II 

117TH CONGRESS 

1ST SESSION S. 2244 

To amend the Higher Education Act of 1965 to provide for teacher and 

school leader quality enhancement and to enhance institutional aid. 

IN THE SENATE OF THE UNITED STATES 

JUNE 24, 2021 

Mr. KAINE (for himself and Ms. COLLINS) introduced the following bill; which 

was read twice and referred to the Committee on Health, Education, 

Labor, and Pensions 

A BILL 

To amend the Higher Education Act of 1965 to provide 

for teacher and school leader quality enhancement and 

to enhance institutional aid. 

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 ‘‘Preparing and Retain5 ing Education Professionals Act of 2021’’ or the ‘‘PREP 

6 Act of 2021’’. 


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1 SEC. 2. TEACHER AND SCHOOL LEADER QUALITY EN2 HANCEMENT. 

3 Title II of the Higher Education Act of 1965 (20 

4 U.S.C. 1021 et seq.) is amended to read as follows: 

5 ‘‘TITLE II—TEACHER AND 

6 SCHOOL LEADER QUALITY 

7 ENHANCEMENT 

8 ‘‘SEC. 200. DEFINITIONS. 

9 ‘‘In this title: 

10 ‘‘(1) 2+2 PROGRAM.—The term ‘2+2 program’ 

11 means a partnership between a junior or community 

12 college, as defined in section 312, and a 4-year de13 gree-granting institution of higher education in 

14 which teacher candidates can begin teacher prepara15 tion in the junior or community college and fully 

16 transfer their credits to the 4-year institution of 

17 higher education, where the students complete their 

18 teacher preparation. 

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

20 sciences’ means— 

21 ‘‘(A) when referring to an organizational 

22 unit of an institution of higher education, any 

23 academic unit that offers one or more academic 

24 majors in disciplines or content areas cor25 responding to the academic subject matter 

26 areas in which teachers provide instruction; and 


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

2 subject area, the disciplines or content areas in 

3 which academic majors are offered by the arts 

4 and sciences organizational unit. 

5 ‘‘(3) CHILDREN FROM LOW-INCOME FAMI6 LIES.—The term ‘children from low-income families’ 

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

8 the Elementary and Secondary Education Act of 

9 1965. 

10 ‘‘(4) COMPREHENSIVE LITERACY INSTRUC11 TION.—The term ‘comprehensive literacy instruc12 tion’ has the meaning given the term in section 

13 2221(b)(1) of the Elementary and Secondary Edu14 cation Act of 1965. 

15 ‘‘(5) CORE ACADEMIC SUBJECTS.—The term 

16 ‘core academic subjects’ means English, reading or 

17 language arts, mathematics, science, foreign lan18 guages, civics and government, economics, arts, his19 tory, career and technical education, and geography. 

20 ‘‘(6) EARLY CHILDHOOD EDUCATOR.—The 

21 term ‘early childhood educator’ means an individual 

22 with primary responsibility for teaching children in 

23 an early childhood education program. 

24 ‘‘(7) EDUCATIONAL SERVICE AGENCY.—The 

25 term ‘educational service agency’ has the meaning 


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1 given the term in section 8101 of the Elementary 

2 and Secondary Education Act of 1965. 

3 ‘‘(8) EFFECTIVE EARLY CHILDHOOD EDUCA4 TOR.—The term ‘effective childhood educator’ means 

5 an educator— 

6 ‘‘(A) with specialized education, creden7 tials, and preparation in development and edu8 cation of young children from birth until entry 

9 into kindergarten; 

10 ‘‘(B) with— 

11 ‘‘(i) a baccalaureate degree with 

12 coursework in early childhood education; or 

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

14 educational area; and 

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

16 knowledge and use of content and pedagogy in 

17 the relevant areas, as determined by the State 

18 and which may be based on coursework or cred19 it requirements, or passage of an assessment 

20 associated with quality early childhood edu21 cation. 

22 ‘‘(9) ELIGIBLE PARTNERSHIP.—The term ‘eligi23 ble partnership’ means an entity that— 

24 ‘‘(A) shall include— 

25 ‘‘(i) a State educational agency; 


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1 ‘‘(ii) a high-need local educational 

2 agency, a high-need school or a consortium 

3 of high need schools served by a high-need 

4 local educational agency, or, as applicable, 

5 a high-need early childhood education pro6 gram; and 

7 ‘‘(iii) a partner institution, which may 

8 include a school, department, or program 

9 of education within such partner institu10 tion, including in a graduate level program, 

11 that is State-accredited and is eligible to 

12 receive Federal funds under title IV, which 

13 may include an existing teacher or school 

14 leader preparation program with proven 

15 outcomes within a 4-year institution of 

16 higher education that provides intensive 

17 and sustained collaboration between faculty 

18 and local educational agencies consistent 

19 with the requirements of this title; and 

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

21 ‘‘(i) A school or department of arts 

22 and sciences within the partner institution. 

23 ‘‘(ii) The Governor of the State. 

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


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1 ‘‘(iv) The State agency for higher edu2 cation. 

3 ‘‘(v) A business. 

4 ‘‘(vi) A public or private nonprofit 

5 educational organization. 

6 ‘‘(vii) An educational service agency. 

7 ‘‘(viii) A teacher or school leader orga8 nization. 

9 ‘‘(ix) A high-performing local edu10 cational agency, or a consortium of such 

11 local educational agencies, that can serve 

12 as a resource to the partnership. 

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

14 section 4310 of the Elementary and Sec15 ondary Education Act of 1965). 

16 ‘‘(xi) A school or department within 

17 the partner institution that focuses on psy18 chology and human development. 

19 ‘‘(xii) A school or department within 

20 the partner institution that focuses on 

21 comprehensive literacy instruction includ22 ing child or adolescent literacy. 

23 ‘‘(xiii) A school or department within 

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1 pertise in the disciplines of teaching, learn2 ing, and child and adolescent development. 

3 ‘‘(xiv) A State accredited nonprofit 

4 entity that is eligible to receive funding 

5 under title IV operating a program that 

6 provides alternative routes to State certifi7 cation of teachers or school leaders. 

8 ‘‘(10) ENGLISH LEARNER.—The term ‘English 

9 learner’ has the meaning given the term in section 

10 8101 of the Elementary and Secondary Education 

11 Act of 1965. 

12 ‘‘(11) EVIDENCE-BASED.—The term ‘evidence13 based’ has the meaning given the term in section 

14 8101 of the Elementary and Secondary Education 

15 Act of 1965. 

16 ‘‘(12) HIGH-NEED EARLY CHILDHOOD EDU17 CATION PROGRAM.—The term ‘high-need early child18 hood education program’ means an early childhood 

19 education program serving children from low-income 

20 families that is located within the geographic area 

21 served by a high-need local educational agency. 

22 ‘‘(13) HIGH-NEED LOCAL EDUCATIONAL AGEN23 CY.—The term ‘high-need local educational agency’ 

24 means a local educational agency— 


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1 ‘‘(A)(i) for which not less than 40 percent 

2 of the children served by the agency are chil3 dren from low-income families; 

4 ‘‘(ii) that serves not fewer than 10,000 

5 children from low-income families; 

6 ‘‘(iii) that meets the eligibility require7 ments for funding under the Small, Rural 

8 School Achievement Program under section 

9 5211(b) of the Elementary and Secondary Edu10 cation Act of 1965; or 

11 ‘‘(iv) that meets the eligibility require12 ments for funding under the Rural and Low-In13 come School Program under section 5221(b) of 

14 the Elementary and Secondary Education Act 

15 of 1965; and 

16 ‘‘(B)(i) for which there is a high percent17 age of teachers not teaching in the academic 

18 subject areas or grade levels in which the teach19 ers were prepared or fully certified to teach; 

20 ‘‘(ii) for which there is a high teacher 

21 turnover rate or a high percentage of teachers 

22 with emergency, provisional, or temporary cer23 tification or licensure; 

24 ‘‘(iii) for which there is a high percentage 

25 of positions in State-identified areas of teacher 


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1 or school leader shortage, including in special 

2 education, English language instruction, 

3 science, technology, engineering, mathematics, 

4 and career and technical education; or 

5 ‘‘(iv) for which a majority of schools are 

6 identified for comprehensive support and im7 provement under section 1111(c)(4)(D) of the 

8 Elementary and Secondary Education Act of 

9 1965, targeted support and improvement under 

10 section 1111(d)(2) of the Elementary and Sec11 ondary Education Act of 1965, or additional 

12 targeted support under section 1111(d)(2)(C) 

13 of the Elementary and Secondary Education 

14 Act of 1965. 

15 ‘‘(14) HIGH-NEED SCHOOL.—The term ‘high16 need school’ means a school that, based on the most 

17 recent data available, is— 

18 ‘‘(A) an elementary school in which not 

19 less than 50 percent of the enrolled students 

20 are from low-income families; 

21 ‘‘(B) a secondary school in which not less 

22 than 40 percent of the enrolled students are 

23 from low-income families; or 

24 ‘‘(C) identified for comprehensive support 

25 and improvement under section 1111(c)(4)(D) 


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1 of the Elementary and Secondary Education 

2 Act of 1965, targeted support and improvement 

3 under section 1111(d)(2) of the Elementary 

4 and Secondary Education Act of 1965, or addi5 tional targeted support under section 

6 1111(d)(2)(C) of the Elementary and Sec7 ondary Education Act of 1965. 

8 ‘‘(15) INDUCTION PROGRAM.—The term ‘induc9 tion program’ means a formalized program for new 

10 teachers or school leaders during not less than the 

11 teachers’ or school leaders’ first 2 years of, respec12 tively, teaching or leading, that is designed to pro13 vide support for, and improve the professional per14 formance and advance the retention in the teaching 

15 or leading field of, beginning teachers or school lead16 ers. Such program shall promote effective teaching 

17 and leadership skills and shall include the following 

18 components: 

19 ‘‘(A) High-quality and structured teacher 

20 or school leader mentoring led by a trained and 

21 expert mentor who has demonstrated high skill 

22 and effectiveness and who teaches or leads, or 

23 has taught or led, in the same or similar field, 

24 grade, or subject as the mentee. 


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1 ‘‘(B) Periodic, structured time for collabo2 ration with teachers or leaders in the same de3 partment or field, including mentor teachers or 

4 leaders, as well as time for information-sharing 

5 among teachers, principals, administrators, 

6 other appropriate instructional staff, and par7 ticipating faculty in the partner institution. 

8 ‘‘(C) The application of evidence-based 

9 practice and research on instructional practices. 

10 ‘‘(D) Opportunities for new teachers or 

11 school leaders to draw directly on the expertise 

12 of teacher or leader mentors, faculty, and re13 searchers, including through mentor observation 

14 and feedback, to support the integration of evi15 dence-based research and practice. 

16 ‘‘(E) The development of evidence-based 

17 skills in instructional and behavioral supports 

18 and interventions, including alignment with 

19 State standards on teaching and school leader20 ship. 

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

22 ‘‘(i) model the integration of research 

23 and practice in the classroom; 

24 ‘‘(ii) model personalized instruction; 

25 and 


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1 ‘‘(iii) assist new teachers with the ef2 fective use and integration of technology in 

3 the classroom or school to support instruc4 tion. 

5 ‘‘(G) Interdisciplinary collaboration among 

6 exemplary teachers, school leaders, faculty, re7 searchers, and other staff who prepare new 

8 teachers or school leaders with respect to the 

9 learning process and the assessment of learn10 ing, including the development, analysis, and 

11 use of formative, interim, and summative as12 sessments. 

13 ‘‘(H) The development skills to implement 

14 and support evidence-based practices that cre15 ate a positive school culture and climate. 

16 ‘‘(I) Assistance with the understanding of 

17 data, particularly student achievement and 

18 classroom engagement data (such as attendance 

19 and discipline rates and other measures of 

20 school climate), and the applicability of such 

21 data in classroom and school instruction and 

22 design. 

23 ‘‘(J) Regular and structured observation 

24 and assessment of new teachers and school 

25 leaders by multiple assessors, using valid and 


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1 reliable measures of teaching and leadership 

2 skills in order to inform efforts to support new 

3 teachers and school leaders and improve their 

4 practice. 

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

6 meaning given the term in section 8101 of the Ele7 mentary and Secondary Education Act of 1965. 

8 ‘‘(17) PARTNER INSTITUTION.—The term ‘part9 ner institution’ means a public or nonprofit institu10 tion of higher education eligible to receive Federal 

11 funds under title IV, which may include a 2-year 

12 State- or regionally accredited institution of higher 

13 education offering a dual program with a 4-year 

14 State-accredited institution of higher education, par15 ticipating in an eligible partnership that has a State16 accredited teacher, or, where relevant, school leader, 

17 preparation program— 

18 ‘‘(A) whose graduates exhibit strong per19 formance on State-determined qualifying assess20 ments for new teachers, or school leaders, 

21 through— 

22 ‘‘(i) demonstrating that 80 percent or 

23 more of the graduates of the program who 

24 intend to enter the field of teaching or 

25 leading have passed all of the applicable 


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1 State qualification assessments for new 

2 teachers or leaders, which shall include an 

3 assessment of each prospective teacher’s 

4 subject matter knowledge and pedagogical 

5 skills in the content area in which the 

6 teacher intends to teach, or leadership 

7 skills; or 

8 ‘‘(ii) being ranked among the highest9 performing teacher or leader preparation 

10 programs in the State, as determined by 

11 the State— 

12 ‘‘(I) based on the requirements 

13 for the State report card under sec14 tion 205(b) before the first publica15 tion of such report card; and 

16 ‘‘(II) using the State report card 

17 on teacher preparation required under 

18 section 205(b), after the first publica19 tion of such report card and for every 

20 year thereafter; and 

21 ‘‘(B) that requires— 

22 ‘‘(i) each student in the program to 

23 meet high academic standards or dem24 onstrate a record of success, as determined 

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1 ing and being accepted into a program), 

2 and participate in intensive clinical experi3 ence; 

4 ‘‘(ii) each student in the program to 

5 develop teaching skills, as described in 

6 paragraph (23), or school leadership skills, 

7 as described in paragraph (19); and 

8 ‘‘(iii) each student in the program 

9 preparing to become an early childhood ed10 ucator to meet degree requirements, as es11 tablished by the State, and become highly 

12 competent. 

