II 

113TH CONGRESS 

1ST SESSION S. 1062 

To improve quality and accountability for educator preparation programs. 

IN THE SENATE OF THE UNITED STATES 

MAY 23, 2013 

Mr. REED introduced the following bill; which was read twice and referred to 

the Committee on Health, Education, Labor, and Pensions 

A BILL 

To improve quality and accountability for educator 

preparation programs. 

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 ‘‘Educator Preparation 

5 Reform Act’’. 

6 TITLE I—EDUCATOR QUALITY 

7 ENHANCEMENT 

8 SEC. 101. DEFINITIONS. 

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

10 U.S.C. 1021) is amended— 

11 (1) by striking paragraph (22); 


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1 (2) by redesignating paragraphs (6), (7), (8) 

2 through (19), (20), (21), and (23), as paragraphs 

3 (7), (8), (10) through (21), (23), (24), and (28), re4 spectively; 

5 (3) by inserting after paragraph (5) the fol6 lowing: 

7 ‘‘(6) EDUCATOR.—The term ‘educator’ means a 

8 teacher, principal, specialized instructional support 

9 personnel, or other staff member who provides or di10 rectly supports instruction, such as a school librar11 ian, counselor, or paraprofessional.’’; 

12 (4) by inserting after paragraph (8), as redesig13 nated by paragraph (2), the following: 

14 ‘‘(9) EVIDENCE OF STUDENT LEARNING.—The 

15 term ‘evidence of student learning’ means multiple 

16 measures of student learning that shall include the 

17 following: 

18 ‘‘(A) Valid and reliable student assessment 

19 data, which may include data— 

20 ‘‘(i) based on— 

21 ‘‘(I) student learning gains on 

22 State student academic assessments 

23 under section 1111(b)(3) of the Ele24 mentary and Secondary Education 

25 Act of 1965; or 


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1 ‘‘(II) student academic achieve2 ment assessments used at the na3 tional, State, or school district levels, 

4 where available and appropriate for 

5 the curriculum and students taught; 

6 ‘‘(ii) from classroom-based formative 

7 assessments; 

8 ‘‘(iii) from classroom-based summative 

9 assessments; and 

10 ‘‘(iv) from objective performance11 based assessments. 

12 ‘‘(B) Not less than 1 of the following addi13 tional measures: 

14 ‘‘(i) Student work, including measures 

15 of performance criteria and evidence of 

16 student growth. 

17 ‘‘(ii) Teacher-generated information 

18 about student goals and growth. 

19 ‘‘(iii) Parental feedback about student 

20 goals and growth. 

21 ‘‘(iv) Student feedback about learning 

22 and teaching supports. 

23 ‘‘(v) Assessments of affective engage24 ment and self-efficacy. 


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1 ‘‘(vi) Other appropriate measures as 

2 determined by the State.’’; 

3 (5) by striking paragraph (12), as redesignated 

4 by paragraph (2), and inserting the following: 

5 ‘‘(12) HIGH-NEED LOCAL EDUCATIONAL AGEN6 CY.—The term ‘high-need local educational agency’ 

7 means a local educational agency— 

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

9 low-income children; 

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

11 the children served by the agency are low-in12 come children; 

13 ‘‘(iii) that meets the eligibility require14 ments for funding under the Small, Rural 

15 School Achievement Program under section 

16 6211(b) of the Elementary and Secondary Edu17 cation Act of 1965 or the Rural and Low-In18 come School Program under section 6221(b) of 

19 such Act; or 

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

21 children that is in the highest quartile among 

22 such agencies in the State; and 

23 ‘‘(B)(i) for which 1 or more schools served 

24 by the agency is persistently low achieving; or 


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1 ‘‘(ii) for which 1 or more schools served by 

2 the agency has a high teacher turnover rate.’’; 

3 (6) by striking paragraph (16), as redesignated 

4 by paragraph (2), and inserting the following: 

5 ‘‘(16) INDUCTION PROGRAM.—The term ‘induc6 tion program’ means a formalized program for new 

7 teachers and principals during not less than the first 

8 2 years of teaching or leading a school that is de9 signed to provide support for, improve the profes10 sional performance of, and advance the retention of 

11 beginning teachers and principals. Such program 

12 shall promote effective teaching and leadership skills 

13 and shall include the following components: 

14 ‘‘(A) High-quality mentoring. 

15 ‘‘(B) Periodic, structured time for collabo16 ration and classroom observation opportunities 

17 with teachers in the same department or field, 

18 including mentor teachers, as well as time for 

19 information-sharing among teachers, principals, 

20 administrators, other appropriate educators, 

21 and participating faculty in the partner institu22 tion. 

23 ‘‘(C) The application of empirically based 

24 practice and scientifically valid research on in25 structional practices. 


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1 ‘‘(D) Opportunities for new teachers and 

2 principals to draw directly on the expertise of 

3 mentors, faculty, local educational agency per4 sonnel, and researchers to support the integra5 tion of empirically based practice and scientif6 ically valid research with practice. 

7 ‘‘(E) The development of skills in instruc8 tional and behavioral interventions derived from 

9 empirically based practice, and where applica10 ble, scientifically valid research. 

11 ‘‘(F) Faculty who— 

12 ‘‘(i) model the integration of research 

13 and practice in the classroom; 

14 ‘‘(ii) assist new teachers and prin15 cipals with the effective use and integra16 tion of technology in instruction; and 

17 ‘‘(iii) demonstrate the content knowl18 edge and pedagogical skills necessary to be 

19 effective in advancing student achievement. 

20 ‘‘(G) Interdisciplinary collaboration among 

21 exemplary teachers, principals, faculty, re22 searchers, other educators, and other staff who 

23 prepare new teachers and principals with re24 spect to the learning process and the assess25 ment of learning. 


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1 ‘‘(H) Assistance with the understanding of 

2 data, particularly student achievement data, 

3 and the application of such data in classroom 

4 instruction. 

