II 

112TH CONGRESS 

2D SESSION S. 3582 

To improve quality and accountability for educator preparation programs. 

IN THE SENATE OF THE UNITED STATES 

SEPTEMBER 20, 2012 

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

the Committee on Health, Education, Labor, and Pensions 

A BILL 

To improve quality and accountability for educator 

preparation programs. 

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

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Educator Preparation 

5 Reform Act’’. 

6 TITLE I—EDUCATOR QUALITY 

7 ENHANCEMENT 

8 SEC. 101. DEFINITIONS. 

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

10 U.S.C. 1021) is amended— 

11 (1) by striking paragraph (22); 


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

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

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

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

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

8 teacher, principal, specialized instructional support 

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

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

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

15 term ‘evidence of student learning’ means multiple 

16 measures of student learning that shall include not 

17 less than two of the following: 

18 ‘‘(A) Student assessment data, which may 

19 include valid and reliable data— 

20 ‘‘(i) based on student learning gains 

21 on State student academic assessments 

22 under section 111(b)(3) of the Elementary 

23 and Secondary Education Act of 1965 and 

24 other State student academic achievement 

25 assessments, where available; 


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1 ‘‘(ii) from formative assessments; 

2 ‘‘(iii) from summative assessments; 

3 and 

4 ‘‘(iv) from objective performance5 based assessments. 

6 ‘‘(B) Student work, including measures of 

7 performance criteria and evidence of student 

8 growth. 

9 ‘‘(C) Teacher-generated information about 

10 student goals and growth. 

11 ‘‘(D) Parental feedback about student 

12 goals and growth. 

13 ‘‘(E) Assessments of affective engagement 

14 and self-efficacy. 

15 ‘‘(F) Other appropriate measures as deter16 mined by the State.’’; 

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

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

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

21 means a local educational agency— 

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

23 low-income children; 


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

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

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

6 School Achievement Program under section 

7 6211(b) of the Elementary and Secondary Edu8 cation Act of 1965 or the Rural and Low-In9 come School Program under section 6221(b) of 

10 such Act; or 

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

12 children that is in the highest quartile among 

13 such agencies in the State; and 

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

15 by the agency is persistently low achieving; or 

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

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

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

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

20 ‘‘(16) INDUCTION PROGRAM.—The term ‘induc21 tion program’ means a formalized program for new 

22 teachers and principals during not less than the first 

23 2 years of teaching or leading a school that is de24 signed to provide support for, improve the profes25 sional performance of, and advance the retention of 


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1 beginning teachers and principals. Such program 

2 shall promote effective teaching and leadership skills 

3 and shall include the following components: 

4 ‘‘(A) High-quality mentoring. 

5 ‘‘(B) Periodic, structured time for collabo6 ration and classroom observation opportunities 

7 with teachers in the same department or field, 

8 including mentor teachers, as well as time for 

9 information-sharing among teachers, principals, 

10 administrators, other appropriate educators, 

11 and participating faculty in the partner institu12 tion. 

13 ‘‘(C) The application of empirically based 

14 practice and scientifically valid research on in15 structional practices. 

16 ‘‘(D) Opportunities for new teachers and 

17 principals to draw directly on the expertise of 

18 mentors, faculty, local educational agency per19 sonnel, and researchers to support the integra20 tion of empirically based practice and scientif21 ically valid research with practice. 

22 ‘‘(E) The development of skills in instruc23 tional and behavioral interventions derived from 

24 empirically based practice, and where applica25 ble, scientifically valid research. 


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1 ‘‘(F) Faculty who— 

2 ‘‘(i) model the integration of research 

3 and practice in the classroom; and 

4 ‘‘(ii) assist new teachers and prin5 cipals with the effective use and integra6 tion of technology in instruction. 

7 ‘‘(G) Interdisciplinary collaboration among 

8 exemplary teachers, principals, faculty, re9 searchers, other educators, and other staff who 

10 prepare new teachers and principals with re11 spect to the learning process and the assess12 ment of learning. 

13 ‘‘(H) Assistance with the understanding of 

14 data, particularly student achievement data, 

15 and the application of such data in classroom 

16 instruction. 