13 ‘‘(18) PROFESSIONAL DEVELOPMENT.—The 

14 term ‘professional development’ has the meaning 

15 given the term in section 8101 of the Elementary 

16 and Secondary Education Act of 1965. 

17 ‘‘(19) RURAL AREA.—The term ‘rural area’ has 

18 the meaning given the term in section 343(a)(13)(A) 

19 of the Consolidated Farm and Rural Development 

20 Act (7 U.S.C. 1991(a)(13)(A)). 

21 ‘‘(20) RURAL SCHOOL DISTRICT.—The term 

22 ‘rural school district’ means a school district that 

23 serves one or more schools located in a rural area. 

24 ‘‘(21) SCHOOL LEADER.—The term ‘school 

25 leader’ has the meaning given the term in section 


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1 8101 of the Elementary and Secondary Education 

2 Act of 1965. 

3 ‘‘(22) SCHOOL LEADERSHIP SKILLS.—The term 

4 ‘school leadership skills’ means skills that enable a 

5 school leader to— 

6 ‘‘(A) develop and effectively implement a 

7 shared mission across a school that supports a 

8 rigorous and coherent system of curriculum, in9 struction, and assessment; 

10 ‘‘(B) develop the professional capacity and 

11 practice of school personnel, including through 

12 the fostering of a professional community of 

13 teachers and other professional staff, in an ef14 fort to increase student learning and achieve15 ment; 

16 ‘‘(C) create an inclusive and positive school 

17 environment, including through the implementa18 tion of culturally responsive and linguistically 

19 inclusive practices; 

20 ‘‘(D) effectively communicate and work 

21 with parents to support student achievement; 

22 ‘‘(E) effectively manage school operations 

23 and resources; and 

24 ‘‘(F) support a system of continuous im25 provement. 


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1 ‘‘(23) SCIENTIFICALLY VALID RESEARCH.—The 

2 term ‘scientifically valid research’ includes applied 

3 research, basic research, and field-initiated research 

4 in which the rationale, design, and interpretation are 

5 soundly developed in accordance with principles of 

6 scientific research. 

7 ‘‘(24) TEACHER OR SCHOOL LEADER MEN8 TORING.—The term ‘teacher or school leader men9 toring’ means the mentoring of new or prospective 

10 teachers or school leaders through a program that— 

11 ‘‘(A) includes clear criteria for the selec12 tion of teacher or school leader mentors who 

13 will provide role model relationships for 

14 mentees, which criteria shall be developed by 

15 the eligible partnership and based on measures 

16 of teacher or school leader effectiveness; 

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

18 such mentors, including instructional strategies 

19 for comprehensive literacy instruction and cre20 ating inclusive and supportive classroom envi21 ronments (including approaches that improve 

22 the schoolwide climate for learning, which may 

23 include positive behavioral interventions and 

24 supports, including trauma-informed care and 

25 social and emotional learning); 


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1 ‘‘(C) provides regular and ongoing oppor2 tunities for mentors and mentees to observe 

3 each other’s teaching or leadership methods in 

4 classroom and school settings during the day in 

5 a high need school in the high-need local edu6 cational agency in the eligible partnership; 

7 ‘‘(D) provides paid release time for men8 tors, as applicable; 

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

10 each mentee by a colleague who teaches, or has 

11 taught, in the same field, grade, or subject as 

12 the mentee; 

13 ‘‘(F) promotes empirically based practice 

14 of, and evidence-based research on, where appli15 cable— 

16 ‘‘(i) teaching and learning; 

17 ‘‘(ii) assessment of student learning; 

18 ‘‘(iii) the development of teaching 

19 skills through the use of instructional and 

20 behavioral interventions; and 

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

22 capacity to measurably advance student 

23 learning; and 

24 ‘‘(G) includes— 


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1 ‘‘(i) common planning time or regu2 larly scheduled collaboration for the men3 tor and mentee; and 

4 ‘‘(ii) joint professional development 

5 opportunities. 

6 ‘‘(25) TEACHING OR SCHOOL LEADERSHIP

7 RESIDENCY PROGRAM.—The term ‘teaching or 

8 school leadership residency program’ means a 

9 school-based teacher or school leader preparation 

10 program based upon models of effective teaching and 

11 leadership residencies in which a prospective teacher 

12 or school leader— 

13 ‘‘(A) for not less than 1 academic year, 

14 teaches or leads alongside an expert mentor 

15 teacher who is the teacher of record or school 

16 leader; 

17 ‘‘(B) receives concurrent, aligned, and rig18 orous graduate-level instruction during the year 

19 described in subparagraph (A) from the partner 

20 institution, which courses may be taught by 

21 local educational agency personnel or residency 

22 program faculty, and in the case of teachers, is 

23 in the teaching of the content area in which the 

24 teacher will become certified or licensed; 


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1 ‘‘(C) acquires effective teaching or school 

2 leadership skills through the integration of ped3 agogy, classroom or school practice, and teacher 

4 or leadership mentoring; and 

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

6 earns a master’s degree, attains full State 

7 teacher or school leader certification or licen8 sure, and demonstrates the prerequisite skills to 

9 advance student learning, which may be meas10 ured by a teacher or school leader performance 

11 assessment. 

12 ‘‘(26) TEACHING SKILLS.—The term ‘teaching 

13 skills’ means skills that enable a teacher to— 

14 ‘‘(A) increase student learning, achieve15 ment, and the ability to apply knowledge; 

16 ‘‘(B) effectively convey, explain, and pro17 vide opportunities for students to develop the 

18 skills aligned with the full depth and breadth of 

19 the State challenging academic standards, in20 cluding the application of academic subject 

21 matter; 

22 ‘‘(C) effectively teach higher-order analyt23 ical, critical thinking, evaluation, problem-solv24 ing, and communication skills; 


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1 ‘‘(D) employ strategies grounded in the 

2 disciplines of teaching and learning that— 

3 ‘‘(i) are based on empirically based 

4 practice and evidence-based research, 

5 where applicable, related to teaching and 

6 learning; 

7 ‘‘(ii) are specific to academic subject 

8 matter; and 

9 ‘‘(iii) focus on the identification of 

10 students’ specific learning needs, particu11 larly students with disabilities, students 

12 who are English learners, students who are 

13 gifted and talented, and students with low 

14 literacy levels, and the tailoring of aca15 demic instruction to such needs; 

16 ‘‘(E) design and conduct an ongoing as17 sessment of student learning, which may in18 clude the use of formative assessments, per19 formance-based assessments, project-based as20 sessments, or portfolio assessments, that meas21 ures higher-order thinking skills (including ap22 plication, analysis, synthesis, and evaluation) 

23 and use this information to inform and person24 alize instruction; 


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

2 academic achievement of all students, including 

3 effectively creating an inclusive classroom envi4 ronment, including the ability to implement 

5 positive behavioral interventions, trauma-in6 formed care, and other support strategies; 

7 ‘‘(G) are culturally responsive and linguis8 tically inclusive; 

9 ‘‘(H) communicate and work with parents, 

10 and involve parents in their children’s edu11 cation; and 

12 ‘‘(I) use age-appropriate and develop13 mentally appropriate strategies and practices 

14 for students in early childhood education pro15 grams and elementary schools and secondary 

16 schools. 

17 ‘‘(27) TRAUMA-INFORMED CARE.—The term 

18 ‘trauma-informed care’ means the evidence-based 

19 practices identified in section 4108(5)(B)(ii)(II)(aa) 

20 of the Elementary and Secondary Education Act of 

21 1965. 

22 ‘‘SEC. 201. PURPOSES. 

23 ‘‘The purposes of this title are to— 

24 ‘‘(1) improve student achievement; 


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1 ‘‘(2) improve the skills and effectiveness of pro2 spective and new teachers and school leaders by im3 proving the preparation of prospective teachers and 

4 school leaders and enhancing professional develop5 ment activities for new teachers and school leaders; 

6 ‘‘(3) hold teacher and school leader preparation 

7 programs accountable for preparing teachers with 

8 teaching skills, as described in section 200(23), and 

9 school leaders with school leadership skills, as de10 scribed in section 200(19); and 

11 ‘‘(4) recruit well-prepared individuals, including 

12 individuals from underrepresented populations and 

13 individuals from other occupations, into the teaching 

14 and school leadership force with an emphasis on 

15 areas of State-identified teacher shortage, and where 

16 available, school leader shortage. 

17 ‘‘SEC. 202. PARTNERSHIP GRANTS. 

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

19 available under section 210, excluding amounts reserved 

20 under subsection (k), the Secretary is authorized to award 

21 grants, on a competitive basis, to eligible partnerships, to 

22 enable the eligible partnerships to carry out the activities 

23 described in subsection (c). 

24 ‘‘(b) APPLICATION.—Each eligible partnership desir25 ing a grant under this section shall submit an application 


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1 to the Secretary at such time, in such manner, and accom2 panied by such information as the Secretary may require. 

3 Each such application shall contain— 

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

5 eligible partnership with respect to the preparation, 

6 ongoing professional development, and retention of 

7 general education, English language, and special 

8 education teachers, principals, and other school lead9 ers, and, as applicable, early childhood educators, in10 cluding any information provided by the State or 

11 local educational agency regarding teacher and 

12 school leader shortage areas, including in special 

13 education, English language, science, technology, en14 gineering, mathematics, and career and technical 

15 education, and areas of inequitable distribution of 

16 certified, experienced, and effective teachers and 

17 school leaders; 

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

19 program to be carried out with grant funds, as de20 scribed in subsection (c), will prepare prospective 

21 and new teachers with effective teaching skills or 

22 prepare prospective and new school leaders with 

23 strong school leadership skills; 

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

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1 ers to understand and use research and data to 

2 modify and improve classroom or schoolwide instruc3 tion and student engagement; 

4 ‘‘(4) a description of— 

5 ‘‘(A) how the eligible partnership will co6 ordinate strategies and activities assisted under 

7 the grant with other teacher or school leader 

8 preparation or professional development pro9 grams, including programs funded under the 

10 Elementary and Secondary Education Act of 

11 1965 and the Individuals with Disabilities Edu12 cation Act, and through the National Science 

13 Foundation; 

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

15 will be consistent with and support State, local, 

16 and other education reform activities that pro17 mote teacher and school leader effectiveness 

18 and student academic achievement; 

19 ‘‘(C) how the eligible partnership will sup20 port the development and assessment of all 

21 teaching candidates in effectively teaching sub22 ject matter and supporting the academic 

23 achievement and nonacademic needs of all stu24 dents, such as— 


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1 ‘‘(i) effectively managing a classroom 

2 to create a positive and inclusive classroom 

3 environment; 

4 ‘‘(ii) developing interpersonal and 

5 intrapersonal skills that contribute to aca6 demic success; 

7 ‘‘(iii) designing and conducting ongo8 ing assessments of student learning, which 

9 may include the use of formative, perform10 ance-based, project-based, or portfolio as11 sessments that measure higher order 

12 thinking skills; 

13 ‘‘(iv) learning how to use this infor14 mation to inform and personalize instruc15 tion and differentiate instruction, including 

16 working with students with special needs; 

17 ‘‘(v) effectively using and integrating 

18 technology in the classroom to support evi19 dence-based instruction; and 

20 ‘‘(vi) where appropriate, the skills nec21 essary to implement advanced coursework 

22 programs, such as dual or concurrent en23 rollment programs, early college high 

24 school, Advanced Placement, International 

25 Baccalaureate, and talented and gifted; 


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1 ‘‘(D) how the eligible partnership will de2 velop and implement a competitive and com3 prehensive selection and screening process in4 tended to recruit high-ability, diverse can5 didates; and 

6 ‘‘(E) how the eligible partnership will de7 velop strong local educational agency-institution 

8 partnerships (which may include collaboration 

9 with teacher and school leader representatives 

10 within the local educational agency) that co-de11 sign the coursework and residency or clinical12 placement program to ensure candidates de13 velop an understanding of the students and 

14 families in the communities in which they will 

15 be teaching, prepare candidates to teach in 

16 those communities, and understand school con17 texts to address needs in the local educational 

18 agency; 

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

20 available to the eligible partnership, including— 

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

22 related sources; 

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

24 and 


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

2 the partnership to the activities assisted under 

3 this section, including financial support, faculty 

4 participation, and time commitments, and to 

5 the continuation of the activities when the grant 

6 ends; 

7 ‘‘(6) a description of— 

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

9 the purposes of this title; 

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

11 the activities required under subsection (d) or 

12 (e), based on the needs identified in paragraph 

13 (1), with the goal of improving student aca14 demic achievement and closing achievement 

