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[Congressional Bills 109th Congress]
[From the U.S. Government Publishing Office]
[S. 1364 Introduced in Senate (IS)]

  1st Session
                                S. 1364

  To amend part A of title II of the Higher Education Act of 1965 to 
  enhance teacher training and teacher preparation programs, and for 
                            other purposes.

_______________________________________________________________________

                   IN THE SENATE OF THE UNITED STATES

                             June 30, 2005

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

_______________________________________________________________________

                                 A BILL

 
  To amend part A of title II of the Higher Education Act of 1965 to 
  enhance teacher training and teacher preparation programs, and for 
                            other purposes.

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

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Preparing, Recruiting, and Retaining 
Education Professionals Act of 2005''.

SEC. 2. PURPOSES; DEFINITIONS.

    Section 201 of the Higher Education Act of 1965 (20 U.S.C. 1021) is 
amended to read as follows:

``SEC. 201. PURPOSES; DEFINITIONS.

    ``(a) Purposes.--The purposes of this part are to--
            ``(1) improve student achievement;
            ``(2) improve the quality of the current and future 
        teaching force by improving the preparation of prospective 
        teachers and enhancing ongoing professional development 
        activities;
            ``(3) encourage partnerships among institutions of higher 
        education, early childhood education programs, elementary 
        schools or secondary schools, local educational agencies, State 
        educational agencies, teacher organizations, and nonprofit 
        educational organizations;
            ``(4) hold institutions of higher education and all other 
        teacher preparation programs (including programs that provide 
        alternative routes to teacher preparation) accountable in an 
        equivalent manner for preparing--
                    ``(A) teachers who have strong teaching skills, are 
                highly qualified, and are trained in the effective uses 
                of technology in the classroom; and
                    ``(B) early childhood education providers who are 
                highly competent;
            ``(5) recruit and retain qualified individuals, including 
        individuals from other occupations, into the teaching force for 
        early childhood education programs or in elementary schools or 
        secondary schools;
            ``(6) improve the recruitment, retention, and capacities of 
        principals to provide instructional leadership and to support 
        teachers in maintaining safe and effective learning 
        environments;
            ``(7) expand the use of research to improve teaching and 
        learning by teachers, early childhood education providers, 
        principals, and faculty; and
            ``(8) enhance the ability of teachers, early childhood 
        education providers, principals, administrators, and faculty to 
        communicate with, work with, and involve parents in ways that 
        improve student achievement.
    ``(b) Definitions.--In this part:
            ``(1) Arts and sciences.--The term `arts and sciences' 
        means--
                    ``(A) when referring to an organizational unit of 
                an institution of higher education, any academic unit 
                that offers 1 or more academic majors in disciplines or 
                content areas corresponding to the academic subject 
                matter areas in which teachers provide instruction; and
                    ``(B) when referring to a specific academic subject 
                matter area, the disciplines or content areas in which 
                academic majors are offered by the arts and science 
                organizational unit.
            ``(2) Early childhood education program.--The term `early 
        childhood education program' means a family child care program, 
        center-based child care program, prekindergarten program, 
        school program, or other out-of-home child care program that is 
        licensed or regulated by the State serving 2 or more unrelated 
        children from birth until school entry, or a Head Start program 
        carried out under the Head Start Act or an Early Head Start 
        program carried out under section 645A of that Act.
            ``(3) Exemplary teacher.--The term `exemplary teacher' has 
        the meaning given the term in section 9101 of the Elementary 
        and Secondary Education Act of 1965.
            ``(4) Faculty.--
                    ``(A) In general.--The term `faculty' means 
                individuals in institutions of higher education who are 
                responsible for preparing teachers.
                    ``(B) Inclusions.--The term `faculty' includes 
                professors of education and professors in academic 
                disciplines such as the arts and sciences, psychology, 
                and human development.
            ``(5) High-need local educational agency.--The term `high-
        need local educational agency' means a local educational agency 
        that serves an early childhood education program, elementary 
        school, or secondary school located in an area in which--
                    ``(A)(i) 15 percent or more of the students served 
                by the agency are from families with incomes below the 
                poverty line;
                    ``(ii) there are more than 5,000 students served by 
                the agency from families with incomes below the poverty 
                line; or
                    ``(iii) there are less than 600 students in average 
                daily attendance in all the schools that are served by 
                the agency and all of whose schools are designated with 
                a school locale code of 7 or 8, as determined by the 
                Secretary; and
                    ``(B)(i) there is a high percentage of teachers who 
                are not highly qualified; or
                    ``(ii) there is a chronic shortage, or annual 
                turnover rate of 20 percent or more, of highly 
                qualified teachers.
            ``(6) High-need school.--The term `high-need school' means 
        an early childhood education program, public elementary school, 
        or public secondary school--
                    ``(A)(i) in which there is a high concentration of 
                students from families with incomes below the poverty 
                line; or
                    ``(ii) that, in the case of a public elementary 
                school or public secondary school, is identified as in 
                need of school improvement or corrective action 
                pursuant to section 1116 of the Elementary and 
                Secondary Education Act of 1965; and
                    ``(B) in which there exists--
