II 

116TH CONGRESS 

1ST SESSION S. 468 

To amend title II of the Higher Education Act of 1965 to provide for 

teacher, principal, and other school leader quality enhancement. 

IN THE SENATE OF THE UNITED STATES 

FEBRUARY 13, 2019 

Mr. CORNYN (for himself, Mr. WARNER, Mr. SCOTT of South Carolina, and 

Mr. BENNET) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To amend title II of the Higher Education Act of 1965 

to provide for teacher, principal, and other school leader 

quality enhancement. 

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 ‘‘Teachers and School 

5 Leaders need Education And Development to be Empow6 ered Resources in Schools Act’’ or the ‘‘Teachers and 

7 School LEADERS Act’’. 


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1 SEC. 2. TEACHER, PRINCIPAL, AND OTHER SCHOOL LEAD2 ER QUALITY ENHANCEMENT. 

3 (a) DEFINITIONS.—Section 200 of the Higher Edu4 cation Act of 1965 (20 U.S.C. 1021) is amended to read 

5 as follows: 

6 ‘‘SEC. 200. DEFINITIONS. 

7 ‘‘In this title: 

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

9 sciences’ means— 

10 ‘‘(A) when referring to an organizational 

11 unit of an institution of higher education, any 

12 academic unit that offers one or more academic 

13 majors in disciplines or content areas cor14 responding to the academic subject matter 

15 areas in which teachers provide instruction; and 

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

17 subject area, the disciplines or content areas in 

18 which academic majors are offered by the arts 

19 and sciences organizational unit. 

20 ‘‘(2) CHILDREN FROM LOW-INCOME FAMI21 LIES.—The term ‘children from low-income families’ 

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

23 the Elementary and Secondary Education Act of 

24 1965. 

25 ‘‘(3) COMPREHENSIVE LITERACY INSTRUC26 TION.—The term ‘comprehensive literacy instrucVerDate Sep 11 2014 23:11 Feb 25, 2019 Jkt 089200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\S468.IS S468

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1 tion’ has the meaning given the term in section 

2 2221(b) of the Elementary and Secondary Edu3 cation Act of 1965. 

4 ‘‘(4) EARLY CHILDHOOD EDUCATOR.—The 

5 term ‘early childhood educator’ means an individual 

6 with primary responsibility for the education of chil7 dren in an early childhood education program. 

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

9 term ‘educational service agency’ has the meaning 

10 given the term in section 8101 of the Elementary 

11 and Secondary Education Act of 1965. 

12 ‘‘(6) ELIGIBLE PARTNERSHIP.— 

13 ‘‘(A) ELIGIBLE ENTITY.—In this para14 graph, the term ‘eligible entity’ means an entity 

15 that shall include— 

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

17 agency; and 

18 ‘‘(ii)(I) a high-need school or a con19 sortium of high-need schools served by the 

20 high-need local educational agency; or 

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

22 childhood education program. 

23 ‘‘(B) IN GENERAL.—Except as otherwise 

24 provided in section 251, the term ‘eligible part25 nership’ means an eligible entity that is in partVerDate Sep 11 2014 23:11 Feb 25, 2019 Jkt 089200 PO 00000 Frm 00003 Fmt 6652 Sfmt 6201 E:\BILLS\S468.IS S468

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1 nership with at least one of the following enti2 ties whose practices have a demonstrated record 

3 of success with high-need local educational 

4 agencies (including in addressing the eligible 

5 entity’s human capital needs): 

6 ‘‘(i) A partner institution. 

7 ‘‘(ii) A school, department, or pro8 gram of education within such partner in9 stitution, which may include an existing 

10 teacher or school leader professional devel11 opment program with proven outcomes 

12 that provides intensive and sustained col13 laboration between faculty, or program 

14 staff, and local educational agencies con15 sistent with the requirements of this title. 

16 ‘‘(iii) A school or department of arts 

17 and sciences within such partner institu18 tion. 

19 ‘‘(iv) An entity operating a program 

20 that provides alternative routes to State 

21 certification of teachers or school leaders. 

22 ‘‘(v) A public or private nonprofit edu23 cational organization. 

24 ‘‘(vi) An educational service agency. 


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1 ‘‘(C) PERMISSIVE PARTNERS.—An ‘eligible 

2 partnership’ may include any of the following: 

3 ‘‘(i) The Governor of the State. 

4 ‘‘(ii) The State educational agency. 

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

6 ‘‘(iv) The State agency for higher edu7 cation. 

8 ‘‘(v) A business. 

9 ‘‘(vi) A teacher organization. 

10 ‘‘(vii) A high-performing local edu11 cational agency, or a consortium of such 

12 local educational agencies, that can serve 

13 as a resource to the partnership. 

14 ‘‘(viii) A charter school (as defined in 

15 section 4310 of the Elementary and Sec16 ondary Education Act of 1965). 

17 ‘‘(ix) A school or department within 

18 the partner institution that focuses on psy19 chology and human development. 

20 ‘‘(x) A school or department within 

21 the partner institution with comparable ex22 pertise in the disciplines of teaching, learn23 ing, and child and adolescent development. 

24 ‘‘(7) ENGLISH LEARNER.—The term ‘English 

25 learner’ has the meaning given the term in section 


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1 8101 of the Elementary and Secondary Education 

2 Act of 1965. 

3 ‘‘(8) EVIDENCE-BASED.—The term ‘evidence4 based’ has the meaning given the term in section 

5 8101 of the Elementary and Secondary Education 

6 Act of 1965. 

7 ‘‘(9) EXEMPLARY TEACHER.—The term ‘exem8 plary teacher’ has the meaning given the term in 

9 section 9101 of the Elementary and Secondary Edu10 cation Act of 1965 as such section was in effect on 

11 the day before the enactment of the Every Student 

12 Succeeds Act. 

13 ‘‘(10) HIGH-NEED EARLY CHILDHOOD EDU14 CATION PROGRAM.—The term ‘high-need early child15 hood education program’ means an early childhood 

16 education program serving children from low-income 

17 families that is located within the geographic area 

18 served by a high-need local educational agency. 

19 ‘‘(11) HIGH-NEED LOCAL EDUCATIONAL AGEN20 CY.—The term ‘high-need local educational agency’ 

21 means a local educational agency— 

22 ‘‘(A) for which not less than 20 percent of 

23 the children served by the agency are children 

24 from low-income families; 


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1 ‘‘(B) that serves not fewer than 10,000 

2 children from low-income families; 

3 ‘‘(C) that meets the eligibility requirements 

4 for funding under the Small, Rural School 

5 Achievement Program under section 5211(b) of 

6 the Elementary and Secondary Education Act 

7 of 1965; or 

8 ‘‘(D) that meets the eligibility require9 ments for funding under the Rural and Low-In10 come School Program under section 5221(b) of 

11 the Elementary and Secondary Education Act 

12 of 1965. 

13 ‘‘(12) HIGH-NEED SCHOOL.— 

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

15 school’ has the meaning given the term in sec16 tion 2221(b) of the Elementary and Secondary 

17 Education Act of 1965. 

18 ‘‘(B) SPECIAL RULE.— 

19 ‘‘(i) DESIGNATION BY THE SEC20 RETARY.—The Secretary may, upon ap21 proval of an application submitted by an 

22 eligible partnership seeking a grant under 

23 this title, designate a school that does not 

24 qualify as a high-need school under sub25 paragraph (A) as a high-need school for 


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1 the purpose of this title. The Secretary 

2 shall base the approval of an application 

3 for designation of a school under this 

4 clause on a consideration of the informa5 tion required under clause (ii), and may 

6 also take into account other information 

7 submitted by the eligible partnership. 

8 ‘‘(ii) APPLICATION REQUIREMENTS.— 

9 An application for designation of a school 

10 under clause (i) shall include— 

11 ‘‘(I) the number and percentage 

12 of students attending such school who 

13 are— 

14 ‘‘(aa) age 5 through 17 in 

15 poverty counted in the most re16 cent census data approved by the 

17 Secretary; 

18 ‘‘(bb) eligible for a free or 

19 reduced price school lunch under 

20 the Richard B. Russell National 

21 School Lunch Act; 

22 ‘‘(cc) in families receiving 

23 assistance under the State pro24 gram funded under part A of 


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1 title IV of the Social Security 

2 Act; or 

3 ‘‘(dd) eligible to receive med4 ical assistance under the Med5 icaid program; 

6 ‘‘(II) information about the stu7 dent academic achievement of stu8 dents at such school; and 

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

10 graduation rate for such school. 

11 ‘‘(13) HIGHLY COMPETENT.—The term ‘highly 

12 competent’, when used with respect to an early 

13 childhood educator, means an educator— 

14 ‘‘(A) with specialized education and train15 ing in development and education of young chil16 dren from birth until entry into kindergarten; 

17 ‘‘(B) with— 

18 ‘‘(i) a baccalaureate degree in an aca19 demic major in the arts and sciences; or 

20 ‘‘(ii) an associate’s degree in a related 

21 educational area; and 

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

23 knowledge and use of content and pedagogy in 

24 the relevant areas associated with quality early 

25 childhood education. 


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1 ‘‘(14) INDUCTION PROGRAM.—The term ‘induc2 tion program’ means a formalized program for new 

3 teachers or school leaders, during not less than the 

4 teachers’ or school leaders’ first 2 years of, respec5 tively, teaching or leading, that is designed to pro6 vide support for, and improve the professional per7 formance and advance the retention in the education 

8 field of, new teachers or school leaders. Such pro9 gram shall promote effective teaching or leadership 

10 skills and shall include the following components: 

11 ‘‘(A) High-quality mentoring. 

12 ‘‘(B) Periodic, structured time for collabo13 ration, including with mentors, as well as time 

14 for information-sharing among teachers, prin15 cipals, other school leaders and administrators, 

16 other appropriate instructional staff, and par17 ticipating faculty or program staff in the part18 ner institution. 

19 ‘‘(C) The application of evidence-based in20 structional practices. 

21 ‘‘(D) Opportunities for new teachers or 

22 school leaders to draw directly on the expertise 

23 of mentors, faculty or program staff, and re24 searchers to support the integration of evidence25 based research with practice. 


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1 ‘‘(E) The development of skills in evidence2 based instructional and behavioral interven3 tions. 

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

5 ‘‘(i) model the integration of research 

6 and practice in the classroom and school; 

7 and 

8 ‘‘(ii) as appropriate, assist new teach9 ers or school leaders with the effective use 

10 and integration of technology into the 

11 classroom or school. 

12 ‘‘(G) Interdisciplinary collaboration among 

13 exemplary teachers or school leaders, faculty or 

14 program staff, researchers, and other staff who 

15 prepare new teachers or school leaders with re16 spect to, as applicable, the learning process, the 

17 assessment of learning, or the leadership of a 

18 school. 

19 ‘‘(H) As applicable to the role of the teach20 er or school leader, assistance with the under21 standing of data, particularly student achieve22 ment data, and the applicability of such data in 

23 classroom instruction and school leadership. 

24 ‘‘(I) Regular and structured observation 

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1 uators, including principals or other school 

2 leaders, using valid and reliable measures of 

3 teaching skills. 