15 gaps in student performance across subgroups 

16 of students, as described in section 1111(c)(2) 

17 of the Elementary and Secondary Education 

18 Act of 1965; 

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

20 funds under this section for a project or activi21 ties under subsection (f) or (g), how the part22 nership will carry out such project or required 

23 activities based on the needs identified in para24 graph (1), with the goal of improving student 

25 academic achievement and closing achievement 


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1 gaps in student performance across subgroups 

2 of students, as described in section 1111(c)(2) 

3 of the Elementary and Secondary Education 

4 Act of 1965; 

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

6 under section 204(a); 

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

8 teacher or school leader preparation program 

9 under subsection (c) with the— 

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

11 standards for early childhood education 

12 programs, as appropriate, and with the rel13 evant domains of early childhood develop14 ment; 

15 ‘‘(ii) student academic achievement 

16 standards and academic content standards 

17 under section 1111(b)(2) of the Elemen18 tary and Secondary Education Act of 

19 1965, established by the State in which the 

20 partnership is located; and 

21 ‘‘(iii) professional development activi22 ties identified under section 2101 and sec23 tion 2103 of the Elementary and Sec24 ondary Education Act of 1965 and where 

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1 ties identified under section 1111(d) of the 

2 Elementary and Secondary Education Act 

3 of 1965; 

4 ‘‘(F) for a teacher preparation program, 

5 how the partnership will prepare general edu6 cation teachers to teach students with disabil7 ities, including preparation related to participa8 tion as a member of individualized education 

9 program teams, as defined in section 

10 614(d)(1)(B) of the Individuals with Disabil11 ities Education Act and for a school leadership 

12 preparation program, how the partnership will 

13 prepare prospective school leaders to ensure 

14 that students with disabilities receive special 

15 education and related services, consistent with 

16 the requirements of the Individuals with Dis17 abilities Education Act, that are needed for 

18 those students to meet the challenging State 

19 academic standards; 

20 ‘‘(G) how the partnership will prepare gen21 eral education and special education teachers to 

22 teach students who are English learners, includ23 ing how to ensure that students who are 

24 English learners receive the services needed to 

25 meet the challenging State academic standards; 


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

2 will work, during the term of the grant, with ef3 fective teachers in the classrooms of high-need 

4 schools served by the high-need local edu5 cational agency in the partnership to— 

6 ‘‘(i) provide high-quality, evidence7 based professional development activities to 

8 strengthen the content knowledge and 

9 teaching skills of elementary school and 

10 secondary school teachers; and 

11 ‘‘(ii) develop other classroom teachers, 

12 and other educators as appropriate, to im13 plement the elements of comprehensive lit14 eracy instruction; 

15 ‘‘(I) how the partnership will design, im16 plement, or enhance a year-long and rigorous 

17 teaching preservice residency or clinical pro18 gram component; 

19 ‘‘(J) how the partnership will support in20 service professional development strategies and 

21 activities; and 

22 ‘‘(K) how the partnership will collect, ana23 lyze, and use data on the retention of all teach24 ers, school leaders, and early childhood edu25 cators, including where available, data on workVerDate Sep 11 2014 06:40 Jul 13, 2021 Jkt 019200 PO 00000 Frm 00031 Fmt 6652 Sfmt 6201 E:\BILLS\S2244.IS S2244

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1 ing conditions and school climate, in schools 

2 and early childhood education programs located 

3 in the geographic area served by the partner4 ship to evaluate the effectiveness of the partner5 ship’s teacher and educator support system; 

6 and 

7 ‘‘(7) with respect to the induction program re8 quired as part of the activities carried out under this 

9 section— 

10 ‘‘(A) a demonstration that the schools and 

11 departments within the institution of higher 

12 education that are part of the induction pro13 gram will effectively prepare teachers, including 

14 providing content expertise and expertise in 

15 teaching, including in creating inclusive and 

16 culturally responsive learning environments, as 

17 appropriate; 

18 ‘‘(B) a demonstration of the eligible part19 nership’s capability and commitment to, and 

20 the accessibility to and involvement of faculty 

21 in, the use of evidence-based practice and sci22 entifically valid research on teaching and learn23 ing; 

24 ‘‘(C) a description of how the teacher prep25 aration program will design and implement an 


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1 induction program to support, through not less 

2 than the first 2 years of teaching, all new 

3 teachers who are prepared by the teacher prep4 aration program in the partnership and who 

5 teach in the high-need local educational agency 

6 in the partnership, and, to the extent prac7 ticable, all new teachers who teach in such 

8 high-need local educational agency, in the fur9 ther development of the new teachers’ teaching 

10 skills, including the use of mentors who are 

11 trained and compensated by such program for 

12 the mentors’ work with new teachers; and 

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

14 in the induction program will be able to sub15 stantially participate in an early childhood edu16 cation program or an elementary school or sec17 ondary school classroom setting, as applicable, 

18 including release time and receiving workload 

19 credit for such participation. 

20 ‘‘(c) USE OF GRANT FUNDS.—An eligible partner21 ship that receives a grant under this section shall use 

22 grant funds to carry out programs identified under sub23 sections (d) through (g), or a combination of such pro24 grams. 


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1 ‘‘(d) PARTNERSHIP GRANTS FOR PRE-BACCA2 LAUREATE PREPARATION OF TEACHERS.—An eligible 

3 partnership that receives a grant to carry out an effective 

4 program for the pre-baccalaureate preparation of teachers 

5 shall carry out a program that includes all of the following: 

6 ‘‘(1) REFORMS.— 

7 ‘‘(A) IN GENERAL.—Implementing re8 forms, described in subparagraph (B), within 

9 each teacher preparation program and, as appli10 cable, each preparation program for early child11 hood educator programs, of the eligible partner12 ship that is assisted under this section, to hold 

13 each program accountable for— 

14 ‘‘(i) preparing— 

15 ‘‘(I) new or prospective teachers 

16 to develop teaching skills, as described 

17 in section 200(23), including teachers 

18 in rural school districts who may 

19 teach multiple subjects, special edu20 cators, and teachers of students who 

21 are English learners who may also 

22 teach multiple subjects; 

23 ‘‘(II) such teachers and, as appli24 cable, early childhood educators, to 

25 understand empirically based practice 


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1 and scientifically valid research re2 lated to teaching and learning and the 

3 applicability of such practice and re4 search, including through the effective 

5 use of technology, instructional tech6 niques, and strategies consistent with 

7 the principles of universal design for 

8 learning, and through positive behav9 ioral interventions and support strate10 gies to improve student achievement 

11 and engagement; and 

12 ‘‘(III) as applicable, early child13 hood educators to be highly effective; 

14 and 

15 ‘‘(ii) promoting effective teaching 

16 skills and techniques to improve children’s 

17 cognitive, social, emotional, and physical 

18 development. 

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

20 described in subparagraph (A) shall include— 

21 ‘‘(i) implementing teacher preparation 

22 program curriculum changes that improve, 

23 evaluate, and assess how well all prospec24 tive and new teachers develop teaching 

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1 room instruction aligned to the full depth 

2 and breadth of the State’s challenging aca3 demic standards; 

4 ‘‘(ii) using empirically based practice 

5 and evidence-based research, where appli6 cable, about teaching and learning so that 

7 all prospective teachers and, as applicable, 

8 early childhood educators— 

9 ‘‘(I) understand and can imple10 ment research based teaching prac11 tices in classroom instruction; 

12 ‘‘(II) have knowledge of student 

13 learning methods; 

14 ‘‘(III) possess skills to analyze 

15 student academic achievement and en16 gagement data and other measures of 

17 student learning, and use such data 

18 and measures to improve classroom 

19 instruction and engagement; 

20 ‘‘(IV) possess teaching skills and 

21 an understanding of effective instruc22 tional strategies across all applicable 

23 content areas that enable general edu24 cation and special education teachers 

25 and early childhood educators to— 


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1 ‘‘(aa) meet the specific 

2 learning needs of all students, in3 cluding students with disabilities, 

4 with a focus on the skills nec5 essary to support students with 

6 high-incidence disabilities such as 

7 attention deficit/hyperactivity dis8 order, dyslexia, and dyscalculia/ 

9 dysgraphia, students who are 

10 English learners, students who 

11 are gifted and talented, students 

12 with low literacy levels and, as 

13 applicable, children in early child14 hood education programs and 

15 students who are significantly 

16 overage and high school credit 

17 deficient; and 

18 ‘‘(bb) differentiate instruc19 tion for such students; 

20 ‘‘(V) can effectively participate as 

21 a member of the individualized edu22 cation program team, as defined in 

23 section 614(d)(1)(B) of the Individ24 uals with Disabilities Education Act; 


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1 ‘‘(VI) possess the skills to meet 

2 the academic, social, and emotional 

3 needs of students and create inclusive 

4 and culturally responsive learning en5 vironments; and 

6 ‘‘(VII) can successfully employ 

7 effective strategies for comprehensive 

8 literacy instruction; 

9 ‘‘(iii) ensuring collaboration with de10 partments, programs, or units of a partner 

11 institution outside of the teacher prepara12 tion program in all academic content areas 

13 to ensure that prospective teachers receive 

14 preparation in both teaching and relevant 

15 content areas in order to develop teaching 

16 skills, as described in section 200(23), and 

17 become fully certified in the grade and con18 tent areas in which they will be teaching, 

19 which may include preparation in multiple 

20 subjects to teach multiple grade levels as 

21 may be needed for individuals preparing to 

22 teach in rural communities and for individ23 uals preparing to teach students with dis24 abilities as described in section 602(10)(D) 


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•S 2244 IS

1 of the Individuals with Disabilities Edu2 cation Act; 

3 ‘‘(iv) developing and implementing an 

4 induction program; 

5 ‘‘(v) developing admissions goals and 

6 priorities aligned with the hiring objectives 

7 of the high-need local educational agency 

8 in the eligible partnership; and 

9 ‘‘(vi) implementing program and cur10 riculum changes, as applicable, to ensure 

11 that prospective teachers have the requisite 

12 content knowledge, preparation, and degree 

13 to teach Advanced Placement or Inter14 national Baccalaureate courses success15 fully. 

16 ‘‘(2) CLINICAL EXPERIENCE AND INTER17 ACTION.—Developing and improving a sustained and 

18 high-quality preservice clinical education program to 

19 further develop the teaching skills of all prospective 

20 teachers and, as applicable, early childhood edu21 cators, involved in the program. Such program shall 

22 do the following: 

23 ‘‘(A) Incorporate year-long opportunities 

24 for enrichment, including— 


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1 ‘‘(i) clinical learning in classrooms in 

2 high-need schools served by the high-need 

3 local educational agency in the eligible 

4 partnership, and identified by the eligible 

5 partnership; and 

6 ‘‘(ii) closely supervised interaction be7 tween prospective teachers and assigned 

8 faculty, experienced and effective teachers, 

9 principals, other administrators, and school 

10 leaders at early childhood education pro11 grams, elementary schools, or secondary 

12 schools, and providing support for such 

13 interaction. 

14 ‘‘(B) Integrate pedagogy and classroom 

15 practice and promote effective teaching skills in 

16 academic content areas. 

17 ‘‘(C) Provide high-quality teacher men18 toring. 

19 ‘‘(D) Be offered over the course of a pro20 gram of teacher preparation. 

21 ‘‘(E) Be tightly aligned with coursework 

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

23 teacher preparation program). 

24 ‘‘(F) Where feasible, allow prospective 

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•S 2244 IS

1 cational agency in which the teachers will work, 

2 learning the instructional initiatives and cur3 riculum of that local educational agency. 

4 ‘‘(G) As applicable, provide preparation 

5 and experience to enhance the teaching skills of 

6 prospective teachers to better prepare such 

7 teachers to meet the unique needs of teaching 

8 in rural or urban communities. 

9 ‘‘(H) Provide support and preparation for 

10 individuals participating in an activity for pro11 spective or new teachers described in this para12 graph or paragraph (1) or (3), and for individ13 uals who serve as mentors for such teachers, 

14 based on each individual’s experience. Such 

15 support may include— 

16 ‘‘(i) with respect to a prospective 

17 teacher or a mentor, release time for such 

18 individual’s participation; 

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

20 receiving course workload credit and com21 pensation for time teaching in the eligible 

22 partnership’s activities; and 

23 ‘‘(iii) with respect to a mentor, a sti24 pend, which may include bonus, differen25 tial, incentive, or performance pay, based 


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1 on the mentor’s extra skills and respon2 sibilities. 

3 ‘‘(3) INDUCTION PROGRAMS FOR NEW TEACH4 ERS.—Creating an induction program for new teach5 ers or, in the case of an early childhood education 

6 program, providing mentoring or coaching for new 

7 early childhood educators. 

8 ‘‘(4) SUPPORT AND PREPARATION FOR PARTICI9 PANTS IN EARLY CHILDHOOD EDUCATION PRO10 GRAMS.—In the case of an eligible partnership fo11 cusing on early childhood educator preparation, im12 plementing initiatives that increase compensation for 

13 early childhood educators who attain associate or 

14 baccalaureate degrees in early childhood education. 