                            ``(i) in the case of a public elementary 
                        school or public secondary school, a persistent 
                        and chronic shortage, or annual turnover rate 
                        of 20 percent or more, of highly qualified 
                        teachers; and
                            ``(ii) in the case of an early childhood 
                        education program, a persistent and chronic 
                        shortage of early childhood education providers 
                        who are highly competent.
            ``(7) Highly competent.--The term `highly competent' when 
        used with respect to an early childhood education provider 
        means a provider--
                    ``(A) with specialized education and training in 
                development and education of young children from birth 
                until entry into kindergarten;
                    ``(B) with--
                            ``(i) a baccalaureate degree in an academic 
                        major in the arts and sciences; or
                            ``(ii) an associate's degree in a related 
                        educational area; and
                    ``(C) who has demonstrated a high level of 
                knowledge and use of content and pedagogy in the 
                relevant areas associated with quality early childhood 
                education.
            ``(8) Highly qualified.--
                    ``(A) In general.--Except as provided in 
                subparagraph (B), the term `highly qualified' has the 
                meaning given the term in section 9101 of the 
                Elementary and Secondary Education Act of 1965.
                    ``(B) Special education teachers.--When used with 
                respect to a special education teacher, the term 
                `highly qualified' has the meaning given the term in 
                section 602 of the Individuals with Disabilities 
                Education Act.
            ``(9) Induction.--The term `induction' means a formalized 
        program designed to provide support for, improve the 
        professional performance of, and promote the retention in the 
        teaching field of, beginning teachers, and that--
                    ``(A) shall include--
                            ``(i) mentoring;
                            ``(ii) structured collaboration time with 
                        teachers in the same department or field;
                            ``(iii) structured meeting time with 
                        administrators; and
                            ``(iv) professional development activities; 
                        and
                    ``(B) may include--
                            ``(i) reduced teaching loads;
                            ``(ii) support of a teaching aide;
                            ``(iii) orientation seminars; and
                            ``(iv) regular evaluation of the teacher 
                        inductee, the mentors, and the overall 
                        formalized program.
            ``(10) Mentoring.--The term `mentoring' means a process by 
        which a teacher mentor who is an exemplary teacher, either 
        alone or in a team with faculty, provides active support for 
        prospective teachers and new teachers through a system for 
        integrating evidence-based practice, including rigorous, 
        supervised training in high-quality teaching settings. Such 
        support includes activities specifically designed to promote--
                    ``(A) knowledge of the scientific research on, and 
                assessment of, teaching and learning;
                    ``(B) development of teaching skills and skills in 
                evidence-based educational interventions;
                    ``(C) development of classroom management skills;
                    ``(D) a positive role model relationship where 
                academic assistance and exposure to new experiences is 
                provided; and
                    ``(E) ongoing supervision and communication 
                regarding the prospective teacher's development of 
                teaching skills and continued support for the new 
                teacher by the mentor, other teachers, principals, and 
                administrators.
            ``(11) Parent.--The term `parent' has the meaning given the 
        term in section 9101 of the Elementary and Secondary Education 
        Act of 1965.
            ``(12) Parental involvement.--The term `parental 
        involvement' has the meaning given the term in section 9101 of 
        the Elementary and Secondary Education Act of 1965.
            ``(13) Poverty line.--The term `poverty line' means the 
        poverty line (as defined by the Office of Management and 
        Budget, and revised annually in accordance with section 673(2) 
        of the Community Services Block Grant Act (42 U.S.C. 9902(2))) 
        applicable to a family of the size involved.
            ``(14) Professional development.--
                    ``(A) In general.--Except as provided in 
                subparagraph (B), the term `professional development' 
                has the meaning given the term in section 9101 of the 
                Elementary and Secondary Education Act of 1965.
                    ``(B) Early childhood education providers.--The 
                term `professional development' when used with respect 
                to an early childhood education provider means 
                knowledge and skills in all domains of child 
                development (including cognitive, social, emotional, 
                physical, and approaches to learning) and pedagogy of 
                children from birth until entry into kindergarten.
            ``(15) Teaching skills.--The term `teaching skills' means 
        skills--
                    ``(A) grounded in the disciplines of teaching and 
                learning that teachers use to create effective 
                instruction in subject matter content and that lead to 
                student achievement and the ability to apply knowledge; 
                and
                    ``(B) that require an understanding of the learning 
                process itself, including an understanding of--
                            ``(i) the use of teaching strategies 
                        specific to the subject matter;
                            ``(ii) the application of ongoing 
                        assessment of student learning, particularly 
                        for evaluating instructional practices and 
                        curriculum;
                            ``(iii) ensuring successful learning for 
                        students with individual differences in ability 
                        and instructional needs;
                            ``(iv) effective classroom management; and
                            ``(v) effective ways to communicate with, 
                        work with, and involve parents in their 
                        children's education.''.

