

18 program shall promote effective teaching or leader19 ship skills and shall include the following compo20 nents: 

21 ‘‘(A) High-quality mentoring. 

22 ‘‘(B) Periodic, structured time for collabo23 ration, including with mentors, as well as time 

24 for information-sharing among teachers, prin25 cipals, other school leaders and administrators, 


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1 other appropriate instructional staff, and par2 ticipating faculty or program staff in the part3 ner institution. 

4 ‘‘(C) The application of evidence-based in5 structional practices. 

6 ‘‘(D) Opportunities for new teachers or 

7 school leaders to draw directly on the expertise 

8 of mentors, faculty or program staff, and re9 searchers to support the integration of evidence10 based research with practice. 

11 ‘‘(E) The development of skills in evidence12 based instructional and behavioral interven13 tions. 

14 ‘‘(F) Faculty or program staff who— 

15 ‘‘(i) model the integration of research 

16 and practice in the classroom and school; 

17 and 

18 ‘‘(ii) as appropriate, assist new teach19 ers or school leaders with the effective use 

20 and integration of educational technology 

21 and the principles of universal design for 

22 learning into the classroom or school. 

23 ‘‘(G) Interdisciplinary collaboration among 

24 teacher leaders or school leaders, faculty or pro25 gram staff, researchers, and other staff who 


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1 prepare new teachers or school leaders with re2 spect to, as applicable, the learning process, the 

3 assessment of learning, or the leadership of a 

4 school. 

5 ‘‘(H) As applicable to the role, assistance 

6 with understanding of the effective use of data, 

7 particularly student achievement data, and the 

8 applicability of such data to inform and improve 

9 classroom instruction and school leadership. 

10 ‘‘(I) Regular and structured observation 

11 and evaluation of new teachers, principals, or 

12 other school leaders that are based in part on 

13 evidence of student learning, shall include mul14 tiple measures of educator performance, and 

15 shall provide clear, timely, and useful feedback 

16 to teachers, principals, or other school leaders, 

17 as applicable. 

18 ‘‘(J) The development of skills in improv19 ing the school culture and climate related to 

20 school leadership and the role of the principal, 

21 including to— 

22 ‘‘(i) nurture teacher and staff develop23 ment to strengthen classroom practice; 


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1 ‘‘(ii) build and sustain an inclusive 

2 culture of learning among adults and chil3 dren; 

4 ‘‘(iii) strengthen communications and 

5 relationships with parents, caregivers, 

6 paraprofessionals, and community stake7 holders; 

8 ‘‘(iv) facilitate the sharing of knowl9 edge, insight, and best practices in the 

10 community served by the school, preschool 

11 program, or early childhood education pro12 gram, including with youth serving pro13 grams (such as before- and after-school 

14 and summer programs); and 

15 ‘‘(v) build relationships and commu16 nicate effectively with State and local edu17 cational agency officials. 

18 ‘‘(19) INFANT OR TODDLER WITH A DIS19 ABILITY.—The term ‘infant or toddler with a dis20 ability’ has the meaning given the term in section 

21 632 of the Individuals with Disabilities Education 

22 Act (20 U.S.C. 1432). 

23 ‘‘(20) MENTORING.—The term ‘mentoring’ 

24 means the mentoring of new or prospective teachers 

25 or school leaders through a program that— 


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1 ‘‘(A) includes clear criteria for the selec2 tion of teacher or school leader mentors who 

3 may be program staff and who will provide role 

4 model relationships for mentees, which criteria 

5 shall be developed by the eligible partnership 

6 and based on measures of teacher or school 

7 leader effectiveness; 

8 ‘‘(B) provides high-quality training for 

9 such mentors, including instructional strategies 

10 for literacy instruction and classroom manage11 ment (including approaches that improve the 

12 schoolwide climate for learning, create inclusive 

13 classroom environments, and address the social 

14 and emotional needs of students, which may in15 clude positive behavioral interventions and sup16 ports); 

17 ‘‘(C) provides regular and ongoing oppor18 tunities for mentors and mentees to observe 

19 each other’s teaching or leading methods in 

20 classroom or school settings during the day in 

21 a high-need school in the high-need local edu22 cational agency in the eligible partnership; 

23 ‘‘(D) provides paid release time for men24 tors; 


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1 ‘‘(E) in the case of mentees who are new 

2 or prospective teachers, provides mentoring to 

3 each mentee by a colleague who teaches in the 

4 same field, grade, or subject as the mentee; 

5 ‘‘(F) in the case of mentees who are new 

6 or prospective teachers, promotes empirically 

7 based practice of, and evidence-based research 

8 on, where applicable— 

9 ‘‘(i) teaching and learning; 

10 ‘‘(ii) assessment of student learning; 

11 ‘‘(iii) the development of teaching 

12 skills through the use of instructional and 

13 behavioral interventions; and 

14 ‘‘(iv) the improvement of the mentees’ 

15 capacity to measurably advance student 

16 learning; and 

17 ‘‘(G) includes— 

18 ‘‘(i) common planning time or regu19 larly scheduled collaboration for the men20 tor and mentee; and 

21 ‘‘(ii) as applicable, joint professional 

22 development opportunities. 

23 ‘‘(21) PARENT.—The term ‘parent’ has the 

24 meaning given the term in section 8101 of the Ele25 mentary and Secondary Education Act of 1965. 


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1 ‘‘(22) PARTNER INSTITUTION.—The term ‘part2 ner institution’ means an institution of higher edu3 cation, which may include a 2-year institution of 

4 higher education offering a dual program with a 4- 

5 year institution of higher education, participating in 

6 an eligible partnership that has a teacher prepara7 tion program or school leader preparation program 

8 that is accredited by the State— 

9 ‘‘(A) in the case of a teacher preparation 

10 program— 

11 ‘‘(i) whose graduates exhibit strong 

12 performance on State-determined quali13 fying assessments for new teachers 

14 through— 

15 ‘‘(I) demonstrating that 80 per16 cent or more of the graduates of the 

17 program who intend to enter the field 

18 of teaching have passed all of the ap19 plicable State qualification assess20 ments for new teachers, which shall 

21 include an assessment of each pro22 spective teacher’s subject matter 

23 knowledge in the content area in 

24 which the teacher intends to teach; or 


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1 ‘‘(II) that is not designated as a 

2 low-performing teacher preparation 

3 program in the State as determined 

4 by the State— 

5 ‘‘(aa) using criteria con6 sistent with the requirements for 

7 the State assessment under sec8 tion 207(a) before the first publi9 cation of such report card; and 

10 ‘‘(bb) using the State assess11 ment required under section 

12 207(a), after the first publication 

13 of such report card and for every 

14 year thereafter; and 

15 ‘‘(ii) that requires— 

16 ‘‘(I) each student in the program 

17 to meet high academic standards or 

18 demonstrate a record of success, as 

19 determined by the institution (includ20 ing prior to entering and being ac21 cepted into a program), and partici22 pate in intensive clinical experience; 

23 ‘‘(II) each student in the pro24 gram preparing to become a teacher 

25 who meets the applicable State certifiVerDate Sep 11 2014 23:18 Oct 24, 2024 Jkt 059200 PO 00000 Frm 00021 Fmt 6652 Sfmt 6201 E:\BILLS\H9986.IH H9986

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1 cation and licensure requirements, in2 cluding any requirements for certifi3 cation obtained through alternative 

4 routes to certification, or, with regard 

5 to special education teachers, the 

6 qualifications described in section 

7 612(a)(14)(C) of the Individuals with 

8 Disabilities Education Act; and 

9 ‘‘(III) each student in the pro10 gram preparing to become an early 

11 childhood educator to meet degree re12 quirements, as established by the 

13 State, and become highly competent; 

14 and 

15 ‘‘(B) in the case of a school leader prepa16 ration program— 

17 ‘‘(i) whose graduates exhibit a strong 

18 record of successful school leadership as 

19 demonstrated by— 

20 ‘‘(I) a high percentage of such 

21 graduates taking positions as assist22 ant principals and principals within 3 

23 years of completing the program; and 

24 ‘‘(II) a high percentage of such 

25 graduates rated effective or above in 


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1 State school leader evaluation and 

2 support systems (as described in sec3 tion 2101(c)(4)(B)(ii) of the Elemen4 tary and Secondary Education Act of 

5 1965) or, if no such ratings are avail6 able, other, comparable indicators of 

7 performance; and 

8 ‘‘(ii) that requires each student in the 

9 program to participate in intensive clinical 

10 experience in an authentic setting (includ11 ing by assuming substantial leadership re12 sponsibilities) in which the student can be 

13 evaluated on leadership skills and the stu14 dent’s effect on student outcomes as part 

15 of program completion. 