4 ‘‘(15) MENTORING.—The term ‘mentoring’ 

5 means the mentoring of new or prospective teachers 

6 or school leaders through a program that— 

7 ‘‘(A) includes clear criteria for the selec8 tion of teacher or school leader mentors who 

9 may be program staff and who will provide role 

10 model relationships for mentees, which criteria 

11 shall be developed by the eligible partnership 

12 and based on evidence-based measures of teach13 er or school leader effectiveness; 

14 ‘‘(B) as applicable, provides high-quality 

15 training for such mentors, including instruc16 tional strategies for literacy instruction and 

17 classroom management (including approaches 

18 that improve the schoolwide climate for learn19 ing, which may include positive behavioral inter20 ventions and supports); 

21 ‘‘(C) as applicable, provides regular and 

22 ongoing opportunities for mentors and mentees 

23 to observe each other’s teaching or leading 

24 methods in classroom or school settings during 

25 the day in a high-need school in the high-need 


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1 local educational agency in the eligible partner2 ship; 

3 ‘‘(D) provides paid release time for men4 tors, as applicable; 

5 ‘‘(E) for teachers, provides mentoring to 

6 each mentee by a colleague who teaches in the 

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

8 ‘‘(F) for teachers, promotes empirically 

9 based practice of, and evidence-based research 

10 on, where applicable— 

11 ‘‘(i) teaching and learning; 

12 ‘‘(ii) assessment of student learning; 

13 ‘‘(iii) the development of teaching 

14 skills through the use of instructional and 

15 behavioral interventions; and 

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

17 capacity to measurably advance student 

18 learning; and 

19 ‘‘(G) includes— 

20 ‘‘(i) common planning time or regu21 larly scheduled collaboration for the men22 tor and mentee; and 

23 ‘‘(ii) as applicable, joint professional 

24 development opportunities. 


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1 ‘‘(16) PARENT.—The term ‘parent’ has the 

2 meaning given the term in section 8101 of the Ele3 mentary and Secondary Education Act of 1965. 

4 ‘‘(17) PARTNER INSTITUTION.—The term ‘part5 ner institution’ means an institution of higher edu6 cation (which may be a 2-year institution of higher 

7 education offering a dual program with a 4-year in8 stitution of higher education), a local educational 

9 agency, or a private nonprofit organization that is 

10 participating in an eligible partnership and has a 

11 teacher or school leader preparation program that— 

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

13 program— 

14 ‘‘(i) graduates prospective teachers 

15 who exhibit strong performance on State16 determined qualifying assessments for new 

17 teachers as demonstrated by— 

18 ‘‘(I) 80 percent or more of such 

19 graduates of the program who intend 

20 to enter the field of teaching having 

21 passed all of the applicable State 

22 qualification assessments for new 

23 teachers, which shall include an as24 sessment of each prospective teacher’s 

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1 tent area in which the teacher intends 

2 to teach; or 

3 ‘‘(II) being ranked among the 

4 highest-performing teacher prepara5 tion programs in the State as deter6 mined by the State using the State re7 port card on teacher preparation re8 quired under section 205(b); and 

9 ‘‘(ii) requires each student in the pro10 gram— 

11 ‘‘(I) to meet high academic 

12 standards or demonstrate a record of 

13 success, as determined by the institu14 tion (including prior to entering and 

15 being accepted into a program), and 

16 participate in intensive clinical experi17 ence; 

18 ‘‘(II) preparing to become a 

19 teacher to meet the applicable State 

20 certification and licensure require21 ments, including any requirements for 

22 certification obtained through alter23 native routes to certification, or, with 

24 regard to special education teachers, 

25 to meet the qualifications described in 


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1 section 612(a)(14)(C) of the Individ2 uals with Disabilities Education Act; 

3 and 

4 ‘‘(III) preparing to become an 

5 early childhood educator to meet de6 gree requirements, as established by 

7 the State, and become highly com8 petent; and 

9 ‘‘(B) in the case of a school leader prepa10 ration program— 

11 ‘‘(i) graduates prospective principals 

12 and other school leaders who exhibit a 

13 strong record of successful school leader14 ship as demonstrated by— 

15 ‘‘(I) a high percentage of such 

16 graduates taking positions as school 

17 leaders, particularly in high-need 

18 schools, within 3 years of completing 

19 the program; and 

20 ‘‘(II) a high percentage of such 

21 graduates rated effective or above in 

22 State school leader evaluation and 

23 support systems (as described in sec24 tion 2101(c)(4)(B)(ii) of the Elemen25 tary and Secondary Education Act of 


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1 1965) or, if no such ratings are avail2 able, other, comparable indicators of 

3 performance; 

4 ‘‘(ii) requires each student in the pro5 gram to demonstrate strong potential to 

6 improve student academic achievement, 

7 based on a rigorous selection process that 

8 reviews a candidate’s prior academic 

9 achievement or record of professional ac10 complishment (including, as applicable, a 

11 demonstrated record of increasing student 

12 academic achievement for all students and 

13 for the subgroups of students defined in 

14 section 1111(c)(2) of the Elementary and 

15 Secondary Education Act of 1965 prior to 

16 a student’s being accepted into and enter17 ing a program); and 

18 ‘‘(iii) requires each student in the pro19 gram to participate in intensive clinical ex20 perience in a school-based setting (includ21 ing by assuming substantial leadership re22 sponsibilities) where the student can be 

23 evaluated on leadership skills and on his or 

24 her effect on student outcomes as part of 

25 program completion. 


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1 ‘‘(18) PROFESSIONAL DEVELOPMENT.—The 

2 term ‘professional development’ has the meaning 

3 given the term in section 8101 of the Elementary 

4 and Secondary Education Act of 1965. 

5 ‘‘(19) SCHOOL LEADER.—The term ‘school 

6 leader’ has the meaning given the term in section 

7 8101 of the Elementary and Secondary Education 

8 Act of 1965. 

9 ‘‘(20) TEACHING RESIDENCY PROGRAM.—The 

10 term ‘teaching residency program’ means a school11 based teacher preparation program in which a pro12 spective teacher— 

13 ‘‘(A) for one academic year, teaches along14 side a mentor teacher, who is the teacher of 

15 record; 

16 ‘‘(B) receives concurrent instruction during 

17 the year described in subparagraph (A) from an 

18 eligible partner described in any of clauses (i) 

19 through (vi) of paragraph (6)(B), which courses 

20 may be taught by local educational agency per21 sonnel or residency program faculty, in the 

22 teaching of the content area in which the teach23 er will become certified or licensed; 

24 ‘‘(C) acquires effective teaching skills; and 


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1 ‘‘(D) prior to completion of the program, 

2 attains full State teacher certification or licen3 sure, and, with respect to special education 

4 teachers, meets the qualifications described in 

5 section 612(a)(14)(C) of the Individuals with 

6 Disabilities Education Act. 

7 ‘‘(21) TEACHING SKILLS.—The term ‘teaching 

8 skills’ means skills that enable a teacher to— 

9 ‘‘(A) increase student learning, achieve10 ment, and the ability to apply knowledge, which 

11 may include through the use of data, including 

12 data from interim, formative, and summative 

13 assessments, and student growth data, attend14 ance, behavior, course grades, and other meas15 ures of school quality or student success to im16 prove student achievement and to improve 

17 classroom instruction; 

18 ‘‘(B) effectively convey and explain aca19 demic subject matter; 

20 ‘‘(C) effectively teach higher-order analyt21 ical, evaluation, problem-solving, and commu22 nication skills; 

23 ‘‘(D) employ strategies grounded in the 

24 disciplines of teaching and learning that— 


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1 ‘‘(i) are based on empirically based 

2 practice and evidence-based research, 

3 where applicable, related to teaching and 

4 learning; 

5 ‘‘(ii) are specific to academic subject 

6 matter; and 

7 ‘‘(iii) focus on the identification of 

8 students’ specific learning needs, particu9 larly students with disabilities, students 

10 who are English learners, students who are 

11 gifted and talented, and students with low 

12 literacy levels, and the tailoring of aca13 demic instruction to such needs; 

14 ‘‘(E) conduct an ongoing assessment of 

15 student learning, which may include the use of 

16 formative assessments, performance-based as17 sessments, project-based assessments, or port18 folio assessments, that measures higher-order 

19 thinking skills (including application, analysis, 

20 synthesis, and evaluation); 

21 ‘‘(F) effectively manage a classroom, in22 cluding the ability to implement positive behav23 ioral interventions and support strategies; 


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1 ‘‘(G) communicate and work with parents, 

2 and involve parents in their children’s edu3 cation; 

4 ‘‘(H) use, in the case of an early childhood 

5 educator, age-appropriate and developmentally 

6 appropriate strategies and practices for children 

7 in early childhood education programs; and 

8 ‘‘(I) effectively use data to support teach9 ing and learning, while safeguarding each stu10 dent’s personally identifiable information, in ac11 cordance with section 444 of the General Edu12 cation Provisions Act (20 U.S.C. 1232g, com13 monly known as the ‘Family Educational 

14 Rights and Privacy Act of 1974’) and related 

15 best practice. 

16 ‘‘(22) WELL-ROUNDED EDUCATION.—The term 

17 ‘well-rounded education’ has the meaning given the 

18 term in section 8101 of the Elementary and Sec19 ondary Education Act of 1965.’’. 

20 (b) TEACHER AND SCHOOL LEADER QUALITY PART21 NERSHIP GRANTS.—Part A of title II of the Higher Edu22 cation Act of 1965 (20 U.S.C. 1022 et seq.) is amended 

23 to read as follows: 


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1 ‘‘PART A—TEACHER AND SCHOOL LEADER 

2 QUALITY PARTNERSHIP GRANTS 

3 ‘‘SEC. 201. PURPOSES. 

4 ‘‘The purposes of this part are to— 

5 ‘‘(1) improve student achievement; 

6 ‘‘(2) improve the quality of prospective and new 

7 teachers, principals, and other school leaders by im8 proving the preparation of prospective teachers, 

9 principals, and other school leaders and enhancing 

10 professional development activities for new teachers, 

11 principals, and other school leaders; 

12 ‘‘(3) hold teacher, principal, and other school 

13 leader preparation programs accountable for pre14 paring effective teachers, principals, and other 

15 school leaders and for preparing teachers who meet 

16 the applicable State certification and licensure re17 quirements, including any requirements for certifi18 cation obtained through alternative routes to certifi19 cation or, with regard to special education teachers, 

20 who meet the qualifications described in section 

21 612(a)(14)(C) of the Individuals with Disabilities 

22 Education Act; and 

23 ‘‘(4) recruit highly qualified individuals, includ24 ing minorities and individuals from other occupa25 tions, into the educator workforce. 


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1 ‘‘SEC. 202. PARTNERSHIP GRANTS. 

2 ‘‘(a) PROGRAM AUTHORIZED.—From amounts made 

3 available under section 209, the Secretary is authorized 

4 to award grants, on a competitive basis, to eligible part5 nerships, to enable the eligible partnerships to carry out 

6 the activities described in subsection (c). 

7 ‘‘(b) APPLICATION.—Each eligible partnership desir8 ing a grant under this section shall submit an application 

9 to the Secretary at such time, in such manner, and accom10 panied by such information as the Secretary may require. 