SEC. 3. STATE GRANTS.

    Section 202 of the Higher Education Act of 1965 (20 U.S.C. 1022) is 
amended to read as follows:

``SEC. 202. STATE GRANTS.

    ``(a) In General.--From amounts made available under section 211(1) 
for a fiscal year, the Secretary is authorized to award grants under 
this section, on a competitive basis, to eligible States to enable the 
eligible States to carry out the activities described in subsection 
(d).
    ``(b) Eligible State.--
            ``(1) Definition.--In this part, the term `eligible State' 
        means--
                    ``(A) a State educational agency; or
                    ``(B) an entity or agency in the State responsible 
                for teacher certification and preparation activities.
            ``(2) Consultation.--The eligible State shall consult with 
        the Governor, State board of education, State educational 
        agency, State agency for higher education, State agency with 
        responsibility for child care, prekindergarten, or other early 
        childhood education programs, and other State entities that 
        provide professional development and teacher preparation for 
        teachers, as appropriate, with respect to the activities 
        assisted under this section.
            ``(3) Construction.--Nothing in this subsection shall be 
        construed to negate or supersede the legal authority under 
        State law of any State agency, State entity, or State public 
        official over programs that are under the jurisdiction of the 
        agency, entity, or official.
    ``(c) Application.--To be eligible to receive a grant under this 
section, an eligible State shall, at the time of the initial grant 
application, submit an application to the Secretary that--
            ``(1) meets the requirements of this section and other 
        relevant requirements for States under this title;
            ``(2) describes how the eligible State intends to use funds 
        provided under this section in accordance with State-identified 
        needs;
            ``(3) describes the eligible State's plan for continuing 
        the activities carried out with the grant once Federal funding 
        ceases;
            ``(4) describes how the eligible State will coordinate 
        activities authorized under this section with other Federal, 
        State, and local personnel preparation and professional 
        development programs; and
            ``(5) contains such other information and assurances as the 
        Secretary may require.
    ``(d) Uses of Funds.--An eligible State that receives a grant under 
this section shall use the grant funds to reform teacher preparation 
requirements, and to ensure that current and future teachers are highly 
qualified and possess strong teaching skills and knowledge to assess 
student academic achievement, by carrying out 1 or more of the 
following activities:
            ``(1) Reforms.--Implementing reforms that hold institutions 
        of higher education with teacher preparation programs 
        accountable for, and assist such programs in, preparing 
        teachers who have strong teaching skills and are highly 
        qualified or early childhood education providers who are highly 
        competent. Such reforms shall include--
                    ``(A) State program approval requirements regarding 
                curriculum changes by teacher preparation programs that 
                improve teaching skills based on scientific knowledge--
                            ``(i) about the disciplines of teaching and 
                        learning, including effective ways to 
                        communicate with, work with, and involve 
                        parents in their children's education; and
                            ``(ii) about understanding and responding 
                        effectively to students with special needs, 
                        including students with disabilities, limited-
                        English proficient students, students with low 
                        literacy levels, and students with different 
                        learning styles or other special learning 
                        needs;
                    ``(B) State program approval requirements for 
                teacher preparation programs to have in place 
                mechanisms to measure and assess the effectiveness and 
                impact of teacher preparation programs, including on 
                student achievement;
                    ``(C) assurances from institutions that such 
                institutions have a program in place that provides a 
                year-long clinical experience for prospective teachers;
                    ``(D) collecting and using data, in collaboration 
                with institutions of higher education, schools, and 
                local educational agencies, on teacher retention rates, 
                by school, to evaluate and strengthen the effectiveness 
                of the State's teacher support system; and
                    ``(E) developing methods and building capacity for 
                teacher preparation programs to assess the retention 
                rates of the programs' graduates and to use such 
                information for continuous program improvement.
            ``(2) Certification or licensure requirements.--Ensuring 
        the State's teacher certification or licensure requirements are 
        rigorous so that teachers have strong teaching skills and are 
        highly qualified.
            ``(3) Alternative routes to state certification.--Carrying 
        out programs that provide prospective teachers with high-
        quality alternative routes to traditional preparation for 
        teaching and to State certification for well-prepared and 
        qualified prospective teachers, including--
                    ``(A) programs at schools or departments of arts 
                and sciences, schools or departments of education 
                within institutions of higher education, or at 
                nonprofit educational organizations with expertise in 
                producing highly qualified teachers that include 
                instruction in teaching skills;
                    ``(B) a selective means for admitting individuals 
                into such programs;
                    ``(C) providing intensive support, including 
                induction, during the initial teaching experience;
                    ``(D) establishing, expanding, or improving 
                alternative routes to State certification of teachers 
                for qualified individuals, including mid-career 
                professionals from other occupations, 
                paraprofessionals, former military personnel and recent 
                college graduates with records of academic distinction, 
                that have a proven record of effectiveness and that 
                ensure that current and future teachers possess strong 
                teaching skills and are highly qualified; and
                    ``(E) providing support in the disciplines of 
                teaching and learning to ensure that prospective 
                teachers--
                            ``(i) have an understanding of evidence-
                        based effective teaching practices;
                            ``(ii) have knowledge of student learning 
                        methods; and
                            ``(iii) possess strong teaching skills, 
                        including effective ways to communicate with, 
                        work with, and involve parents in their 
                        children's education.
            ``(4) State certification reciprocity.--Establishing and 
        promoting reciprocity of certification or licensing between or 
        among States for general and special education teachers and 
principals, except that no reciprocity agreement developed pursuant to 
this paragraph or developed using funds provided under this part may 
lead to the weakening of any State certification or licensing 
requirement that is shown through evidence-based research to ensure 
teacher and principal quality and student achievement.
            ``(5) Recruitment and retention.--Developing and 
        implementing effective mechanisms to ensure that local 
        educational agencies, schools, and early childhood program 
        providers are able to effectively recruit and retain highly 
        qualified teachers, highly competent early childhood education 
        providers, and principals, and provide access to ongoing 
        professional development opportunities for teachers, early 
        childhood education providers, and principals, including 
        activities described in subsections (d) and (e) of section 204.
            ``(6) Social promotion.--Development and implementation of 
        efforts to address the problem of social promotion and to 
        prepare teachers, principals, administrators, and parents to 
        effectively address the issues raised by ending the practice of 
        social promotion.''.