5 ‘‘(I) Regular, structured observation and 

6 evaluation of new teachers by multiple eval7 uators, using valid and reliable measures of 

8 teaching and leadership skills.’’; 

9 (7) by inserting after paragraph (21), as redes10 ignated by paragraph (2), the following: 

11 ‘‘(22) RESIDENCY PROGRAM.—The term ‘resi12 dency program’ means a school-based educator prep13 aration program in which a prospective teacher, 

14 principal, or other educator— 

15 ‘‘(A) for 1 academic year, works alongside 

16 a mentor teacher, principal, or other educator 

17 who is the educator of record; 

18 ‘‘(B) receives concurrent instruction during 

19 the year described in subparagraph (A) from 

20 the partner institution, which courses may be 

21 taught by local educational agency personnel or 

22 residency program faculty, in— 

23 ‘‘(i) the teaching of the content area 

24 in which the teacher will become certified 

25 or licensed; 


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1 ‘‘(ii) pedagogical practices; and 

2 ‘‘(iii) leadership, management, organi3 zational, and instructional skills necessary 

4 to serve as a principal; 

5 ‘‘(C) acquires effective teaching or leader6 ship skills; and 

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

8 earns a master’s degree or other appropriate 

9 advanced credential, attains full State teacher 

10 or leader certification or licensure, and becomes 

11 highly qualified (if applicable).’’; and 

12 (8) by inserting after paragraph (24), as redes13 ignated by paragraph (2), the following: 

14 ‘‘(25) TEACHER PERFORMANCE ASSESSMENT.— 

15 The term ‘teacher performance assessment’ means 

16 an assessment used to measure teacher performance 

17 that is approved by the State and is— 

18 ‘‘(A) based on professional teaching stand19 ards; 

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

21 a teacher’s— 

22 ‘‘(i) curriculum planning; 

23 ‘‘(ii) instruction of students, including 

24 appropriate plans and modifications for 

25 students who are limited English proficient 


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1 and students who are children with disabil2 ities; 

3 ‘‘(iii) assessment of students, includ4 ing analysis of evidence of student learn5 ing; and 

6 ‘‘(iv) ability to advance student learn7 ing; 

8 ‘‘(C) validated based on professional as9 sessment standards; 

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

11 with appropriate oversight of the process to en12 sure consistency; and 

13 ‘‘(E) used to support continuous improve14 ment of educator practice. 

15 ‘‘(26) TEACHER PREPARATION ENTITY.—The 

16 term ‘teacher preparation entity’ means an institu17 tion of higher education, a nonprofit organization, 

18 for-profit organization, or other organization that is 

19 approved by the State to prepare teachers to be ef20 fective in the classroom. 

21 ‘‘(27) TEACHER PREPARATION PROGRAM.—The 

22 term ‘teacher preparation program’ means a pro23 gram offered by a teacher preparation entity that 

24 leads to a specific State teacher certification.’’. 


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1 SEC. 102. EDUCATOR QUALITY ENHANCEMENT. 

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

3 U.S.C. 1022) is amended— 

4 (1) in paragraph (2), by inserting ‘‘, principals, 

5 and other educators’’ after ‘‘teachers’’ each place the 

6 term appears; 

7 (2) in paragraph (3), by striking ‘‘and’’ after 

8 the semicolon; 

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

10 following: 

11 ‘‘(4) recruit highly qualified individuals, includ12 ing minorities and individuals from other occupa13 tions, as teachers, principals, and other educators; 

14 and’’; and 

15 (4) by adding at the end the following: 

16 ‘‘(5) meet the staffing needs of high-need local 

17 educational agencies and high-need schools through 

18 close partnerships with educator preparation pro19 grams within institutions of higher education.’’. 

20 SEC. 103. PARTNERSHIP GRANTS. 

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

22 U.S.C. 1022a) is amended— 

23 (1) in subsection (b)— 

24 (A) in paragraph (1), by inserting ‘‘other 

25 educators,’’ after ‘‘principals,’’; 


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1 (B) by striking paragraph (2) and insert2 ing the following: 

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

4 program to be carried out with grant funds, as de5 scribed in subsection (c), will prepare prospective 

6 and new educators with strong teaching, leadership, 

7 and other professional skills necessary to increase 

8 learning and academic achievement;’’; 

9 (C) in paragraph (3), by inserting ‘‘, prin10 cipals, and other educators’’ after ‘‘teachers’’; 

11 (D) in paragraph (4)— 

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

13 ‘‘, principal, and other educator’’ after 

14 ‘‘teacher’’; and 

15 (ii) in subparagraph (B), by striking 

16 ‘‘teacher’’ and inserting ‘‘educator’’; 

17 (E) in paragraph (6)— 

18 (i) by striking subparagraph (F) and 

19 inserting the following: 

20 ‘‘(F) how the partnership will prepare edu21 cators to teach and work with students with 

22 disabilities, including training related to partici23 pation as a member of individualized education 

24 program teams, as defined in section 


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1 614(d)(1)(B) of the Individuals with Disabil2 ities Education Act;’’; 

3 (ii) by striking subparagraph (G) and 

4 inserting the following: 

5 ‘‘(G) how the partnership will prepare edu6 cators to teach and work with students who are 

7 limited English proficient;’’; 

8 (iii) by striking subparagraph (H) and 

9 inserting the following: 

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

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

12 mentor educators in the classrooms and admin13 istrators of high-need schools served by the 

14 high-need local educational agency in the part15 nership to— 

16 ‘‘(i) provide high-quality professional 

17 development activities to strengthen the 

18 content knowledge and teaching skills of 

19 elementary school and secondary school 

20 teachers and other educators, including 

21 multi-tiered systems of support and uni22 versal design for learning; 

23 ‘‘(ii) train other classroom teachers, 

24 principals, school librarians, and other edu25 cators to implement literacy programs that 


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1 incorporate the essential components of 

2 reading and writing instruction; and 

3 ‘‘(iii) provide high-quality professional 

4 development activities to strengthen the in5 structional and leadership skills of elemen6 tary school and secondary school principals 

7 and district superintendents, if the partner 

8 institution has a principal preparation pro9 gram;’’; 

10 (iv) in subparagraph (I), by striking 

11 ‘‘teaching’’ and inserting ‘‘educator’’; and 

12 (v) in subparagraph (K), by striking 

13 ‘‘teachers’’ and inserting ‘‘educators’’; and 

14 (F) by striking paragraph (7) and insert15 ing the following: 

16 ‘‘(7) with respect to the induction program re17 quired as part of the activities carried out under this 

18 section— 

19 ‘‘(A) a description of how the schools and 

20 departments within the institution of higher 

21 education that are part of the induction pro22 gram will effectively prepare educators, includ23 ing providing content expertise and expertise in 

24 teaching and leadership, as appropriate; 


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1 ‘‘(B) a description of the eligible partner2 ship’s capacity to use empirically based practice 

3 and scientifically valid research on teaching and 

4 learning; 

5 ‘‘(C) a description of how the educator 

6 preparation program will design and implement 

7 an induction program to support all new edu8 cators who are prepared by the educator prepa9 ration program in the partnership and who are 

10 employed in the high-need local educational 

11 agency in the partnership, and, to the extent 

12 practicable, all new educators who teach in such 

13 high-need local educational agency; and 

14 ‘‘(D) a description of how higher education 

15 faculty involved in the induction program will 

16 be able to substantially participate in an early 

17 childhood education program or an elementary 

18 school or secondary school classroom setting, as 

19 applicable.’’; 

20 (2) by striking subsection (c) and inserting the 

21 following: 

22 ‘‘(c) USE OF GRANT FUNDS.—An eligible partner23 ship that receives a grant under this section— 

24 ‘‘(1) shall use grant funds to carry out a pro25 gram for the pre-baccalaureate or post-baccalaureate 