11 Each such application shall contain— 

12 ‘‘(1) a needs assessment of the partners in the 

13 eligible partnership with respect to— 

14 ‘‘(A) the preparation, ongoing training, 

15 professional development, and retention of, as 

16 applicable to the role, general education and 

17 special education teachers, teacher leaders, 

18 principals, other school leaders, and early child19 hood educators; and 

20 ‘‘(B) the placement of such individuals in 

21 areas of high need, including rural and geo22 graphically isolated communities and school 

23 leader shortage areas; 

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

25 program to be carried out with grant funds, as de26 scribed in subsection (c), will prepare prospective 


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1 and new teachers with strong teaching skills or pre2 pare prospective and new school leaders with strong 

3 school leadership skills; 

4 ‘‘(3) a description of how such program will 

5 prepare prospective and new teachers or school lead6 ers, or both, to understand and use research and 

7 data to modify and improve classroom instruction or 

8 support instructional leadership; 

9 ‘‘(4) a description of— 

10 ‘‘(A) how the eligible partnership will co11 ordinate strategies and activities assisted under 

12 the grant with other teacher and school leader 

13 preparation or professional development pro14 grams, including programs funded under title II 

15 and other provisions of the Elementary and 

16 Secondary Education Act of 1965 and the Indi17 viduals with Disabilities Education Act, and 

18 through the National Science Foundation; and 

19 ‘‘(B) how the activities of the partnership 

20 will be consistent with State, local, and other 

21 education reform activities that promote teacher 

22 or school leader quality and student academic 

23 achievement; 

24 ‘‘(5) an assessment that describes the resources 

25 available to the eligible partnership, including— 


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1 ‘‘(A) the integration of funds from other 

2 related sources; 

3 ‘‘(B) the intended use of the grant funds; 

4 and 

5 ‘‘(C) the commitment of the resources of 

6 the partnership to the activities assisted under 

7 this section, including financial support, faculty 

8 or program staff participation, and time com9 mitments, and to the continuation of the activi10 ties when the grant ends; 

11 ‘‘(6) a description of— 

12 ‘‘(A) how the eligible partnership will meet 

13 the purposes of this part; 

14 ‘‘(B) how the partnership will carry out 

15 the activities required under subsection (d), (e), 

16 or (f) based on the needs identified in para17 graph (1), with the goal of improving student 

18 academic achievement; 

19 ‘‘(C) if the partnership chooses to use 

20 funds under this section for a project or activi21 ties under subsection (g), how the partnership 

22 will carry out such project or required activities 

23 based on the needs identified in paragraph (1), 

24 with the goal of improving student academic 

25 achievement; 


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1 ‘‘(D) the partnership’s evaluation plan 

2 under section 204(a); 

3 ‘‘(E) how the partnership will align the 

4 teacher or school leader preparation program 

5 under subsection (c) with— 

6 ‘‘(i) as applicable, State early learning 

7 standards for early childhood education 

8 programs and the relevant domains of 

9 early childhood development; and 

10 ‘‘(ii) challenging State academic 

11 standards under section 1111(b)(2) of the 

12 Elementary and Secondary Education Act 

13 of 1965, established by the State in which 

14 the partnership is located; 

15 ‘‘(F) with respect to a grant for a teacher 

16 preparation program or school leadership prepa17 ration program, how the partnership will pre18 pare or support general education teachers to 

19 teach students with disabilities, including train20 ing related to participation as a member of in21 dividualized education program teams, as de22 fined in section 614(d)(1)(B) of the Individuals 

23 with Disabilities Education Act; 

24 ‘‘(G) with respect to a grant for a teacher 

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1 ration program, how the partnership will pre2 pare or support general education and special 

3 education teachers to teach students who are 

4 English learners; 

5 ‘‘(H) with respect to a grant for a teacher 

6 preparation program, how faculty at the part7 ner institution will work, during the term of the 

8 grant, with teachers to meet the applicable 

9 State certification and licensure requirements, 

10 including any requirements for certification ob11 tained through alternative routes to certifi12 cation, or, with regard to special education 

13 teachers, who meet the qualifications described 

14 in section 612(a)(14)(C) of the Individuals with 

15 Disabilities Education Act, in the classrooms of 

16 high-need schools served by the high-need local 

17 educational agency in the partnership to— 

18 ‘‘(i) provide high-quality professional 

19 development activities to strengthen the 

20 content knowledge and teaching skills of 

21 elementary school and secondary school 

22 teachers; and 

23 ‘‘(ii) train other classroom teachers to 

24 provide comprehensive literacy instruction; 


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1 ‘‘(I) with respect to a grant for a teacher 

2 preparation program, how the partnership will 

3 design, implement, or enhance a year-long and 

4 rigorous teaching preservice clinical program 

5 component; 

6 ‘‘(J) how the partnership will support in7 service professional development strategies and 

8 activities; 

9 ‘‘(K) how the partnership will recruit pro10 gram participants, including, as practicable, 

11 how it will ensure that individuals who enter 

12 principal or other school leader preparation pro13 grams have prior teaching or other appropriate 

14 experience; and 

15 ‘‘(L) how the partnership will collect, ana16 lyze, and use data on the retention of, as appli17 cable, teachers, principals, other school leaders, 

18 and early childhood educators in schools and 

19 early childhood education programs located in 

20 the geographic area served by the partnership 

21 to evaluate the effectiveness of the partnership’s 

22 teacher and school leader support system; 

23 ‘‘(7) with respect to an induction program car24 ried out pursuant to paragraph (1)(B)(iv) or (3) of 

25 subsection (d)— 


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1 ‘‘(A) as applicable, a demonstration that 

2 the schools and departments within the institu3 tion of higher education that are part of the in4 duction program will effectively prepare teach5 ers, including providing content expertise and 

6 expertise in teaching, as appropriate; 

7 ‘‘(B) a demonstration of the eligible part8 nership’s capability and commitment to, and 

9 the accessibility to and involvement of faculty 

10 or program staff in, the use of evidence-based 

11 practice and research on teaching and learning; 

12 ‘‘(C) a description of how the teacher prep13 aration program will design and implement an 

14 induction program to support, through not less 

15 than the first 2 years of teaching, all new 

16 teachers who are prepared by the teacher prep17 aration program in the partnership and who 

18 teach in the high-need local educational agency 

19 in the partnership and, to the extent prac20 ticable, all new teachers who teach in such 

21 high-need local educational agency, in the fur22 ther development of the new teachers’ teaching 

23 skills, including the use of mentors who are 

24 trained and compensated by such program for 

25 the mentors’ work with new teachers; and 


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1 ‘‘(D) a description of how faculty involved 

2 in the induction program will be able to sub3 stantially participate in an early childhood edu4 cation program or an elementary school or sec5 ondary school classroom setting, as applicable, 

6 including release time and receiving workload 

7 credit for such participation; and 

8 ‘‘(8) with respect to a school leadership resi9 dency program carried out under subsection (f), a 

10 description of how the program will address the 

11 school leadership needs of the geographic area to be 

12 served. 

13 ‘‘(c) USE OF GRANT FUNDS.— 

14 ‘‘(1) IN GENERAL.—An eligible partnership that 

15 receives a grant under this section shall use the 

16 grant funds to carry out a program for the pre-bac17 calaureate preparation of teachers, the post-bacca18 laureate preparation of teachers, school leaders, or 

19 teacher leaders under subsection (d), a teaching resi20 dency program under subsection (e), a school leader21 ship residency program under subsection (f), or a 

22 combination of such programs. 

23 ‘‘(2) CLINICAL EXPERIENCES AND INTER24 ACTIONS.—An eligible partnership that receives a 


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1 grant under this section may use not more than 10 

2 percent of the grant funds to— 

3 ‘‘(A) encourage the preservice and inserv4 ice clinical experiences and interactions of pro5 spective and resident teachers or school leaders 

6 to inform the design of high-quality professional 

7 development, as described in section 8101(42) 

8 of the Elementary and Secondary Education 

9 Act of 1965, and induction programs for new 

10 teachers, if the student teaching or teaching 

11 residency program school and the placement 

12 school of such teachers are served by the same 

13 local educational agency; 

14 ‘‘(B) improve teacher or school leader 

15 preparation programs’ clinical experiences, 

16 interactions, and curricula to identify skill defi17 ciencies of prospective teachers or school lead18 ers; and 

19 ‘‘(C) create a feedback loop using data be20 tween teacher or school leader preparation pro21 grams and local educational agencies’ profes22 sional development for new teachers or school 

23 leaders. 

24 ‘‘(d) PARTNERSHIP GRANTS FOR PRE-BACCA25 LAUREATE PREPARATION OF TEACHERS, POST-BACCAVerDate Sep 11 2014 23:11 Feb 25, 2019 Jkt 089200 PO 00000 Frm 00031 Fmt 6652 Sfmt 6201 E:\BILLS\S468.IS S468

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1 LAUREATE PREPARATION OF TEACHERS, TEACHER

2 LEADERS, OR SCHOOL LEADERS.—An eligible partnership 

3 that receives a grant to carry out an effective program 

4 for the pre-baccalaureate preparation of teachers or post5 baccalaureate preparation of teachers, teacher leaders, or 

6 school leaders shall carry out a program that includes all 

7 of the following: 

8 ‘‘(1) REFORMS.— 

9 ‘‘(A) IN GENERAL.—Implementing re10 forms, described in subparagraph (B), within 

11 each teacher preparation program and, as appli12 cable, each preparation program for early child13 hood education programs, of the eligible part14 nership that is assisted under this section, to 

15 hold each program accountable for— 

16 ‘‘(i) preparing, as applicable— 

17 ‘‘(I) new or prospective teachers 

18 to meet the applicable State certifi19 cation and licensure requirements, in20 cluding any requirements for certifi21 cation obtained through alternative 

22 routes to certification or, with regard 

23 to special education teachers, who 

24 meet the qualifications described in 

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1 uals with Disabilities Education Act 

2 (including teachers in rural school dis3 tricts who may teach multiple sub4 jects, special educators, and teachers 

5 of students who are English learners); 

6 ‘‘(II) such teachers, school lead7 ers, and early childhood educators, to 

8 understand empirically based practice 

9 and evidence-based research related to 

10 teaching and learning and the applica11 bility of such practice and research, 

12 including through the effective use of 

13 technology, instructional techniques, 

14 and strategies consistent with the 

15 principles of universal design for 

16 learning, and through positive behav17 ioral interventions and support strate18 gies to improve student achievement; 

19 and 

20 ‘‘(III) as applicable, early child21 hood educators to be highly com22 petent; and 

23 ‘‘(ii) promoting strong teaching and 

24 leading skills and techniques for early 

25 childhood educators to improve children’s 


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1 cognitive, social, emotional, and physical 

2 development. 