15 ‘‘(5) TEACHER OR SCHOOL LEADER RECRUIT16 MENT.—Developing and implementing effective 

17 mechanisms (which may include State-accredited al18 ternative routes to full State certification of teach19 ers) to ensure that the eligible partnership is able to 

20 recruit qualified individuals with teaching skills, as 

21 described in section 200(23), or school leadership 

22 skills, as described in section 200(19), through the 

23 activities of the eligible partnership, which may in24 clude an emphasis on recruiting into the teaching or 

25 school leadership profession— 


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1 ‘‘(A) individuals from under represented 

2 populations; 

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

4 communities in school leader or teacher short5 age areas, including mathematics, science, spe6 cial education, and the instruction of students 

7 who are English learners; and 

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

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

12 ‘‘(6) COMPREHENSIVE LITERACY TRAINING.— 

13 Strengthening the literacy teaching skills of prospec14 tive and, as applicable, new elementary school and 

15 secondary school teachers to provide the elements of 

16 comprehensive literacy instruction. 

17 ‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH18 MENT OF TEACHING RESIDENCY PROGRAMS.— 

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

21 residency program shall carry out a program as fol22 lows: 

23 ‘‘(A) The effective teaching residency pro24 gram shall include all of the following activities: 


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1 ‘‘(i) Supporting a teaching residency 

2 program described in paragraph (2) for 

3 high-need subjects and areas, as deter4 mined by the needs of the high-need local 

5 educational agency in the partnership in 

6 which the teacher resident teaches along7 side an effective teacher of record for at 

8 least 1 academic year while engaging in 

9 initial preparation coursework. 

10 ‘‘(ii) Placing graduates of the teach11 ing residency program in cohorts that fa12 cilitate professional collaboration, both 

13 among graduates of the teaching residency 

14 program and between such graduates and 

15 mentor teachers in the receiving school. 

16 ‘‘(iii) Ensuring that teaching residents 

17 who participate in the teaching residency 

18 program receive— 

19 ‘‘(I) effective preservice prepara20 tion as described in paragraph (2), 

21 with an emphasis on— 

22 ‘‘(aa) developing instruc23 tional strategies in the teaching 

24 of the content area in which the 


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1 teacher will become certified to 

2 teach; 

3 ‘‘(bb) planning, curriculum 

4 development, and assessment; 

5 ‘‘(cc) child and adolescent 

6 learning and development; 

7 ‘‘(dd) creating an inclusive 

8 and supportive classroom envi9 ronment; 

10 ‘‘(ee) supports for language 

11 development; 

12 ‘‘(ff) supports for serving 

13 students with disabilities; and 

14 ‘‘(gg) developing profes15 sional responsibilities, including 

16 interaction with families and col17 leagues; 

18 ‘‘(II) teacher mentoring; 

19 ‘‘(III) the opportunity to meet 

20 the requirements to earn an initial 

21 teaching credential; and 

22 ‘‘(IV) the preparation described 

23 in subparagraphs (A), (B), and (C) of 

24 subsection (d)(2). 


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1 ‘‘(B) The effective teaching residency pro2 gram may include implementing an induction 

3 program as the teaching residents enter the 

4 classroom as new teachers, including tuition as5 sistance and a living stipend. 

6 ‘‘(2) TEACHING RESIDENCY PROGRAMS.— 

7 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

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

10 successful teaching residencies that serves as a 

11 mechanism to prepare teachers for success in 

12 the high-need schools in the eligible partner13 ship, and shall be designed to include the fol14 lowing characteristics of successful programs: 

15 ‘‘(i) The integration of pedagogy, 

16 classroom practice, and teacher mentoring. 

17 ‘‘(ii) Engagement of teaching resi18 dents in rigorous graduate-level course 

19 work to earn a master’s degree while un20 dertaking a guided teaching apprentice21 ship. 

22 ‘‘(iii) Experience and learning oppor23 tunities alongside a well-prepared and ex24 perienced mentor teacher— 


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•S 2244 IS

1 ‘‘(I) whose teaching shall com2 plement the residency program so that 

3 classroom clinical practice is tightly 

4 aligned with coursework; 

5 ‘‘(II) who shall have extra re6 sponsibilities as a teacher leader of 

7 the teaching residency program, as a 

8 mentor for residents, and as a teacher 

9 coach during the induction program 

10 for new teachers, and for establishing, 

11 within the program, a learning com12 munity in which all individuals are ex13 pected to continually improve their ca14 pacity to advance student learning; 

15 and 

16 ‘‘(III) who may be relieved from 

17 teaching duties as a result of such ad18 ditional responsibilities. 

19 ‘‘(iv) The establishment of clear cri20 teria for the selection of mentor teachers 

21 based on measures of teacher effectiveness 

22 and the appropriate subject area knowl23 edge. Evaluation of teacher effectiveness 

24 shall be based on, but not limited to, ob25 servations of the following: 


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1 ‘‘(I) Planning and preparation, 

2 including demonstrated knowledge of 

3 content, pedagogy, and assessment, 

4 including the use of formative and di5 agnostic assessments to improve stu6 dent learning. 

7 ‘‘(II) Appropriate instruction 

8 that engages students with different 

9 learning styles. 

10 ‘‘(III) Collaboration with col11 leagues to improve instruction. 

12 ‘‘(IV) Analysis of gains in stu13 dent learning, based on multiple 

14 measures that are valid and reliable 

15 and that, when feasible, may include 

16 valid, reliable, and objective measures 

17 of the influence of teachers on the 

18 rate of student academic progress. 

19 ‘‘(V) In the case of mentor can20 didates who will be mentoring new or 

21 prospective literacy and mathematics 

22 coaches or instructors, appropriate 

23 skills in the elements of comprehen24 sive literacy instruction, teacher train25 ing in literacy instructional strategies 


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•S 2244 IS

1 across core subject areas, and teacher 

2 training in mathematics instructional 

3 strategies, as appropriate. 

4 ‘‘(v) Grouping of teaching residents in 

5 cohorts to facilitate professional collabora6 tion among such residents. 

7 ‘‘(vi) The development of admissions 

8 goals and priorities— 

9 ‘‘(I) that are aligned with the 

10 hiring objectives of the local edu11 cational agency partnering with the 

12 program, as well as the instructional 

13 initiatives and curriculum of such 

14 agency, in exchange for a commitment 

15 by such agency to hire qualified grad16 uates from the teaching residency pro17 gram; and 

18 ‘‘(II) which may include consider19 ation of applicants who reflect the 

20 communities in which they will teach 

21 as well as consideration of individuals 

22 from underrepresented populations in 

23 the teaching profession. 

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

25 teaching residents are hired as teachers of 


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1 record, through an induction program, pro2 fessional development, and networking op3 portunities to support the residents 

4 through not less than the residents’ first 

5 two years of teaching. 

6 ‘‘(B) SELECTION OF INDIVIDUALS AS

7 TEACHER RESIDENTS.— 

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

9 to be eligible to be a teacher resident in a 

10 teaching residency program under this 

11 paragraph, an individual shall— 

12 ‘‘(I) be a recent graduate of a 2- 

13 year or enrolled in a 4-year institution 

14 of higher education or a mid-career 

15 professional from outside the field of 

16 education possessing strong content 

17 knowledge or a record of professional 

18 accomplishment; and 

19 ‘‘(II) submit an application to 

20 the teaching residency program. 

21 ‘‘(ii) SELECTION CRITERIA.—An eligi22 ble partnership carrying out a teaching 

23 residency program under this subsection 

24 shall establish criteria for the selection of 

25 eligible individuals to participate in the 


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•S 2244 IS

1 teaching residency program based on the 

2 following characteristics: 

3 ‘‘(I) Strong content knowledge or 

4 record of accomplishment in the field 

5 or subject area to be taught. 

6 ‘‘(II) Strong verbal and written 

7 communication skills, which may be 

8 demonstrated by performance on ap9 propriate tests. 

10 ‘‘(III) Other attributes linked to 

11 effective teaching, which may be de12 termined by interviews or performance 

13 assessments, as specified by the eligi14 ble partnership. 

15 ‘‘(C) STIPENDS OR SALARIES; APPLICA16 TIONS; AGREEMENTS; REPAYMENTS.— 

17 ‘‘(i) STIPENDS OR SALARIES.—A 

18 teaching residency program under this sub19 section shall provide a 1-year living stipend 

20 or salary to teaching residents during the 

21 1-year teaching residency program, which 

22 may include the use of additional funding 

23 provided under an AmeriCorps position as24 sisted by the Corporation for National and 


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1 Community Service towards such stipends 

2 or salaries. 

3 ‘‘(ii) APPLICATIONS FOR STIPENDS OR

4 SALARIES.—Each teacher residency can5 didate desiring a stipend or salary during 

6 the period of residency shall submit an ap7 plication to the eligible partnership at such 

8 time, and containing such information and 

9 assurances, as the eligible partnership may 

10 require. 

11 ‘‘(iii) AGREEMENTS TO SERVE.—Each 

12 application submitted under clause (ii) 

13 shall contain or be accompanied by an 

14 agreement that the applicant will— 

15 ‘‘(I) serve as a full-time teacher 

16 for a total of not less than 3 academic 

17 years immediately after successfully 

18 completing the 1-year teaching resi19 dency program; 

20 ‘‘(II) fulfill the requirement 

21 under subclause (I) by teaching in a 

22 high-need school served by the high23 need local educational agency in the 

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•S 2244 IS

1 ject or area that is designated as high 

2 need by the partnership; 

3 ‘‘(III) provide to the eligible part4 nership a certificate, from the chief 

5 administrative officer of the local edu6 cational agency in which the resident 

7 is employed, of the employment re8 quired in subclauses (I) and (II) at 

9 the beginning of, and upon completion 

10 of, each year or partial year of serv11 ice; 

12 ‘‘(IV) meet the requirements to 

13 be a fully State-certified teacher, 

14 when the applicant begins to fulfill the 

15 service obligation under this clause; 

16 and 

17 ‘‘(V) comply with the require18 ments set by the eligible partnership 

19 under clause (iv) if the applicant is 

20 unable or unwilling to complete the 

21 service obligation required by this 

22 clause. 

23 ‘‘(iv) REPAYMENTS.— 

24 ‘‘(I) IN GENERAL.—A grantee 

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1 gram under this paragraph shall re2 quire a recipient of a stipend or salary 

3 under clause (i) who does not com4 plete, or who notifies the partnership 

5 that the recipient intends not to com6 plete, the service obligation required 

7 by clause (iii) to repay such stipend or 

8 salary to the eligible partnership, to9 gether with interest, at a rate speci10 fied by the partnership in the agree11 ment, and in accordance with such 

12 other terms and conditions specified 

13 by the eligible partnership, as nec14 essary. 

15 ‘‘(II) OTHER TERMS AND CONDI16 TIONS.—Any other terms and condi17 tions specified by the eligible partner18 ship may include reasonable provi19 sions for pro-rata repayment of the 

20 stipend or salary described in clause 

21 (i) or for deferral of a teaching resi22 dent’s service obligation required by 

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1 gible partnership, being called to ac2 tive duty in the Armed Forces of the 

3 United States, or other extraordinary 

4 circumstances. 

5 ‘‘(III) USE OF REPAYMENTS.— 

6 An eligible partnership shall use any 

7 repayment received under this clause 

8 to carry out additional activities that 

9 are consistent with the purposes of 

10 this subsection. 

11 ‘‘(f) PARTNERSHIP GRANTS FOR THE ESTABLISH12 MENT OF ‘GROW YOUR OWN’ PROGRAMS.— 

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

14 receives a grant under this section may carry out an 

15 effective ‘Grow Your Own’ program to address sub16 ject or geographic areas of teacher or school leader 

17 shortages or increase the diversity of the teacher or 

18 school leader workforce. 

19 ‘‘(2) ELEMENTS OF A GROW YOUR OWN PRO20 GRAM.—A Grow Your Own program carried out 

21 under this subsection shall— 

22 ‘‘(A) integrate career-focused courses on 

23 education topics with school-based learning ex24 perience; 


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1 ‘‘(B) provide opportunities for candidates 

2 to practice and develop the skills and disposi3 tions described in paragraphs (19) and (23) of 

4 section 200; 

5 ‘‘(C) support candidates as they complete 

6 their associate, baccalaureate, or master’s de7 gree and earn their teaching or school leader8 ship credential and may include a 2+2 pro9 gram; and 

10 ‘‘(D) offer financial aid, in addition to fi11 nancial assistance that may be received under 

12 title IV, to candidates and work in partnership 

13 with members of the eligible partnership to pro14 vide academic, counseling, and programmatic 

15 supports. 

16 ‘‘(3) ESTABLISHMENT AND DESIGN.—To create 

17 and enhance multiple pathways to enter the educator 

18 and leadership workforce, an eligible partnership 

19 carrying out a Grow Your Own program under this 

20 subsection, in collaboration with organizations rep21 resenting educators and leaders and additional 

22 stakeholders shall— 

23 ‘‘(A) establish an advisory group to review 

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1 ship profession, identify local teacher and leader 

2 workforce needs, develop policies on the cre3 ation or expansion of Grow Your Own pro4 grams, and provide guidance and oversight on 

5 the implementation of such programs; 

6 ‘‘(B) track and evaluate the effectiveness 

7 of the program, including, at a minimum, using 

8 the data required under section 204(a)(1); 

9 ‘‘(C) require candidates to complete all 

10 State requirements to become fully certified; 

11 ‘‘(D) provide academic and testing sup12 ports, including advising and financial assist13 ance, to candidates for admission and comple14 tion of education preparation programs as well 

15 as State licensure assessments; 

16 ‘‘(E) include efforts, to the extent feasible, 

17 to recruit current paraprofessionals, as defined 

18 under section 8101 of the Elementary and Sec19 ondary Education Act of 1965, instructional as20 sistants, district employees not certified to 

21 teach or lead (such as long-term substitute 

22 teachers), after school and summer program 

23 staff, parent school volunteers, retired military 

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1 rently certified to teach or lead with a specific 

2 focus on recruiting individuals who are reflec3 tive of the race, ethnicity, and native language 

4 of the existing community’s student population; 

5 and 

6 ‘‘(F) provide a year-long clinical experience 

7 or teaching or school leadership residency with 

8 a stipend to cover living expenses. 