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1 preparation of teachers under subsection (d), a 

2 teaching or principal residency program under sub3 section (e), or a combination of such programs; and 

4 ‘‘(2) may use funds to carry out other educator 

5 development programs under subsection (f), based 

6 upon the results of the needs assessment in sub7 section (b)(1).’’; 

8 (3) by striking subsection (e) and inserting the 

9 following: 

10 ‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH11 MENT OF TEACHING AND PRINCIPAL RESIDENCY PRO12 GRAMS.— 

13 ‘‘(1) IN GENERAL.—An eligible partnership re14 ceiving a grant to carry out an effective teaching or 

15 principal residency program shall carry out a pro16 gram that includes the following activities: 

17 ‘‘(A) FOR TEACHING RESIDENCY PRO18 GRAMS.—An eligible partnership carrying out a 

19 teaching residency program shall carry out both 

20 of the following activities: 

21 ‘‘(i) Supporting a teaching residency 

22 program described in paragraph (2) for 

23 high-need schools and in high-need sub24 jects and areas, as determined by the 


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1 needs of the high-need local educational 

2 agency in the partnership. 

3 ‘‘(ii) Placing graduates of the teach4 ing residency program in cohorts that fa5 cilitate professional collaboration, both 

6 among graduates of the residency program 

7 and between such graduates and mentor 

8 teachers in the receiving school. 

9 ‘‘(B) FOR PRINCIPAL RESIDENCY PRO10 GRAMS.—An eligible partnership carrying out a 

11 principal residency program shall support a 

12 program described in paragraph (3) for high13 need schools, as determined by the needs of the 

14 high-need local educational agency in the part15 nership. 

16 ‘‘(2) TEACHER RESIDENCY PROGRAMS.— 

17 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

18 teaching residency program under this para19 graph shall be a program based upon models of 

20 successful teaching residencies that serves as a 

21 mechanism to prepare teachers for success in 

22 high-need schools in the eligible partnership and 

23 shall be designed to include the following char24 acteristics of successful programs: 


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1 ‘‘(i) The integration of pedagogy, 

2 classroom practice and teacher mentoring. 

3 ‘‘(ii) The exposure to principles of 

4 child development as well as understanding 

5 and applying principles of learning and be6 havior. 

7 ‘‘(iii) 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 ‘‘(iv) 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 school-based 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 or may be offered a 

6 stipend as a result of such additional 

7 responsibilities. 

8 ‘‘(v) The establishment of clear cri9 teria for the selection of mentor teachers 

10 based on the appropriate subject area 

11 knowledge and measures of teacher effec12 tiveness, which shall be based on, but not 

13 limited to, observations of the following: 

14 ‘‘(I) Planning and preparation, 

15 including demonstrated knowledge of 

16 content, pedagogy, and assessment, 

17 including the use of formative, 

18 summative, and diagnostic assess19 ments to improve student learning. 

20 ‘‘(II) Appropriate instruction 

21 that engages all students. 

22 ‘‘(III) Collaboration with col23 leagues to improve instruction. 

24 ‘‘(IV) Analysis of evidence of stu25 dent learning. 


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1 ‘‘(vi) The development of admissions 

2 goals and priorities— 

3 ‘‘(I) that are aligned with the 

4 hiring objectives of the local edu5 cational agency partnering with the 

6 program, as well as the instructional 

7 initiatives and curriculum of such 

8 agency to hire qualified graduates 

9 from the teaching residency program; 

10 and 

11 ‘‘(II) which may include consider12 ation of applicants who reflect the 

13 communities in which they will teach 

14 as well as consideration of individuals 

15 from underrepresented populations in 

16 the teaching profession. 

17 ‘‘(vii) Support for residents once such 

18 residents are hired as the teachers of 

19 record, through an induction program, pro20 fessional development, and networking op21 portunities to support the residents 

22 through not less than the residents’ first 2 

23 years of teaching. 

24 ‘‘(B) SELECTION OF INDIVIDUALS AS

25 TEACHER RESIDENTS.— 


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

2 to be eligible to be a teacher resident in a 

3 teacher residency program under this para4 graph, an individual shall— 

5 ‘‘(I) be a recent graduate of a 4- 

6 year institution of higher education or 

7 a mid-career professional possessing 

8 strong content knowledge of a record 

9 of professional accomplishment; and 

10 ‘‘(II) submit an application to 

11 the residency program. 

12 ‘‘(ii) SELECTION CRITERIA.—An eligi13 ble partnership carrying out a teaching 

14 residency program under this subsection 

15 shall establish criteria for the selection of 

16 eligible individuals to participate in the 

17 teaching residency program based on the 

18 following characteristics: 

19 ‘‘(I) Strong content knowledge or 

20 record of accomplishment in the field 

21 or subject area to be taught. 

22 ‘‘(II) Strong verbal and written 

23 communication skills, which may be 

24 demonstrated by performance on ap25 propriate assessments. 


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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 ‘‘(3) PRINCIPAL RESIDENCY PROGRAMS.— 

7 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

8 principal residency program under this para9 graph shall be a program based upon models of 

10 successful principal residencies that serve as a 

11 mechanism to prepare principals for success in 

12 high-need schools in the eligible partnership and 

13 shall be designed to include the following char14 acteristics of successful programs: 

15 ‘‘(i) Engagement of principal resi16 dents in rigorous graduate-level coursework 

17 to earn an appropriate advanced credential 

18 while undertaking a guided principal ap19 prenticeship. 

20 ‘‘(ii) Experience and learning opportu21 nities alongside a trained and experienced 

22 mentor principal— 

23 ‘‘(I) whose mentoring shall be 

24 based on standards of effective men25 toring practice and shall complement 


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1 the residence program so that school2 based clinical practice is tightly 

3 aligned with coursework; and 

4 ‘‘(II) who may be relieved from 

5 some portion of principal duties or 

6 may be offered a stipend as a result 

7 of such additional responsibilities. 

8 ‘‘(iii) The establishment of clear cri9 teria for the selection of mentor principals, 

10 which may be based on observations of the 

11 following: 

12 ‘‘(I) Demonstrating awareness of, 

13 and having experience with, the 

14 knowledge, skills, and attitudes to— 

15 ‘‘(aa) establish and maintain 

16 a professional learning commu17 nity that effectively extracts in18 formation from data to improve 

19 the school culture and personalize 

20 instruction for all students to re21 sult in improved student achieve22 ment; 

23 ‘‘(bb) create and maintain a 

24 learning culture within the school 

25 that provides a climate conducive 


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1 to the development of all mem2 bers of the school community, in3 cluding one of continuous learn4 ing for adults tied to student 

5 learning and other school goals; 

6 ‘‘(cc) engage in continuous 

7 professional development, uti8 lizing a combination of academic 

9 study, developmental simulation 

10 exercises, self-reflection, 

11 mentorship, and internship; 

12 ‘‘(dd) understand youth de13 velopment appropriate to the age 

14 level served by the school, and 

15 use this knowledge to set high ex16 pectations and standards for the 

17 academic, social, emotional, and 

18 physical development of all stu19 dents; and 

20 ‘‘(ee) actively engage the 

21 community to create shared re22 sponsibility for student academic 

23 performance and successful de24 velopment. 