SEC. 4. PARTNERSHIP GRANTS.

    Section 203 of the Higher Education Act of 1965 (20 U.S.C. 1023) is 
amended to read as follows:

``SEC. 203. PARTNERSHIP GRANTS.

    ``(a) Grants.--From amounts made available under section 211(2) for 
a fiscal year, the Secretary is authorized to award grants under this 
section, on a competitive basis, to eligible partnerships to enable the 
eligible partnerships to carry out the activities described in 
subsections (d) and (e).
    ``(b) Definitions.--
            ``(1) Eligible partnership.--In this part, the term 
        `eligible partnership' means an entity that--
                    ``(A) shall include--
                            ``(i) a partner institution;
                            ``(ii) a school or department of arts and 
                        sciences within the partner institution under 
                        clause (i);
                            ``(iii) a school or department of education 
                        within the partner institution under clause 
                        (i);
                            ``(iv)(I) a department of psychology within 
                        the partner institution under clause (i);
                            ``(II) a department of human development 
                        within the partner institution under clause 
                        (i); or
                            ``(III) a department with comparable 
                        expertise in the disciplines of teaching, 
                        learning, and child and adolescent development 
                        within the partner institution under clause 
                        (i);
                            ``(v) a high-need local educational agency; 
                        and
                            ``(vi)(I) a high-need school served by the 
                        high-need local educational agency under clause 
                        (v); or
                            ``(II) a consortium of schools of the high-
                        need local educational agency under clause (v); 
                        and
                    ``(B) may include a Governor, State educational 
                agency, the State board of education, the State agency 
                for higher education, an institution of higher 
                education not described in subparagraph (A) (including 
                a community college), a public charter school, other 
                public elementary school or secondary school, a 
                combination or network of urban, suburban, or rural 
                schools, a public or private nonprofit educational 
                organization, a business, a teacher organization, or an 
                early childhood education program.
            ``(2) Partner institution.--In this section, the term 
        `partner institution' means a private independent or State-
        supported public institution of higher education, or a 
        consortium of such institutions, that has not been designated 
        under section 208(a) and the teacher preparation program of 
        which demonstrates that--
                    ``(A) graduates from the teacher preparation 
                program who intend to enter the field of teaching 
                exhibit strong performance on State-determined 
                qualifying assessments and are highly qualified; or
                    ``(B) the teacher preparation program requires all 
                the students of the program to participate in intensive 
                clinical experience, to meet high academic standards, 
                to possess strong teaching skills, and--
                            ``(i) in the case of prospective elementary 
                        school and secondary school teachers, to become 
                        highly qualified; and
                            ``(ii) in the case of prospective early 
                        childhood education providers, to become highly 
                        competent.
    ``(c) Application.--Each eligible partnership desiring a grant 
under this section shall submit an application to the Secretary at such 
time, in such manner, and accompanied by such information as the 
Secretary may require. Each such application shall--
            ``(1) contain a needs assessment of all the partners with 
        respect to the preparation, ongoing training, and professional 
        development of early childhood education providers, general and 
        special education teachers, and principals, the extent to which 
        the program prepares new teachers with strong teaching skills, 
        a description of how the partnership will coordinate strategies 
        and activities with other teacher preparation or professional 
        development programs, and how the activities of the partnership 
        will be consistent with State, local, and other education 
        reform activities that promote student achievement and parental 
        involvement;
            ``(2) contain a resource assessment that describes the 
        resources available to the partnership, including the 
        integration of funds from other related sources, the intended 
        use of the grant funds, including a description of how the 
        grant funds will be fairly distributed in accordance with 
        subsection (f), and the commitment of the resources of the 
        partnership to the activities assisted under this part, 
including financial support, faculty participation, time commitments, 
and continuation of the activities when the grant ends;
            ``(3) contain a description of--
                    ``(A) how the partnership will meet the purposes of 
                this part, in accordance with the needs assessment 
                required under paragraph (1);
                    ``(B) how the partnership will carry out the 
                activities required under subsection (d) and any 
                permissible activities under subsection (e) based on 
                the needs identified in paragraph (1) with the goal of 
                improving student achievement;
                    ``(C) the partnership's evaluation plan pursuant to 
                section 206(b);
                    ``(D) how faculty at the partner institution will 
                work with, over the term of the grant, principals and 
                teachers in the classrooms of the high-need local 
                educational agency included in the partnership;
                    ``(E) how the partnership will enhance the 
                instructional leadership and management skills of 
                principals and provide effective support for 
                principals, including new principals;
                    ``(F) how the partnership will design, implement, 
                or enhance a year-long, rigorous, and enriching 
                preservice clinical program component;
                    ``(G) the in-service professional development 
                strategies and activities to be supported; and
                    ``(H) how the partnership will collect, analyze, 
                and use data on the retention of all teachers, early 
                childhood education providers, or principals in schools 
                located in the geographic areas served by the 
                partnership to evaluate the effectiveness of its 
                educator support system;
            ``(4) contain a certification from the partnership that it 
        has reviewed the application and determined that the grant 
        proposed will comply with subsection (f);
            ``(5) include, for the residency program described in 
        subsection (d)(3)--
                    ``(A) a demonstration that the schools and 
                departments within the institution of higher education 
                that are part of the residency program have relevant 
                and essential roles in the effective preparation of 
                teachers, including content expertise and expertise in 
                the science of teaching and learning;
                    ``(B) a demonstration of capability and commitment 
                to evidence-based teaching and accessibility to, and 
                involvement of, faculty documented by professional 
                development offered to staff and documented experience 
                with university collaborations;
                    ``(C) a description of how the residency program 
                will design and implement an induction period to 
                support all new teachers through the first 3 years of 
                teaching in the further development of their teaching 
                skills, including use of mentors who are trained and 
                compensated by such program for their work with new 
                teachers; and
                    ``(D) a description of how faculty involved in the 
                residency program will be able to substantially 
                participate in an early childhood education program or 
                an elementary or secondary classroom setting, including 
                release time and receiving workload credit for their 
                participation; and
            ``(6) include an assurance that the partnership has 
        mechanisms in place to measure and assess the effectiveness and 
        impact of the activities to be undertaken, including on student 
        achievement.
    ``(d) Required Uses of Funds.--An eligible partnership that 
receives a grant under this section shall use the grant funds to carry 
out the following activities, as applicable to teachers, early 
childhood education providers, or principals, in accordance with the 
needs assessment required under subsection (c)(1):
            ``(1) Reforms.--Implementing reforms within teacher 
        preparation programs, where needed, to hold the programs 
        accountable for preparing teachers who are highly qualified or 
        early childhood education providers who are highly competent 
        and for promoting strong teaching skills, including integrating 
        reliable evidence-based teaching methods into the curriculum, 
        which curriculum shall include parental involvement training 
        and programs designed to successfully integrate technology into 
        teaching and learning. Such reforms shall include--
                    ``(A) teacher preparation program curriculum 
                changes that improve, and assess how well all new 
                teachers develop, teaching skills;
                    ``(B) use of scientific knowledge about the 
                disciplines of teaching and learning so that all 
                prospective teachers--
                            ``(i) understand evidence-based teaching 
                        practices;
                            ``(ii) have knowledge of student learning 
                        methods; and
                            ``(iii) possess teaching skills that enable 
                        them to meet the learning needs of all 
                        students;
                    ``(C) assurances that all teachers have a 
                sufficient base of scientific knowledge to understand 
                and respond effectively to students with special needs, 
                such as providing instruction to diverse student 
                populations, including students with disabilities, 
                limited-English proficient students, students with low 
                literacy levels, and students with different learning 
                styles or other special learning needs;
                    ``(D) assurances that the most recent 
                scientifically based research, including research 
                relevant to particular fields of teaching, is 
                incorporated into professional development activities 
                used by faculty; and
                    ``(E) working with and involving parents in their 
                children's education to improve the academic 
                achievement of their children and in the teacher 
                preparation program reform process.
            ``(2) Clinical experience and interaction.--Developing and 
        providing sustained and high-quality preservice clinical 
        education programs to further develop the teaching skills of 
        all general education teachers and special education teachers, 
        at schools within the partnership, at the school or department 
of education within the partner institution, or at evidence-based 
practice school settings. Such programs shall--