3 ‘‘(B) REQUIRED REFORMS.—The reforms 

4 described in subparagraph (A) shall include, as 

5 applicable— 

6 ‘‘(i) implementing teacher preparation 

7 program curriculum changes that improve, 

8 evaluate, and assess how well all prospec9 tive and new teachers develop teaching 

10 skills; 

11 ‘‘(ii) using empirically based practice 

12 and evidence-based research, where appli13 cable, about teaching and learning so that 

14 all prospective teachers and, as applicable, 

15 early childhood educators— 

16 ‘‘(I) understand and can imple17 ment research-based teaching prac18 tices in classroom instruction; 

19 ‘‘(II) have knowledge of student 

20 learning methods; 

21 ‘‘(III) possess skills to analyze 

22 student academic achievement data 

23 and other measures of student learn24 ing, and use such data and measures 

25 to improve classroom instruction; 


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1 ‘‘(IV) possess teaching skills and 

2 an understanding of effective instruc3 tional strategies across all applicable 

4 content areas that enable general edu5 cation and special education teachers 

6 and early childhood educators to— 

7 ‘‘(aa) meet the specific 

8 learning needs of all students, in9 cluding students with disabilities, 

10 students who are English learn11 ers, students who are gifted and 

12 talented, students with low lit13 eracy levels and, as applicable, 

14 children in early childhood edu15 cation programs; and 

16 ‘‘(bb) differentiate instruc17 tion for such students; 

18 ‘‘(V) can effectively participate as 

19 a member of the individualized edu20 cation program team, as defined in 

21 section 614(d)(1)(B) of the Individ22 uals with Disabilities Education Act; 

23 and 

24 ‘‘(VI) can effectively provide com25 prehensive literacy instruction; 


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1 ‘‘(iii) ensuring collaboration with de2 partments, programs, or units of a partner 

3 institution outside of the teacher prepara4 tion program in all academic content areas 

5 to ensure that prospective teachers receive 

6 training in both teaching and relevant con7 tent areas in order to meet the applicable 

8 State certification and licensure require9 ments, including any requirements for cer10 tification obtained through alternative 

11 routes to certification or, with regard to 

12 special education teachers, who meet the 

13 qualifications described in section 

14 612(a)(14)(C) of the Individuals with Dis15 abilities Education Act, which may include 

16 training in multiple subjects to teach mul17 tiple grade levels as may be needed for in18 dividuals preparing to teach in rural com19 munities and for individuals preparing to 

20 teach students with disabilities; 

21 ‘‘(iv) developing and implementing an 

22 induction program; 

23 ‘‘(v) developing admissions goals and 

24 priorities aligned with the hiring objectives 


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1 of the high-need local educational agency 

2 in the eligible partnership; and 

3 ‘‘(vi) implementing program and cur4 riculum changes, as applicable, to ensure 

5 that prospective teachers have the requisite 

6 content knowledge, preparation, and degree 

7 to teach Advanced Placement or Inter8 national Baccalaureate courses success9 fully. 

10 ‘‘(2) CLINICAL EXPERIENCE AND INTER11 ACTION.—Developing and improving a sustained and 

12 high-quality preservice clinical education program to 

13 further develop the teaching skills of all prospective 

14 teachers and, as applicable, early childhood edu15 cators, involved in the program. Such program shall 

16 do the following: 

17 ‘‘(A) Incorporate year-long opportunities 

18 for enrichment, including— 

19 ‘‘(i) clinical learning in classrooms in 

20 high-need schools served by the high-need 

21 local educational agency in the eligible 

22 partnership, and identified by the eligible 

23 partnership; and 

24 ‘‘(ii) closely supervised interaction be25 tween prospective teachers and faculty or 


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1 program staff, experienced teachers, prin2 cipals, other administrators, and other 

3 school leaders at early childhood education 

4 programs (as applicable), elementary 

5 schools, or secondary schools, and pro6 viding support for such interaction. 

7 ‘‘(B) Integrate pedagogy and classroom 

8 practice and promote effective teaching skills in 

9 academic content areas. 

10 ‘‘(C) Provide high-quality teacher men11 toring. 

12 ‘‘(D) Be offered over the course of a pro13 gram of teacher preparation. 

14 ‘‘(E) Be tightly aligned with coursework 

15 (and may be developed as a fifth year of a 

16 teacher preparation program). 

17 ‘‘(F) Where feasible, allow prospective 

18 teachers to learn to teach in the same local edu19 cational agency in which the teachers will work, 

20 learning the instructional initiatives and cur21 riculum of that local educational agency. 

22 ‘‘(G) As applicable, provide training and 

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1 ers to meet the unique needs of teaching in 

2 rural or urban communities. 

3 ‘‘(H) Provide support and training for in4 dividuals participating in an activity for pro5 spective or new teachers described in this para6 graph or paragraph (1) or (3), and for individ7 uals who serve as mentors for such teachers, 

8 based on each individual’s experience. Such 

9 support may include— 

10 ‘‘(i) with respect to a prospective 

11 teacher or a mentor, release time for such 

12 individual’s participation; 

13 ‘‘(ii) with respect to a faculty member, 

14 receiving course workload credit and com15 pensation for time teaching in the eligible 

16 partnership’s activities; and 

17 ‘‘(iii) with respect to a mentor, a sti18 pend, which may include bonus, differen19 tial, incentive, or performance pay, based 

20 on the mentor’s extra skills and respon21 sibilities. 

22 ‘‘(3) INDUCTION PROGRAMS FOR NEW TEACH23 ERS OR SCHOOL LEADERS.—Creating an induction 

24 program for new teachers or school leaders, or, in 

25 the case of an early childhood education program, 


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1 providing mentoring or coaching for new early child2 hood educators. 

3 ‘‘(4) SUPPORT AND TRAINING FOR PARTICI4 PANTS IN EARLY CHILDHOOD EDUCATION PRO5 GRAMS.—In the case of an eligible partnership fo6 cusing on early childhood educator preparation, im7 plementing initiatives that increase compensation for 

8 early childhood educators who attain associate or 

9 baccalaureate degrees in early childhood education. 

10 ‘‘(5) TEACHER OR SCHOOL LEADER RECRUIT11 MENT.—Developing and implementing effective 

12 mechanisms (which may include alternative routes to 

13 State certification of teachers) to ensure that the eli14 gible partnership is able to recruit qualified individ15 uals to meet the applicable State certification and li16 censure requirements, including any requirements 

17 for certification obtained through alternative routes 

18 to certification or, with regard to special education 

19 teachers, who meet the qualifications described in 

20 section 612(a)(14)(C) of the Individuals with Dis21 abilities Education Act, or to become school leaders, 

22 through the activities of the eligible partnership, 

23 which may include an emphasis on recruiting into 

24 the teaching or school leadership professions— 


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1 ‘‘(A) individuals from underrepresented 

2 populations; 

3 ‘‘(B) individuals to teach or lead in rural 

4 communities or high-need schools and teach in 

5 teacher shortage areas, including mathematics, 

6 science, special education, and the instruction 

7 of students who are English learners; and 

8 ‘‘(C) mid-career professionals from other 

9 occupations, former military personnel, and re10 cent college graduates with a record of aca11 demic distinction. 

12 ‘‘(6) LITERACY TRAINING.—Strengthening the 

13 literacy teaching skills of prospective and, as appli14 cable, new elementary school and secondary school 

15 teachers— 

16 ‘‘(A) to implement programs of com17 prehensive literacy instruction; 

18 ‘‘(B) to use screening, diagnostic, forma19 tive, and summative assessments to determine 

20 students’ literacy levels, difficulties, and growth 

21 in order to improve classroom instruction and 

22 improve student reading and writing skills; 

23 ‘‘(C) to provide individualized, intensive, 

24 and targeted literacy instruction for students 

25 with deficiencies in literacy skills; and 


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1 ‘‘(D) to integrate literacy skills in the 

2 classroom across subject areas. 

3 ‘‘(7) SUPPORT AND TRAINING FOR TEACHER

4 LEADERS.—In the case of an eligible partnership fo5 cusing on teacher leader preparation, providing ac6 tivities designed to enable experienced teachers to 

7 serve effectively as teacher leaders. 

8 ‘‘(8) SUPPORT AND TRAINING FOR SCHOOL

9 LEADERS.—In the case of an eligible partnership fo10 cusing on school leader preparation, providing high11 quality, differentiated, school-level support services 

12 and training, to the extent feasible, to enable current 

13 principals and instructional leadership teams to sup14 port teachers, teacher leaders, and other school 

15 staff. 

16 ‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH17 MENT OF TEACHING RESIDENCY PROGRAMS.— 

18 ‘‘(1) IN GENERAL.—An eligible partnership re19 ceiving a grant to carry out an effective teaching 

20 residency program shall carry out a program that 

21 includes all of the following activities: 

22 ‘‘(A) Supporting a teaching residency pro23 gram described in paragraph (2) for high-need 

24 subjects and areas, as determined by the needs 


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1 of the high-need local educational agency in the 

2 partnership. 

3 ‘‘(B) Placing graduates of the teaching 

4 residency program in cohorts that facilitate pro5 fessional collaboration, both among graduates 

6 of the teaching residency program and between 

7 such graduates and mentor teachers in the re8 ceiving school. 

9 ‘‘(C) Ensuring that teaching residents who 

10 participate in the teaching residency program 

11 receive— 

12 ‘‘(i) effective preservice preparation as 

13 described in paragraph (2); 

14 ‘‘(ii) teacher mentoring; 

15 ‘‘(iii) support required through the in16 duction program as the teaching residents 

17 enter the classroom as new teachers; and 

18 ‘‘(iv) the preparation described in sub19 paragraphs (A), (B), and (C) of subsection 

20 (d)(2). 

21 ‘‘(2) TEACHING RESIDENCY PROGRAMS.— 

22 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

23 teaching residency program under this para24 graph shall be a program based upon models of 

25 successful teaching residencies that serves as a 


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1 mechanism to prepare teachers for success in 

2 the high-need schools in the eligible partner3 ship, and shall be designed to include the fol4 lowing characteristics of successful programs: 

5 ‘‘(i) The integration of pedagogy, 

6 classroom practice, and teacher mentoring. 

7 ‘‘(ii) Engagement of teaching resi8 dents in rigorous graduate-level coursework 

9 to earn a master’s degree while under10 taking a guided teaching apprenticeship. 

11 ‘‘(iii) Experience and learning oppor12 tunities alongside a trained and experi13 enced mentor teacher— 

14 ‘‘(I) whose teaching shall com15 plement the residency program so that 

16 classroom clinical practice is tightly 

17 aligned with coursework; 

18 ‘‘(II) who shall have extra re19 sponsibilities as a teacher leader of 

20 the teaching residency program, as a 

21 mentor for residents, and as a teacher 

22 coach during the induction program 

23 for new teachers, and for establishing, 

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1 pected to continually improve their ca2 pacity to advance student learning; 

3 and 

4 ‘‘(III) who may be relieved from 

5 teaching duties as a result of such ad6 ditional responsibilities. 

7 ‘‘(iv) The establishment of clear cri8 teria for the selection of mentor teachers 

9 based on measures of teacher effectiveness 

10 and the appropriate subject area knowl11 edge. Evaluation of teacher effectiveness 

12 shall be based on, but not limited to, ob13 servations of the following: 

14 ‘‘(I) Planning and preparation, 

15 including demonstrated knowledge of 

16 content, pedagogy, and assessment, 

17 including the use of formative and di18 agnostic assessments to improve stu19 dent learning. 

20 ‘‘(II) Appropriate instruction 

21 that engages students with different 

22 learning styles. 

23 ‘‘(III) Collaboration with col24 leagues to improve instruction. 


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1 ‘‘(IV) Analysis of gains in stu2 dent learning, based on multiple 

3 measures that are valid and reliable 

4 and that, when feasible, may include 

5 valid, reliable, and objective measures 

6 of the influence of teachers on the 

7 rate of student academic progress. 