16 ‘‘(23) PROFESSIONAL DEVELOPMENT.—The 

17 term ‘professional development’ has the meaning 

18 given the term in section 8101 of the Elementary 

19 and Secondary Education Act of 1965. 

20 ‘‘(24) PROFESSION-READY.—The term ‘profes21 sion-ready’— 

22 ‘‘(A) when used with respect to a principal 

23 or other school leader, means a principal or 

24 other school leader who— 


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1 ‘‘(i) has an advanced degree, or other 

2 appropriate credential; 

3 ‘‘(ii) has completed a principal or 

4 other school leader preparation process and 

5 is fully certified and licensed by the State 

6 in which the principal or other school lead7 er is employed; 

8 ‘‘(iii) has demonstrated instructional 

9 leadership, including the ability to collect, 

10 analyze, and utilize data on evidence of 

11 student learning and evidence of classroom 

12 practice; 

13 ‘‘(iv) has demonstrated proficiency in 

14 professionally recognized leadership stand15 ards, such as through— 

16 ‘‘(I) a performance assessment; 

17 ‘‘(II) completion of a residency 

18 program; or 

19 ‘‘(III) other measures of leader20 ship effectiveness, as determined by 

21 the State; and 

22 ‘‘(v) has demonstrated the ability to 

23 work with students who are culturally and 

24 linguistically diverse; 


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1 ‘‘(B) when used with respect to a teacher, 

2 means a teacher who— 

3 ‘‘(i) has completed a teacher prepara4 tion program and is fully certified and li5 censed to teach by the State in which the 

6 teacher is employed; 

7 ‘‘(ii) has demonstrated content knowl8 edge in the subject or subjects the teacher 

9 teaches; 

10 ‘‘(iii) has demonstrated the ability to 

11 work with students who are culturally and 

12 linguistically diverse; 

13 ‘‘(iv) has demonstrated teaching skills, 

14 such as through— 

15 ‘‘(I) a teacher performance as16 sessment; or 

17 ‘‘(II) other measures of teaching 

18 skills, as determined by the State; and 

19 ‘‘(v) has demonstrated proficiency 

20 with the use of educational technology; and 

21 ‘‘(C) when used with respect to any other 

22 educator not described in subparagraph (A) or 

23 (B), means an educator who has completed an 

24 appropriate preparation program and is fully 


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1 certified or licensed by the State in which the 

2 educator is employed. 

3 ‘‘(25) SCHOOL LEADER.—The term ‘school 

4 leader’ has the meaning given the term in section 

5 8101 of the Elementary and Secondary Education 

6 Act of 1965. 

7 ‘‘(26) SCHOOL LEADER PREPARATION ENTI8 TY.—The term ‘school leader preparation entity’ 

9 means an institution of higher education or a non10 profit organization, including those institutions or 

11 organizations that provide alternative routes to cer12 tification, that is approved by the State to prepare 

13 school leaders to be effective. 

14 ‘‘(27) SCHOOL LEADER PREPARATION PRO15 GRAM.—The term ‘school leader preparation pro16 gram’ means a program offered by a school leader 

17 preparation entity, whether a traditional or alter18 native route, that is approved by the State to pre19 pare school leaders to be effective and that leads to 

20 a specific State certification to be a school leader. 

21 ‘‘(28) TEACHER LEADER.—The term ‘teacher 

22 leader’ means a highly effective teacher who carries 

23 out formalized leadership responsibilities based on 

24 the demonstrated needs of the elementary school or 

25 secondary school in which the teacher is employed, 


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1 while maintaining a role as a classroom instructor 

2 who— 

3 ‘‘(A) is trained in and practices teacher 

4 leadership; and 

5 ‘‘(B) fosters a collaborative culture to— 

6 ‘‘(i) support educator development, ef7 fectiveness, and student learning; 

8 ‘‘(ii) support access and use research 

9 to improve practice and student learning; 

10 ‘‘(iii) promote professional learning 

11 for continuous improvement; 

12 ‘‘(iv) facilitate improvements in in13 struction and student learning; promote 

14 the appropriate use of assessments and 

15 data for school and district improvement; 

16 ‘‘(v) improve outreach and collabora17 tion with families and community; 

18 ‘‘(vi) advance the profession by shap19 ing and implementing policy; and 

20 ‘‘(vii) advocate for increased access to 

21 great teaching and learning for all stu22 dents. 

23 ‘‘(29) TEACHING SKILLS.—The term ‘teaching 

24 skills’ means skills that enable a teacher to— 


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1 ‘‘(A) increase student learning, achieve2 ment, and the ability to apply knowledge; 

3 ‘‘(B) effectively convey, and explain, and 

4 provide opportunities for students to apply aca5 demic subject matter; 

6 ‘‘(C) effectively teach higher-order analyt7 ical, evaluation, problem-solving, critical think8 ing, social and emotional, collaboration, and 

9 communication skills; 

10 ‘‘(D) employ strategies grounded in the 

11 disciplines of teaching and learning that— 

12 ‘‘(i) are based on empirically based 

13 practice and evidence-based research, 

14 where applicable, related to teaching and 

15 learning; 

16 ‘‘(ii) are specific to academic subject 

17 matter; and 

18 ‘‘(iii) focus on the identification of 

19 students’ specific learning needs, particu20 larly students with disabilities, students 

21 who are English-learners, students who are 

22 gifted and talented, and students with low 

23 literacy levels, and the tailoring of aca24 demic instruction to such needs; 


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1 ‘‘(E) design and conduct an ongoing as2 sessments of student learning, which may in3 clude the use of formative assessments, per4 formance-based assessments, project-based as5 sessments, or portfolio assessments, that meas6 ures higher-order thinking skills (including ap7 plication, analysis, synthesis, and evaluation) 

8 and use this information to inform and person9 alize instruction; 

10 ‘‘(F) support the social, emotional, and 

11 academic achievement of all students including 

12 effectively manage a classroom creating a posi13 tive and inclusive classroom environment, in14 cluding the ability to implement positive behav15 ioral interventions and support strategies; 

16 ‘‘(G) support technology-rich instruction, 

17 assessment and learning management in con18 tent areas, technology literacy, and under19 standing of the principles of universal design; 

20 ‘‘(H) demonstrate proficiency with the use 

21 of educational technology; 

22 ‘‘(I) communicate and work with families, 

23 and involve families in their children’s edu24 cation; and 


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1 ‘‘(J) use, in the case of an early childhood 

2 educator or an educator at the elementary 

3 school or secondary school level, age-appropriate 

4 and developmentally appropriate strategies and 

5 practices for children and youth in early child6 hood education and elementary school or sec7 ondary school programs, respectively. 

8 ‘‘(30) TEACHER PERFORMANCE ASSESSMENT.— 

9 The term ‘teacher performance assessment’ means a 

10 pre-service assessment used to measure teacher per11 formance that is approved by the State and is— 

12 ‘‘(A) based on professional teaching stand13 ards; 

14 ‘‘(B) used to measure the effectiveness of 

15 a teacher’s— 

16 ‘‘(i) curriculum planning; 

17 ‘‘(ii) instruction of students, including 

18 appropriate plans and modifications for 

19 students who are limited English proficient 

20 and students who are children with disabil21 ities; 

22 ‘‘(iii) assessment of students, includ23 ing analysis of evidence of student learn24 ing; and 


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1 ‘‘(iv) ability to advance student learn2 ing; 

3 ‘‘(C) validated based on professional as4 sessment standards; 

5 ‘‘(D) reliably scored by trained evaluators, 

6 with appropriate oversight of the process to en7 sure consistency; and 

8 ‘‘(E) used to support continuous improve9 ment of educator practice. 

10 ‘‘(31) TEACHER PREPARATION ENTITY.—The 

11 term ‘teacher preparation entity’ means an institu12 tion of higher education, a nonprofit organization, or 

13 other organization that is approved by a State to 

14 prepare teachers to be effective in the classroom. 

15 ‘‘(32) TEACHER PREPARATION PROGRAM.—The 

16 term ‘teacher preparation program’ means a pro17 gram offered by a teacher preparation entity that 

18 leads to a specific State teacher certification. 

19 ‘‘(33) TRAUMA-INFORMED CARE.—The term 

20 ‘trauma-informed care’ is defined as the evidence21 based practices outlined in section 4108(B)(II)(aa) 

22 of the Elementary and Secondary Education Act of 

23 1965.’’. 


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1 SEC. 3. PURPOSES. 