9 ‘‘(g) PARTNERSHIP GRANTS FOR THE DEVELOP10 MENT OF SCHOOL LEADERSHIP PROGRAMS.— 

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

12 receives a grant under this section may carry out an 

13 effective school leadership program that shall include 

14 all of the following activities: 

15 ‘‘(A) Preparing individuals enrolled or pre16 paring to enroll in school leadership programs 

17 for careers as superintendents, principals, early 

18 childhood education program directors, or other 

19 school leaders (including individuals preparing 

20 to work in local educational agencies located in 

21 rural areas who may perform multiple duties in 

22 addition to the role of a school leader). 

23 ‘‘(B) Using a research-based curriculum 

24 that is aligned with developing leadership skills 


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1 and, as applicable, techniques for school leaders 

2 to effectively— 

3 ‘‘(i) provide instructional leadership, 

4 including by creating and maintaining a 

5 data-driven, professional learning commu6 nity within the leader’s school where teach7 ers, early childhood educators, staff, and 

8 students engage in continual learning and 

9 improvement; 

10 ‘‘(ii) provide a climate conducive to 

11 the professional development of teachers 

12 and early childhood educators, with a focus 

13 on improving student academic achieve14 ment and engagement and the development 

15 of effective instructional leadership skills, 

16 including coaching, providing constructive 

17 feedback and support, and opportunities 

18 for teacher leadership; 

19 ‘‘(iii) understand the teaching and as20 sessment skills needed to support success21 ful classroom instruction and to use data 

22 to evaluate teacher and early childhood ed23 ucator instruction and drive teacher, early 

24 childhood educator, and student learning, 

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1 quiry to identify problems and address 

2 needs, in collaboration with staff, parents, 

3 and community organizations; 

4 ‘‘(iv) manage resources, including 

5 staffing, and school time to improve stu6 dent academic achievement and engage7 ment and ensure the school environment is 

8 safe and inclusive; 

9 ‘‘(v) engage and involve parents, com10 munity members, the local educational 

11 agency, businesses, and other community 

12 leaders, to leverage additional resources to 

13 improve student academic achievement; 

14 ‘‘(vi) understand how students learn 

15 and develop in order to create a positive 

16 and inclusive learning environment and in17 crease academic achievement for all stu18 dents; and 

19 ‘‘(vii) understand how to support a 

20 curriculum aligned with the full breadth 

21 and depth of the State’s challenging aca22 demic standards and lead continuous 

23 school improvement efforts. 


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1 ‘‘(C) Ensuring that individuals who par2 ticipate in the school leadership program re3 ceive— 

4 ‘‘(i) effective preservice preparation as 

5 described in subparagraph (D); 

6 ‘‘(ii) mentoring that provides ongoing 

7 and consistent feedback and support; 

8 ‘‘(iii) structured learning and courses 

9 carried out in collaboration with a small 

10 group of peers, including opportunities to 

11 participate in professional learning commu12 nities; and 

13 ‘‘(iv) if applicable, full State certifi14 cation or licensure to become a school lead15 er. 

16 ‘‘(D) Developing and improving a sus17 tained and high-quality preservice clinical edu18 cation program to further develop the leader19 ship skills of all prospective school leaders in20 volved in the program. Such clinical education 

21 program shall do the following: 

22 ‘‘(i) Incorporate year-long opportuni23 ties for enrichment, including— 

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

25 schools served by the high-need local 


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1 educational agency or a local edu2 cational agency located in a rural area 

3 in the eligible partnership and identi4 fied by the eligible partnership; and 

5 ‘‘(II) closely supervised inter6 action and opportunities for feedback 

7 between prospective school leaders and 

8 faculty, new and experienced teachers, 

9 and new and experienced school lead10 ers, in such high-need schools. 

11 ‘‘(ii) Integrate pedagogy and practice 

12 and promote effective leadership skills, 

13 meeting the unique needs of urban, rural, 

14 or geographically isolated communities, as 

15 applicable. 

16 ‘‘(iii) Use context-specific problems to 

17 connect coursework and practice to enrich 

18 new school leaders’ skill development. 

19 ‘‘(iv) Provide for mentoring of new 

20 school leaders. 

21 ‘‘(E) Creating an induction program for 

22 new school leaders. 

23 ‘‘(F) Developing and implementing effec24 tive mechanisms to ensure that the eligible 

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1 uals to become school leaders through the ac2 tivities of the eligible partnership, which may 

3 include an emphasis on recruiting into school 

4 leadership professions— 

5 ‘‘(i) individuals from underrepresented 

6 populations; 

7 ‘‘(ii) individuals to serve as super8 intendents, principals, or other school ad9 ministrators in rural and geographically 

10 isolated communities and school leader 

11 shortage areas; and 

12 ‘‘(iii) individuals from the commu13 nities in which they plan to serve. 

14 ‘‘(2) SELECTION OF INDIVIDUALS FOR THE

15 LEADERSHIP PROGRAM.—In order to be eligible for 

16 the school leadership program under this subsection, 

17 an individual shall be enrolled in or preparing to en18 roll in an institution of higher education, and shall— 

19 ‘‘(A) be a— 

20 ‘‘(i) recent graduate of an institution 

21 of higher education; 

22 ‘‘(ii) mid-career professional from out23 side the field of education with strong con24 tent knowledge or a record of professional 

25 accomplishment; 


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1 ‘‘(iii) current teacher who is interested 

2 in becoming a school leader; or 

3 ‘‘(iv) school leader who is interested in 

4 becoming a superintendent; and 

5 ‘‘(B) submit an application to the leader6 ship program. 

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

8 shall— 

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

10 section; and 

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

12 the Secretary’s evaluation of each such program. 

13 ‘‘(i) CONSULTATION.— 

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

15 partnership that receives a grant under this section 

16 shall engage in regular consultation throughout the 

17 development and implementation of programs and 

18 activities carried out under this section. 

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

20 timely and meaningful consultation as described in 

21 paragraph (1), regular communication shall occur 

22 among all members of the eligible partnership, in23 cluding the high-need local educational agency. Such 

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1 mentation of the grant and the assessment of pro2 grams and activities under this section. 

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

4 approve changes in grant activities of a grant under 

5 this section only if the eligible partnership submits 

6 to the Secretary a written consent of such changes 

7 signed by all members of the eligible partnership. 

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

9 be construed to prohibit an eligible partnership from using 

10 grant funds to coordinate with the activities of eligible 

11 partnerships in other States or on a regional basis through 

12 Governors, State boards of education, State educational 

13 agencies, State agencies responsible for early childhood 

14 education, local educational agencies, or State agencies for 

15 higher education. 

16 ‘‘(k) STATE ADMINISTRATIVE AND LEADERSHIP AC17 TIVITIES.— 

18 ‘‘(1) RESERVATION.—The Secretary shall re19 serve 10 percent of the amount appropriated under 

20 section 210 for a fiscal year for State leadership and 

21 administrative activities. 

22 ‘‘(2) ALLOCATION.—From the funds reserved 

23 under paragraph (1) for a fiscal year, the Secretary 

24 shall provide each State educational agency with an 


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1 allocation. Such allocation shall be the same for each 

2 State educational agency. 

3 ‘‘(3) USES OF FUNDS.—Funds allocated to each 

4 State educational agency under paragraph (2) shall 

5 be used for— 

6 ‘‘(A) administrative expenses required 

7 under this title, including expenses related to 

8 administering sections 205, 207, and 208; and 

9 ‘‘(B) State leadership activities that are 

10 consistent with the purposes of this title, such 

11 as— 

12 ‘‘(i) increasing the diversity of teach13 ers and school leaders being prepared by 

14 institutions and programs in the State; 

15 ‘‘(ii) ensuring that all graduates of 

16 teacher and school leader preparation pro17 grams in the State are well prepared to 

18 provide and support classroom instruction; 

19 ‘‘(iii) identifying and addressing 

20 teacher and school leader shortages in the 

21 State; and 

22 ‘‘(iv) other activities identified by the 

23 State educational agency that advance and 

24 improve teacher and school leader prepara25 tion. 


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1 ‘‘(l) SUPPLEMENT, NOT SUPPLANT.—Funds made 

2 available under this section shall be used to supplement, 

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

4 that would otherwise be expended to carry out activities 

5 under this section. 

6 ‘‘SEC. 203. ADMINISTRATIVE PROVISIONS. 

7 ‘‘(a) DURATION; NUMBER OF AWARDS; PAY8 MENTS.— 

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

10 title shall be awarded for a period of 5 years. 

11 ‘‘(2) NUMBER OF AWARDS.—An eligible part12 nership may not receive more than one grant during 

13 a 5-year period. Nothing in this title shall be con14 strued to prohibit an individual member, that can 

15 demonstrate need, of an eligible partnership that re16 ceives a grant under this title from entering into an17 other eligible partnership consisting of new members 

18 and receiving a grant with such other eligible part19 nership before the 5-year period described in the 

20 preceding sentence applicable to the eligible partner21 ship with which the individual member has first 

22 partnered has expired. 

23 ‘‘(b) PEER REVIEW.— 

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

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1 view panel for evaluation. With respect to each ap2 plication, the peer review panel shall initially rec3 ommend the application for funding or for dis4 approval. 

5 ‘‘(2) PRIORITY.—The Secretary, in funding ap6 plications under this title, shall— 

7 ‘‘(A) give priority to eligible partnerships 

8 that— 

9 ‘‘(i) support a State-accredited teach10 er or school leader preparation program 

11 that has a rigorous selection process and 

12 demonstrated success in having a diverse 

13 set of candidates complete the program, 

14 and entering and remaining in the profes15 sion; 

16 ‘‘(ii) provide a 1-year preservice clin17 ical or residency experience that includes 

18 the integration of coursework and clinical 

19 practice and offers cohorts of candidates 

20 the opportunity to learn to teach or lead in 

21 partner schools or teaching academies; and 

22 ‘‘(iii) address rural teacher and leader 

23 shortages or increase the diversity of the 

24 teacher and leader workforce (including 

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1 els and partnerships between community 

2 colleges and 4-year institutions of higher 

3 education); and 

4 ‘‘(B) provide for an equitable geographic 

5 distribution of grants among rural and urban 

6 areas. 

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

8 shall determine, based on the peer review process, 

9 which applications shall receive funding and the 

10 amounts of the grants. In determining grant 

11 amounts, the Secretary shall take into account the 

12 total amount of funds available for all grants under 

13 this title and the types of activities proposed to be 

14 carried out by the eligible partnership. 

15 ‘‘(c) MATCHING REQUIREMENTS.— 

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

17 receiving a grant under this title shall provide, from 

18 non-Federal sources, an amount equal to 100 per19 cent of the amount of the grant, which may be pro20 vided in cash or in-kind, to carry out the activities 

21 supported by the grant. 

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

23 part of the matching requirement described in para24 graph (1) for any fiscal year for an eligible partner25 ship if the Secretary determines that applying the 


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1 matching requirement to the eligible partnership 

2 would result in serious hardship or an inability to 

3 carry out the authorized activities described in this 

4 title. 

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

6 An eligible partnership that receives a grant under this 

7 title may use not more than 2 percent of the funds pro8 vided to administer the grant. 

9 ‘‘SEC. 204. ACCOUNTABILITY AND EVALUATION. 

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

11 eligible partnership submitting an application for a grant 

12 under this title shall establish, and include in such applica13 tion, an evaluation plan that includes strong and measur14 able performance objectives. The plan shall include objec15 tives and measures for increasing— 

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

17 teachers and school leaders, as measured by the eli18 gible partnership, which includes at a minimum— 

19 ‘‘(A) teacher or school leader retention in 

20 the first 3 years and the first 5 years of a 

21 teacher’s or school leader’s career after comple22 tion of the program and attainment of State 

23 certification; 

24 ‘‘(B) improvement in the pass rates and 

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1 censure of teachers or school leaders, including 

2 performance on a teacher or school leader per3 formance assessment where applicable; 

4 ‘‘(2) the percentage of teachers hired by the 

5 high-need local educational agency who are fully cer6 tified in the grade and content area in which they 

7 are assigned, or school leaders hired, where applica8 ble— 

9 ‘‘(A) participating in the eligible partner10 ship; 

11 ‘‘(B) who are members of underrep12 resented groups; 

13 ‘‘(C) who teach high-need academic subject 

14 areas (such as reading, mathematics, science, 

15 and foreign language, including less commonly 

16 taught languages and critical foreign lan17 guages); 

18 ‘‘(D) who teach in high-need areas (includ19 ing special education, language instruction edu20 cational programs for English learners, and 

21 early childhood education); and 

22 ‘‘(E) who teach or lead in high-need 

23 schools, disaggregated by the elementary school 

24 and secondary school levels; 


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1 ‘‘(3) where available, data on teacher or school 

2 leader effectiveness, as defined by the State in which 

3 the teacher or school leader is placed; 

4 ‘‘(4) where available, data from the high-need 

5 local education agency, consortium, or early child6 hood program obtained through mechanisms such as 

7 a survey and other district-level data, including data 

8 related to satisfaction with the partner institution, 

9 including strengths and weaknesses of teacher or 

10 school leader candidates, that would inform improve11 ments in the partner institution’s program; and 

12 ‘‘(5) as applicable, the percentage of early child13 hood education program classes in the geographic 

14 area served by the eligible partnership taught by 

15 early childhood educators who are highly competent. 