8 ‘‘(V) In the case of mentor can9 didates who will be mentoring new or 

10 prospective literacy and mathematics 

11 coaches or instructors, appropriate 

12 skills in comprehensive literacy in13 struction, teacher training in com14 prehensive literacy strategies to en15 sure students receive a well-rounded 

16 education, and teacher training in 

17 mathematics instructional strategies, 

18 as appropriate. 

19 ‘‘(v) Grouping of teaching residents in 

20 cohorts to facilitate professional collabora21 tion among such residents. 

22 ‘‘(vi) The development of admissions 

23 goals and priorities— 

24 ‘‘(I) that are aligned with the 

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1 cational agency partnering with the 

2 program, as well as the instructional 

3 initiatives and curriculum of such 

4 agency, in exchange for a commitment 

5 by such agency to hire qualified grad6 uates from the teaching residency pro7 gram; and 

8 ‘‘(II) which may include consider9 ation of applicants who reflect the 

10 communities in which they will teach 

11 as well as consideration of individuals 

12 from underrepresented populations in 

13 the teaching profession. 

14 ‘‘(vii) Support for residents, once the 

15 teaching residents are hired as teachers of 

16 record, through an induction program, pro17 fessional development, and networking op18 portunities to support the residents 

19 through not less than the residents’ first 2 

20 years of teaching. 

21 ‘‘(B) SELECTION OF INDIVIDUALS AS

22 TEACHER RESIDENTS.— 

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

24 to be eligible to be a teacher resident in a 


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1 teaching residency program under this 

2 paragraph, an individual shall— 

3 ‘‘(I) be a recent graduate of a 4- 

4 year institution of higher education or 

5 a mid-career professional from outside 

6 the field of education possessing 

7 strong content knowledge or a record 

8 of professional accomplishment; and 

9 ‘‘(II) submit an application to 

10 the teaching residency program. 

11 ‘‘(ii) SELECTION CRITERIA.—An eligi12 ble partnership carrying out a teaching 

13 residency program under this subsection 

14 shall establish criteria for the selection of 

15 eligible individuals to participate in the 

16 teaching residency program based on the 

17 following characteristics: 

18 ‘‘(I) Strong content knowledge or 

19 record of accomplishment in the field 

20 or subject area to be taught. 

21 ‘‘(II) Strong verbal and written 

22 communication skills, which may be 

23 demonstrated by performance on ap24 propriate tests. 


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1 ‘‘(III) Other attributes linked to 

2 effective teaching, which may be de3 termined by interviews or performance 

4 assessments, as specified by the eligi5 ble partnership. 

6 ‘‘(C) STIPENDS OR SALARIES; APPLICA7 TIONS; AGREEMENTS; REPAYMENTS.— 

8 ‘‘(i) STIPENDS OR SALARIES.—A 

9 teaching residency program under this sub10 section shall provide a one-year living sti11 pend or salary to teaching residents during 

12 the one-year teaching residency program. 

13 ‘‘(ii) APPLICATIONS FOR STIPENDS OR

14 SALARIES.—Each teacher residency can15 didate desiring a stipend or salary during 

16 the period of residency shall submit an ap17 plication to the eligible partnership at such 

18 time, and containing such information and 

19 assurances, as the eligible partnership may 

20 require. 

21 ‘‘(iii) AGREEMENTS TO SERVE.—Each 

22 application submitted under clause (ii) 

23 shall contain or be accompanied by an 

24 agreement that the applicant will— 


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1 ‘‘(I) serve as a full-time teacher 

2 for a total of not less than 3 academic 

3 years immediately after successfully 

4 completing the one-year teaching resi5 dency program; 

6 ‘‘(II) fulfill the requirement 

7 under subclause (I) by teaching in a 

8 high-need school served by the high9 need local educational agency in the 

10 eligible partnership and teach a sub11 ject or area that is designated as high 

12 need by the partnership; 

13 ‘‘(III) provide to the eligible part14 nership a certificate, from the chief 

15 administrative officer of the local edu16 cational agency in which the resident 

17 is employed, of the employment re18 quired in subclauses (I) and (II) at 

19 the beginning of, and upon completion 

20 of, each year or partial year of serv21 ice; 

22 ‘‘(IV) meet the applicable State 

23 licensure requirements, including any 

24 requirements for certification obtained 

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1 cation, or with regard to special edu2 cation teachers, who meet the quali3 fications described in section 

4 612(a)(14)(C) of the Individuals with 

5 Disabilities Education Act, when the 

6 applicant begins to fulfill the service 

7 obligation under this clause; and 

8 ‘‘(V) comply with the require9 ments set by the eligible partnership 

10 under clause (iv) if the applicant is 

11 unable or unwilling to complete the 

12 service obligation required by this 

13 clause. 

14 ‘‘(iv) REPAYMENTS.— 

15 ‘‘(I) IN GENERAL.—A grantee 

16 carrying out a teaching residency pro17 gram under this paragraph shall re18 quire a recipient of a stipend or salary 

19 under clause (i) who does not com20 plete, or who notifies the partnership 

21 that the recipient intends not to com22 plete, the service obligation required 

23 by clause (iii) to repay such stipend or 

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1 fied by the partnership in the agree2 ment, and in accordance with such 

3 other terms and conditions specified 

4 by the eligible partnership, as nec5 essary. 

6 ‘‘(II) OTHER TERMS AND CONDI7 TIONS.—Any other terms and condi8 tions specified by the eligible partner9 ship may include reasonable provi10 sions for pro-rata repayment of the 

11 stipend or salary described in clause 

12 (i) or for deferral of a teaching resi13 dent’s service obligation required by 

14 clause (iii), on grounds of health, in15 capacitation, inability to secure em16 ployment in a school served by the eli17 gible partnership, being called to ac18 tive duty in the Armed Forces of the 

19 United States, or other extraordinary 

20 circumstances. 

21 ‘‘(III) USE OF REPAYMENTS.— 

22 An eligible partnership shall use any 

23 repayment received under this clause 

24 to carry out additional activities that 


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1 are consistent with the purposes of 

2 this subsection. 

3 ‘‘(f) PARTNERSHIP GRANTS FOR THE ESTABLISH4 MENT OF SCHOOL LEADERSHIP RESIDENCY PRO5 GRAMS.— 

6 ‘‘(1) IN GENERAL.—An eligible partnership that 

7 receives a grant under this section may carry out an 

8 effective school leadership residency program, which 

9 may be carried out in partnership with a local edu10 cational agency located in a rural area. 

11 ‘‘(2) SCHOOL LEADERSHIP RESIDENCY PRO12 GRAM DESCRIBED.—A school leadership residency 

13 program under this subsection shall be a school14 based preparation program for principals, other 

15 school leaders, early childhood education program di16 rectors, or a combination of those individuals in 

17 which a participant— 

18 ‘‘(A) for 1 academic year, engages in sus19 tained and rigorous clinical learning with sub20 stantial leadership responsibilities and oppor21 tunity to practice and be evaluated in an au22 thentic school or early childhood education pro23 gram setting; and 

24 ‘‘(B) during that academic year— 


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1 ‘‘(i) participates in evidence-based 

2 coursework that is aligned with leadership 

3 standards and includes evaluation of can4 didates throughout the program and that 

5 is integrated with clinical residency experi6 ence; and 

7 ‘‘(ii) receives support from a mentor 

8 principal or other effective school leader or 

9 early childhood education director. 

10 ‘‘(3) PROGRAM ACTIVITIES.—A school leader11 ship residency program under this subsection shall 

12 include all of the following activities: 

13 ‘‘(A) Preparing individuals enrolled or pre14 paring to enroll in school leadership programs 

15 for careers as principals, early childhood edu16 cation program directors, or other school lead17 ers (including individuals preparing to work in 

18 local educational agencies located in rural areas 

19 who may perform multiple duties in addition to 

20 the role of a school leader). 

21 ‘‘(B) Using evidence-based coursework that 

22 is aligned with school leadership standards (de23 fined by the eligible partnership) and includes 

24 embedded participant assessments to evaluate 

25 candidates before program completion, training 


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1 prospective principals and other school leaders 

2 to effectively— 

3 ‘‘(i) provide instructional leadership, 

4 including by creating and maintaining a 

5 data-driven, professional learning commu6 nity, within the leader’s school; 

7 ‘‘(ii) provide a climate conducive to 

8 the professional development of teachers, 

9 with a focus on improving student aca10 demic achievement and the development of 

11 effective instructional leadership skills; 

12 ‘‘(iii) understand the teaching and as13 sessment skills needed to support success14 ful classroom instruction and to use data 

15 to evaluate teacher instruction and drive 

16 teacher and student learning; 

17 ‘‘(iv) manage resources and school 

18 time to improve student academic achieve19 ment and ensure the school environment is 

20 safe; 

21 ‘‘(v) engage and involve parents, com22 munity members, the local educational 

23 agency, businesses, and other community 

24 leaders, to leverage additional resources to 


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1 improve student academic achievement; 

2 and 

3 ‘‘(vi) understand how students learn 

4 and develop in order to increase academic 

5 achievement for all students and provide a 

6 well-rounded education. 

7 ‘‘(C) Ensuring that individuals who par8 ticipate in the school leadership residency pro9 gram receive— 

10 ‘‘(i) effective preservice preparation as 

11 described in subparagraphs (B) and (D); 

12 ‘‘(ii) mentoring; 

13 ‘‘(iii) continuous feedback throughout 

14 the program on their progress; and 

15 ‘‘(iv) if applicable, full State certifi16 cation or licensure to become a school lead17 er. 

18 ‘‘(D) Developing and improving a sus19 tained and high-quality preservice clinical edu20 cation program to further develop the leader21 ship skills of all prospective school leaders in22 volved in the program. Such clinical education 

23 program shall do the following: 

24 ‘‘(i) Incorporate year-long opportuni25 ties for sustained, intensive, collaborative, 


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1 and high-quality job-embedded practice, in2 cluding— 

3 ‘‘(I) clinical learning in high-need 

4 schools served by the high-need local 

5 educational agency or a local edu6 cational agency located in a rural area 

7 in the eligible partnership and identi8 fied by the eligible partnership; 

9 ‘‘(II) closely supervised inter10 action between prospective school 

11 leaders and faculty or program staff, 

12 new and experienced teachers, and 

13 new and experienced school leaders, in 

14 such high-need schools; and 

15 ‘‘(III) substantial school leader16 ship responsibilities where a program 

17 participant is responsible for improv18 ing the practice and performance of a 

19 subset of teachers or an interim 

20 school leader, and receives ongoing 

21 evaluation and feedback. 

22 ‘‘(ii) Integrate pedagogy and practice 

23 and promote effective leadership skills, 

24 meeting the unique needs of urban, rural, 


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1 or geographically isolated communities, as 

2 applicable. 

3 ‘‘(iii) Provide for mentoring of new 

4 school leaders. 

5 ‘‘(E) Creating a new induction program or 

6 aligning with existing induction programs for 

7 new school leaders. 