2 Section 201 of the Higher Education Act of 1965 (20 

3 U.S.C. 1022) is amended— 

4 (1) in paragraph (2), by striking ‘‘by improving 

5 the preparation of prospective teachers and enhanc6 ing professional development activities for new 

7 teachers’’ and inserting ‘‘, school leaders, including 

8 teacher leaders, and other educators by improving 

9 the preparation of prospective teachers, school lead10 ers, and other educators and enhancing professional 

11 development activities for new teachers, school lead12 ers, and other educators’’; 

13 (2) in paragraph (3), by striking ‘‘; and’’ and 

14 inserting a semicolon; and 

15 (3) by striking paragraph (4) and inserting the 

16 following new paragraphs: 

17 ‘‘(4) hold teacher preparation programs and 

18 school leader preparation programs accountable for 

19 preparing effective teachers, principals and school 

20 leaders, and other educators; 

21 ‘‘(5) recruit profession-ready individuals, includ22 ing underrepresented groups and individuals from 

23 other occupations (including informal education and 

24 youth development fields), as teachers and other 

25 educators; and 


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1 ‘‘(6) meet the staffing needs of high-need local 

2 educational agencies and high-need schools through 

3 close partnerships with educator preparation pro4 grams within institutions of higher education.’’. 

5 SEC. 4. PARTNERSHIP GRANTS. 

6 Section 202 of the Higher Education Act of 1965 (20 

7 U.S.C. 1022a) is amended— 

8 (1) in subsection (b)— 

9 (A) in paragraph (1), by inserting ‘‘equi10 table distribution,’’ after ‘‘professional develop11 ment,’’; 

12 (B) by amending paragraph (2) to read as 

13 follows: 

14 ‘‘(2) a description of the extent to which the 

15 program to be carried out with grant funds, as de16 scribed in subsection (c), will prepare prospective 

17 teachers, school leaders, and new educators with 

18 strong teaching, leadership, and other professional 

19 skills necessary to increase learning and academic 

20 achievement;’’; 

21 (C) in paragraph (3), by inserting ‘‘, 

22 school leaders, and other educators,’’ after 

23 ‘‘new teachers’’; 

24 (D) in paragraph (4)— 


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1 (i) in subparagraph (A), by inserting 

2 ‘‘, school leader, and other educator’’ after 

3 ‘‘other teacher’’; and 

4 (ii) in subparagraph (B), by inserting 

5 ‘‘, school leader, and other educator’’ after 

6 ‘‘promote teacher’’; 

7 (E) in paragraph (6)— 

8 (i) by striking subparagraphs (F), 

9 (G), and (H) and inserting the following: 

10 ‘‘(F) how the partnership will prepare edu11 cators to teach and work with students with 

12 disabilities, including training related to early 

13 identification of students with disabilities and 

14 participation as a member of individualized edu15 cation program teams, as defined in section 

16 614(d)(1)(B) of the Individuals with Disabil17 ities Education Act to ensure that students with 

18 disabilities receive effective services, consistent 

19 with the requirements of the Individuals with 

20 Disabilities Education Act, that are needed for 

21 such students to achieve to challenging State 

22 academic standards; 

23 ‘‘(G) how the partnership will prepare edu24 cators to teach and work with students who are 

25 English learners to ensure that students who 


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1 are English learners receive the services that 

2 are needed for such students to achieve to chal3 lenging State academic standards; 

4 ‘‘(H) how faculty at the partner institution 

5 will work, during the term of the grant, with 

6 mentor educators in the classrooms and admin7 istrators of high-need schools served by the 

8 high-need local educational agency in the part9 nership to— 

10 ‘‘(i) provide high-quality professional 

11 development activities to strengthen the 

12 content knowledge and teaching skills of 

13 elementary school and secondary school 

14 teachers and other educators, including 

15 multi-tiered systems of support and uni16 versal design for learning; 

17 ‘‘(ii) train other classroom teachers, 

18 principals or other school leaders, school li19 brarians, and other educators to implement 

20 literacy programs that incorporate the 

21 components of comprehensive literacy in22 struction; and 

23 ‘‘(iii) provide evidence-based, high24 quality professional development activities 

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1 ship skills of elementary school and sec2 ondary school principals or other school 

3 leaders and district superintendents, if the 

4 partner institution has a principal or 

5 school leader preparation program;’’; 

6 (ii) in subparagraph (I), by inserting 

7 ‘‘as applicable’’ before ‘‘how the partner8 ship’’; and 

9 (iii) in subparagraph (K)— 

10 (I) by inserting ‘‘, principals or 

11 other school leaders’’ after ‘‘teachers’’; 

12 and 

13 (II) by striking ‘‘; and’’ and in14 serting a semicolon; and 

15 (F) in paragraph (7)— 

16 (i) in the matter before subparagraph 

17 (A), by striking ‘‘under this section’’ and 

18 inserting ‘‘under paragraphs (1)(B)(iv) 

19 and (3) of subsection (d)’’; 

20 (ii) in subparagraph (A), by inserting 

21 ‘‘as applicable,’’ before ‘‘a demonstration’’; 

22 (iii) in subparagraph (B), by striking 

23 ‘‘scientifically valid’’ and inserting ‘‘evi24 dence-based’’; and 


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1 (iv) in subparagraph (D), by striking 

2 the period at the end and inserting ‘‘; 

3 and’’; 

4 (2) by amending subsection (c) to read as fol5 lows: 

6 ‘‘(c) USE OF GRANT FUNDS.—An eligible partner7 ship that receives a grant under this section— 

8 ‘‘(1) shall use such grant to carry out— 

9 ‘‘(A) a program for the pre-baccalaureate 

10 or a 5th year initial licensing program prepara11 tion of teachers described in subsection (d); 

12 ‘‘(B) teaching residency program or prin13 cipal or other school leader residency program 

14 program described in subsection (e); or 

15 ‘‘(C) a combination of such programs; and 

16 ‘‘(2) may use such grant to carry out other edu17 cator development programs under subsection (f), 

18 based upon the results of the needs assessment in 

19 subsection (b)(1).’’; 

20 (3) in subsection (d)— 

21 (A) in paragraph (1)— 

22 (i) by striking ‘‘limited English pro23 ficient’’ both places it appears and insert24 ing ‘‘English learners’’; 


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1 (ii) by striking ‘‘scientifically valid’’ 

2 both places it appears and inserting ‘‘evi3 dence-based’’; and 

4 (iii) in subparagraph (B)(ii)(VI), by 

5 striking ‘‘reading instruction’’ both places 

6 it appears and inserting ‘‘comprehensive 

7 literacy instruction’’; 

8 (B) in paragraph (5)(B), by striking ‘‘lim9 ited English proficient’’ and inserting ‘‘English 

10 learners’’; and 

11 (C) in paragraph (6)(A), by striking ‘‘read12 ing instruction’’ and inserting ‘‘comprehensive 

13 literacy instruction’’; 

14 (4) by amending subsection (e) to read as fol15 lows: 

16 ‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH17 MENT OF TEACHING AND PRINCIPAL OR OTHER SCHOOL

18 LEADER RESIDENCY PROGRAMS.— 

19 ‘‘(1) IN GENERAL.—An eligible partnership re20 ceiving a grant to carry out an effective teaching 

21 residency program or principal or other school leader 

22 residency program that meets the following require23 ments: 


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1 ‘‘(A) TEACHING RESIDENCY PROGRAM.— 

2 An eligible partnership carrying out a teaching 

3 residency program shall— 

4 ‘‘(i) support a teaching residency pro5 gram described in paragraph (2) for high6 need schools, as determined by the needs 

7 of high-need local educational agency in 

8 the partnership, and in high-need subjects 

9 and areas, as defined by such local edu10 cational agency; and 

11 ‘‘(ii) place graduates of the teaching 

12 residency program in cohorts that facilitate 

13 professional collaboration, both among 

14 graduates of the residency program and 

15 between such graduates and mentor teach16 ers in the receiving school. 

17 ‘‘(B) PRINCIPAL OR SCHOOL LEADER RESI18 DENCY PROGRAM.—An eligible partnership car19 rying out a principal or school leader residency 

20 program shall support a program described in 

21 paragraph (3) for high-need schools, as deter22 mined by the needs of the high-need local edu23 cational agency in the partnership. 

24 ‘‘(2) TEACHING RESIDENCY PROGRAM.— 


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1 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

2 teaching residency program under this para3 graph shall be a program based upon models of 

4 successful teaching residencies that serves as a 

5 mechanism to prepare teachers for success in 

6 high-need schools in the eligible partnership and 

7 shall be designed to include the following char8 acteristics of successful programs: 

9 ‘‘(i) The integration of pedagogy, 

10 classroom practice, and teacher mentoring. 