                    ``(A) incorporate a year-long, rigorous, and 
                enriching activity or combination of activities, 
                including--
                            ``(i) clinical learning opportunities;
                            ``(ii) field experiences; and
                            ``(iii) supervised practice; and
                    ``(B) be offered over the course of a program of 
                preparation and coursework (that may be developed as a 
                5th year of a teacher preparation program) for 
                prospective general and special education teachers, 
                including mentoring in instructional skills, classroom 
                management skills, collaboration skills, and strategies 
                to effectively assess student progress and achievement, 
                and substantially increasing closely supervised 
                interaction between faculty and new and experienced 
                teachers, principals, and other administrators at early 
                childhood education programs, elementary schools, or 
                secondary schools, and providing support, including 
                preparation time and release time, for such 
                interaction.
            ``(3) Residency programs for new teachers.--Creating a 
        residency program that provides an induction period for all new 
        general education and special education teachers for such 
        teachers' first 3 years. Such program shall promote the 
        integration of the science of teaching and learning in the 
        classroom, provide high-quality induction opportunities 
        (including mentoring), provide opportunities for the 
        dissemination of evidence-based research on educational 
        practices, and provide for opportunities to engage in 
        professional development activities offered through 
        professional associations of educators. Such program shall draw 
        directly upon the expertise of teacher mentors, faculty, and 
        researchers that involves their active support in providing a 
        setting for integrating evidence-based practice for prospective 
        teachers, including rigorous, supervised training in high-
        quality teaching settings that promotes the following:
                    ``(A) Knowledge of the scientific research on 
                teaching and learning.
                    ``(B) Development of skills in evidence-based 
                educational interventions.
                    ``(C) Faculty who model the integration of research 
                and practice in the classroom, and the effective use 
                and integration of technology.
                    ``(D) Interdisciplinary collaboration among 
                exemplary teachers, faculty, researchers, and other 
                staff who prepare new teachers on the learning process 
                and the assessment of learning.
                    ``(E) A forum for information sharing among 
                prospective teachers, teachers, principals, 
                administrators, and participating faculty in the 
                partner institution.
                    ``(F) Application of scientifically based research 
                on teaching and learning generated by entities such as 
                the Institute of Education Sciences and by the National 
                Research Council.
            ``(4) Professional development.--Creating opportunities for 
        enhanced and ongoing professional development for experienced 
        general education and special education teachers, early 
        childhood education providers, principals, administrators, and 
        faculty that--
                    ``(A) improves the academic content knowledge, as 
                well as knowledge to assess student academic 
                achievement and how to use the results of such 
                assessments to improve instruction, of teachers in the 
                subject matter or academic content areas in which the 
                teachers are certified to teach or in which the 
                teachers are working toward certification to teach;
                    ``(B) promotes strong teaching skills and an 
                understanding of how to apply scientific knowledge 
                about teaching and learning to their teaching practice 
                and to their ongoing classroom assessment of students;
                    ``(C) provides mentoring, team teaching, reduced 
                class schedules, and intensive professional 
                development;
                    ``(D) encourages and supports training of teachers, 
                principals, and administrators to effectively use and 
                integrate technology--
                            ``(i) into curricula and instruction, 
                        including training to improve the ability to 
                        collect, manage, and analyze data to improve 
                        teaching, decisionmaking, school improvement 
                        efforts, and accountability; and
                            ``(ii) to enhance learning by children, 
                        including students with disabilities, limited-
                        English proficient students, students with low 
                        literacy levels, and students with different 
                        learning styles or other special learning 
                        needs;
                    ``(E) offers teachers, principals, and 
                administrators training on how to effectively 
                communicate with, work with, and involve parents in 
                their children's education;
                    ``(F) creates an ongoing retraining loop for 
                experienced teachers, principals, and administrators, 
                whereby the residency program activities and 
                practices--
                            ``(i) inform the research of faculty and 
                        other researchers; and
                            ``(ii) translate evidence-based research 
                        findings into improved practice techniques and 
                        improved teacher preparation programs; and
                    ``(G) includes the rotation, for varying periods of 
                time, of experienced teachers--
                            ``(i) who are associated with the 
                        partnership to early childhood education 
                        programs, elementary schools, or secondary 
                        schools not associated with the partnership in 
                        order to enable such experienced teachers to 
                        act as a resource for all teachers in the local 
                        educational agency or State; and
                            ``(ii) who are not associated with the 
                        partnership to early childhood education 
                        programs, elementary schools, or 
secondary schools associated with the partnership in order to enable 
such experienced teachers to observe how teaching and professional 
development occurs in the partnership.
            ``(5) Support and training for participants.--Providing 
        support and training for those individuals participating in the 
        required activities under paragraphs (1) through (4) who serve 
        as role models or mentors for prospective, new, and experienced 
        teachers, based on such individuals' experience. Such support--
                    ``(A) also may be provided to the preservice 
                clinical experience participants, as appropriate; and
                    ``(B) may include--
                            ``(i) release time for such individual's 
                        participation;
                            ``(ii) receiving course workload credit and 
                        compensation for time teaching in the 
                        partnership activities; and
                            ``(iii) stipends.
            ``(6) Leadership and managerial skills.--
                    ``(A) In general.--Developing and implementing 
                proven mechanisms to provide principals, 
                superintendents, early childhood education program 
                directors, and administrators (and mentor teachers, as 
                practicable) with--
                            ``(i) an understanding of the skills and 
                        behaviors that contribute to effective 
                        instructional leadership and the maintenance of 
                        a safe and effective learning environment;
                            ``(ii) teaching and assessment skills 
                        needed to support successful classroom 
                        teaching;
                            ``(iii) an understanding of how students 
                        learn and develop in order to increase 
                        achievement for all students; and
                            ``(iv) the skills to effectively involve 
                        parents.
                    ``(B) Mechanisms.--The mechanisms developed and 
                implemented pursuant to subparagraph (A) may include 
                any of the following:
                            ``(i) Mentoring of new principals.
                            ``(ii) Field-based experiences, supervised 
                        practica, or internship opportunities.
                            ``(iii) Other activities to expand the 
                        knowledge base and practical skills of 
                        principals, superintendents, early childhood 
                        education program directors, and administrators 
                        (and mentor teachers, as practicable).
    ``(e) Allowable Uses of Funds.--An eligible partnership that 
receives a grant under this section may use such funds to carry out the 
following activities:
            ``(1) Dissemination and coordination.--Broadly 
        disseminating information on effective practices used by the 
        partnership, including teaching strategies and interactive 
        materials for developing skills in classroom management and 
        assessment and how to respond to individual student needs, 
        abilities, and backgrounds, to early childhood education 
        providers and teachers in elementary schools or secondary 
        schools that are not associated with the partnership. 
        Coordinating with the activities of the Governor, State board 
        of education, State higher education agency, and State 
        educational agency, as appropriate.
            ``(2) Curriculum preparation.--Supporting preparation time 
        for early childhood education providers, teachers in elementary 
        schools or secondary schools, and faculty to jointly design and 
        implement teacher preparation curricula, classroom experiences, 
        and ongoing professional development opportunities that promote 
        the acquisition and continued growth of teaching skills.
            ``(3) Communication skills.--Developing strategies and 
        curriculum-based professional development activities to enhance 
        prospective teachers' communication skills with students, 
        parents, colleagues, and other education professionals.
            ``(4) Coordination with other institutions of higher 
        education.--Coordinating with other institutions of higher 
        education, including community colleges, to implement teacher 
        preparation programs that support prospective teachers in 
        obtaining baccalaureate degrees and State certification or 
        licensure.
            ``(5) Teacher recruitment.--Activities described in 
        subsections (d) and (e) of section 204.
            ``(6) Program improvement.--Developing, for teacher 
        preparation program improvement purposes, methods and 
        infrastructure to assess retention rates in the teaching field 
        of teacher preparation program graduates and the achievement 
        outcomes of such graduates' students.
    ``(f) Special Rule.--No individual member of an eligible 
partnership shall retain more than 50 percent of the funds made 
available to the partnership under this section.
    ``(g) Construction.--Nothing in this section shall be construed to 
prohibit an eligible partnership from using grant funds to coordinate 
with the activities of more than 1 Governor, State board of education, 
State educational agency, local educational agency, or State agency for 
higher education.''.