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1 ‘‘(II) Planning and articulating a 

2 shared and coherent schoolwide direc3 tion and policy for achieving high 

4 standards of student performance. 

5 ‘‘(III) Identifying and imple6 menting the activities and rigorous 

7 curriculum necessary for achieving 

8 such standards of student perform9 ance. 

10 ‘‘(IV) Supporting a culture of 

11 learning, collaboration, and profes12 sional behavior and ensuring quality 

13 measures of instructional practice. 

14 ‘‘(V) Communicating and engag15 ing parents, families, and other exter16 nal communities. 

17 ‘‘(VI) Collecting, analyzing, and 

18 utilizing data and other evidence of 

19 student learning and evidence of class20 room practice to guide decisions and 

21 actions for continuous improvement 

22 and to ensure performance account23 ability. 

24 ‘‘(iv) The development of admissions 

25 goals and priorities— 


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1 ‘‘(I) that are aligned with the 

2 hiring objectives of the local edu3 cational agency partnering with the 

4 program, as well as the instructional 

5 initiatives and curriculum of such 

6 agency to hire qualified graduates 

7 from the principal residency program; 

8 and 

9 ‘‘(II) which may include consider10 ation of applicants who reflect the 

11 communities in which they will serve 

12 as well as consideration of individuals 

13 from underrepresented populations in 

14 school leadership positions. 

15 ‘‘(v) Support for residents once such 

16 residents are hired as principals, through 

17 an induction program, professional devel18 opment to support the knowledge and skills 

19 of the principal in a continuum of learning 

20 and content expertise in developmentally 

21 appropriate or age-appropriate educational 

22 practices, and networking opportunities to 

23 support the residents through not less than 

24 the residents’ first 2 years of serving as 

25 principal of a school. 


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1 ‘‘(B) SELECTION OF INDIVIDUALS AS

2 PRINCIPAL RESIDENTS.— 

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

4 to be eligible to be a principal resident in 

5 a principal residency program under this 

6 paragraph, an individual shall— 

7 ‘‘(I) have prior prekindergarten 

8 through grade 12 teaching experience; 

9 ‘‘(II) have experience as an effec10 tive leader, manager, and written and 

11 oral communicator; and 

12 ‘‘(III) submit an application to 

13 the residency program. 

14 ‘‘(ii) SELECTION CRITERIA.—An eligi15 ble partnership carrying out a principal 

16 residency program under this subsection 

17 shall establish criteria for the selection of 

18 eligible individuals to participate in the 

19 principal residency program based on the 

20 following characteristics: 

21 ‘‘(I) Strong instructional leader22 ship skills in an elementary school or 

23 secondary school setting. 

24 ‘‘(II) Strong verbal and written 

25 communication skills, which may be 


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1 demonstrated by performance on ap2 propriate assessments. 

3 ‘‘(III) Other attributes linked to 

4 effective leadership, such as sound 

5 judgment, organizational capacity, col6 laboration, and openness to contin7 uous learning, which may be deter8 mined by interviews or performance 

9 assessment, as specified by the eligible 

10 partnership. 

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

12 AGREEMENTS; REPAYMENTS.— 

13 ‘‘(A) STIPENDS OR SALARIES.—A teaching 

14 or principal residency program under this sub15 section— 

16 ‘‘(i) shall provide a 1-year living sti17 pend or salary to teaching or principal 

18 residents during the 1-year teaching or 

19 principal residency program; and 

20 ‘‘(ii) may provide a stipend to a men21 tor teacher or mentor principal. 

22 ‘‘(B) APPLICATIONS FOR STIPENDS OR

23 SALARIES.—Each teacher or principal residency 

24 candidate desiring a stipend or salary during 

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1 tion to the eligible partnership at such time, 

2 and containing such information and assur3 ances, as the eligible partnership may require. 

4 ‘‘(C) AGREEMENTS TO SERVE.—Each ap5 plication submitted under subparagraph (B) 

6 shall contain or be accompanied by an agree7 ment that the applicant will— 

8 ‘‘(i) serve as a full-time teacher or 

9 principal for a total of not less than 3 aca10 demic years immediately after successfully 

11 completing the 1-year teaching or principal 

12 residency program; 

13 ‘‘(ii) fulfill the requirement under 

14 clause (i)— 

15 ‘‘(I) by teaching or serving as a 

16 principal in a high-need school served 

17 by the high-need local educational 

18 agency in the eligible partnership and, 

19 if a teacher, teaching a subject or 

20 area that is designated as high need 

21 by the partnership; or 

22 ‘‘(II) if there is no appropriate 

23 position available in a high-need 

24 school served by the high-need local 

25 educational agency in the eligible 


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1 partnership, by teaching or serving as 

2 a principal in any other high-need 

3 school; 

4 ‘‘(iii) provide to the eligible partner5 ship a certificate, from the chief adminis6 trative officer of the local educational 

7 agency in which the resident is employed, 

8 of the employment required under clauses 

9 (i) and (ii) at the beginning of, and upon 

10 completion of, each year or partial year of 

11 service; 

12 ‘‘(iv) for teacher residents, meet the 

13 requirements to be a highly qualified 

14 teacher, as defined in section 9101 of the 

15 Elementary and Secondary Education Act 

16 of 1965, or section 602 of the Individuals 

17 with Disabilities Education Act, when the 

18 applicant begins to fulfill the service obli19 gation under this clause; and 

20 ‘‘(v) comply with the requirements set 

21 by the eligible partnership under subpara22 graph (D) if the applicant is unable or un23 willing to complete the service obligation 

24 required by this subparagraph. 

25 ‘‘(D) REPAYMENTS.— 


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1 ‘‘(i) IN GENERAL.—An eligible part2 nership carrying out a teaching or prin3 cipal residency program under this sub4 section shall require a recipient of a sti5 pend or salary under subparagraph (A) 

6 who does not complete, or who notifies the 

7 partnership that the recipient intends not 

8 to complete, the service obligation required 

9 by subparagraph (C) to repay such stipend 

10 or salary to the eligible partnership, to11 gether with interest, at a rate specified by 

12 the partnership in the agreement, and in 

13 accordance with such other terms and con14 ditions specified by the eligible partnership, 

15 as necessary. 