16 ‘‘(b) INFORMATION.—An eligible partnership receiv17 ing a grant under this title shall ensure that teachers, 

18 principals, school superintendents, and other school lead19 ers, faculty, and leadership at institutions of higher edu20 cation located in the geographic areas served by the eligi21 ble partnership are provided information, including 

22 through electronic means, about the activities carried out 

23 with funds under this title. 

24 ‘‘(c) REVISED APPLICATION.—If the Secretary deter25 mines that an eligible partnership receiving a grant under 


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1 this title is not making substantial progress in meeting 

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

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

4 under this title, then the Secretary— 

5 ‘‘(1) shall cancel the grant; and 

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

7 because of such cancellation under paragraph (1) 

8 to— 

9 ‘‘(A) increase other grant awards under 

10 this title; or 

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

12 partnerships under this title. 

13 ‘‘(d) EVALUATION AND DISSEMINATION.—The Sec14 retary shall evaluate the activities funded under this title 

15 and report the findings regarding the evaluation of such 

16 activities to the authorizing committees. The Secretary 

17 shall broadly disseminate— 

18 ‘‘(1) successful practices developed by eligible 

19 partnerships under this title; and 

20 ‘‘(2) information regarding such practices that 

21 were found to be ineffective. 


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1 ‘‘SEC. 205. ACCOUNTABILITY FOR PROGRAMS THAT PRE2 PARE TEACHERS AND SCHOOL LEADERS. 

3 ‘‘(a) INSTITUTIONAL AND PROGRAM REPORT CARDS

4 ON THE QUALITY OF TEACHER AND SCHOOL LEADER

5 PREPARATION.— 

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

7 education that conducts a traditional teacher or 

8 school leader preparation program or alternative 

9 routes to State certification or licensure program 

10 and that enrolls students receiving Federal assist11 ance under this Act shall report annually to the 

12 State and the general public, in a uniform and com13 prehensible manner that conforms with the defini14 tions and methods established by the Secretary, the 

15 following: 

16 ‘‘(A) GOALS AND ASSURANCES.— 

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

18 which the information is available for the 

19 institution— 

20 ‘‘(I) whether the goals set under 

21 section 206 have been met; and 

22 ‘‘(II) a description of the activi23 ties the institution implemented to 

24 achieve such goals. 

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1 ance in meeting the annual goals set under 

2 section 206. 

3 ‘‘(iii) A description of the activities 

4 the institution has implemented to meet 

5 the assurances provided under section 206. 

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

7 For the most recent year for which the informa8 tion is available for those students who took the 

9 assessments used for teacher or school leader 

10 certification or licensure by the State in which 

11 the program is located and are enrolled in the 

12 traditional teacher or school leader preparation 

13 program or alternative routes to State certifi14 cation or licensure program, and for those who 

15 have taken such assessments and have com16 pleted the traditional teacher or school leader 

17 preparation program or alternative routes to 

18 State certification or licensure program during 

19 the 2-year period preceding such year, for each 

20 of such assessments (disaggregated by race, 

21 ethnicity, and gender)— 

22 ‘‘(i) the percentage of students who 

23 have completed 100 percent of the nonclin24 ical coursework and taken the assessment 

25 who pass such assessment; 


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1 ‘‘(ii) the percentage of all students 

2 who passed such assessment, including the 

3 percentage of students who passed the as4 sessment after taking the assessment for 

5 the first time; 

6 ‘‘(iii) the percentage of students who 

7 have taken such assessment who enrolled 

8 in and completed the traditional teacher or 

9 school leader preparation program or alter10 native routes to State certification or licen11 sure program, as applicable; 

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

13 students who took such assessment; 

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

15 pass rates with the average pass rates for 

16 programs in the State; and 

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

18 average scaled scores with the average 

19 scaled scores for programs in the State. 

20 ‘‘(C) PROGRAM INFORMATION.—A descrip21 tion of— 

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

23 program; 


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

2 program (disaggregated by race, ethnicity, 

3 and gender); 

4 ‘‘(iii) the range and average number 

5 of hours of supervised clinical experience 

6 required for those in the program; 

7 ‘‘(iv) the number of full-time equiva8 lent faculty and students in the supervised 

9 clinical experience; 

10 ‘‘(v) the percentage and total number 

11 of program entrants who have completed 

12 the program (disaggregated by race, eth13 nicity, and gender, except that such 

14 disaggregation shall not be required in a 

15 case in which the number of students in a 

16 category is insufficient to yield statistically 

17 reliable information or the results would 

18 reveal personally identifiable information 

19 about an individual student); 

20 ‘‘(vi) the percentage and total number 

21 of program completers who have been cer22 tified or licensed as teachers or school 

23 leaders (disaggregated by subject and area 

24 of certification or licensure and by race, 

25 ethnicity, and gender, except that such 


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1 disaggregation shall not be required in a 

2 case in which the number of students in a 

3 category is insufficient to yield statistically 

4 reliable information or the results would 

5 reveal personally identifiable information 

6 about an individual student); and 

7 ‘‘(vii) the 3- and 5-year teacher or 

8 school leader retention rates, including, at 

9 a minimum, in the same school and local 

10 educational agency, and within the profes11 sion (disaggregated by race, ethnicity, and 

12 gender, except that such disaggregation 

13 shall not be required in a case in which the 

14 number of students in a category is insuffi15 cient to yield statistically reliable informa16 tion or the results would reveal personally 

17 identifiable information about an individual 

18 student). 

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

20 approval or accreditation of teacher or school 

21 leader preparation programs, a statement of 

22 whether the institution’s program is so ap23 proved or accredited, and by whom. 

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1 ignated as low-performing by the State under 

2 section 207(a) and the years for which it has 

3 received that designation. 

4 ‘‘(F) USE OF TECHNOLOGY.—A descrip5 tion of the activities, including activities con6 sistent with the principles of universal design 

7 for learning, that prepare teachers to integrate 

8 technology effectively into curricula and instruc9 tion, and to use technology effectively to collect, 

10 manage, and analyze data in order to improve 

11 teaching and learning for the purpose of in12 creasing student academic achievement. 

13 ‘‘(G) TEACHER PREPARATION.—A descrip14 tion of the activities that prepare general edu15 cation and special education teachers to teach 

16 students with disabilities effectively, including 

17 training on high-incidence disabilities, related to 

18 participation as a member of individualized edu19 cation program teams, as defined in section 

20 614(d)(1)(B) of the Individuals with Disabil21 ities Education Act, and to effectively teach 

22 students who are English learners. 

23 ‘‘(2) REPORT.—Each eligible partnership re24 ceiving a grant under section 202 shall report annu25 ally on the progress of the eligible partnership toVerDate Sep 11 2014 06:40 Jul 13, 2021 Jkt 019200 PO 00000 Frm 00079 Fmt 6652 Sfmt 6201 E:\BILLS\S2244.IS S2244

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1 ward meeting the purposes of this title and the ob2 jectives and measures described in section 204(a). 

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

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

5 education for failure to provide the information de6 scribed in this subsection in a timely or accurate 

7 manner. 

8 ‘‘(4) SPECIAL RULE.—In the case of an institu9 tion of higher education that conducts a traditional 

10 teacher or school leader preparation program or al11 ternative routes to State certification or licensure 

12 program and has fewer than 10 scores reported on 

13 any single initial teacher or school leader certifi14 cation or licensure assessment during an academic 

15 year, the institution shall collect and publish infor16 mation, as required under paragraph (1)(B), with 

17 respect to an average pass rate and scaled score on 

18 each State certification or licensure assessment 

19 taken over a 3-year period. 

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

21 TEACHER AND SCHOOL LEADER PREPARATION.— 

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

23 funds under this Act shall provide to the Secretary, 

24 and make widely available to the general public, in 

25 a uniform and comprehensible manner that conforms 


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1 with the definitions and methods established by the 

2 Secretary, an annual State report card on the qual3 ity of teacher and school leader preparation in the 

4 State, both for traditional teacher and school leader 

5 preparation programs and for alternative routes to 

6 State certification or licensure programs, which shall 

7 include not less than the following: 

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

9 validity of the teacher or school leader certifi10 cation and licensure assessments, and any other 

11 certification and licensure requirements, includ12 ing whether a teacher or school leader perform13 ance assessment is used by the State. 

14 ‘‘(B) The standards and criteria that pro15 spective teachers or school leaders must meet to 

16 attain initial teacher or school leader certifi17 cation or licensure and to be certified or li18 censed to teach particular academic subjects, 

19 areas, or grades or lead within the State. 

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

21 and requirements described in subparagraph 

22 (A) are aligned with the State’s challenging 

23 academic content standards required under sec24 tion 1111(b)(1) of the Elementary and Sec25 ondary Education Act of 1965 and, as applicaVerDate Sep 11 2014 06:40 Jul 13, 2021 Jkt 019200 PO 00000 Frm 00081 Fmt 6652 Sfmt 6201 E:\BILLS\S2244.IS S2244

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1 ble, State early learning standards for early 

2 childhood education programs. 

3 ‘‘(D) For each of the assessments used by 

4 the State for teacher or school leader certifi5 cation or licensure (disaggregated by race, eth6 nicity, and gender, except that such 

7 disaggregation shall not be required in a case in 

8 which the number of students in a category is 

9 insufficient to yield statistically reliable infor10 mation or the results would reveal personally 

11 identifiable information about an individual stu12 dent)— 

13 ‘‘(i) for each institution of higher edu14 cation located in the State and each entity 

15 located in the State, including those that 

16 offer an alternative route for teacher or 

17 school leader certification or licensure, the 

18 percentage of students at such institution 

19 or entity who have completed 100 percent 

20 of the nonclinical coursework and taken 

21 the assessment who pass such assessment; 

22 ‘‘(ii) the percentage of all such stu23 dents at all such institutions and entities 

24 who have taken the assessment who pass 

25 such assessment; 


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1 ‘‘(iii) the percentage of students who 

2 have taken the assessment who enrolled in 

3 and completed a teacher or school leader 

4 preparation program; and 

5 ‘‘(iv) the average scaled score of indi6 viduals participating in such a program, or 

7 who have completed such a program dur8 ing the 2-year period preceding the first 

9 year for which the annual State report 

10 card is provided, who took each such as11 sessment. 

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

13 teacher or school leader certification or licen14 sure in the State (including any such routes op15 erated by entities that are not institutions of 

16 higher education and whether such entities are 

17 nonprofit and State-accredited), if any, includ18 ing, for each of the assessments used by the 

19 State for teacher or school leader certification 

20 or licensure (disaggregated by race, ethnicity, 

21 and gender, except that such disaggregation 

22 shall not be required in a case in which the 

23 number of students in a category is insufficient 

24 to yield statistically reliable information or the 


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1 results would reveal personally identifiable in2 formation about an individual student)— 

3 ‘‘(i) the percentage of individuals par4 ticipating in such routes, or who have com5 pleted such routes during the 2-year period 

6 preceding the date for which the deter7 mination is made, who passed each such 

8 assessment; and 

9 ‘‘(ii) the average scaled score of indi10 viduals participating in such routes, or who 

11 have completed such routes during the 2- 

12 year period preceding the first year for 

13 which the annual State report card is pro14 vided, who took each such assessment. 

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

16 for assessing the performance of teacher or 

17 school leader preparation programs within insti18 tutions of higher education in the State. Such 

19 criteria shall include indicators of the academic 

20 content knowledge and teaching skills of stu21 dents enrolled in such programs and the items 

22 identified in subparagraph (D) and relevant 

23 school leadership skills. 

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

25 preparation program in the State— 


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

2 program; 

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

4 program, disaggregated by race, ethnicity, 

5 and gender (except that such 

6 disaggregation shall not be required in a 

7 case in which the number of students in a 

8 category is insufficient to yield statistically 

9 reliable information or the results would 

10 reveal personally identifiable information 

11 about an individual student); 

12 ‘‘(iii) the range and average number 

13 of hours of supervised clinical experience 

14 required for those in the program; 

15 ‘‘(iv) whether the program is des16 ignated as low performing under section 

17 207(a) and for which years; and 

18 ‘‘(v) the number of full-time equiva19 lent faculty, adjunct faculty, and students 

20 in supervised clinical experience. 

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

22 each teacher and school leader preparation pro23 gram in the State, the number of teachers and 

24 school leaders prepared, in the aggregate and 

25 disaggregate by race, ethnicity, and gender (exVerDate Sep 11 2014 06:40 Jul 13, 2021 Jkt 019200 PO 00000 Frm 00085 Fmt 6652 Sfmt 6201 E:\BILLS\S2244.IS S2244

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1 cept that such disaggregation shall not be re2 quired in a case in which the number of stu3 dents in a category is insufficient to yield sta4 tistically reliable information or the results 

5 would reveal personally identifiable information 

6 about an individual student), and reported sep7 arately by— 

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

9 ‘‘(ii) academic major; 

10 ‘‘(iii) for teachers, subject area for 

11 which the teacher has been prepared to 

12 teach; 

13 ‘‘(iv) placement in a teaching or 

14 school leadership position within six 

15 months of program completion; and 

16 ‘‘(v) rates of 3- and 5-year teacher or 

17 school leadership retention including, at a 

18 minimum, in the same school and local 

19 educational agency, and within the profes20 sion. 