8 ‘‘(F) Developing and implementing effec9 tive mechanisms to ensure that the eligible 

10 partnership is able to recruit qualified individ11 uals to become school leaders through the ac12 tivities of the eligible partnership, which— 

13 ‘‘(i) may include recruitment that is 

14 informed by the needs of the geographic 

15 area to be served and a rigorous selection 

16 process that is based on competencies that 

17 are predictive of success as a school leader; 

18 and 

19 ‘‘(ii) may include an emphasis on re20 cruiting into school leadership profes21 sions— 

22 ‘‘(I) individuals from underrep23 resented populations; 

24 ‘‘(II) individuals to serve as prin25 cipals or other school leaders in areas 


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1 of high need, including rural and geo2 graphically isolated communities and 

3 school leader shortage areas; 

4 ‘‘(III) mid-career professionals 

5 from other occupations; 

6 ‘‘(IV) former military personnel; 

7 and 

8 ‘‘(V) recent college graduates 

9 with past teaching experience and a 

10 record of academic distinction. 

11 ‘‘(G) Ongoing review and improvement of 

12 the program. 

13 ‘‘(g) PARTNERSHIP WITH DIGITAL EDUCATION CON14 TENT DEVELOPER.—An eligible partnership that receives 

15 a grant under this section may use grant funds provided 

16 to carry out the activities described in subsection (d) or 

17 (e), or both, to partner with a television public broadcast 

18 station, as defined in section 397(6) of the Communica19 tions Act of 1934 (47 U.S.C. 397(6)), or another entity 

20 that develops digital educational content, for the purpose 

21 of improving the quality of teacher or school leader prepa22 ration programs or to enhance the quality of preservice 

23 training for prospective teachers or school leaders. 

24 ‘‘(h) EVALUATION AND REPORTING.—The Secretary 

25 shall— 


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1 ‘‘(1) evaluate the programs assisted under this 

2 section; and 

3 ‘‘(2) make publicly available a report detailing 

4 the Secretary’s evaluation of each such program. 

5 ‘‘(i) CONSULTATION.— 

6 ‘‘(1) IN GENERAL.—Members of an eligible 

7 partnership that receives a grant under this section 

8 shall engage in regular consultation throughout the 

9 development and implementation of programs and 

10 activities carried out under this section. 

11 ‘‘(2) REGULAR COMMUNICATION.—To ensure 

12 timely and meaningful consultation as described in 

13 paragraph (1), regular communication shall occur 

14 among all members of the eligible partnership, in15 cluding the high-need local educational agency. Such 

16 communication shall continue throughout the imple17 mentation of the grant and the assessment of pro18 grams and activities under this section. 

19 ‘‘(3) WRITTEN CONSENT.—The Secretary may 

20 approve changes in grant activities of a grant under 

21 this section only if the eligible partnership submits 

22 to the Secretary a written consent of such changes 

23 signed by all members of the eligible partnership. 

24 ‘‘(j) CONSTRUCTION.—Nothing in this section shall 

25 be construed to prohibit an eligible partnership from using 


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1 grant funds to coordinate with the activities of eligible 

2 partnerships in other States or on a regional basis through 

3 Governors, State boards of education, State educational 

4 agencies, State agencies responsible for early childhood 

5 education, local educational agencies, or State agencies for 

6 higher education. 

7 ‘‘(k) SUPPLEMENT, NOT SUPPLANT.—Funds made 

8 available under this section shall be used to supplement, 

9 and not supplant, other Federal, State, and local funds 

10 that would otherwise be expended to carry out activities 

11 under this section. 

12 ‘‘SEC. 203. ADMINISTRATIVE PROVISIONS. 

13 ‘‘(a) DURATION; NUMBER OF AWARDS; PAY14 MENTS.— 

15 ‘‘(1) DURATION.—A grant awarded under this 

16 part shall be awarded for a period of 5 years. 

17 ‘‘(2) NUMBER OF AWARDS.—An eligible part18 nership may not receive more than 1 grant during 

19 a 5-year period. Nothing in this title shall be con20 strued to prohibit an individual member, that can 

21 demonstrate need, of an eligible partnership that re22 ceives a grant under this title, from entering into 

23 another eligible partnership consisting of new mem24 bers and receiving a grant with such other eligible 

25 partnership before the 5-year period described in the 


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1 preceding sentence applicable to the eligible partner2 ship with which the individual member has first 

3 partnered has expired. 

4 ‘‘(b) PEER REVIEW.— 

5 ‘‘(1) PANEL.—The Secretary shall provide the 

6 applications submitted under this part to a peer re7 view panel for evaluation. With respect to each ap8 plication, the peer review panel shall initially rec9 ommend the application for funding or for dis10 approval. 

11 ‘‘(2) PRIORITY.—The Secretary, in funding ap12 plications under this part, shall give priority— 

13 ‘‘(A) to eligible partnerships that include a 

14 partner institution whose teacher or school 

15 leader preparation program has a rigorous se16 lection process to ensure the highest quality of 

17 students entering such program; 

18 ‘‘(B) to high-quality applicants, including 

19 those whose practices have the strongest evi20 dence of effectiveness in preparing teachers, 

21 teacher leaders, principals, or other school lead22 ers; 

23 ‘‘(C) to the equitable geographic distribu24 tion of grants among rural and urban areas; 

25 and 


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1 ‘‘(D) to applicants from a broad base of el2 igible partnerships that involve businesses and 

3 community organizations. 

4 ‘‘(3) SECRETARIAL SELECTION.—The Secretary 

5 shall determine, based on the peer review process, 

6 which applications shall receive funding and the 

7 amounts of the grants. In determining grant 

8 amounts, the Secretary shall take into account the 

9 total amount of funds available for all grants under 

10 this part and the types of activities proposed to be 

11 carried out by the eligible partnership. 

12 ‘‘(c) MATCHING REQUIREMENTS.— 

13 ‘‘(1) IN GENERAL.—Each eligible partnership 

14 receiving a grant under this part shall provide, from 

15 non-Federal sources, an amount equal to 50 percent 

16 of the amount of the grant, which may be provided 

17 in cash or in-kind, to carry out the activities sup18 ported by the grant. 

19 ‘‘(2) WAIVER.—The Secretary may waive all or 

20 part of the matching requirement described in para21 graph (1) for any fiscal year for an eligible partner22 ship if the Secretary determines that applying the 

23 matching requirement to the eligible partnership 

24 would result in serious hardship or an inability to 


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1 carry out the authorized activities described in this 

2 part. 

3 ‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.— 

4 An eligible partnership that receives a grant under this 

5 part may use not more than 2 percent of the funds pro6 vided to administer the grant. 

7 ‘‘SEC. 204. ACCOUNTABILITY AND EVALUATION. 

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

9 eligible partnership submitting an application for a grant 

10 under this part shall establish, and include in such appli11 cation, an evaluation plan that includes strong and meas12 urable performance objectives. The plan shall include ob13 jectives and measures for increasing the following: 

14 ‘‘(1) For teacher preparation programs, each of 

15 the following: 

16 ‘‘(A) Achievement for all prospective and 

17 new teachers, as measured by the eligible part18 nership. 

19 ‘‘(B) Teacher retention in the first 3 years 

20 of a teacher’s career. 

21 ‘‘(C) Improvement in the pass rates and 

22 scaled scores for initial State certification or li23 censure of teachers. 

24 ‘‘(D) The percentage of teachers who meet 

25 the applicable State certification and licensure 


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1 requirements, including any requirements for 

2 certification obtained through alternative routes 

3 to certification, or, with regard to special edu4 cation teachers, who meet the qualifications de5 scribed in section 612(a)(14)(C) of the Individ6 uals with Disabilities Education Act hired by 

7 the high-need local educational agency with re8 spect to each of the following: 

9 ‘‘(i) Participating in the eligible part10 nership. 

11 ‘‘(ii) Who are members of underrep12 resented groups. 

13 ‘‘(iii) Who teach high-need academic 

14 subject areas, as determined by the State, 

15 which may include reading, mathematics, 

16 science, and foreign language, including 

17 less commonly taught languages and crit18 ical foreign languages. 

19 ‘‘(iv) Who teach in high-need areas, as 

20 determined by the State, which may in21 clude special education, language instruc22 tion educational programs for students 

23 who are English learners, and early child24 hood education. 


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1 ‘‘(v) Who teach in high-need schools, 

2 disaggregated by the elementary school 

3 and secondary school levels. 

4 ‘‘(E) As applicable, the percentage of early 

5 childhood education program classes in the geo6 graphic area served by the eligible partnership 

7 taught by early childhood educators who are 

8 highly competent. 

9 ‘‘(F) As applicable, the percentage of 

10 teachers trained— 

11 ‘‘(i) to integrate technology effectively 

12 into curricula and instruction, including 

13 technology consistent with the principles of 

14 universal design for learning; and 

15 ‘‘(ii) to use technology effectively to 

16 collect, manage, and analyze data to im17 prove teaching and learning for the pur18 pose of improving student academic 

19 achievement. 

20 ‘‘(2) For school leader preparation programs, 

21 each of the following: 

22 ‘‘(A) The percentage of program partici23 pants who complete the program. 

24 ‘‘(B) The percentage of program partici25 pants who, subsequent to completing the proVerDate Sep 11 2014 23:11 Feb 25, 2019 Jkt 089200 PO 00000 Frm 00066 Fmt 6652 Sfmt 6201 E:\BILLS\S468.IS S468

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1 gram, receive full State licensure for positions 

2 in school leadership. 

3 ‘‘(C) The percentage of program 

4 completers who subsequently take school leader5 ship positions in the high-need local educational 

6 agencies participating in the eligible partner7 ship. 

8 ‘‘(D) The percentage of program 

9 completers who subsequently take school leader10 ship positions in the high-need schools served 

11 by the high-need local educational agencies par12 ticipating in the eligible partnership. 

13 ‘‘(E) The percentage of program 

14 completers retained in school leadership posi15 tions in the high-need local educational agencies 

16 participating in the eligible partnership and in 

17 the high-need schools served by such agencies 

18 for 3 or more years. 

19 ‘‘(b) INFORMATION.—An eligible partnership receiv20 ing a grant under this part shall ensure that teachers, 

21 principals, other school leaders, principal supervisors, 

22 school superintendents, faculty, program staff, and leader23 ship at institutions of higher education located in the geo24 graphic areas served by the eligible partnership are proVerDate Sep 11 2014 23:11 Feb 25, 2019 Jkt 089200 PO 00000 Frm 00067 Fmt 6652 Sfmt 6201 E:\BILLS\S468.IS S468

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1 vided information, including through electronic means, 

2 about the activities carried out with funds under this part. 

3 ‘‘(c) REVISED APPLICATION.—If the Secretary deter4 mines that an eligible partnership receiving a grant under 

5 this part is not making substantial progress in meeting 

6 the purposes, goals, objectives, and measures of the grant, 

7 as appropriate, by the end of the third year of a grant 

8 under this part, then the Secretary— 

9 ‘‘(1) shall cancel the grant; and 

10 ‘‘(2) may use any funds returned or available 

11 because of such cancellation under paragraph (1) 

12 to— 

13 ‘‘(A) increase other grant awards under 

14 this part; or 

15 ‘‘(B) award new grants to other eligible 

16 partnerships under this part. 