11 ‘‘(ii) The exposure to principles of 

12 child and youth development, and under13 standing and applying principles of learn14 ing, behavior, and community and family 

15 engagement. 

16 ‘‘(iii) The exposure to principles of 

17 universal design for learning and multi18 tiered systems of support. 

19 ‘‘(iv) Engagement of teaching resi20 dents in rigorous coursework under21 graduate-level coursework or graduate-level 

22 coursework, which— 

23 ‘‘(I) may include courses taught 

24 by local educational agency personnel 

25 or residency program faculty, in— 


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1 ‘‘(aa) the teaching of the 

2 content area in which the teacher 

3 will become certified or licensed; 

4 and 

5 ‘‘(bb) pedagogical practices; 

6 and 

7 ‘‘(II) shall lead to the attainment 

8 of a bachelor’s or master’s degree, re9 spectively, and full State teacher cer10 tification or licensure. 

11 ‘‘(v) Experience and learning opportu12 nities alongside a trained and experienced 

13 mentor teacher for not less than 1 aca14 demic year— 

15 ‘‘(I) whose teaching shall com16 plement the residency program so that 

17 school-based clinical practice is tightly 

18 aligned and integrated with 

19 coursework; 

20 ‘‘(II) who shall have extra re21 sponsibilities as a teacher leader of 

22 the teaching residency program, as a 

23 mentor for residents, and as a teacher 

24 coach during the induction program 

25 for new teachers, and for establishing, 


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1 within the program, a learning com2 munity in which all individuals are ex3 pected to continually improve their ca4 pacity to advance student learning; 

5 and 

6 ‘‘(III) who may be relieved from 

7 teaching duties or may be offered a 

8 stipend as a result of such additional 

9 responsibilities. 

10 ‘‘(vi) The establishment of clear cri11 teria for the selection of mentor teachers 

12 based on the appropriate subject area 

13 knowledge and measures of teacher effec14 tiveness, which shall be based on, but not 

15 limited to, observations of the following: 

16 ‘‘(I) Planning and preparation, 

17 including demonstrated knowledge of 

18 content, pedagogy, and assessment, 

19 including the use of formative, 

20 summative, and diagnostic assess21 ments to inform instruction and im22 prove student learning. 

23 ‘‘(II) Appropriate instruction 

24 that engages all students. 


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1 ‘‘(III) Collaboration with col2 leagues to improve instruction. 

3 ‘‘(IV) Analysis of evidence of stu4 dent learning. 

5 ‘‘(V) Collaboration and the cul6 tivation of relationships with external 

7 stakeholders (which may include pro8 fessional disciplinary organizations 

9 and nonprofit advocacy organizations) 

10 to foster the sharing of evidence-based 

11 resources to promote high-quality, ef12 fective practices. 

13 ‘‘(vii) The development of admissions 

14 goals and priorities— 

15 ‘‘(I) that are aligned with the 

16 hiring objectives of the local edu17 cational agency partnering with the 

18 program, as well as the instructional 

19 initiatives and curriculum of such 

20 agency to hire qualified graduates 

21 from the teaching residency program; 

22 and 

23 ‘‘(II) which may include consider24 ation of applicants who reflect the 

25 communities in which they will teach 


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1 as well as consideration of individuals 

2 from underrepresented populations in 

3 the teaching profession. 

4 ‘‘(viii) Continued support for residents 

5 once such residents are hired as the teach6 ers of record, through an induction pro7 gram, evidence-based professional develop8 ment, and networking opportunities to sup9 port the residents through not less than 

10 the residents’ first 2 years of teaching. 

11 ‘‘(B) SELECTION OF INDIVIDUALS AS

12 TEACHER RESIDENTS.— 

13 ‘‘(i) ELIGIBLE INDIVIDUAL.—In order 

14 to be eligible to be a teacher resident in a 

15 teacher residency program under this para16 graph, an individual shall— 

17 ‘‘(I) be a recent graduate of a 4- 

18 year institution of higher education or 

19 a mid-career professional possessing 

20 strong content knowledge or a record 

21 of professional accomplishment; and 

22 ‘‘(II) submit an application to 

23 the residency program. 

24 ‘‘(ii) SELECTION CRITERIA.—An eligi25 ble partnership carrying out a teaching 


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1 residency program under this subsection 

2 shall establish criteria for the selection of 

3 eligible individuals to participate in the 

4 teaching residency program based on the 

5 following characteristics: 

6 ‘‘(I) Strong content knowledge or 

7 record of accomplishment in the field 

8 or subject area to be taught. 

9 ‘‘(II) Strong verbal and written 

10 communication skills, which may be 

11 demonstrated by performance on ap12 propriate assessments. 

13 ‘‘(III) Other attributes linked to 

14 effective teaching, which may be de15 termined by interviews or performance 

16 assessments, as specified by the eligi17 ble partnership. 

18 ‘‘(3) PARTNERSHIP GRANTS FOR THE DEVEL19 OPMENT OF PRINCIPAL AND OTHER SCHOOL LEADER

20 RESIDENCY PROGRAMS.— 

21 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

22 principal or other school leader residency pro23 gram under this paragraph shall be a program 

24 based upon models of successful principal or 

25 other school leader residencies that serve as a 


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1 mechanism to prepare principals and other 

2 school leaders for success in high-need schools 

3 in the eligible partnership and shall be designed 

4 to include the following characteristics of suc5 cessful programs: 

6 ‘‘(i) Engagement of principal or other 

7 school leader residents in rigorous grad8 uate-level coursework, which— 

9 ‘‘(I) may be courses taught by 

10 local educational agency personnel or 

11 residency program faculty, in leader12 ship, management, organizational, and 

13 instructional skills necessary to serve 

14 as a principal or other school leader; 

15 and 

16 ‘‘(II) lead to the attainment of 

17 appropriate advanced credentials and 

18 full State principal, or school leader 

19 certification or licensure. 

20 ‘‘(ii) Experience and learning opportu21 nities, including those that provide contin22 uous feedback throughout the program on 

23 a participants’ progress, alongside a 

24 trained and experienced mentor principal 


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1 or other school leader for not less than 1 

2 academic year— 

3 ‘‘(I) whose mentoring shall be 

4 based on standards of effective men5 toring practice and shall complement 

6 the residence program so that school7 based clinical practice is tightly 

8 aligned with coursework; and 

9 ‘‘(II) who may be relieved from 

10 some portion of principal or other 

11 school leader duties or may be offered 

12 a stipend as a result of such addi13 tional responsibilities. 

14 ‘‘(iii) The establishment of clear cri15 teria for the selection of mentor principals 

16 or other school leaders, which may be 

17 based on observations of the following: 

18 ‘‘(I) Demonstrating awareness of, 

19 and having experience with, the 

20 knowledge, skills, and attitudes to— 

21 ‘‘(aa) establish and maintain 

22 a professional learning commu23 nity that effectively extracts in24 formation from data to improve 

25 the school culture and climate, 


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1 and personalize instruction for all 

2 students to result in improved 

3 student achievement; 

4 ‘‘(bb) create and maintain a 

5 learning culture within the school 

6 that provides an inclusive climate 

7 conducive to the development of 

8 all members of the school com9 munity, including one of contin10 uous improvement and learning 

11 for adults tied to student learn12 ing and other school goals; 

13 ‘‘(cc) develop the profes14 sional capacity and practice of 

15 school personnel and foster a 

16 professional community of teach17 ers and other professional staff; 

18 ‘‘(dd) engage in continuous 

19 professional development, uti20 lizing a combination of academic 

21 study, developmental simulation 

22 exercises, self-reflection, mentor23 ship, and internship; 

24 ‘‘(ee) understand youth de25 velopment appropriate to the age 


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1 level served by the school, and 

2 use this knowledge to set high ex3 pectations and standards for the 

4 academic, social, emotional, and 

5 physical development of all stu6 dents; and 

7 ‘‘(ff) actively engage with 

8 families and the community to 

9 create shared responsibility for 

10 student academic performance 

11 and successful development. 

12 ‘‘(II) Planning and articulating a 

13 shared and coherent schoolwide direc14 tion and policy for achieving high 

15 standards of student performance, 

16 and closing gaps in achievement 

17 among subgroups of students. 

18 ‘‘(III) Identifying and imple19 menting the activities and rigorous 

20 curriculum necessary for achieving 

21 such standards of student perform22 ance. 