21 ‘‘(I) Information on State-identified areas 

22 of teacher or school leader shortage, including 

23 a description of the extent to which teacher or 

24 school leader preparation programs are address25 ing such shortages and a lack of student access 


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1 to experienced, fully certified, and effective 

2 teachers and school leaders. 

3 ‘‘(J) The extent to which teacher prepara4 tion programs prepare teachers, including gen5 eral education and special education teachers, 

6 to teach students with disabilities effectively, in7 cluding training on high-incidence disabilities 

8 and related to participation as a member of in9 dividualized education program teams, as de10 fined in section 614(d)(1)(B) of the Individuals 

11 with Disabilities Education Act. 

12 ‘‘(K) A description of the activities that 

13 prepare teachers to— 

14 ‘‘(i) integrate technology effectively 

15 into curricula and instruction, including 

16 activities consistent with the principles of 

17 universal design for learning; and 

18 ‘‘(ii) use technology effectively to col19 lect, manage, and analyze data to improve 

20 teaching and learning for the purpose of 

21 increasing student academic achievement. 

22 ‘‘(L) The extent to which teacher prepara23 tion programs prepare teachers, including gen24 eral education and special education teachers, 


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1 to effectively teach students who are English 

2 learners. 

3 ‘‘(2) PROHIBITION AGAINST ADDITIONAL RE4 PORTING REQUIREMENTS.—Nothing in paragraph 

5 (1) shall be construed as authorizing, requiring, or 

6 allowing any additional reporting requirements to be 

7 requested by the Secretary under this title unless ex8 plicitly authorized under this Act. 

9 ‘‘(3) PROHIBITION AGAINST CREATING A NA10 TIONAL LIST.—The Secretary shall not create a na11 tional list or ranking of States, institutions, or 

12 schools using the scaled scores provided under this 

13 subsection. 

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

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

16 accuracy of the data submitted pursuant to this section. 

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

18 OF TEACHER AND SCHOOL LEADER PREPARATION.— 

19 ‘‘(1) REPORT CARD.—The Secretary shall annu20 ally provide to the authorizing committees, and pub21 lish and make widely available, a report card on 

22 teacher and school leader qualifications and prepara23 tion in the United States, including all the informa24 tion reported in subparagraphs (A) through (L) of 

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


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1 for which eligible partnerships received a grant 

2 under this title. 

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

4 shall prepare and submit a report to the authorizing 

5 committees that contains the following: 

6 ‘‘(A) A comparison of States’ efforts to im7 prove the quality of the current and future 

8 teaching and school leadership force. 

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

10 efforts to improve the quality of the current 

11 and future teaching and school leadership force. 

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

13 scores and pass rate on any standardized test 

14 that is used in more than one State for teacher 

15 or school leader certification or licensure. 

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

17 or school leader preparation program with fewer 

18 than 10 scores reported on any single initial teacher 

19 certification or licensure assessment during an aca20 demic year, the Secretary shall collect and publish, 

21 and make publicly available, information with re22 spect to an average pass rate and scaled score on 

23 each State certification or licensure assessment 

24 taken over a 3-year period. 


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

2 practicable, shall coordinate the information collected and 

3 published under this title among States for individuals 

4 who took State teacher certification or licensure assess5 ments in a State other than the State in which the indi6 vidual received the individual’s most recent degree. 

7 ‘‘SEC. 206. TEACHER AND SCHOOL LEADER DEVELOPMENT. 

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

9 education that conducts a traditional teacher or school 

10 leader preparation program (including programs that offer 

11 any ongoing professional development programs) or alter12 native routes to State certification or licensure program, 

13 and that enrolls students receiving Federal assistance 

14 under this Act, shall set annual quantifiable goals for in15 creasing the number of prospective teachers prepared in 

16 teacher shortage areas designated by the Secretary or by 

17 the State educational agency, including mathematics, 

18 science, special education, and instruction of English 

19 learners and any shortages in school leaders. 

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

21 subsection (a) shall provide assurances to the Secretary 

22 that— 

23 ‘‘(1) preparation provided to prospective teach24 ers or school leaders responds to the identified needs 

25 of the local educational agencies or States where the 


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1 institution’s graduates are likely to teach or lead, 

2 based on past hiring and recruitment trends and 

3 State-identified shortage areas; 

4 ‘‘(2) preparation provided to prospective teach5 ers or school leaders is aligned with the needs of 

6 schools and the instructional decisions new teachers 

7 or school leaders face in the classroom and which 

8 may be informed by data included in the statewide 

9 accountability system under section 1111(c) of the 

10 Elementary and Secondary Education Act of 1965, 

11 including a focus on addressing the data identifying 

12 low performance or gaps in student subgroup per13 formance; 

14 ‘‘(3) prospective special education teachers re15 ceive course work in core academic subjects and re16 ceive preparation in providing instruction in core 

17 academic subjects; 

18 ‘‘(4) general education teachers and school lead19 ers receive preparation in providing culturally re20 sponsive instruction and climate to diverse popu21 lations, including children with disabilities, English 

22 learners, and children from low-income families; and 

23 ‘‘(5) prospective teachers or school leaders re24 ceive preparation on how to effectively teach or lead 

25 in urban and rural schools, as applicable. 


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1 ‘‘(c) RULE OF CONSTRUCTION.—Nothing in this sec2 tion shall be construed to require an institution to create 

3 a new teacher or school leader preparation area of con4 centration or degree program or adopt a specific cur5 riculum in complying with this section. 

6 ‘‘SEC. 207. STATE FUNCTIONS. 

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

8 under this Act, a State shall conduct an assessment to 

9 identify low-performing teacher and school leader prepara10 tion programs in the State and to assist such programs 

11 through the provision of technical assistance. Each such 

12 State shall provide the Secretary with, and make publicly 

13 available, an annual list of low-performing teacher and 

14 school leader preparation programs and an identification 

15 of those programs at risk of being placed on such list, 

16 as applicable. Such assessment shall be described in the 

17 report under section 205(b). Levels of performance shall 

18 be determined solely by the State and may include criteria 

19 based on information collected pursuant to this title, in20 cluding progress in meeting the goals of— 

21 ‘‘(1) increasing the percentage of effective 

22 teachers or school leaders in the State, including in23 creasing professional development opportunities; 

24 ‘‘(2) improving student academic achievement 

25 for elementary and secondary students; and 


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1 ‘‘(3) raising the standards for entry into the 

2 teaching profession. 

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

4 school leader preparation program from which the State 

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

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

7 the program based upon the State assessment described 

8 in subsection (a)— 

9 ‘‘(1) shall be ineligible for any funding for pro10 fessional development activities awarded by the De11 partment; 

12 ‘‘(2) shall notify enrolled students and students 

13 submitting an application for enrollment of such sta14 tus; 

15 ‘‘(3) may not be permitted to accept or enroll 

16 any student who receives aid under title IV in the 

17 institution’s teacher or school leader preparation 

18 program; 

19 ‘‘(4) shall provide transitional support, includ20 ing remedial services if necessary, for students en21 rolled at the institution at the time of termination 

22 of financial support or withdrawal of approval; and 

23 ‘‘(5) shall be reinstated upon demonstration of 

24 improved performance, as determined by the State. 


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

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

3 the Secretary shall submit such proposed regulations to 

4 a negotiated rulemaking process, which shall include rep5 resentatives of States, institutions of higher education, 

6 and educational and student organizations. 

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

8 requirements of this section shall apply to both traditional 

9 teacher and school leader preparation programs and alter10 native routes to State certification and licensure pro11 grams. 

12 ‘‘(e) PROHIBITION AGAINST REQUIRING A SPECIFIC

13 METHODOLOGY.—Nothing in this section shall be con14 strued to authorize or permit the Secretary to prescribe 

15 the specific methodology a State uses to identify low-per16 forming teacher and school leader preparation programs. 

17 ‘‘SEC. 208. GENERAL PROVISIONS. 

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

19 206, the Secretary shall ensure that States and institu20 tions of higher education use fair and equitable methods 

21 in reporting and that the reporting methods do not reveal 

22 personally identifiable information. 

23 ‘‘(b) RELEASE OF INFORMATION TO TEACHER AND

24 SCHOOL LEADER PREPARATION PROGRAMS.— 


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1 ‘‘(1) IN GENERAL.—For the purpose of improv2 ing teacher and school leader preparation programs, 

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

4 participates as a member of a partnership, consor5 tium, or other entity that receives such funds, shall 

6 provide to a teacher or school leader preparation 

7 program, upon the request of the teacher or school 

8 leader preparation program, any and all pertinent 

9 education related information that— 

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

11 leader preparation program to evaluate the ef12 fectiveness of the program’s graduates or the 

13 program itself; and 

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

15 by the State. 

16 ‘‘(2) CONTENT OF INFORMATION.—The infor17 mation described in paragraph (1)— 

18 ‘‘(A) shall include an identification of spe19 cific individuals who graduated from the teach20 er or school leader preparation program to en21 able the teacher or school leader preparation 

22 program to evaluate the information provided to 

23 the program from the State with the program’s 

24 own data about the specific courses taken by, 


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1 and field experiences of, the individual grad2 uates; and 

3 ‘‘(B) may include— 

4 ‘‘(i) kindergarten through grade 12 

5 academic achievement and demographic 

6 data, without revealing personally identifi7 able information about an individual stu8 dent, for students who have been taught by 

9 graduates of the teacher preparation pro10 gram; 

11 ‘‘(ii) teacher or school leader effective12 ness evaluations for graduates of the prep13 aration program; and 

14 ‘‘(iii) survey data on program quality 

15 as it relates to the preparedness on dif16 ferent aspects of teaching or school leader17 ship from preparation program completers 

18 and principals in schools or superintend19 ents in local educational agencies where 

20 completers are placed. 

21 ‘‘SEC. 209. HONORABLE AUGUSTUS F. HAWKINS CENTERS 

22 OF EXCELLENCE. 

23 ‘‘(a) ELIGIBLE INSTITUTION.—In this section, the 

24 term ‘eligible institution’ means— 


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1 ‘‘(1) a public or nonprofit institution of higher 

2 education that has a State-accredited teacher or 

3 school leader preparation program and that is— 

4 ‘‘(A) a part B institution (as defined in 

5 section 322); 

6 ‘‘(B) a Hispanic-serving institution (as de7 fined in section 502); 

8 ‘‘(C) a Tribal College or University (as de9 fined in section 316); 

10 ‘‘(D) an Alaska Native-serving institution 

11 (as defined in section 317(b)); 

12 ‘‘(E) a Native Hawaiian-serving institution 

13 (as defined in section 317(b)); 

14 ‘‘(F) a Predominantly Black Institution 

15 (as defined in section 318); 

16 ‘‘(G) an Asian American and Native Amer17 ican Pacific Islander-serving institution (as de18 fined in section 320(b)); or 

19 ‘‘(H) a Native American-serving, nontribal 

20 institution (as defined in section 319); 

21 ‘‘(2) a consortium of institutions described in 

22 paragraph (1); or 

23 ‘‘(3) an institution described in paragraph (1), 

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1 cation (as defined in section 101(a)), but only if the 

2 center of excellence established under subsection (b) 

3 is located at an institution described in paragraph 

4 (1). 

5 ‘‘(b) PROGRAM AUTHORIZED.—From the amounts 

6 appropriated to carry out this section for a fiscal year, 

7 the Secretary is authorized to award competitive grants 

8 to eligible institutions to establish centers of excellence. 

9 ‘‘(c) USE OF FUNDS.—Grants provided by the Sec10 retary under this section shall be used to ensure that cur11 rent and future teachers and school leaders develop the 

12 skills described in paragraphs (19) and (23) of section 200 

13 by carrying out one or more of the following activities: 

14 ‘‘(1) Implementing evidence-based reforms with15 in teacher or school leader preparation programs to 

16 ensure that such programs are preparing teachers 

17 and school leaders to develop the skills described in 

18 paragraphs (19) and (23) of section 200, are able to 

19 understand and use evidence-based research, and are 

20 able to use or support advanced technology effec21 tively in the classroom, including use of, or support 

22 of, instructional techniques to improve student aca23 demic achievement, by— 

24 ‘‘(A) recruiting and preparing new and ex25 perienced faculty; and 


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1 ‘‘(B) designing (or redesigning) teacher or 

2 school leader preparation programs that— 

3 ‘‘(i) prepare teachers or school leaders 

4 to serve in low-performing schools and 

5 close student achievement gaps, and that 

6 are based on rigorous academic content, 

7 evidence-based research, and challenging 

8 State academic content standards and stu9 dent academic achievement standards; and 

10 ‘‘(ii) promote effective teaching or 

11 school leadership skills. 

12 ‘‘(2) Providing sustained and high-quality 

13 preservice clinical or residency experience, including 

14 the mentoring of prospective teachers or school lead15 ers by effective teachers or school leaders, substan16 tially increasing interaction between faculty at insti17 tutions of higher education and effective teachers, 

18 principals, and other school leaders at elementary 

19 schools or secondary schools, and providing support, 

20 including preparation time, for such interaction. 