17 ‘‘(I) Regular, structured observation and 

18 evaluation of new teachers by multiple eval19 uators, using valid and reliable measures of 

20 teaching and leadership skills.’’; 

21 (7) by inserting after paragraph (21), as redes22 ignated by paragraph (2), the following: 

23 ‘‘(22) RESIDENCY PROGRAM.—The term ‘resi24 dency program’ means a school-based educator prepVerDate Mar 15 2010 03:19 Sep 26, 2012 Jkt 019200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:\BILLS\S3582.IS S3582

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1 aration program in which a prospective teacher, 

2 principal, or other educator— 

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

4 a mentor teacher, principal, or other educator 

5 who is the educator of record; 

6 ‘‘(B) receives concurrent instruction during 

7 the year described in subparagraph (A) from 

8 the partner institution, which courses may be 

9 taught by local educational agency personnel or 

10 residency program faculty, in— 

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

12 in which the teacher will become certified 

13 or licensed; 

14 ‘‘(ii) pedagogical practices; and 

15 ‘‘(iii) leadership, management, organi16 zational, and instructional skills necessary 

17 to serve as a principal; 

18 ‘‘(C) acquires effective teaching or leader19 ship skills; and 

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

21 earns a master’s degree or other appropriate 

22 advanced credential, attains full State teacher 

23 or leader certification or licensure, and becomes 

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


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1 (8) by inserting after paragraph (24), as redes2 ignated by paragraph (2), the following: 

3 ‘‘(25) TEACHER PERFORMANCE ASSESSMENT.— 

4 The term ‘teacher performance assessment’ means 

5 an assessment used to measure teacher performance 

6 that is approved by the State and is— 

7 ‘‘(A) based on professional teaching stand8 ards; 

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

10 a teacher’s— 

11 ‘‘(i) curriculum planning; 

12 ‘‘(ii) instruction of students, including 

13 appropriate plans and modifications for 

14 students who are limited English proficient 

15 and students who are children with disabil16 ities; and 

17 ‘‘(iii) assessment of students, includ18 ing analysis of evidence of student learn19 ing; 

20 ‘‘(C) validated based on professional as21 sessment standards; 

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

23 with appropriate oversight of the process to en24 sure consistency; and 


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1 ‘‘(E) used to support continuous improve2 ment of educator practice. 

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

4 term ‘teacher preparation entity’ means an institu5 tion of higher education, a nonprofit organization, 

6 for-profit organization, or other organization that is 

7 approved by the State to prepare teachers to be ef8 fective in the classroom. 

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

10 term ‘teacher preparation program’ means a pro11 gram offered by a teacher preparation entity that 

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

13 SEC. 102. EDUCATOR QUALITY ENHANCEMENT. 

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

15 U.S.C. 1022) is amended— 

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

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

18 term appears; 

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

20 the semicolon; 

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

22 following: 

23 ‘‘(4) recruit highly qualified individuals, includ24 ing minorities and individuals from other occupaVerDate Mar 15 2010 03:19 Sep 26, 2012 Jkt 019200 PO 00000 Frm 00009 Fmt 6652 Sfmt 6201 E:\BILLS\S3582.IS S3582

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1 tions, as teachers, principals, and other educators; 

2 and’’; and 

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

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

5 educational agencies and high-need schools through 

6 close partnerships with educator preparation pro7 grams within institutions of higher education.’’. 

8 SEC. 103. PARTNERSHIP GRANTS. 

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

10 U.S.C. 1022a) is amended— 

11 (1) in subsection (b)— 

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

13 educators,’’ after ‘‘principals,’’; 

14 (B) by striking paragraph (2) and insert15 ing the following: 

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

17 program to be carried out with grant funds, as de18 scribed in subsection (c), will prepare prospective 

19 and new educators with strong teaching, leadership, 

20 and other professional skills necessary to increase 

21 learning and academic achievement;’’; 

22 (C) in paragraph (3), by inserting ‘‘, prin23 cipals, and other educators’’ after ‘‘teachers’’; 

24 (D) in paragraph (4)— 


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

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

3 ‘‘teacher’’; and 

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

5 ‘‘teacher’’ and inserting ‘‘educator’’; 