SEC. 5. RECRUITMENT GRANTS.

    Section 204 of the Higher Education Act of 1965 (20 U.S.C. 1024) is 
amended to read as follows:

``SEC. 204. RECRUITMENT GRANTS.

    ``(a) Program Authorized.--From amounts made available under 
section 211(3) for a fiscal year, the Secretary is authorized to award 
grants, on a competitive basis, to eligible applicants to enable the 
eligible applicants to carry out activities described in subsections 
(d) and (e).
    ``(b) Eligible Applicant Defined.--In this part, the term `eligible 
applicant' means--
            ``(1) an eligible State described in section 202(b) that 
        has--
                    ``(A) high teacher shortages or annual turnover 
                rates; or
                    ``(B) high teacher shortages or annual turnover 
                rates of 20 percent or more in high-need local 
                educational agencies; or
            ``(2) an eligible partnership described in section 203(b) 
        that--
                    ``(A) serves not less than 1 high-need local 
                educational agency with high teacher shortages or 
                annual turnover rates of 20 percent or more;
                    ``(B) serves schools that demonstrate great 
                difficulty meeting State challenging academic content 
                standards; or
                    ``(C) demonstrates great difficulty meeting the 
                requirement that teachers be highly qualified.
    ``(c) Application.--Any eligible applicant desiring to receive a 
grant under this section shall submit an application to the Secretary 
at such time, in such form, and containing such information as the 
Secretary may require, including--
            ``(1) a description of the assessment that the eligible 
        applicant, and the other entities with whom the eligible 
        applicant will carry out the grant activities, have undertaken 
        to determine the most critical needs of the participating high-
        need local educational agencies;
            ``(2) a description of how the eligible applicant will 
        recruit and retain highly qualified teachers or other qualified 
        individuals, including principals and early childhood education 
        providers, or both, who are enrolled in, accepted to, or plan 
        to participate in teacher preparation programs or professional 
        development activities, as described under section 203, in 
        geographic areas of greatest need, including data on the 
        retention rate, by school, of all teachers in schools located 
        within the geographic areas served by the eligible applicant;
            ``(3) a description of the activities the eligible 
        applicant will carry out with the grant; and
            ``(4) a description of the eligible applicant's plan for 
        continuing the activities carried out with the grant once 
        Federal funding ceases.
    ``(d) Required Uses of Funds.--An eligible applicant receiving a 
grant under this section shall use the grant funds--
            ``(1)(A) to award scholarships to help students pay the 
        costs of tuition, room, board, and other expenses of completing 
        a teacher preparation program;
            ``(B) to provide support services, if needed, to enable 
        scholarship recipients to complete postsecondary education 
        programs;
            ``(C) for followup services (including induction 
        opportunities, mentoring, and professional development 
        activities) provided to former scholarship recipients during 
        the recipients first 3 years of teaching; and
            ``(D) in the case where the eligible applicant also 
        receives a grant under section 203, for support and training 
        for mentor teachers who participate in the residency program; 
        or
            ``(2) to develop and implement effective mechanisms, 
        including a professional development system and career ladders, 
        to ensure that high-need local educational agencies, high-need 
        schools, and early childhood education programs are able to 
        effectively recruit and retain highly competent early childhood 
        education providers, highly qualified teachers, and principals.
    ``(e) Allowable Use of Funds.--An eligible applicant receiving a 
grant under this section may use the grant funds to carry out the 
following:
            ``(1) Outreach.--Conducting outreach and coordinating with 
        urban and rural secondary schools to encourage students to 
        pursue teaching as a career.
            ``(2) Early childhood education compensation.--For eligible 
        applicants focusing on early childhood education, implementing 
        initiatives that increase compensation of early childhood 
        education providers who attain degrees in early childhood 
        education.
            ``(3) Program improvement.--Developing, for teacher 
        preparation program improvement purposes, methods and 
        infrastructure to assess retention rates in the teaching field 
        of teacher preparation program graduates and the achievement 
        outcomes of such graduates' students.
    ``(f) Service Requirements.--The Secretary shall establish such 
requirements as the Secretary finds necessary to ensure that recipients 
of scholarships under this section who complete teacher education 
programs subsequently teach in a high-need local educational agency, 
for a period of time equivalent to the period for which the recipients 
receive scholarship assistance, or repay the amount of the scholarship. 
The Secretary shall use any such repayments to carry out additional 
activities under this section.''.

SEC. 6. ADMINISTRATIVE PROVISIONS.

    Section 205 of the Higher Education Act of 1965 (20 U.S.C. 1025) is 
amended--
            (1) in subsection (a)--
                    (A) in the heading, by striking ``One-Time 
                Awards;'';
                    (B) by striking paragraph (2); and
                    (C) by redesignating paragraph (3) as paragraph 
                (2);
            (2) in subsection (b)--
                    (A) by redesignating paragraph (3) as paragraph 
                (4);
                    (B) by striking paragraph (2) and inserting the 
                following:
            ``(2) Composition of panel.--The peer review panel shall be 
        composed of experts who are competent, by virtue of their 
        training, expertise, or experience, to evaluate applications 
        for grants under this part. A majority of the panel shall be 
        composed of individuals who are not employees of the Federal 
        Government.'';
                    (C) by inserting after paragraph (2) the following:
            ``(3) Evaluation and priority.--The peer review panel shall 
        evaluate the applicants' proposals to improve the current and 
        future teaching force through program and certification 
        reforms, teacher preparation program activities (including 
        implementation and assessment strategies), and professional 
        development activities described in sections 202, 203, and 204, 
        as appropriate. In recommending applications to the Secretary 
        for funding under this part, the peer review panel shall--
                    ``(A) with respect to grants under section 202, 
                give priority to eligible States that--
                            ``(i) have initiatives to reform State 
                        program approval requirements for teacher 
                        preparation programs that are designed to 
                        ensure that current and future teachers are 
                        highly qualified and possess strong teaching 
                        skills, knowledge to assess student academic 
                        achievement, and the ability to use this 
                        information in such teachers' classroom 
                        instruction;
                            ``(ii) include innovative reforms to hold 
                        institutions of higher education with teacher 
preparation programs accountable for preparing teachers who are highly 
qualified and have strong teaching skills; or
                            ``(iii) involve the development of 
                        innovative efforts aimed at reducing the 
                        shortage of--
                                    ``(I) highly qualified teachers in 
                                high-poverty urban and rural areas; and
                                    ``(II) highly qualified teachers in 
                                fields with persistently high teacher 
                                shortages, including special education;
                    ``(B) with respect to grants under section 203--
                            ``(i) give priority to applications from 
                        eligible partnerships that involve broad 
                        participation within the community, including 
                        businesses; and
                            ``(ii) take into consideration--
                                    ``(I) providing an equitable 
                                geographic distribution of the grants 
                                throughout the United States; and
                                    ``(II) the potential of the 
                                proposed activities for creating 
                                improvement and positive change; and
                    ``(C) with respect to grants under section 204, 
                give priority to eligible applicants that have in 
                place, or in progress, articulation agreements between 
                2- and 4-year public and private institutions of higher 
                education and nonprofit providers of professional 
                development with demonstrated experience in 
                professional development activities.''; and
                    (D) by adding at the end the following:
            ``(5) Payment of fees and expenses of certain members.--The 
        Secretary may use available funds appropriated to carry out 
        this part to pay the expenses and fees of peer review panel 
        members who are not employees of the Federal Government.''; and
            (3) by striking subsection (e) and inserting the following:
    ``(e) Technical Assistance.--For each fiscal year, the Secretary 
may expend not more than $500,000 or 0.75 percent of the funds 
appropriated to carry out this title for such fiscal year, whichever 
amount is greater, to provide technical assistance to States and 
partnerships receiving grants under this part.''.

SEC. 7. ACCOUNTABILITY AND EVALUATION.