17 ‘‘(d) EVALUATION, RESEARCH, AND DISSEMINA18 TION.—From amounts appropriated under section 209, 

19 the Secretary, acting through the Director of the Institute 

20 of Education Sciences shall— 

21 ‘‘(1) carry out an independent evaluation to 

22 measure the effectiveness of the programs operated 

23 by partnerships assisted under this part; 

24 ‘‘(2) carry out research to identify effective 

25 teacher and school leader preparation practices; 


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1 ‘‘(3) report the findings regarding such evalua2 tion and research to the authorizing committees; and 

3 ‘‘(4) broadly disseminate information— 

4 ‘‘(A) on effective practices, including on 

5 successful practices developed by eligible part6 nerships under this part; and 

7 ‘‘(B) regarding such practices that were 

8 found to be ineffective. 

9 ‘‘SEC. 205. ACCOUNTABILITY FOR PROGRAMS THAT PRE10 PARE TEACHERS AND SCHOOL LEADERS. 

11 ‘‘(a) INSTITUTIONAL AND PROGRAM REPORT CARDS

12 ON THE QUALITY OF TEACHER AND SCHOOL LEADER

13 PREPARATION.— 

14 ‘‘(1) REPORT CARD.—Each institution of higher 

15 education that conducts a traditional teacher or 

16 school leader preparation program or an alternative 

17 route to State teacher or school leader certification 

18 or licensure program and that enrolls students re19 ceiving Federal assistance under this Act, and each 

20 additional entity within the State that conducts an 

21 alternative route to a State teacher or school leader 

22 certification program and receives funds under this 

23 title, shall report annually to the State and the gen24 eral public, in a uniform and comprehensible manner 


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1 that conforms with the definitions and methods es2 tablished by the Secretary, the following: 

3 ‘‘(A) GOALS AND ASSURANCES.— 

4 ‘‘(i) For the most recent year for 

5 which the information is available for the 

6 institution or other entity— 

7 ‘‘(I) whether the goals and objec8 tives set under section 206 or 

9 204(a)(2), as applicable, have been 

10 met; and 

11 ‘‘(II) a description of the activi12 ties the institution or entity imple13 mented to achieve such goals or objec14 tives. 

15 ‘‘(ii) A description of the steps the in16 stitution or entity is taking to improve its 

17 performance in meeting the annual goals 

18 set under section 206. 

19 ‘‘(iii) A description of the activities 

20 the institution or entity has implemented 

21 to meet the assurances provided under sec22 tion 206. 

23 ‘‘(B) PASS RATES AND SCALED SCORES.— 

24 For the most recent year for which the informa25 tion is available for those students who took the 


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1 assessments used for teacher or school leader 

2 certification or licensure by the State in which 

3 the program is located and are enrolled in the 

4 traditional teacher or school leader preparation 

5 program or alternative routes to State certifi6 cation or licensure program, and for those who 

7 have taken such assessments and have com8 pleted the traditional teacher or school leader 

9 preparation program or alternative routes to 

10 teacher or school leader State certification or li11 censure program during the 2-year period pre12 ceding such year, for each of such assess13 ments— 

14 ‘‘(i) the percentage of students who 

15 have completed 100 percent of the nonclin16 ical coursework and taken the assessment 

17 who pass such assessment; 

18 ‘‘(ii) the percentage of all students 

19 who passed such assessment; 

20 ‘‘(iii) the percentage of students who 

21 have taken such assessment who enrolled 

22 in and completed the traditional teacher 

23 preparation program or alternative routes 

24 to State certification or licensure program, 

25 as applicable; 


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1 ‘‘(iv) the average scaled score for all 

2 students who took such assessment; 

3 ‘‘(v) a comparison of the program’s 

4 pass rates with the average pass rates for 

5 programs in the State; and 

6 ‘‘(vi) a comparison of the program’s 

7 average scaled scores with the average 

8 scaled scores for programs in the State. 

9 ‘‘(C) PROGRAM INFORMATION AND OUT10 COMES.—A description of— 

11 ‘‘(i) the criteria for admission into the 

12 program and the program’s admission 

13 rate; 

14 ‘‘(ii) the number of students in the 

15 program, disaggregated by race, ethnicity, 

16 and gender; 

17 ‘‘(iii) the average number of hours of 

18 clinical experience required for those in the 

19 program; 

20 ‘‘(iv) the total number and percentage 

21 of program entrants who complete the pro22 gram; 

23 ‘‘(v) the total number and percentage 

24 of program completers who become cer25 tified or licensed as teachers or school 


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1 leaders and the total number and the per2 centage of program completers who are 

3 hired as teachers, disaggregated by subject 

4 and area of certification or licensure, or as 

5 school leaders within 3 years; and 

6 ‘‘(vi) if valid and reliable data are 

7 available, the total number and percentage 

8 of program completers placed as principals 

9 who are rated effective or above on school 

10 leader evaluation and support systems 

11 after 3 years of leading a school. 

12 ‘‘(D) STATEMENT.—In States that require 

13 approval or accreditation of teacher or school 

14 leader preparation programs, a statement of 

15 whether the institution’s program is so ap16 proved or accredited, and by whom. 

17 ‘‘(E) DESIGNATION AS LOW-PER18 FORMING.—Whether the program has been des19 ignated as low-performing by the State under 

20 section 207(a). 

21 ‘‘(F) USE OF TECHNOLOGY.—A descrip22 tion of the activities, including activities con23 sistent with the principles of universal design 

24 for learning, that prepare teachers to integrate 

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1 tion, and to use technology effectively to collect, 

2 manage, and analyze data in order to improve 

3 teaching and learning for the purpose of in4 creasing student academic achievement. 

5 ‘‘(G) TEACHER TRAINING.—A description 

6 of the activities that prepare general education 

7 and special education teachers to teach students 

8 with disabilities effectively, including training 

9 related to participation as a member of individ10 ualized education program teams, as defined in 

11 section 614(d)(1)(B) of the Individuals with 

12 Disabilities Education Act, and to effectively 

13 teach students who are English learners. 

14 ‘‘(2) REPORT.—Each eligible partnership re15 ceiving a grant under section 202 shall report annu16 ally on the progress of the eligible partnership to17 ward meeting the purposes of this part and the ob18 jectives and measures described in section 204(a). 

19 ‘‘(3) FINES.—The Secretary may impose a fine 

20 not to exceed $27,500 on an institution of higher 

21 education or other entity for failure to provide the 

22 information described in this subsection in a timely 

23 or accurate manner. 

24 ‘‘(4) SPECIAL RULE.—In the case of an institu25 tion of higher education that conducts a traditional 


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1 teacher or school leader preparation program or al2 ternative routes to State teacher or school leader 

3 certification or licensure program and has fewer 

4 than 10 scores reported on any single initial teacher 

5 certification or licensure assessment during an aca6 demic year, the institution shall collect and publish 

7 information, as required under paragraph (1)(B), 

8 with respect to an average pass rate and scaled 

9 score on each State certification or licensure assess10 ment taken over a 3-year period. 

11 ‘‘(b) STATE REPORT CARD ON THE QUALITY OF

12 TEACHER AND SCHOOL LEADER PREPARATION.— 

13 ‘‘(1) IN GENERAL.—Each State that receives 

14 funds under this Act shall provide to the Secretary 

15 and make widely available and easily accessible to 

16 the general public, in a uniform and comprehensible 

17 manner that conforms with the definitions and 

18 methods established by the Secretary, an annual 

19 State report card on the quality of teacher and 

20 school leader preparation in the State, both for tra21 ditional teacher and school leader preparation pro22 grams and for alternative routes to State teacher or 

23 school leader certification or licensure programs, 

24 which shall include not less than the following: 


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1 ‘‘(A) A description of the reliability and 

2 validity of the teacher and school leader certifi3 cation and licensure assessments, and any other 

4 certification and licensure requirements, used 

5 by the State. 

6 ‘‘(B) The standards and criteria that pro7 spective teachers must meet to attain initial 

8 teacher certification or licensure and to be cer9 tified or licensed to teach particular academic 

10 subjects, areas, or grades within the State. 

11 ‘‘(C) A description of how the assessments 

12 and requirements described in subparagraph 

13 (A) are aligned with the challenging State aca14 demic standards required under section 

15 1111(b)(1) of the Elementary and Secondary 

16 Education Act of 1965 and, as applicable, State 

17 early learning standards for early childhood 

18 education programs. 

19 ‘‘(D) For each institution of higher edu20 cation located in the State and each other enti21 ty located in the State that operates a teacher 

22 or school leader preparation program, including 

23 those that offer an alternative route for teacher 

24 or school leader certification or licensure, in25 cluding for each of the assessments used by the 


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1 State for teacher or school leader certification 

2 or licensure— 

3 ‘‘(i) the percentage of students at 

4 such institution or entity who take and 

5 pass the assessment; and 

6 ‘‘(ii) the average scaled score of indi7 viduals participating in such a program, or 

8 who have completed such a program dur9 ing the 2-year period preceding the first 

10 year for which the annual State report 

11 card is provided, who took each such as12 sessment. 

13 ‘‘(E) A description of alternative routes to 

14 teacher certification or licensure in the State 

15 (including any such routes operated by entities 

16 that are not institutions of higher education), if 

17 any, including, for each of the assessments used 

18 by the State for teacher certification or licen19 sure— 

20 ‘‘(i) the percentage of individuals par21 ticipating in such routes, or who have com22 pleted such routes during the 2-year period 

23 preceding the date for which the deter24 mination is made, who passed each such 

25 assessment; and 


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1 ‘‘(ii) the average scaled score of indi2 viduals participating in such routes, or who 

3 have completed such routes during the 2- 

4 year period preceding the first year for 

5 which the annual State report card is pro6 vided, who took each such assessment. 

7 ‘‘(F) A description of the State’s criteria 

8 for assessing the performance of teacher prepa9 ration programs within institutions of higher 

10 education in the State. Such criteria shall in11 clude indicators of the academic content knowl12 edge and teaching skills of students enrolled in 

13 such programs. 

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

15 preparation program in the State— 

16 ‘‘(i) the criteria for admission into the 

17 program; 

18 ‘‘(ii) the number of students in the 

19 program, disaggregated by race, ethnicity, 

20 and gender (except that such 

21 disaggregation shall not be required in a 

22 case in which the number of students in a 

23 category is insufficient to yield statistically 

24 reliable information or the results would 


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1 reveal personally identifiable information 

2 about an individual student); 

3 ‘‘(iii) the average number of hours of 

4 supervised clinical experience required for 

5 those in the program; and 

6 ‘‘(iv) the number of full-time equiva7 lent faculty, adjunct faculty, and students 

8 in supervised clinical experience. 

9 ‘‘(H) If valid and reliable data are avail10 able, for each school leader preparation pro11 gram in the State, the total number and per12 centage of program completers placed as prin13 cipals who are rated effective or above on school 

14 leader evaluation and support systems after 3 

15 years of leading a school. 

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

17 teacher preparation program in the State, the 

18 number of teachers prepared, in the aggregate 

19 and reported separately by— 

20 ‘‘(i) area of certification or licensure; 

21 ‘‘(ii) academic major; and 

22 ‘‘(iii) subject area for which the teach23 er has been prepared to teach. 