16 ‘‘(ii) OTHER TERMS AND CONDI17 TIONS.—Any other terms and conditions 

18 specified by the eligible partnership may 

19 include reasonable provisions for prorata 

20 repayment of the stipend or salary de21 scribed in subparagraph (A) or for deferral 

22 of a teaching resident’s service obligation 

23 required by subparagraph (C), on grounds 

24 of health, incapacitation, inability to secure 

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1 ble partnership, being called to active duty 

2 in the Armed Forces of the United States, 

3 or other extraordinary circumstances. 

4 ‘‘(iii) USE OF REPAYMENTS.—An eli5 gible partnership shall use any repayment 

6 received under this subparagraph to carry 

7 out additional activities that are consistent 

8 with the purposes of this section.’’; 

9 (4) by striking subsection (f) and inserting the 

10 following: 

11 ‘‘(f) PARTNERSHIP GRANTS FOR EDUCATOR DEVEL12 OPMENT.—An eligible partnership that receives a grant 

13 under this section may carry out effective educator devel14 opment programs for other educators besides teachers and 

15 principals based on the needs identified in subsection 

16 (b)(1) that may include the following activities: 

17 ‘‘(1) Implementing curriculum changes that im18 prove, evaluate, and assess how well prospective and 

19 new educators develop instructional skills. 

20 ‘‘(2) Preparing educators to use empirically 

21 based practice and scientifically valid research, 

22 where applicable. 

23 ‘‘(3) Providing pre-service clinical experience. 

24 ‘‘(4) Creating induction programs for new edu25 cators. 


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1 ‘‘(5) Aligning recruitment and admissions goals 

2 and priorities with the hiring objectives of the high3 need local educational agency in the eligible partner4 ship. 

5 ‘‘(6) Professional development and training for 

6 mentor teachers and principals.’’; and 

7 (5) by adding at the end the following: 

8 ‘‘(l) CONTINUATION OF AWARDS.—Notwithstanding 

9 any other provision of law, from funds appropriated to 

10 carry out this part, the Secretary shall continue to fund 

11 any multiyear grant awarded under this part (as such pro12 visions were in effect on the day before the date of enact13 ment of the Educator Preparation Reform Act), for the 

14 duration of such multiyear grant in accordance with its 

15 terms.’’. 

16 SEC. 104. ADMINISTRATIVE PROVISIONS. 

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

18 U.S.C. 1022b) is amended— 

19 (1) in subsection (a), by striking paragraph (2) 

20 and inserting the following: 

21 ‘‘(2) NUMBER OF AWARDS.—An eligible part22 nership may not receive more than 1 grant during 

23 a 5-year period, except such partnership may receive 

24 an additional grant during such period if such grant 

25 is used to establish a teacher or principal residency 


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1 program if such residency program was not estab2 lished with the prior grant. Nothing in this title 

3 shall be construed to prohibit an individual member, 

4 that can demonstrate need, of an eligible partnership 

5 that receives a grant under this title from entering 

6 into another eligible partnership consisting of new 

7 members and receiving a grant with such other eligi8 ble partnership before the 5-year period described in 

9 the preceding sentence applicable to the eligible 

10 partnership with which the individual member has 

11 first partnered has expired.’’; and 

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

13 preparation program’’ and inserting ‘‘teacher edu14 cation program or educator development program’’. 

15 SEC. 105. ACCOUNTABILITY AND EVALUATION. 

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

17 (20 U.S.C. 1022c(a)) is amended to read as follows: 

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

19 eligible partnership submitting an application for a grant 

20 under this part shall establish, and include in such appli21 cation, an evaluation plan that includes strong and meas22 urable performance objectives. The plan shall include ob23 jectives and measures for— 

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

25 educators as measured by the eligible partnership; 


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1 ‘‘(2) educator retention in the first 3 years; 

2 ‘‘(3) pass rates and scaled scores for initial 

3 State certification or licensure of teachers or pass 

4 rates and average scores on valid and reliable teach5 er performance assessments; and 

6 ‘‘(4)(A) the percentage of highly qualified 

7 teachers, principals, and other educators hired by 

8 the high-need local educational agency participating 

9 in the eligible partnership; 

10 ‘‘(B) the percentage of highly qualified teach11 ers, principals, and other educators hired by the 

12 high-need local educational agency who are members 

13 of underrepresented groups; 

14 ‘‘(C) the percentage of highly qualified teachers 

15 hired by the high-need local educational agency who 

16 teach high-need academic subject areas (such as 

17 reading, mathematics, science, and foreign language, 

18 including less commonly taught languages and crit19 ical foreign languages); 

20 ‘‘(D) the percentage of highly qualified teachers 

21 hired by the high-need local educational agency who 

22 teach in high-need areas (including special edu23 cation, bilingual education, language instruction edu24 cational programs for limited English proficient stu25 dents, and early childhood education); 


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1 ‘‘(E) the percentage of highly qualified teachers 

2 and other educators hired by the high-need local 

3 educational agency who teach in high-need schools, 

4 disaggregated by the elementary school and sec5 ondary school levels; 

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

7 childhood education program classes in the geo8 graphic area served by the eligible partnership 

9 taught by early childhood educators who are highly 

10 competent; and 

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

12 trained to— 

13 ‘‘(i) integrate technology effectively into 

14 curricula and instruction, including technology 

15 consistent with the principles of universal de16 sign for learning; and 

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

18 manage, and analyze data to improve teaching 

19 and learning for the purpose of improving stu20 dent learning outcomes.’’. 

21 SEC. 106. ACCOUNTABILITY FOR PROGRAMS THAT PRE22 PARE TEACHERS. 

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

24 U.S.C. 1022d) is amended— 

25 (1) in subsection (a)— 


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1 (A) by striking the subsection heading and 

2 inserting ‘‘TEACHER PREPARATION ENTITY

3 REPORT CARDS’’; and 

4 (B) by striking paragraph (1) and insert5 ing the following: 

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

7 entity approved to operate teacher preparation pro8 grams in the State and that receives or enrolls stu9 dents receiving Federal assistance shall report annu10 ally to the State and the general public, in a uniform 

11 and comprehensible manner that conforms with the 

12 definitions and methods established by the Sec13 retary, the following: 

14 ‘‘(A) GOALS AND ASSURANCES.— 

15 ‘‘(i) For the most recent year for 

16 which the information is available for the 

17 entity whether the goals set under section 

18 206 have been met. 

19 ‘‘(ii) A description of the steps the en20 tity is taking to improve its performance in 

21 meeting the annual goals set under section 

22 206. 

23 ‘‘(iii) A description of the activities 

24 the entity has implemented to meet the as25 surances provided under section 206. 


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

2 For the most recent year for which the informa3 tion is available the following: 

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

5 for those students who took the assess6 ments used for teacher certification or li7 censure by the State in which the entity is 

8 located and are enrolled in the teacher 

9 preparation program or, and for those who 

10 have taken such assessments and have 

11 completed the teacher preparation program 

12 during the two-year period preceding such 

13 year, for each of such assessments— 

14 ‘‘(I) the percentage of all stu15 dents who passed such assessment; 

16 ‘‘(II) the percentage of students 

17 who have taken such assessment who 

18 enrolled in and completed the teacher 

19 preparation program; and 

20 ‘‘(III) the average scaled score 

21 for all students who took such assess22 ment. 