    Section 206 of the Higher Education Act of 1965 (20 U.S.C. 1026) is 
amended--
            (1) in subsection (a)--
                    (A) in the matter preceding paragraph (1), by 
                striking ``Committee on Labor and Human Resources'' and 
                inserting ``Committee on Health, Education, Labor, and 
                Pensions'';
                    (B) in paragraph (2), by striking ``, including,'' 
                and all that follows through the period and inserting 
                ``as a highly qualified teacher.'';
                    (C) in paragraph (3)--
                            (i) by striking ``highly''; and
                            (ii) by striking the period at the end and 
                        inserting ``that meet the same standards and 
                        criteria of State certification or licensure 
                        programs.'';
                    (D) by striking paragraph (4) and inserting the 
                following:
            ``(4) Teacher and provider qualifications.--
                    ``(A) Elementary and secondary school classes.--
                Increasing the percentage of elementary school and 
                secondary school classes taught by teachers--
                            ``(i) who have strong teaching skills and 
                        are highly qualified;
                            ``(ii) who have completed preparation 
                        programs that provide such teachers with the 
                        scientific knowledge about the disciplines of 
                        teaching, learning, and child and adolescent 
                        development so the teachers understand and use 
                        evidence-based teaching skills to meet the 
                        learning needs of all students; or
                            ``(iii) who have completed a residency 
                        program throughout their first 3 years of 
                        teaching that includes mentoring by faculty who 
                        are trained and compensated for their work with 
                        new teachers.
                    ``(B) Early childhood education programs.--
                Increasing the percentage of classrooms in early 
                childhood education programs taught by providers who 
                are highly competent.'';
                    (E) by striking paragraph (5) and inserting the 
                following:
            ``(5) Decreasing shortages.--Decreasing shortages of--
                    ``(A) qualified teachers and principals in poor 
                urban and rural areas; and
                    ``(B) qualified teachers in fields with 
                persistently high teacher shortages, including special 
                education.''; and
                    (F) by striking paragraph (6) and inserting the 
                following:
            ``(6) Increasing opportunities for professional 
        development.--Increasing opportunities for enhanced and ongoing 
        professional development that--
                    ``(A) improves--
                            ``(i) the knowledge and skills of early 
                        childhood education providers;
                            ``(ii) the knowledge of teachers in special 
                        education;
                            ``(iii) the knowledge of general education 
                        teachers, principals, and administrators about 
                        special education content and instructional 
                        practices;
                            ``(iv) the knowledge and skills to assess 
                        student academic achievement and use the 
                        results of such assessments to improve 
                        instruction;
                            ``(v) the knowledge of subject matter or 
                        academic content areas--
                                    ``(I) in which the teachers are 
                                certified or licensed to teach; or
                                    ``(II) in which the teachers are 
                                working toward certification or 
                                licensure to teach; or
                            ``(vi) the knowledge and skills to 
                        effectively communicate with, work with, and 
                        involve parents in their children's education;
                    ``(B) promotes strong teaching skills and an 
                understanding of how to apply scientific knowledge 
                about teaching and learning to teachers' teaching 
                practice and to teachers' ongoing classroom assessment 
                of students; and
                    ``(C) provides enhanced instructional leadership 
                and management skills for principals.'';
            (2) in subsection (b)--
                    (A) in the matter preceding paragraph (1), by 
                striking ``for'' and inserting ``for teachers, early 
                childhood education providers, or principals, as 
                appropriate, according to the needs analysis required 
                under section 203(c)(1), for''; and
                    (B) by striking paragraphs (1) through (6) and 
                inserting the following:
            ``(1) increased demonstration by program graduates of 
        teaching skills grounded in scientific knowledge about the 
        disciplines of teaching and learning;
            ``(2) increased student achievement for all students as 
        measured by the partnership, including mechanisms to measure 
        student achievement due to the specific activities conducted by 
        the partnership;
            ``(3) increased teacher retention in the first 3 years of a 
        teacher's career based, in part, on teacher retention data 
        collected as described in section 203(c)(3)(H);
            ``(4) increased success in the pass rate for initial State 
        certification or licensure of teachers;
            ``(5) increased percentage of elementary school and 
        secondary school classes taught by teachers who are highly 
        qualified;
            ``(6) increased percentage of early childhood education 
        program classes taught by providers who are highly competent;
            ``(7) increased percentage of early childhood education 
        programs and elementary school and secondary school classes 
        taught by providers and teachers who demonstrate clinical 
        judgment, communication, and problem-solving skills resulting 
        from participation in a residency program;
            ``(8) increased percentage of highly qualified special 
        education teachers;
            ``(9) increased number of general education teachers 
        trained in working with students with disabilities, limited-
        English proficient students, and students with different 
        learning styles or other special learning needs;
            ``(10) increased number of teachers trained in technology; 
        and
            ``(11) increased number of teachers, early childhood 
        education providers, or principals prepared to work effectively 
        with parents.''; and
            (3) in subsection (d)--
                    (A) by inserting ``, with particular attention to 
                the reports and evaluations provided by the eligible 
                States and eligible partnerships pursuant to this 
                section,'' after ``funded under this part''; and
                    (B) by striking ``Committee on Labor and Human 
                Resources'' and inserting ``Committee on Health, 
                Education, Labor, and Pensions''.

SEC. 8. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.

    Section 207 of the Higher Education Act of 1965 (20 U.S.C. 1027) is 
amended--
            (1) by striking subsection (a);
            (2) by redesignating subsections (b) through (f) as 
        subsections (a) through (e), respectively;
            (3) in subsection (a), as redesignated by paragraph (2)--
                    (A) in the matter preceding paragraph (1), by 
                striking ``, within 2 years'' and all that follows 
                through ``the following'' and inserting ``, on an 
                annual basis and in a uniform and comprehensible manner 
                that conforms with the definitions and reporting 
                methods previously developed for teacher preparation 
                programs by the Commissioner of the National Center for 
                Education Statistics, a State report card on the 
                quality of teacher preparation in the State, which 
                shall include not less than the following'';
                    (B) in paragraph (4)--
                            (i) by striking ``teaching candidates'' and 
                        inserting ``prospective teachers''; and
                            (ii) by striking ``candidate'' and 
                        inserting ``prospective teacher'';
                    (C) in paragraph (5)--
                            (i) by striking ``teaching candidates'' and 
                        inserting ``prospective teachers'';
                            (ii) by striking ``teacher candidate'' and 
                        inserting ``prospective teacher''; and
                            (iii) by striking ``candidate's'' and 
                        inserting ``teacher's'';
                    (D) in paragraph (7), by inserting ``how the State 
                has ensured that the alternative certification routes 
                meet the same State standards and criteria for teacher 
                certification or licensure,'' after ``if any,'';
                    (E) in paragraph (8)--
                            (i) by striking ``teacher candidate'' and 
                        inserting ``prospective teacher''; and
                            (ii) by inserting ``(including the ability 
                        to provide instruction to diverse student 
                        populations (including students with 
                        disabilities, limited-English proficient 
                        students, and students with different learning 
                        styles or other special learning needs) and the 
                        ability to effectively communicate with, work 
                        with, and involve parents in their children's 
                        education)'' after ``skills'';
                    (F) by adding at the end the following:
            ``(10) Information on the extent to which teachers or 
        prospective teachers in each State are prepared to work in 
        partnership with parents and involve parents in their 
        children's education.'';
            (4) in subsection (b)(1), as redesignated by paragraph 
        (2)--
                    (A) by striking ``not later than 6 months of the 
                date of enactment of the Higher Education Amendments of 
                1998 and'';
                    (B) by striking ``subsection (b)'' and inserting 
                ``subsection (a)'';
                    (C) by striking ``Committee on Labor and Human 
                Resources'' and inserting ``Committee on Health, 
                Education, Labor, and Pensions''; and
                    (D) by striking ``not later than 9 months after the 
                date of enactment of the Higher Education Amendments of 
                1998'';
            (5) in subsection (c)(1), as redesignated by paragraph 
        (2)--
                    (A) by striking ``(9) of subsection (b)'' and 
                inserting ``(10) of subsection (a)''; and
                    (B) by striking ``and made available not later than 
                2 years 6 months after the date of enactment of the 
                Higher Education Amendments of 1998 and annually 
                thereafter'' and inserting ``, and made available 
                annually''; and
            (6) in subsection (e)(1), as redesignated by paragraph 
        (2)--
                    (A) by striking ``not later than 18 months after 
                the date of enactment of the Higher Education 
                Amendments of 1998 and annually thereafter, shall 
                report'' and inserting ``shall report annually''; and
                    (B) by striking ``methods established under 
                subsection (a)'' and inserting ``reporting methods 
                developed for teacher preparation programs''.