23 ‘‘(IV) Supporting a culture of 

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1 sional behavior and ensuring quality 

2 measures of instructional practice. 

3 ‘‘(V) Communicating and engag4 ing parents, families, and other exter5 nal communities. 

6 ‘‘(VI) Cultivating relationships 

7 and collaborating with external stake8 holders, which may include profes9 sional disciplinary organizations and 

10 nonprofit advocacy organizations, to 

11 foster the sharing of evidence-based 

12 resources to promote high-quality, ef13 fective practices. 

14 ‘‘(VII) Collecting, analyzing, and 

15 utilizing data and other evidence of 

16 student learning and evidence of class17 room practice to guide decisions and 

18 actions for continuous improvement 

19 and to ensure performance account20 ability. 

21 ‘‘(iv) The development of admissions 

22 goals and priorities— 

23 ‘‘(I) that are aligned with the 

24 hiring objectives of the local edu25 cational agency partnering with the 


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1 program, as well as the instructional 

2 initiatives and curriculum of such 

3 agency to hire qualified graduates 

4 from the principal residency program; 

5 and 

6 ‘‘(II) which may include consider7 ation of applicants who reflect the 

8 communities in which they will serve 

9 and consideration of individuals from 

10 underrepresented populations in 

11 school leadership positions. 

12 ‘‘(v) Continued support for residents 

13 once such residents are hired as principals 

14 or other school leaders, through an induc15 tion program, evidence-based professional 

16 development to support the knowledge and 

17 skills of the principal or other school leader 

18 in a continuum of learning and content ex19 pertise in developmentally appropriate or 

20 age-appropriate educational practices, and 

21 networking opportunities to support the 

22 residents through not less than the resi23 dents’ first 2 years of serving as principal 

24 or other school leader of a school. 


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1 ‘‘(B) SELECTION OF INDIVIDUALS AS

2 PRINCIPAL OR OTHER SCHOOL LEADER RESI3 DENTS.— 

4 ‘‘(i) ELIGIBLE INDIVIDUAL.—In order 

5 to be eligible to be a principal or other 

6 school leader resident in a principal or 

7 other school leader residency program 

8 under this paragraph, an individual shall— 

9 ‘‘(I) have prior prekindergarten 

10 through grade 12 teaching experience; 

11 ‘‘(II) have experience as an effec12 tive leader, manager, and written and 

13 oral communicator; and 

14 ‘‘(III) submit an application to 

15 the residency program. 

16 ‘‘(ii) SELECTION CRITERIA.—An eligi17 ble partnership carrying out a principal or 

18 other school leader residency program 

19 under this subsection shall establish cri20 teria for the selection of eligible individuals 

21 to participate in the principal residency 

22 program based on the following character23 istics: 


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1 ‘‘(I) Strong instructional leader2 ship skills in an elementary school or 

3 secondary school setting. 

4 ‘‘(II) Strong verbal and written 

5 communication skills, which may be 

6 demonstrated by performance on ap7 propriate assessments. 

8 ‘‘(III) Other attributes linked to 

9 effective leadership, such as sound 

10 judgment, organizational capacity, col11 laboration, commitment to equity and 

12 inclusiveness, and openness to contin13 uous learning, which may be deter14 mined by interviews or performance 

15 assessment, as specified by the eligible 

16 partnership. 

17 ‘‘(4) STIPENDS OR SALARIES; APPLICATIONS; 

18 AGREEMENTS; AND REPAYMENTS.— 

19 ‘‘(A) STIPENDS OR SALARIES.—A resi20 dency program under this subsection— 

21 ‘‘(i) shall provide a 1-year living sti22 pend or salary to teaching or principal or 

23 other school leader residents during the 

24 teaching residency program or principal 

25 residency program; and 


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1 ‘‘(ii) may provide a stipend to a men2 tor teacher or mentor principal. 

3 ‘‘(B) APPLICATIONS.— 

4 ‘‘(i) IN GENERAL.—Each teaching, 

5 principal, or other school residency can6 didate desiring a stipend or salary during 

7 the period of residency shall submit an ap8 plication to the eligible partnership at such 

9 time, in such manner, and containing such 

10 information and assurances, as the eligible 

11 partnership may require, and which shall 

12 include an agreement to serve described in 

13 clause (ii). 

14 ‘‘(ii) AGREEMENTS TO SERVE.—Each 

15 application submitted under clause (i) shall 

16 contain or be accompanied by an agree17 ment that the applicant will— 

18 ‘‘(I) upon successfully completing 

19 the 1-year teaching, principal, or 

20 other school leader residency program, 

21 serve as a full-time teacher, principal, 

22 or other school leader for a total of 

23 not less than 3 school years at— 

24 ‘‘(aa) a high-need school 

25 served by the high-need local 


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1 educational agency in the eligible 

2 partnership and, in the case of a 

3 teacher, teach a subject or area 

4 that is designated as high-need 

5 by the partnership; or 

6 ‘‘(bb) in a case in which no 

7 appropriate position is available 

8 in a high-need school served by 

9 the high-need local educational 

10 agency in the eligible partner11 ship, any other high-need school; 

12 ‘‘(II) provide to the eligible part13 nership a certificate, from the chief 

14 administrative officer of the local edu15 cational agency in which the teacher 

16 or principal, or other school leader is 

17 employed, of the employment required 

18 under subclause (I) at the beginning 

19 of, and upon completion of, each year 

20 or partial year of service; 

21 ‘‘(III) in the case of a teacher 

22 resident, meet the requirements to be 

23 a profession-ready teacher; and 

24 ‘‘(IV) comply with the require25 ments set by the eligible partnership 


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1 under subparagraph (C) if the appli2 cant is unable or unwilling to com3 plete the service obligation required by 

4 this subparagraph. 

5 ‘‘(C) REPAYMENTS.— 

6 ‘‘(i) IN GENERAL.—An eligible part7 nership carrying out a teaching or prin8 cipal, or other school leader, residency pro9 gram under this subsection shall require a 

10 recipient of a stipend or salary under sub11 paragraph (A) who does not complete, or 

12 who notifies the partnership that the re13 cipient intends not to complete, the service 

14 obligation required by subparagraph (B) to 

15 repay such stipend or salary to the eligible 

16 partnership, together with interest, at a 

17 rate specified by the partnership in the 

18 agreement, and in accordance with such 

19 other terms and conditions specified by the 

20 eligible partnership, as necessary. 

21 ‘‘(ii) OTHER TERMS AND CONDI22 TIONS.—Any other terms and conditions 

23 specified by the eligible partnership may 

24 include reasonable provisions for prorate 

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1 scribed in subparagraph (A) or for deferral 

2 of a teaching or principal, or other school 

3 leader, resident’s service obligation re4 quired by subparagraph (B), on grounds of 

5 health, incapacitation, inability to secure 

6 employment in a school served by the eligi7 ble partnership, being called to active duty 

8 in the Armed Forces of the United States, 

9 or other extraordinary circumstances. 

10 ‘‘(iii) USE OF REPAYMENTS.—An eli11 gible partnership shall use any repayment 

12 received under this subparagraph to carry 

13 out additional activities that are consistent 

14 with the purposes of this section.’’; and 

15 (5) by striking subsection (f) and inserting the 

16 following: 

17 ‘‘(f) TEACHER LEADER DEVELOPMENT PROGRAM.— 

18 ‘‘(1) IN GENERAL.—A teacher leader develop19 ment program carried out with a grant awarded 

20 under this section shall involve the professional de21 velopment of teachers, as described in paragraph 

22 (2), who maintain their roles as classroom teachers 

23 and who also carry out formalized leadership respon24 sibilities to increase the academic achievement of 

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1 tices that address the demonstrated needs at the ele2 mentary schools and secondary schools in which the 

3 teachers are employed, such as— 

4 ‘‘(A) development of curriculum and cur5 ricular resources; 

6 ‘‘(B) facilitating the work of committees 

7 and teams; 

8 ‘‘(C) family and community engagement; 

9 ‘‘(D) school discipline and culture; 

10 ‘‘(E) peer observations and coaching; or 

11 ‘‘(F) dual enrollment instruction. 