23 ‘‘(ii) In the case of an entity that re24 quires a valid and reliable teacher perform25 ance assessment in order to complete the 


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1 preparation program, the entity may sub2 mit in lieu of the information described in 

3 clause (i) the pass rate and average score 

4 of students taking the teacher performance 

5 assessment, disaggregated by subject area, 

6 race, ethnicity, and gender, except that 

7 such disaggregation shall not be required 

8 in a case in which the result would reveal 

9 personally identifiable information about 

10 an individual student. 

11 ‘‘(C) ENTITY INFORMATION.—A descrip12 tion of the following: 

13 ‘‘(i) The median grade point average 

14 and range of grade point averages for ad15 mitted students. 

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

17 entity (disaggregated by race, ethnicity, 

18 and gender). 

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

20 of supervised clinical preparation required. 

21 ‘‘(iv) The total number of students 

22 who have completed programs for certifi23 cation or licensure (disaggregated by sub24 ject area). 


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1 ‘‘(D) ACCREDITATION.—Whether the pro2 gram is accredited by a specialized accrediting 

3 agency recognized by the Secretary for accredi4 tation of professional teacher education pro5 grams. 

6 ‘‘(E) DESIGNATION AS LOW-PER7 FORMING.—Whether the program has been des8 ignated as low-performing by the State under 

9 section 207(a).’’; and 

10 (2) in subsection (b)— 

11 (A) in paragraph (1)— 

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

13 ‘‘, including teacher performance assess14 ments’’ after ‘‘State’’; 

15 (ii) by striking subparagraph (D) and 

16 inserting the following: 

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

18 for each of the assessments used by the State 

19 for teacher certification or licensure— 

20 ‘‘(I) the percentage of all such stu21 dents in all such programs and entities 

22 who have taken the assessment who pass 

23 such assessment; 

24 ‘‘(II) the percentage of students who 

25 have taken the assessment who enrolled in 


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1 and completed a teacher preparation pro2 gram; and 

3 ‘‘(III) the average scaled score of indi4 viduals participating in such a program, or 

5 who have completed such a program dur6 ing the two-year period preceding the first 

7 year for which the annual State report 

8 card is provided, who took each such as9 sessment. 

10 ‘‘(ii) In the case of a State that has imple11 mented a valid and reliable teacher performance 

12 assessment, the State may submit in lieu of the 

13 information described in clause (i) the pass rate 

14 and average score of students taking the teach15 er performance assessment, disaggregated by 

16 subject area, race, ethnicity, and gender, except 

17 that such disaggregation shall not be required 

18 in a case in which the result would reveal per19 sonally identifiable information about an indi20 vidual student.’’; 

21 (iii) by striking subparagraph (G) and 

22 inserting the following: 

23 ‘‘(G) For each teacher preparation pro24 gram in the State the following: 


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1 ‘‘(i) The median grade point average 

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

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

5 program (disaggregated by race, ethnicity, 

6 and gender). 

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

8 of supervised clinical preparation re9 quired.’’; 

10 (iv) by striking subparagraph (H) and 

11 inserting the following: 

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

13 each teacher preparation entity in the State, 

14 the number of teachers prepared, in the aggre15 gate and reported separately by the following: 

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

17 ‘‘(ii) Academic major. 

18 ‘‘(iii) Subject area for which the 

19 teacher has been prepared to teach. 

20 ‘‘(iv) The relationship of the subject 

21 area and grade span of teachers graduated 

22 by the teacher preparation entity to the 

23 teacher workforce needs of the State. 

24 ‘‘(v) The percentage of teachers grad25 uated teaching in high-need schools.’’; 


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1 (v) by striking subparagraphs (I), (J), 

2 (K), and (L); and 

3 (vi) by adding at the end the fol4 lowing: 

5 ‘‘(I) The capacity of the statewide longitu6 dinal data system to report valid and reliable 

7 outcome data on the graduates of teacher prep8 aration entities in the State and where available 

9 the results of such data on the following: 

10 ‘‘(i) Evidence of student learning, in11 cluding information on the academic per12 formance of students with disabilities and 

13 limited English proficient students taught 

14 by graduates of teacher preparation enti15 ties in the State by subject area and grade. 

16 ‘‘(ii) Job placement of program 

17 completers within 12 months of gradua18 tion. 

19 ‘‘(iii) Retention of program completers 

20 in teaching after 3 years. 

21 ‘‘(iv) Other outcome indicators, such 

22 as average results from teacher evalua23 tions.’’; and 

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


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1 ‘‘(3) NO REQUIREMENT FOR REPORTING ON

2 STUDENTS NOT RESIDING IN THE STATE.—Nothing 

3 in this section shall require a State to report data 

4 on program completers who do not reside in such 

5 State.’’. 

6 SEC. 107. TEACHER DEVELOPMENT. 

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

8 U.S.C. 1022e) is amended— 

9 (1) in subsection (a), by striking ‘‘Each institu10 tion’’ and all that follows through ‘‘under this Act,’’ 

11 and inserting ‘‘Each teacher preparation entity that 

12 enrolls students receiving Federal assistance under 

13 this Act, or receives other Federal funding to sup14 port its teacher preparation programs,’’; 

15 (2) in subsection (b)— 

16 (A) in the matter preceding paragraph (1), 

17 by striking ‘‘institution’’ and inserting ‘‘entity’’; 

18 (B) in paragraph (1), by striking ‘‘institu19 tion’s’’ and inserting ‘‘entity’s’’; and 

20 (C) by striking paragraph (3) and insert21 ing the following: 

22 ‘‘(3) prospective teachers receive— 

23 ‘‘(A) coursework and training in providing 

24 instruction in core academic subjects; 


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1 ‘‘(B) training in providing instruction to 

2 diverse populations, including children with dis3 abilities, limited English proficient students, 

4 gifted students, and children from low-income 

5 families; and 

6 ‘‘(C) training on how to effectively teach in 

7 urban and rural schools, as applicable.’’; and 

8 (3) in subsection (c), by striking ‘‘institution’’ 

9 and inserting ‘‘entity’’. 

10 SEC. 108. STATE FUNCTIONS. 

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

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

13 ‘‘SEC. 207. STATE FUNCTIONS. 

14 ‘‘(a) STATE ASSESSMENT.— 

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

16 under this Act, a State shall conduct an assessment 

17 to identify at-risk and low-performing teacher prepa18 ration programs in the State and to assist such pro19 grams through the provision of technical assistance. 