24 ‘‘(J) A description of the extent to which 

25 teacher and school leader preparation programs 


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1 are addressing shortages of teachers who meet 

2 the applicable State certification and licensure 

3 requirements, including any requirements for 

4 certification obtained through alternative routes 

5 to teacher certification, or, with regard to spe6 cial education teachers, the qualifications de7 scribed in section 612(a)(14)(C) of the Individ8 uals with Disabilities Education Act, by area of 

9 certification and licensures, subject, and spe10 cialty, in the State’s public schools, as well as 

11 shortages of effective school leaders. 

12 ‘‘(2) PROHIBITION AGAINST CREATING A NA13 TIONAL LIST.—The Secretary shall not create a na14 tional list or ranking of States, institutions, or 

15 schools using the scaled scores provided under this 

16 subsection. 

17 ‘‘(c) DATA QUALITY.—The Secretary shall prescribe 

18 regulations to ensure the reliability, validity, integrity, and 

19 accuracy of the data submitted pursuant to this section. 

20 ‘‘(d) REPORT OF THE SECRETARY ON THE QUALITY

21 OF TEACHER AND SCHOOL LEADER PREPARATION.— 

22 ‘‘(1) REPORT CARD.—The Secretary shall annu23 ally provide to the authorizing committees, and pub24 lish and make widely available, a report card on 

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1 tion in the United States, including all the informa2 tion reported in subparagraphs (A) through (I) of 

3 subsection (b)(1). Such report shall identify States 

4 for which eligible partnerships received a grant 

5 under this part. 

6 ‘‘(2) REPORT TO CONGRESS.—The Secretary 

7 shall prepare and submit a report to the authorizing 

8 committees that contains the following: 

9 ‘‘(A) A comparison of States’ efforts to im10 prove the quality of the current and future edu11 cator workforce. 

12 ‘‘(B) A comparison of eligible partnerships’ 

13 efforts to improve the quality of the current 

14 and future educator workforce. 

15 ‘‘(C) The national mean and median scaled 

16 scores and pass rate on any standardized test 

17 that is used in more than one State for teacher 

18 or school leader certification or licensure. 

19 ‘‘(3) SPECIAL RULE.—In the case of a teacher 

20 or school leader preparation program with fewer 

21 than 10 scores reported on any single initial teacher 

22 or school leader certification or licensure assessment 

23 during an academic year, the Secretary shall collect 

24 and publish, and make publicly available, informa25 tion with respect to an average pass rate and scaled 


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1 score on each State certification or licensure assess2 ment taken over a 3-year period. 

3 ‘‘(e) COORDINATION.—The Secretary, to the extent 

4 practicable, shall coordinate the information collected and 

5 published under this part among States for individuals 

6 who took State teacher or school leader certification or 

7 licensure assessments in a State other than the State in 

8 which the individual received the individual’s most recent 

9 degree. 

10 ‘‘SEC. 206. TEACHER DEVELOPMENT. 

11 ‘‘(a) ANNUAL GOALS.—Each institution of higher 

12 education that conducts a traditional teacher preparation 

13 program (including programs that offer any ongoing pro14 fessional development programs) or alternative routes to 

15 State certification or licensure program, and that enrolls 

16 students receiving Federal assistance under this Act, shall 

17 set annual quantifiable goals for increasing the number 

18 of prospective teachers trained in teacher shortage areas 

19 designated by the Secretary or by the State educational 

20 agency, including mathematics, science, special education, 

21 and instruction of students who are English learners. 

22 ‘‘(b) ASSURANCES.—Each institution described in 

23 subsection (a) shall provide assurances to the Secretary 

24 that— 


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1 ‘‘(1) training provided to prospective teachers 

2 responds to the identified needs of the local edu3 cational agencies or States where the institution’s 

4 graduates are likely to teach, based on past hiring 

5 and recruitment trends; 

6 ‘‘(2) training provided to prospective teachers is 

7 closely linked with the needs of schools and the in8 structional decisions new teachers face in the class9 room; 

10 ‘‘(3) prospective special education teachers re11 ceive coursework and training to ensure students re12 ceive a well-rounded education; 

13 ‘‘(4) general education teachers receive training 

14 in providing instruction to diverse populations, in15 cluding children with disabilities, students who are 

16 English learners, and children from low-income fam17 ilies; and 

18 ‘‘(5) prospective teachers receive training on 

19 how to effectively teach in urban and rural schools, 

20 as applicable. 

21 ‘‘(c) RULE OF CONSTRUCTION.—Nothing in this sec22 tion shall be construed to require an institution to create 

23 a new teacher preparation area of concentration or degree 

24 program or adopt a specific curriculum in complying with 

25 this section. 


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1 ‘‘SEC. 207. STATE FUNCTIONS. 

2 ‘‘(a) STATE ASSESSMENT.—In order to receive funds 

3 under this Act, a State shall conduct an assessment using 

4 multiple indicators to identify low-performing teacher and 

5 school leader preparation programs in the State and to 

6 assist such programs through the provision of technical 

7 assistance. Each such State shall provide the Secretary 

8 with an annual list of low-performing teacher and school 

9 leader preparation programs and an identification of those 

10 programs at risk of being placed on such list, as applica11 ble. Such assessment shall be described in the report 

12 under section 205(b). Levels of performance shall be de13 termined solely by the State and may include— 

14 ‘‘(1) for school leader preparation programs, 

15 criteria based on data on placement and retention, 

16 school leader effectiveness, and student outcomes; 

17 and 

18 ‘‘(2) for teacher and school leader preparation 

19 programs, criteria based on information collected 

20 pursuant to this part, including progress in meeting 

21 the goals of— 

22 ‘‘(A) increasing the percentage of teachers 

23 who meet the applicable State certification and 

24 licensure requirements, including any require25 ments for certification obtained through alter26 native routes to certification, or, with regard to 


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1 special education teachers, who meet the quali2 fications described in section 612(a)(14)(C) of 

3 the Individuals with Disabilities Education Act 

4 in the State, including increasing professional 

5 development opportunities; 

6 ‘‘(B) if valid and reliable data are avail7 able, increasing the percentage of principals 

8 and other school leaders who receive ratings of 

9 effective or above in State school leader evalua10 tion and support systems (as described in sec11 tion 2101(c)(4)(B)(ii) of the Elementary and 

12 Secondary Education Act of 1965); 

13 ‘‘(C) improving student academic achieve14 ment for elementary and secondary students; 

15 and 

16 ‘‘(D) raising the standards for entry into 

17 teaching and school leadership. 

18 ‘‘(b) TERMINATION OF ELIGIBILITY.—Any teacher or 

19 school leader preparation program from which the State 

20 has withdrawn the State’s approval, or terminated the 

21 State’s financial support, due to the low performance of 

22 the program based upon the State assessment described 

23 in subsection (a)— 


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1 ‘‘(1) shall be ineligible for any funding for pro2 fessional development activities awarded by the De3 partment; 

4 ‘‘(2) may not be permitted to accept or enroll 

5 any student who receives aid under title IV in the 

6 institution’s teacher preparation program; 

7 ‘‘(3) shall provide transitional support, includ8 ing remedial services if necessary, for students en9 rolled at the institution at the time of termination 

10 of financial support or withdrawal of approval; and 

11 ‘‘(4) shall be reinstated upon demonstration of 

12 improved performance, as determined by the State. 

13 ‘‘(c) NEGOTIATED RULEMAKING.—If the Secretary 

14 develops any regulations implementing subsection (b)(2), 

15 the Secretary shall submit such proposed regulations to 

16 a negotiated rulemaking process, which shall include rep17 resentatives of States, institutions of higher education, 

18 and educational and student organizations. 

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

20 requirements of this section shall apply to both traditional 

21 teacher and school leader preparation programs and alter22 native routes to State certification and licensure pro23 grams. 


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1 ‘‘SEC. 208. GENERAL PROVISIONS. 

2 ‘‘(a) METHODS.—In complying with sections 205 and 

3 206, the Secretary shall ensure that States and institu4 tions of higher education use fair and equitable methods 

5 in reporting and that the reporting methods do not reveal 

6 personally identifiable information. 

7 ‘‘(b) SPECIAL RULE.—For each State that does not 

8 use content assessments as a means of ensuring that all 

9 teachers teaching the subjects that are part of a well10 rounded education within the State meet the applicable 

11 State certification and licensure requirements, including 

12 requirements for certification obtained through alternative 

13 routes to certification, in accordance with the State plan 

14 submitted or revised under section 1111 of such Act, and 

15 that each person employed as a special education teacher 

16 in the State who teaches elementary school or secondary 

17 school meets the qualifications described in section 

18 612(a)(14)(C) of the Individuals with Disabilities Edu19 cation Act, the Secretary shall— 

20 ‘‘(1) to the extent practicable, collect data com21 parable to the data required under this part from 

22 States, local educational agencies, institutions of 

23 higher education, or other entities that administer 

24 such assessments to teachers or prospective teachers; 

25 and 


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1 ‘‘(2) notwithstanding any other provision of this 

2 part, use such data to carry out requirements of this 

3 part related to assessments, pass rates, and scaled 

4 scores. 

5 ‘‘(c) RELEASE OF INFORMATION TO TEACHER AND

6 SCHOOL LEADER PREPARATION PROGRAMS FOR PRO7 GRAM IMPROVEMENT.— 

8 ‘‘(1) IN GENERAL.—For the purpose of improv9 ing teacher and school leader preparation programs, 

10 a State that receives funds under this Act, or that 

11 participates as a member of a partnership, consor12 tium, or other entity that receives such funds, shall 

13 regularly provide to a teacher or school leader prepa14 ration program any and all pertinent education-re15 lated information that— 

16 ‘‘(A) may enable the teacher or school 

17 leader preparation program to evaluate the ef18 fectiveness of the program’s graduates or the 

19 program itself; and 

20 ‘‘(B) is possessed, controlled, or accessible 

21 by the State. 

22 ‘‘(2) CONTENT OF INFORMATION.—The infor23 mation described in paragraph (1)— 

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1 er or school leader preparation program to en2 able the teacher or school leader preparation 

3 program to evaluate the information provided to 

4 the program from the State with the program’s 

5 own data about the specific courses taken by, 

6 and field experiences of, the individual grad7 uates; and 

8 ‘‘(B) may include— 

9 ‘‘(i) kindergarten through grade 12 

10 academic achievement and demographic 

11 data, without revealing personally identifi12 able information about an individual stu13 dent, for students who have been taught by 

14 graduates of the teacher preparation pro15 gram; and 

16 ‘‘(ii) teacher or school leader effective17 ness evaluations for teachers or school 

18 leaders who graduated from the teacher or 

19 school leader preparation program. 

20 ‘‘SEC. 209. AUTHORIZATION OF APPROPRIATIONS. 

21 ‘‘(a) IN GENERAL.—There are authorized to be ap22 propriated to carry out this part such sums as may be 

23 necessary for fiscal year 2020 and each of the 5 suc24 ceeding fiscal years. 


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1 ‘‘(b) EVALUATION, RESEARCH, AND DISSEMINA2 TION.—From the amount appropriated in a fiscal year 

3 under subsection (a), the Secretary may reserve up to 5 

4 percent for evaluation, research, and dissemination activi5 ties carried out pursuant to section 204(d), such as invest6 ments in programs for the collection and analysis of out7 comes-based data beyond those data required by section 

8 205(b).’’. 

Æ 


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