12 ‘‘(2) PROFESSIONAL DEVELOPMENT.—The pro13 fessional development of teachers in a teacher leader 

14 development program carried out with a grant 

15 awarded under this section shall include— 

16 ‘‘(A) one year of professional development, 

17 training, and support that may— 

18 ‘‘(i) include— 

19 ‘‘(I) the engagement of teachers 

20 in rigorous coursework and fieldwork 

21 relevant to their role as a teacher 

22 leader, including available teacher 

23 leader standards; and 

24 ‘‘(II) regular observations and 

25 professional support from— 


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1 ‘‘(aa) a principal, vice prin2 cipal, or a designated instruc3 tional leader of the school; 

4 ‘‘(bb) a representative from 

5 the institution of higher edu6 cation that is a partner in the eli7 gible partnership; 

8 ‘‘(cc) a representative from 

9 another entity that is a partner 

10 in the eligible partnership; and 

11 ‘‘(dd) another member of 

12 the teacher leader cohort, if ap13 plicable, or a peer teacher; and 

14 ‘‘(ii) result in the awarding of a cre15 dential in teacher leadership; and 

16 ‘‘(B) one or two additional years of sup17 port from a principal, vice principal, or a des18 ignated instructional leader of the school, a rep19 resentative from the institution of higher edu20 cation that is a partner in the eligible partner21 ship, and a representative from another entity 

22 that is a partner in the eligible partnership. 

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1 opment program under this section, an eligible part2 nership shall develop a plan that shall describe— 

3 ‘‘(A) how the work hours of teacher leaders 

4 will be allocated between their classroom re5 sponsibilities and responsibilities as a teacher 

6 leader, which may include a description of 

7 whether the teacher leader will be relieved from 

8 teaching duties during their participation in the 

9 teacher leader development program; 

10 ‘‘(B) how the partnership will support 

11 teacher leaders after the first year of profes12 sional development in the program; and 

13 ‘‘(C) how teacher leader activities could be 

14 sustained by the eligible partnership after the 

15 program concludes, which may include a de16 scription of opportunities for the teacher lead17 ers to assist in the educator preparation pro18 gram at the institution of higher education in 

19 the partnership. 

20 ‘‘(4) SELECTION OF TEACHER LEADERS; USE

21 OF FUNDS.—In carrying out a teacher leader devel22 opment program under this section, an eligible part23 nership— 

24 ‘‘(A) shall select a teacher for participation 

25 in the program— 


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1 ‘‘(i) who— 

2 ‘‘(I) is fully certified to teach in 

3 the State of the high-need local edu4 cational agency that is a partner in 

5 the eligible partnership; 

6 ‘‘(II) is employed by such high7 need local educational agency; 

8 ‘‘(III) has not less than 3 years 

9 of teaching experience; and 

10 ‘‘(IV) submits an application for 

11 participation to the eligible partner12 ship; and 

13 ‘‘(ii) based on selection criteria that 

14 includes— 

15 ‘‘(I) demonstration of strong con16 tent knowledge or a record of accom17 plishment in the field or subject area 

18 the teacher will support as a teacher 

19 leader; and 

20 ‘‘(II) demonstration of attributes 

21 linked to effective teaching that is de22 termined through interviews, observa23 tions, artifacts, student achievement, 

24 or performance assessments, such as 


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1 those leading to an advanced creden2 tial; 

3 ‘‘(B) may develop admissions goals and 

4 priorities for the teacher leader development 

5 program that— 

6 ‘‘(i) are aligned with the demonstrated 

7 needs of the school or high-need local edu8 cational agency in which the teacher is em9 ployed; 

10 ‘‘(ii) considers cultural competencies 

11 that would make the applicant effective in 

12 the applicant’s teacher leader role; and 

13 ‘‘(iii) considers whether the teacher 

14 has substantial teaching experience in the 

15 school in which the teacher is employed or 

16 in a school that is similar to the school in 

17 which the teacher is employed; 

18 ‘‘(C) shall use the grant funds to pay for 

19 costs of training and supporting teacher leaders 

20 for not less than 2 years and not more than 3 

21 years; 

22 ‘‘(D) may use the grant funds to pay for 

23 a portion of a stipend for teacher leaders if 

24 such grant funds are matched by additional 

25 non-Federal public or private funds as follows: 


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1 ‘‘(i) during each of the first and sec2 ond years of the grant period, grant funds 

3 may pay not more than 50 percent of such 

4 stipend; and 

5 ‘‘(ii) during the third year of the 

6 grant period, grant funds may pay not 

7 more than 33 percent of such stipend; and 

8 ‘‘(E) may require teacher leaders to pay 

9 back the cost of attaining the credential de10 scribed in paragraph (2)(A)(ii) if they do not 

11 complete their term of service in the teacher 

12 leader development program.’’. 

13 SEC. 5. ADMINISTRATIVE PROVISIONS. 

14 Section 203 of the Higher Education Act of 1965 (20 

15 U.S.C. 1022b) is amended— 

16 (1) in subsection (a)(2), by striking ‘‘five-year 

17 period’’ and inserting ‘‘five-year period, except such 

18 partnership may receive an additional grant during 

19 such period if such grant is used to establish a 

20 teacher residency program or principal or other 

21 school leader residency program if such residency 

22 program was not established with the prior grant’’; 

23 and 

24 (2) in subsection (b)(2)(A), by striking ‘‘teacher 

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1 cation, school leader preparation, or educator devel2 opment program’’. 

3 SEC. 6. ACCOUNTABILITY AND EVALUATION. 

4 Section 204(a) of the Higher Education Act of 1965 

5 (20 U.S.C. 1022c(a)) is amended to read as follows: 

6 ‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 

7 eligible partnership submitting an application for a grant 

8 under this part shall establish, and include in such appli9 cation, an evaluation plan that includes rigorous, com10 prehensive, and measurable performance objectives. The 

11 plan shall include objectives and measures for— 

12 ‘‘(1) achievement for all prospective and new 

13 educators as measured by the eligible partnership; 

14 ‘‘(2) educator retention in the first 5 years of 

15 service as an educator; 

16 ‘‘(3) as applicable, pass rates and scaled scores 

17 for initial State certification or licensure of teachers 

18 or pass rates and average scores on valid and reli19 able teacher performance assessments; and 

20 ‘‘(4)(A) the percentage of profession-ready 

21 teachers, principals or other school leaders, and 

22 other educators hired by the high-need local edu23 cational agency participating in the eligible partner24 ship; 


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1 ‘‘(B) the percentage of profession-ready teach2 ers, principals, and other educators hired by the 

3 high-need local educational agency who are members 

4 of underrepresented groups; 

5 ‘‘(C) as applicable, the percentage of profession6 ready teachers hired by the high-need local edu7 cational agency who teach high-need academic sub8 ject areas, such as reading, science, technology, engi9 neering, mathematics, computer science, and foreign 

10 language (including less commonly taught languages 

11 and critical foreign languages); 

12 ‘‘(D) as applicable, the percentage of profes13 sion-ready teachers hired by the high-need local edu14 cational agency who teach in high-need areas, in15 cluding special education, bilingual education, lan16 guage instruction educational programs for English 

17 language learners, and early childhood education; 

18 ‘‘(E) the percentage of profession-ready teach19 ers, principals or other school leaders, and other 

20 educators hired by the high-need local educational 

21 agency who teach in high-need schools, 

22 disaggregated by the elementary school and sec23 ondary school levels; 

24 ‘‘(F) as applicable, the percentage of early 

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1 graphic area served by the eligible partnership 

2 taught by early childhood educators who are highly 

3 competent; 

4 ‘‘(G) as applicable, the percentage of educators 

5 able to— 

6 ‘‘(i) integrate technology effectively into 

7 curricula and instruction, including technology 

8 consistent with the principles of universal de9 sign for learning; and 

10 ‘‘(ii) use technology effectively to collect, 

11 manage, and analyze data to improve teaching 

12 and learning for the purpose of improving stu13 dent learning outcomes; and 

14 ‘‘(H) as applicable, the percentage of educators 

15 taking school leadership positions who, after 3 years 

16 in the role, receive ratings of effective or above in 

17 State school leader evaluation and support systems 

18 (as described in section 2014(c)(4)(B)(ii) of the Ele19 mentary and Secondary Education Act of 1965) or, 

20 if no such ratings are available, other comparable in21 dicators of performance.’’. 