SEC. 9. STATE FUNCTIONS.

    Section 208 of the Higher Education Act of 1965 (20 U.S.C. 1028) is 
amended--
            (1) in subsection (a)--
                    (A) by striking ``, not later than 2 years after 
                the date of enactment of the Higher Education 
                Amendments of 1998,'';
                    (B) by inserting ``and within entities providing 
                alternative routes to teacher preparation'' after 
                ``institutions of higher education'';
                    (C) by inserting ``and entities'' after ``low-
                performing institutions'';
                    (D) by inserting ``and entities'' after ``those 
                institutions''; and
                    (E) by striking ``207(b)'' and inserting 
                ``207(a)'';
            (2) by redesignating subsections (b) and (c) as subsections 
        (c) and (d), respectively;
            (3) by inserting after subsection (a) the following:
    ``(b) Teacher Quality Plan.--In order to receive funds under this 
Act, a State shall submit a State teacher quality plan that--
            ``(1) details how such funds will ensure that all teachers 
        are highly qualified; and
            ``(2) indicates whether each teacher preparation program in 
        the State that has not been designated as low-performing under 
        subsection (a) is of sufficient quality to meet all State 
        standards and produce highly qualified teachers with the 
        teaching skills needed to teach effectively in the schools of 
        the State.'';
            (4) in subsection (c), as redesignated by paragraph (2)--
                    (A) in paragraph (1), by striking ``of Education''; 
                and
                    (B) in paragraph (2), by striking ``of this Act''; 
                and
            (5) in subsection (d), as redesignated by paragraph (2), by 
        striking ``subsection (b)(2)'' and inserting ``subsection 
        (c)(2)''.

SEC. 10. ACADEMIES FOR FACULTY EXCELLENCE.

    Part A of title II of the Higher Education Act of 1965 (20 U.S.C. 
1021 et seq.) is amended--
            (1) by redesignating section 210 as section 211; and
            (2) by inserting after section 209 the following:

``SEC. 210. ACADEMIES FOR FACULTY EXCELLENCE.

    ``(a) Program Authorized.--From amounts made available under 
subsection (e), the Secretary is authorized to award grants to eligible 
entities to enable such entities to create Academies for Faculty 
Excellence.
    ``(b) Eligible Entity.--In this section:
            ``(1) In general.--The term `eligible entity' means a 
        consortium composed of institutions of higher education that--
                    ``(A) award doctoral degrees in education; and
                    ``(B) are partner institutions (as such term is 
                defined in section 203).
            ``(2) Inclusions.--The term `eligible entity' may include 
        the following:
                    ``(A) Institutions of higher education that--
                            ``(i) do not award doctoral degrees in 
                        education; and
                            ``(ii) are partner institutions (as such 
                        term is defined in section 203).
                    ``(B) Nonprofit entities with expertise in 
                preparing highly qualified teachers.
    ``(c) Application.--An eligible entity desiring to receive a grant 
under this section shall submit an application to the Secretary at such 
time, in such manner, and containing such information as the Secretary 
may require, including--
            ``(1) a description of how the eligible entity will provide 
        professional development that is grounded in scientifically 
        based research to faculty;
            ``(2) evidence that the eligible entity is well versed in 
        current scientifically based research related to teaching and 
        learning across content areas and fields;
            ``(3) a description of the assessment that the eligible 
        entity will undertake to determine the most critical needs of 
        the faculty who will be served by the Academies for Faculty 
        Excellence; and
            ``(4) a description of the activities the eligible entity 
        will carry out with grant funds received under this section, 
        how the entity will include faculty in the activities, and how 
        the entity will conduct these activities in collaboration with 
        programs and projects that receive Federal funds from the 
        Institute of Education Sciences.
    ``(d) Required Use of Funds.--Each eligible entity that receives a 
grant under this section shall use the grant funds to enhance the 
caliber of teaching undertaken in preparation programs for teachers, 
early childhood education providers, and principals and other 
administrators through the establishment and maintenance of a 
postdoctoral system of professional development by carrying out the 
following:
            ``(1) Recruitment.--Recruit a faculty of experts who are 
        knowledgeable about scientifically based research related to 
        teaching and learning, who have direct experience working with 
        teachers and students in school settings, who are capable of 
        implementing scientifically based research to improve teaching 
        practice and student achievement in school settings, and who 
        are capable of providing professional development to faculty 
        and others responsible for preparing teachers, early childhood 
        education providers, principals, and administrators.
            ``(2) Professional development curricula.--Develop a series 
        of professional development curricula to be used by the 
        Academies for Faculty Excellence and disseminated broadly to 
        teacher preparation programs nationwide.
            ``(3) Professional development experiences.--Support the 
        development of a range of ongoing professional development 
        experiences (including the use of the Internet) for faculty to 
        ensure that such faculty are knowledgeable about effective 
        evidence-based practice in teaching and learning. Such 
        experiences shall promote joint faculty activities that link 
        content and pedagogy.
            ``(4) Development programs.--Provide fellowships, 
        scholarships, and stipends for teacher educators to participate 
        in various faculty development programs offered by the 
        Academies for Faculty Excellence.
    ``(e) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section $10,000,000 for fiscal year 2006 
and such sums as may be necessary for each of the 5 succeeding fiscal 
years.''.

SEC. 11. AUTHORIZATION OF APPROPRIATIONS.

    Section 211 of the Higher Education Act of 1965, as redesignated by 
section 10, is amended--
            (1) by striking ``part $300,000,000 for fiscal year 1999'' 
        and inserting ``part, other than section 210, $500,000,000 for 
        fiscal year 2006'';
            (2) by striking ``4 succeeding'' and inserting ``5 
        succeeding'';
            (3) in paragraph (1), by striking ``45'' and inserting 
        ``20'';
            (4) in paragraph (2), by striking ``45'' and inserting 
        ``60''; and
            (5) in paragraph (3), by striking ``10'' and inserting 
        ``20''.
                                 <all>
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