21 ‘‘(3) Developing and implementing initiatives to 

22 promote retention of effective teachers and prin23 cipals, including teachers and principals from under24 represented populations, including programs that 

25 provide— 


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1 ‘‘(A) teacher or principal mentoring from 

2 effective teachers or principals, respectively; or 

3 ‘‘(B) induction and support for teachers 

4 and principals during their first 3 years of em5 ployment as teachers or principals, respectively. 

6 ‘‘(4) Awarding scholarships based on financial 

7 need to help students pay the costs of tuition, room, 

8 board, licensing, books, and other expenses of com9 pleting a teacher preparation program, not to exceed 

10 the cost of attendance. 

11 ‘‘(5) Disseminating information on evidence12 based effective practices for teacher preparation and 

13 successful teacher certification and licensure assess14 ment preparation strategies. 

15 ‘‘(6) Activities authorized under section 202. 

16 ‘‘(d) APPLICATION.—Any eligible institution desiring 

17 a grant under this section shall submit an application to 

18 the Secretary at such a time, in such a manner, and ac19 companied by such information as the Secretary may re20 quire. 

21 ‘‘(e) MINIMUM GRANT AMOUNT.—The minimum 

22 amount of each grant under this section shall be 

23 $500,000. 

24 ‘‘(f) LIMITATION ON ADMINISTRATIVE EXPENSES.— 

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1 tion may use not more than 2 percent of the funds pro2 vided to administer the grant. 

3 ‘‘(g) REPORT.—Each eligible institution that receives 

4 a grant under this section and is a partner in an eligible 

5 partnership receiving a grant under section 202 shall re6 port annually on the progress of the eligible partnership 

7 toward meeting the purposes of this title and the objec8 tives and measures described in section 204(a). 

9 ‘‘(h) REGULATIONS.—The Secretary shall prescribe 

10 such regulations as may be necessary to carry out this 

11 section. 

12 ‘‘(i) AUTHORIZATION OF APPROPRIATIONS.—There 

13 are authorized to be appropriated to carry out this section 

14 such sums as may be necessary for each fiscal year. 

15 ‘‘SEC. 210. AUTHORIZATION OF APPROPRIATIONS. 

16 ‘‘(a) IN GENERAL.—There are authorized to be ap17 propriated to carry out this title, except section 209, 

18 $300,000,000 for each fiscal year. 

19 ‘‘(b) INCREASE IN GRANT AWARDS.—If the amount 

20 appropriated to carry out this title, except section 209, 

21 for a fiscal year is equal to or more than $100,000,000, 

22 the Secretary is authorized to significantly increase from 

23 a year when there was less amounts appropriated the 

24 award amounts under this title to support the scaling up 

25 of effective practices.’’. 


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1 SEC. 3. INSTITUTIONAL AID. 

2 (a) STRENGTHENING INSTITUTIONS.—Section 311(c) 

3 of the Higher Education Act of 1965 (20 U.S.C. 1057(c)) 

4 is amended— 

5 (1) by redesignating paragraph (13) as para6 graph (14); and 

7 (2) by inserting after paragraph (12) the fol8 lowing: 

9 ‘‘(13) Establishing or enhancing a program of 

10 teacher or school leader education that— 

11 ‘‘(A) is aligned with the elements identified 

12 under clauses (i) through (vi) of section 

13 202(b)(4)(C) and subparagraph (A)(i) and 

14 clauses (i) and (ii) of subparagraph (B) of sec15 tion 202(d)(1); 

16 ‘‘(B) is designed to develop teaching skills, 

17 as defined in section 200, to qualify students to 

18 teach or lead in elementary schools and sec19 ondary schools; and 

20 ‘‘(C) shall include, as part of such pro21 gram, preparation for teacher or school leader 

22 certification or licensure.’’. 

23 (b) AMERICAN INDIAN TRIBALLY CONTROLLED COL24 LEGES AND UNIVERSITIES.—Section 316(c)(2)(K) of the 

25 Higher Education Act of 1965 (20 U.S.C. 

26 1059c(c)(2)(K)) is amended to read as follows: 


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1 ‘‘(K) establishing or enhancing a program 

2 of teacher or school leader education, with a 

3 particular emphasis on teaching Indian and 

4 children and youth, that— 

5 ‘‘(i) is aligned with the elements iden6 tified under clauses (i) through (vi) of sec7 tion 202(b)(4)(C) and subparagraph (A)(i) 

8 and clauses (i) and (ii) of subparagraph 

9 (B) of section 202(d)(1); 

10 ‘‘(ii) is designed to develop teaching 

11 skills, as defined in section 200, to qualify 

12 students to teach or lead in elementary 

13 schools and secondary schools; and 

14 ‘‘(iii) shall include, as part of such 

15 program, preparation for teacher or school 

16 leader certification or licensure.’’. 

17 (c) ALASKA NATIVE-SERVING INSTITUTIONS AND

18 NATIVE HAWAIIAN-SERVING INSTITUTIONS.—Section 

19 317(c)(2) of the Higher Education Act of 1965 (20 U.S.C. 

20 1059d(c)(2)) is amended— 

21 (1) in subparagraph (H), by striking ‘‘and’’ 

22 after the semicolon; 

23 (2) in subparagraph (I), by striking the period 

24 at the end and inserting ‘‘; and’’; and 

25 (3) by adding at the end the following: 


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1 ‘‘(J) establishing or enhancing a program 

2 of teacher or school leader education that— 

3 ‘‘(i) is aligned with the elements iden4 tified under clauses (i) through (vi) of sec5 tion 202(b)(4)(C) and subparagraph (A)(i) 

6 and clauses (i) and (ii) of subparagraph 

7 (B) of section 202(d)(1); 

8 ‘‘(ii) is designed to develop teaching 

9 skills, as defined in section 200, to qualify 

10 students to teach or lead in elementary 

11 schools and secondary schools; and 

12 ‘‘(iii) shall include, as part of such 

13 program, preparation for teacher or school 

14 leader certification or licensure.’’. 

15 (d) PREDOMINANTLY BLACK INSTITUTIONS.—Sec16 tion 318 of the Higher Education Act of 1965 (20 U.S.C. 

17 1059e) is amended— 

18 (1) in subsection (b)(1)(E), by striking ‘‘train19 ing’’ and inserting ‘‘preparation’’; and 

20 (2) in subsection (d)(2)— 

21 (A) in subparagraph (A), by striking ‘‘The 

22 activities described in paragraphs (1) through 

23 (12) of section 311(c).’’ and inserting ‘‘The ac24 tivities described in paragraphs (1) through 

25 (13) of section 311(c).’’; and 


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1 (B) by striking subparagraph (C) and in2 serting the following: 

3 ‘‘(C) Establishing or enhancing a program 

4 of teacher or school leader education that— 

5 ‘‘(i) is aligned with the elements iden6 tified under clauses (i) through (vi) of sec7 tion 202(b)(4)(C) and subparagraph (A)(i) 

8 and clauses (i) and (ii) of subparagraph 

9 (B) of section 202(d)(1); 

10 ‘‘(ii) is designed to develop teaching 

11 skills, as defined in section 200, to qualify 

12 students to teach or lead in elementary 

13 schools and secondary schools; and 

14 ‘‘(iii) shall include, as part of such 

15 program, preparation for teacher or school 

16 leader certification or licensure.’’. 

17 (e) NATIVE AMERICAN-SERVING, NONTRIBAL INSTI18 TUTIONS.—Section 319(c)(2) of the Higher Education Act 

19 of 1965 (20 U.S.C. 1059f(c)(2)) is amended— 

20 (1) in subparagraph (H), by striking ‘‘and’’ 

21 after the semicolon; 

22 (2) by redesignating subparagraph (I) as sub23 paragraph (J); and 

24 (3) by inserting after subparagraph (H) the fol25 lowing: 


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1 ‘‘(I) establishing or enhancing a program 

2 of teacher and school leader education that— 

3 ‘‘(i) is aligned with the elements iden4 tified under clauses (i) through (vi) of sec5 tion 202(b)(4)(C) and subparagraph (A)(i) 

6 and clauses (i) and (ii) of subparagraph 

7 (B) of section 202(d)(1); 

8 ‘‘(ii) is designed to develop teaching 

9 skills, as defined in section 200, to qualify 

10 students to teach or lead in elementary 

11 schools and secondary schools; and 

12 ‘‘(iii) shall include, as part of such 

13 program, preparation for teacher or school 

14 leader certification or licensure; and’’. 

15 (f) ASIAN AMERICAN AND NATIVE AMERICAN PA16 CIFIC ISLANDER-SERVING INSTITUTIONS.—Section 

17 320(c)(2) of the Higher Education Act of 1965 (20 U.S.C. 

18 1059g(c)(2)) is amended— 

19 (1) in subparagraph (M), by striking ‘‘and’’ 

20 after the semicolon; 

21 (2) in subparagraph (N), by striking the period 

22 at the end and inserting ‘‘; and’’; and 

23 (3) by adding at the end the following: 

24 ‘‘(O) establishing or enhancing a program 

25 of teacher and school leader education that— 


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1 ‘‘(i) is aligned with the elements iden2 tified under clauses (i) through (vi) of sec3 tion 202(b)(4)(C) and subparagraph (A)(i) 

4 and clauses (i) and (ii) of subparagraph 

5 (B) of section 202(d)(1); 

6 ‘‘(ii) is designed to develop teaching 

7 skills, as defined in section 200, to qualify 

8 students to teach or lead in elementary 

9 schools and secondary schools; and 

10 ‘‘(iii) shall include, as part of such 

11 program, preparation for teacher or school 

12 leader certification or licensure.’’. 

13 (g) HISTORICALLY BLACK COLLEGES AND UNIVER14 SITIES.—Section 323(a)(10) of the Higher Education Act 

15 of 1965 (20 U.S.C. 1062(a)(10)) is amended to read as 

16 follows: 

17 ‘‘(10) Establishing or enhancing a program of 

18 teacher and school leader education that— 

19 ‘‘(A) is aligned with the elements identified 

20 under clauses (i) through (vi) of section 

21 202(b)(4)(C) and subparagraph (A)(i) and 

22 clauses (i) and (ii) of subparagraph (B) of sec23 tion 202(d)(1); 

24 ‘‘(B) is designed to develop teaching skills, 

25 as defined in section 200, to qualify students to 


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1 teach or lead in elementary schools and sec2 ondary schools; and 

3 ‘‘(C) shall include, as part of such pro4 gram, preparation for teacher or school leader 

5 certification or licensure.’’. 

6 (h) STRENGTHENING HISTORICALLY BLACK COL7 LEGES AND UNIVERSITIES AND OTHER MINORITY-SERV8 ING INSTITUTIONS.—Section 371(b) of the Higher Edu9 cation Act of 1965 (20 U.S.C. 1067q(b)) is amended— 

10 (1) in paragraph (1)(A), by striking 

11 ‘‘$255,000,000 for fiscal year 2020 and each fiscal 

12 year thereafter.’’ and inserting ‘‘$265,000,000 for 

13 each fiscal year.’’; and 

14 (2) in paragraph (2)— 

15 (A) in subparagraph (A)— 

16 (i) in clause (i), by striking 

17 ‘‘$100,000,000’’ and inserting 

18 ‘‘$103,921,569’’; 

19 (ii) in clause (ii), by striking 

20 ‘‘$100,000,000’’ and inserting 

21 ‘‘$103,921,569’’; and 

22 (iii) in clause (iii), by striking 

23 ‘‘$55,000,000’’ and inserting 

24 ‘‘$57,156,863’’; 


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1 (B) in subparagraph (C)(ii), by striking 

2 ‘‘$600,000’’ and inserting ‘‘$623,529’’; and 

3 (C) in subparagraph (D)— 

4 (i) in clause (i), by striking 

5 ‘‘$30,000,000’’ each place it appears and 

6 inserting ‘‘$31,176,471’’; 

7 (ii) in clause (ii), by striking 

8 ‘‘$15,000,000’’ each place it appears and 

9 inserting ‘‘$15,588,235’’; 

10 (iii) in clause (iii), by striking 

11 ‘‘$5,000,000’’ and inserting ‘‘$5,196,078’’; 

12 and 

13 (iv) in clause (iv), by striking 

14 ‘‘$5,000,000’’ and inserting ‘‘$5,196,078’’. 

15 (i) MINORITY SCIENCE AND ENGINEERING IMPROVE16 MENT PROGRAMS.—Section 399(a)(5) of the Higher Edu17 cation Act of 1965 (20 U.S.C. 1068h(a)(5)) is amended 

18 to read as follows: 

19 ‘‘(5) PART E.—There are authorized to be ap20 propriated to carry out part E, $30,000,000 for 

21 each fiscal year.’’. 

22 (j) HISPANIC-SERVING INSTITUTIONS.—Section 

23 503(b)(12) of the Higher Education Act of 1965 (20 

24 U.S.C. 1101b(b)(12)) is amended to read as follows: 


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1 ‘‘(12) Establishing or enhancing a program of 

2 teacher and school leader education that— 

3 ‘‘(A) is aligned with the elements identified 

4 under clauses (i) through (vi) of section 

5 202(b)(4)(C) and subparagraph (A)(i) and 

6 clauses (i) and (ii) of subparagraph (B) of sec7 tion 202(d)(1); 

8 ‘‘(B) is designed to develop teaching skills, 

9 as defined in section 200, to qualify students to 

10 teach or lead in elementary schools and sec11 ondary schools; and 

12 ‘‘(C) shall include, as part of such pro13 gram, preparation for teacher or school leader 

14 certification or licensure.’’. 

Æ 


pbinns on DSKJLVW7X2PROD with BILLS