22 SEC. 7. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE 

23 TEACHERS OR OTHER SCHOOL LEADERS. 

24 Section 205 of the Higher Education Act of 1965 (20 

25 U.S.C. 1022d)— 


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1 (1) by amending subsection (a)(1) to read as 

2 follows: 

3 ‘‘(1) REPORT CARD.—Each teacher preparation 

4 or school leader preparation entity approved to oper5 ate teacher preparation or school leader preparation 

6 programs in the State and that receives or enrolls 

7 students receiving Federal assistance shall report 

8 annually to the State and the general public, in a 

9 uniform and comprehensive manner that conforms 

10 with the definitions and methods established by the 

11 Secretary, the following: 

12 ‘‘(A) PASS RATES AND SCALED SCORES.— 

13 For the most recent year for which the informa14 tion is available for each teacher or school lead15 er preparation program offered by the teacher 

16 preparation or school leader preparation entity 

17 the following: 

18 ‘‘(i) Except as provided in clause (ii), 

19 for those students who took the assess20 ments used for teacher or school leader 

21 certification or licensure by the State in 

22 which the entity is located and are enrolled 

23 in the teacher or school leader preparation 

24 program or, and for those who have taken 

25 such assessments and have completed the 


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1 teacher or school preparation program dur2 ing the 2-year period preceding such year, 

3 for each of such assessments— 

4 ‘‘(I) the percentage of all stu5 dents who passed such assessment; 

6 ‘‘(II) the percentage of students 

7 who have taken such assessment who 

8 enrolled in and completed the teacher 

9 or school leader preparation program; 

10 and 

11 ‘‘(III) the average scaled score 

12 for all students who took such assess13 ment. 

14 ‘‘(ii) In the case of an entity that re15 quires a valid and reliable teacher perform16 ance assessment in order to complete the 

17 preparation program, the entity may sub18 mit in lieu of the information described in 

19 clause (i) the pass rate and average score 

20 of students taking the teacher performance 

21 assessment. 

22 ‘‘(B) ENTITY INFORMATION.—A descrip23 tion of the following: 


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1 ‘‘(i) The median grade point average 

2 and range of grade point averages for ad3 mitted students. 

4 ‘‘(ii) The number of students in the 

5 entity disaggregated by race (as defined in 

6 section 153(a)(3) of the Education 

7 Sciences Reform Act of 2002 (20 U.S.C. 

8 9543(a)(3))), ethnicity, and gender. 

9 ‘‘(iii) The number of hours and types 

10 of supervised clinical preparation required 

11 for each program. 

12 ‘‘(iv) The total number of students 

13 who have completed programs for certifi14 cation or licensure disaggregated by sub15 ject area and by race (as defined in section 

16 153(a)(3) of the Education Sciences Re17 form Act of 2002 (20 U.S.C. 9543(a)(3))), 

18 ethnicity, and gender, except that such 

19 disaggregation shall not be required in a 

20 case in which the result would reveal per21 sonally identifiable information about an 

22 individual student. 

23 ‘‘(C) ACCREDITATION.—Whether the pro24 gram or entity is accredited by a specialized ac25 crediting agency recognized by the Secretary for 


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1 accreditation of professional teacher or school 

2 leader education programs. 

3 ‘‘(D) DESIGNATION AS LOW-PER4 FORMING.—Which programs (if any) offered by 

5 the entity have been designated as low-per6 forming by the State under section 207(a).’’; 

7 (2) in subsection (b)— 

8 (A) in paragraph (1)— 

9 (i) in subparagraph (A)— 

10 (I) by inserting ‘‘and school lead11 er’’ after ‘‘teacher’’; and 

12 (II) by inserting ‘‘, including 

13 teacher performance assessments’’ 

14 after ‘‘the State’’; 

15 (ii) by amending subparagraph (D) to 

16 read as follows: 

17 ‘‘(D)(i) Except as provided in clause (ii), 

18 for each of the assessments used by the State 

19 for teacher or school leader certification or li20 censure, disaggregated by subject area, race (as 

21 defined in section 153(a)(3) of the Education 

22 Sciences Reform Act of 2002 (20 U.S.C. 

23 9543(a)(3))), ethnicity, and gender, except that 

24 such disaggregation shall not be required in a 

25 case in which the result would reveal personally 


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1 identifiable information about an individual stu2 dent— 

3 ‘‘(I) for each entity located in the 

4 State, the percentage of students at such 

5 entities who have completed 100 percent of 

6 the nonclinical coursework and taken the 

7 assessment who pass such assessment; 

8 ‘‘(II) the percentage of all such stu9 dents in all such programs and entities 

10 who have taken the assessment who pass 

11 such assessment; 

12 ‘‘(III) the percentage of students who 

13 have taken the assessment and who en14 rolled in and completed a teacher or school 

15 leader preparation program; and 

16 ‘‘(IV) the average scaled score of indi17 viduals participating in such a program, or 

18 who have completed such a program dur19 ing the 2-year period preceding the first 

20 year for which the annual State report 

21 card is provided, who took each such as22 sessment. 

23 ‘‘(ii) In the case of a State that has imple24 mented a valid and reliable teacher performance 

25 assessment, the State may submit in lieu of the 


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1 information described in clause (i) the pass rate 

2 and average score of students taking the teach3 er performance assessment, disaggregated by 

4 subject area, race (as defined in section 

5 153(a)(3) of the Education Sciences Reform 

6 Act of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, 

7 and gender, except that such disaggregation 

8 shall not be required in a case in which the re9 sult would reveal personally identifiable infor10 mation about an individual student.’’; and 

11 (iii) by striking subparagraphs (G) 

12 through (L) and inserting the following: 

13 ‘‘(G) For each teacher and school leader 

14 preparation program in the State the following: 

15 ‘‘(i) The programs’ admission rate 

16 and median grade point average and range 

17 of grade point averages for admitted stu18 dents. 

19 ‘‘(ii) The number of students in the 

20 program disaggregated by race (as defined 

21 in section 153(a)(3) of the Education 

22 Sciences Reform Act of 2002 (20 U.S.C. 

23 9543(a)(3))), ethnicity, and gender. 

24 ‘‘(iii) The number of hours and types 

25 of supervised clinical preparation required. 


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1 ‘‘(iv) Whether such program has been 

2 identified as low-performing, as designated 

3 by the State under section 207(a). 

4 ‘‘(v) For each school leader prepara5 tion program in the State, the total num6 ber and percentage of program completers 

7 placed as principals who are rated as effec8 tive or above on the State school leader 

9 evaluation and support systems (as de10 scribed in section 2101(c)(4)(B)(2) of the 

11 Elementary and Secondary Education Act 

12 of 1965) or, if no such ratings are avail13 able, other comparable indicators of per14 formance after three years of leading a 

15 school. 

16 ‘‘(H) For the State as a whole, and for 

17 each teacher preparation entity in the State, 

18 the number of teachers prepared, in the aggre19 gate and reported separately by the following: 

20 ‘‘(i) Area of certification or licensure. 

21 ‘‘(ii) Academic major. 

22 ‘‘(iii) Subject area for which the 

23 teacher has been prepared to teach. 

24 ‘‘(iv) The relationship of the subject 

25 area and grade span of teachers graduated 


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1 by the teacher preparation entity to the 

2 teacher workforce needs of the State. 

3 ‘‘(v) The percentage of teachers grad4 uated teaching in high-need schools. 

5 ‘‘(vi) Race (as defined in section 

6 153(a)(3) of the Education Sciences Re7 form Act of 2002 (20 U.S.C. 9543(a)(3))), 

8 gender, and ethnicity.’’; and 

9 (B) by adding at the end the following: 

10 ‘‘(3) NO REQUIREMENT FOR REPORTING ON

11 STUDENTS NOT RESIDING IN THE STATE.—Nothing 

12 in this section shall require a State to report data 

13 on program completers who do not reside in such 

14 State.’’; and 

15 (3) in subsection (d)(2), by adding at the end 

16 the following: 

17 ‘‘(D) The relationship of the subject area 

18 and grade span of teachers graduated by teach19 er preparation entities across the States to 

20 identified teacher shortage areas. 

21 ‘‘(E) The number and percentages of such 

22 graduates teaching in high-need schools.’’. 

23 SEC. 8. TEACHER DEVELOPMENT. 

24 Section 206 of the Higher Education Act of 1965 (20 

25 U.S.C. 1022e) is amended by striking ‘‘limited English 


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1 proficient’’ both places it appears and inserting ‘‘English 

2 learner’’. 

3 SEC. 9. STATE FUNCTIONS. 

4 Section 207 of the Higher Education Act of 1965 (20 

5 U.S.C. 1022f) is amended to read as follows: 

6 ‘‘SEC. 207. STATE FUNCTIONS. 

7 ‘‘(a) STATE ASSESSMENT.— 

8 ‘‘(1) IN GENERAL.—In order to receive funds 

9 under this Act or under title II of the Elementary 

10 and Secondary Education Act of 1965 (20 U.S.C. 

11 6601 et seq.), a State shall conduct an assessment 

12 to identify at-risk and low-performing teacher and 

13 school leader preparation programs in the State and 

14 to assist such programs through the provision of 

15 technical assistance. 