20 ‘‘(2) PROVISION OF LOW PERFORMING LIST.— 

21 Each State described in paragraph (1) shall— 

22 ‘‘(A) provide the Secretary with an annual 

23 list of low-performing teacher preparation pro24 grams and an identification of those programs 


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1 at risk of being placed on such list, as applica2 ble; 

3 ‘‘(B) report any teacher preparation pro4 gram that has been closed and the reasons for 

5 such closure; and 

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

7 paragraph (1), in the report under section 

8 205(b). 

9 ‘‘(3) DETERMINATION OF AT RISK AND LOW10 PERFORMING PROGRAMS.—The levels of perform11 ance and the criteria for meeting those levels for 

12 purposes of the assessment under paragraph (1) 

13 shall be determined by the State in consultation with 

14 a representative group of community stakeholders, 

15 including, at a minimum, representatives of leaders 

16 and faculty of traditional and alternative route 

17 teacher preparation programs, pre-kindergarten 

18 through 12th grade leaders and instructional staff, 

19 current teacher candidates participating in tradi20 tional and alternative route teacher preparation pro21 grams, the State’s standards board or other appro22 priate standards body, and other stakeholders identi23 fied by the State. In making such determination, the 

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1 mation reported by teacher preparation entities 

2 under section 205. 

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

4 receive funds under this Act, a State shall— 

5 ‘‘(1) report any programs described in sub6 section (a) to the Secretary; 

7 ‘‘(2) establish a period of improvement and re8 design (as established by the State) for programs 

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

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

11 under subsection (a) with technical assistance for a 

12 period of not longer than 3 years; 

13 ‘‘(4) identify at-risk programs as low-per14 forming if there is not sufficient improvement fol15 lowing the period of technical assistance provided by 

16 the State; and 

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

18 provisions described in subsection (c) (as determined 

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

20 of such identification as a low-performing program. 

21 ‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher 

22 preparation program that is projected to close— 

23 ‘‘(1) shall be ineligible for any funding for pro24 fessional development activities awarded by the De25 partment; 


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

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

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

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

8 requirements of this section shall apply to both traditional 

9 teacher preparation programs and alternative routes to 

10 State certification and licensure programs.’’. 

11 SEC. 109. AUTHORIZATION OF APPROPRIATIONS. 

12 Section 209 of the Higher Education Act of 1965 (20 

13 U.S.C. 1022h) is amended— 

14 (1) by striking ‘‘2009’’ and inserting ‘‘2014’’; 

15 and 

16 (2) by striking ‘‘two’’ and inserting ‘‘5’’. 

17 TITLE II—PARTNERSHIPS WITH 

18 HIGHER EDUCATION TO IM19 PROVE TEACHER PREPARA20 TION PROGRAMS 

21 SEC. 201. STATE USE OF FUNDS. 

22 Section 2113 of the Elementary and Secondary Edu23 cation Act of 1965 (20 U.S.C. 6613) is amended— 


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1 (1) in subsection (a)(2) by striking ‘‘to make 

2 subgrants’’ and all that follows and inserting ‘‘for 

3 activities consistent with subpart 3; and’’; and 

4 (2) by adding at the end the following: 

5 ‘‘(g) ADDITIONAL ACTIVITIES.—The State edu6 cational agency for a State that receives a grant under 

7 section 2111 shall assist the State higher education agen8 cy (if the State higher education agency is not the State 

9 educational agency) in conducting the activities described 

10 under subpart 3. 

11 ‘‘(h) ACTIVITIES RELATED TO THE HIGHER EDU12 CATION ACT.—A State that receives a grant under section 

13 2111 shall— 

14 ‘‘(1) apply the requirements of section 207 of 

15 the Higher Education Act of 1965 to all teacher 

16 preparation programs in the State, including pro17 grams operated by institutions of higher education 

18 (whether such institutions are public, private, or for19 profit), and any other program in the State which 

20 provides teacher preparation; and 

21 ‘‘(2) develop and solicit public comment on cri22 teria used to assess or identify low-performing teach23 er preparation programs under section 207 of the 

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1 actment of the Educator Preparation Reform Act) 

2 and make any such criteria publicly available. 

3 ‘‘(i) CRITERIA.—The criteria described under sub4 section (h)(2) shall— 

5 ‘‘(1) include multiple measures of performance 

6 of individual teachers, such as teacher and principal 

7 evaluation, student satisfaction, and evidence of stu8 dent learning; and 

9 ‘‘(2) consider information reported by teacher 

10 preparation entities under section 205 of the Higher 

11 Education Act of 1965. 

12 ‘‘(j) WITHHOLDING OF STATE ADMINISTRATIVE

13 FUNDS.—The Secretary may withhold administrative 

14 funds provided to States under this Act if a State fails 

15 to develop, implement, and publicly disclose its criteria for 

16 low-performing and at-risk teacher preparation pro17 grams.’’. 

18 SEC. 202. STATE AGENCY FOR HIGHER EDUCATION. 

19 Subpart 3 of part A of title II of the Elementary and 

20 Secondary Education Act of 1965 (20 U.S.C. 6631 et 

21 seq.) is amended to read as follows: 


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1 ‘‘Subpart 3—State Educational Agency or State 

2 Agency for Higher Education Grants 

3 ‘‘SEC. 2131. GRANTS. 

4 ‘‘(a) IN GENERAL.—The State agency for higher edu5 cation for a State that receives a grant under section 

6 2111, working in conjunction with the State educational 

7 agency (if such agencies are separate), shall use the funds 

8 reserved under section 2113(a)(2) to carry out the activi9 ties described in section 2133, either directly or through 

10 subgrants to eligible entities, as described in this subpart. 

11 ‘‘(b) DISTRIBUTION.—In making subgrants to eligi12 ble entities under this subpart, the State agency for higher 

13 education shall ensure that such subgrants are equitably 

14 distributed by geographic area within the State. 

15 ‘‘SEC. 2132. APPLICATIONS. 

16 ‘‘If the State agency for higher education makes sub17 grants under this subpart to carry out the activities de18 scribed in section 2133, to be eligible to receive a 

19 subgrant, an eligible entity shall submit an application to 

20 the State agency for higher education at such time, in 

21 such manner, and containing such information as the 

22 agency may require. 

23 ‘‘SEC. 2133. USE OF FUNDS AND WITHHOLDING. 