16 ‘‘(2) PROVISION OF LOW-PERFORMING LIST.— 

17 Each State described in paragraph (1) shall— 

18 ‘‘(A) provide the Secretary and the general 

19 public an annual list of low-performing teacher 

20 and school leader preparation programs and an 

21 identification of those programs at risk of being 

22 placed on such list, as applicable; 

23 ‘‘(B) report any teacher and school leader 

24 preparation program that has been closed and 

25 the reasons for such closure; and 


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1 ‘‘(C) describe the assessment, described in 

2 paragraph (1), in the report under section 

3 205(b). 

4 ‘‘(3) DETERMINATION OF AT-RISK AND LOW5 PERFORMING PROGRAMS.—The levels of perform6 ance and the criteria for meeting those levels for 

7 purposes of the assessment under paragraph (1) 

8 shall be determined by the State in consultation with 

9 a representative group of community stakeholders, 

10 including, at a minimum, representatives of leaders 

11 and faculty of traditional and alternative route 

12 teacher and school leader preparation programs, pre13 kindergarten through 12th grade leaders and in14 structional staff, current teacher and school leader 

15 candidates participating in traditional and alter16 native route teacher or school leader preparation 

17 programs, the State’s standards board or other ap18 propriate standards body, and other stakeholders 

19 identified by the State. In making such determina20 tion, the State shall consider multiple measures and 

21 the information reported by teacher preparation en22 tities under section 205. 

23 ‘‘(b) REPORTING AND IMPROVEMENT.—In order to 

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1 mentary and Secondary Education Act of 1965 (20 U.S.C. 

2 6601 et seq.), a State shall— 

3 ‘‘(1) report to the Secretary and the general 

4 public any programs described in subsection (a); 

5 ‘‘(2) establish a period of improvement and re6 design (as established by the State) for programs 

7 identified as at-risk under subsection (a); 

8 ‘‘(3) provide programs identified as at-risk 

9 under subsection (a) with technical assistance for a 

10 period of not longer than 3 years; 

11 ‘‘(4) identify at-risk programs as low-per12 forming if there is not sufficient improvement fol13 lowing the period of technical assistance provided by 

14 the State; and 

15 ‘‘(5) subject low-performing programs to the 

16 provisions described in subsection (c) (as determined 

17 by the State) not later than 1 year after the date 

18 of such identification as a low-performing program. 

19 ‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher or 

20 school leader preparation program that is projected to 

21 close— 

22 ‘‘(1) shall be ineligible for any funding for pro23 fessional development activities awarded by the De24 partment; 


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1 ‘‘(2) may not be permitted to provide new 

2 awards under subpart 9 of part A of title IV; and 

3 ‘‘(3) shall provide transitional support, includ4 ing remedial services if necessary, for students en5 rolled in the program in the year prior to such clo6 sure. 

7 ‘‘(d) APPLICATION OF THE REQUIREMENTS.—The 

8 requirements of this section shall apply to both traditional 

9 teacher preparation programs and alternative routes to 

10 State certification and licensure programs.’’. 

11 SEC. 10. GENERAL PROVISIONS. 

12 Section 208(a) of the Higher Education Act of 1965 

13 (20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 

14 205 and 206’’ and inserting ‘‘section 205’’. 

15 SEC. 11. ELEVATION OF THE EDUCATION PROFESSION 

16 STUDY. 

17 Part A of title II of the Higher Education Act of 

18 1965 (20 U.S.C. 1022 et seq.) is amended by inserting 

19 after section 208 the following: 

20 ‘‘SEC. 209. ELEVATION OF THE EDUCATION PROFESSION 

21 STUDY. 

22 ‘‘(a) PURPOSE.—The purpose of the elevation of the 

23 profession feasibility study is to examine State policies re24 lated to teacher and school leader education and certifi25 cation, produce a comprehensive set of expectations that 


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1 sets a high bar for entry into the profession and ensures 

2 that all entering teachers and school leaders are profes3 sion-ready, and develop recommendations to Congress on 

4 best practices with respect to elevating the education pro5 fession that are evidence-based, reliable, and verified by 

6 the field. 

7 ‘‘(b) ESTABLISHMENT.— 

8 ‘‘(1) IN GENERAL.—The Secretary of Education 

9 shall establish an Advisory Committee to carry out 

10 the elevation of the education profession study de11 scribed in subsection (c) and make recommendations 

12 to Congress on the findings. 

13 ‘‘(2) MEMBERSHIP OF THE ADVISORY COM14 MITTEE.—The Advisory Committee shall include 

15 representatives or advocates from the following cat16 egories: 

17 ‘‘(A) Teacher unions. 

18 ‘‘(B) School leader organizations. 

19 ‘‘(C) State and local officials. 

20 ‘‘(D) State educational agencies and local 

21 educational agencies. 

22 ‘‘(E) Teacher and school leader advocacy 

23 organizations. 

24 ‘‘(F) School administrator organizations. 


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1 ‘‘(G) Institutions of higher education, in2 cluding colleges of teacher education. 

3 ‘‘(H) Civil rights organizations. 

4 ‘‘(I) Organizations representing students 

5 with disabilities. 

6 ‘‘(J) Organizations representing English 

7 learners. 

8 ‘‘(K) Nonprofit organizations representing 

9 subject-fields, such as STEM Educator organi10 zations, comprehensive literacy Educator orga11 nizations, and arts and humanities educator or12 ganizations. 

13 ‘‘(L) Professional development organiza14 tions. 

15 ‘‘(M) Educational technology organiza16 tions. 

17 ‘‘(N) Nonprofit research organizations. 

18 ‘‘(O) Organizations representing nontradi19 tional pathways into teacher and school leader 

20 education. 

21 ‘‘(P) Organizations representing parents. 

22 ‘‘(c) DUTIES OF THE ADVISORY COMMITTEE.— 

23 ‘‘(1) FEASIBILITY STUDY.—The Advisory Com24 mittee shall conduct a feasibility study to— 


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1 ‘‘(A) assess the state of policies and prac2 tices related to teacher and school leader edu3 cation and entry into the profession including 

4 barriers to achieving certification and licensure, 

5 best practices in producing profession-ready 

6 teachers and school leaders, and recruitment 

7 and retention of teachers and school leaders in 

8 schools; 

9 ‘‘(B) compile best practices for educating 

10 and training profession-ready teachers and 

11 school leaders including evidence-based prac12 tices for training teachers and school leaders to 

13 support diverse learners, developing teacher and 

14 school leaders, and successful pre-service and 

15 in-service educational activities; 

16 ‘‘(C) review certification and credentialing 

17 practices throughout the Nation including min18 imum standards in each State, differences in 

19 types of credentials, and impact of different 

20 certification processes in each State for teach21 ers and school leaders who relocate; and 

22 ‘‘(D) recommend a comprehensive set of 

23 rigorous expectations for States standards to 

24 elevate the profession of teaching and to 

25 produce profession-ready teachers and school 


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1 leaders prepared to educate diverse learners in 

2 inclusive educational settings. 

3 ‘‘(2) REPORTS.— 

4 ‘‘(A) Not later than 1 year after the Advi5 sory Committee’s first meeting, the Committee 

6 shall submit an interim report to the Secretary 

7 and to the authorizing committees detailing the 

8 methods of the study and progress in devel9 oping the set of comprehensive and rigorous ex10 pectations. 

11 ‘‘(B) Not later than 3 years after the Advi12 sory Committee’s first meeting, the Committee 

13 shall submit a final report to the Secretary and 

14 to the authorizing committees detailing the 

15 findings, recommendations, and suggested set 

16 of comprehensive and rigorous expectations. 

17 ‘‘(3) DISSEMINATION OF INFORMATION.—In 

18 carrying out the study under paragraph (1), the Sec19 retary shall disseminate information found in the 

20 study in an accessible format to all stakeholders. 

21 ‘‘(4) DATABASE.—Not later than 180 days 

22 after the date of the enactment of this subsection, 

23 the Secretary shall produce an electronically acces24 sible clearinghouse of State certification procedures 


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1 and best State practices for producing and retaining 

2 profession-ready teachers and school leaders.’’. 

3 SEC. 12. AUTHORIZATION OF APPROPRIATIONS. 

4 Part A of title II of the Higher Education Act of 

5 1965 (20 U.S.C. 1022 et seq.) is amended— 

6 (1) by redesignating section 209 as section 210; 

7 and 

8 (2) in section 210, as so redesignated— 

9 (A) by striking ‘‘2009’’ and inserting 

10 ‘‘2025’’; and 

11 (B) by striking ‘‘two succeeding’’ and in12 serting ‘‘5 succeeding’’. 

Æ 


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