24 ‘‘(a) IN GENERAL.— 

25 ‘‘(1) REQUIRED USES OF FUNDS.—In using the 

26 funds reserved under section 2113(a)(2), the State 


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1 agency for higher education shall, directly or 

2 through subgrants to eligible entities, use such funds 

3 for the following activities: 

4 ‘‘(A) Providing technical assistance to and 

5 closing low-performing teacher preparation pro6 grams, as identified under section 207 of the 

7 Higher Education Act of 1965, under which the 

8 State agency for higher education shall— 

9 ‘‘(i) assist teacher preparation pro10 grams that are at risk of being identified 

11 as low performing, or have been identified 

12 as low performing, under such section, 

13 through— 

14 ‘‘(I) technical assistance designed 

15 to identify the reasons such programs 

16 are at risk of being identified, or have 

17 been identified, as low performing; 

18 ‘‘(II) the development of an im19 provement plan to address the reasons 

20 identified under subclause (I); 

21 ‘‘(III) technical assistance to im22 plement the plan described under sub23 clause (II); and 


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1 ‘‘(IV) other such assistance that 

2 responds to the reasons for such iden3 tification; and 

4 ‘‘(ii) if such a program described 

5 under clause (i) is identified as low per6 forming after such technical assistance and 

7 a period of time for program improvement 

8 (as determined by the State), terminate 

9 the eligibility of such a program as de10 scribed in section 207 of the Higher Edu11 cation Act of 1965 or if the State agency 

12 for higher education does not oversee such 

13 program, assisting such other State agency 

14 in terminating such eligibility. 

15 ‘‘(B) Developing a system for assessing the 

16 quality and effectiveness of professional devel17 opment offered throughout the State (in con18 junction with the appropriate State agency, if 

19 an agency other than the State agency for high20 er education is responsible for professional de21 velopment of teachers in such State). 

22 ‘‘(2) ALLOWABLE USES OF FUNDS.—In using 

23 the funds reserved under section 2113(a)(2), the 

24 State agency for higher education may, directly or 


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1 through subgrants to eligible entities, use such funds 

2 for the following activities: 

3 ‘‘(A) Developing and implementing a valid 

4 and reliable teacher performance assessment for 

5 use by— 

6 ‘‘(i) institutions of higher education 

7 and other providers of teacher preparation 

8 in the State in assessing the effectiveness 

9 of graduates of teacher preparation pro10 grams; 

11 ‘‘(ii) a State educational agency (or 

12 other State agency if such agency is re13 sponsible under State law for certification 

14 or licensure of teachers in such State) in 

15 determining any certification or licensure, 

16 including certification through alternative 

17 routes and full State certification or licen18 sure; or 

19 ‘‘(iii) a local educational agency to in20 form hiring decisions, induction, and men21 toring programs, and to facilitate the 

22 alignment of such performance assess23 ments to the criteria used in teacher eval24 uations. 


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1 ‘‘(B) Professional development activities in 

2 core academic subjects to ensure that— 

3 ‘‘(i) teachers and highly qualified 

4 paraprofessionals, and, if appropriate, 

5 principals have subject matter knowledge 

6 in the academic subjects that the individ7 uals teach, including the use of computer 

8 related technology to enhance student 

9 learning; and 

10 ‘‘(ii) principals have the instructional 

11 leadership skills that will help such prin12 cipals work most effectively with teachers 

13 to help students master core academic sub14 jects. 

15 ‘‘(C) Developing and providing assistance 

16 to local educational agencies and individuals 

17 who are teachers, highly qualified paraprofes18 sionals, or principals of schools served by such 

19 agencies, for sustained, high-quality profes20 sional development activities that— 

21 ‘‘(i) ensure that the individuals are 

22 able to use challenging State academic con23 tent standards and student academic 

24 achievement standards, and State assess25 ments, to improve instructional practices 


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1 and improve student academic achieve2 ment; 

3 ‘‘(ii) may include intensive programs 

4 designed to prepare such individuals who 

5 will return to a school to provide instruc6 tion related to the professional develop7 ment described in clause (i) to other such 

8 individuals within such school; and 

9 ‘‘(iii) may include activities of part10 nerships between 1 or more local edu11 cational agencies, 1 or more schools served 

12 by such local educational agencies, and 1 

13 or more institutions of higher education for 

14 the purpose of improving teaching and 

15 learning at low-performing schools. 

16 ‘‘(b) WITHHOLDING.—In any fiscal year, if a State 

17 does not meet the requirements of section 207 of the 

18 Higher Education Act of 1965, including any require19 ments described under this part related to such section 

20 207, the Secretary shall withhold a portion of the adminis21 trative funds that would be allocated to such State under 

22 this Act. 

23 ‘‘SEC. 2134. RULE OF CONSTRUCTION. 

24 ‘‘Nothing in this subpart shall be construed to alter 

25 or otherwise affect the rights, remedies, and procedures 


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1 afforded to the employees of local educational agencies 

2 under Federal, State, or local laws (including applicable 

3 regulations or court orders) or under the terms of collec4 tive bargaining agreements, memoranda of understanding, 

5 or other agreements between such employees and their em6 ployers. 

7 ‘‘SEC. 2135. DEFINITION OF ELIGIBLE ENTITY. 

8 ‘‘In this subpart, the term ‘eligible entity’ means— 

9 ‘‘(1) an institution of higher education, as de10 fined in section 101(a) of the Higher Education Act 

11 of 1965; 

12 ‘‘(2) a local educational agency; 

13 ‘‘(3) a school or college of education; 

14 ‘‘(4) a nonprofit organization; or 

15 ‘‘(5) a partnership of any of the entities de16 scribed in paragraphs (1) through (4).’’. 

17 TITLE III—AMENDMENTS TO 

18 THE TEACH GRANTS 

19 SEC. 301. PROGRAM ESTABLISHED. 

20 Section 420M of the Higher Education Act of 1965 

21 (20 U.S.C. 1070g–1) is amended by adding at the end 

22 the following: 

23 ‘‘(e) PROGRAMS PROJECTED TO CLOSE.—An institu24 tion of higher education that offers a teacher preparation 

25 program that is projected to close— 


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1 ‘‘(1) may not provide new awards under this 

2 subpart; and 

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

7 SEC. 302. APPLICATIONS; ELIGIBILITY. 

8 Section 420N of the Higher Education Act of 1965 

9 (20 U.S.C. 1070g–2) is amended— 

10 (1) in subsection (a)(2)— 

11 (A) in subparagraph (A), by striking 

12 clause (iii) and inserting the following: 

13 ‘‘(iii) the student is completing the 

14 third, fourth, or fifth year of a program of 

15 undergraduate education or a program of 

16 postbaccalaureate education, necessary to 

17 begin a career in teaching; or’’; and 

18 (B) in subparagraph (B), by striking 

19 clause (ii) and inserting the following: 

20 ‘‘(ii) the applicant is or was a teacher 

21 who is using alternative certification routes 

22 that have not been identified as low per23 forming or at risk by the State.’’; and 

24 (2) in subsection (b), by striking paragraph (2) 

25 and inserting the following: 


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1 ‘‘(2) in the event that the applicant is deter2 mined to have failed or refused to carry out such 

3 service obligation, the sum of the amounts of any 

4 TEACH Grants received by such applicant, pro5 rated by the percentage of service obligation that 

6 has not been met, will be treated as a loan and col7 lected from the applicant in accordance with sub8 section (c) and regulations thereunder; and’’. 

Æ 


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