6 (E) in paragraph (6)— 

7 (i) by striking subparagraph (F) and 

8 inserting the following: 

9 ‘‘(F) how the partnership will prepare edu10 cators to teach and work with students with 

11 disabilities, including training related to partici12 pation as a member of individualized education 

13 program teams, as defined in section 

14 614(d)(1)(B) of the Individuals with Disabil15 ities Education Act;’’; 

16 (ii) by striking subparagraph (G) and 

17 inserting the following: 

18 ‘‘(G) how the partnership will prepare edu19 cators to teach and work with students who are 

20 limited English proficient;’’; 

21 (iii) by striking subparagraph (H) and 

22 inserting the following: 

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

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

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1 istrators of high-need schools served by the 

2 high-need local educational agency in the part3 nership to— 

4 ‘‘(i) provide high-quality professional 

5 development activities to strengthen the 

6 content knowledge and teaching skills of 

7 elementary school and secondary school 

8 teachers and other educators, including 

9 multi-tiered systems of support and uni10 versal design for learning; 

11 ‘‘(ii) train other classroom teachers, 

12 principals, school librarians, and other edu13 cators to implement literacy programs that 

14 incorporate the essential components of 

15 reading and writing instruction; and 

16 ‘‘(iii) provide high-quality professional 

17 development activities to strengthen the in18 structional and leadership skills of elemen19 tary school and secondary school principals 

20 and district superintendents, if the partner 

21 institution has a principal preparation pro22 gram;’’; 

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

24 ‘‘teaching’’ and inserting ‘‘educator’’; and 


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

2 ‘‘teachers’’ and inserting ‘‘educators’’; and 

3 (F) by striking paragraph (7) and insert4 ing the following: 

5 ‘‘(7) with respect to the induction program re6 quired as part of the activities carried out under this 

7 section— 

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

9 departments within the institution of higher 

10 education that are part of the induction pro11 gram will effectively prepare educators, includ12 ing providing content expertise and expertise in 

13 teaching and leadership, as appropriate; 

14 ‘‘(B) a description of the eligible partner15 ship’s capacity to use empirically based practice 

16 and scientifically valid research on teaching and 

17 learning; 

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

19 preparation program will design and implement 

20 an induction program to support all new edu21 cators who are prepared by the educator prepa22 ration program in the partnership and who are 

23 employed in the high-need local educational 

24 agency in the partnership, and, to the extent 


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1 practicable, all new educators who teach in such 

2 high-need local educational agency; and 

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

4 faculty involved in the induction program will 

5 be able to substantially participate in an early 

6 childhood education program or an elementary 

7 school or secondary school classroom setting, as 

8 applicable.’’; 

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

10 following: 

11 ‘‘(c) USE OF GRANT FUNDS.—An eligible partner12 ship that receives a grant under this section— 

13 ‘‘(1) shall use grant funds to carry out a pro14 gram for the pre-baccalaureate or post-baccalaureate 

15 preparation of teachers under subsection (d), a 

16 teaching or principal residency program under sub17 section (e), or a combination of such programs; and 

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

19 development programs under subsection (f), based 

20 upon the results of the needs assessment in sub21 section (b)(1).’’; 

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

23 following: 


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1 ‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH2 MENT OF TEACHING AND PRINCIPAL RESIDENCY PRO3 GRAMS.— 

4 ‘‘(1) IN GENERAL.—An eligible partnership re5 ceiving a grant to carry out an effective teaching or 

6 principal residency program shall carry out a pro7 gram that includes the following activities: 

8 ‘‘(A) FOR TEACHING RESIDENCY PRO9 GRAMS.—An eligible partnership carrying out a 

10 teaching residency program shall carry out both 

11 of the following activities: 

12 ‘‘(i) Supporting a teaching residency 

13 program described in paragraph (2) for 

14 high-need schools and in high-need sub15 jects and areas, as determined by the 

16 needs of the high-need local educational 

17 agency in the partnership. 

18 ‘‘(ii) Placing graduates of the teach19 ing residency program in cohorts that fa20 cilitate professional collaboration, both 

21 among graduates of the residency program 

22 and between such graduates and mentor 

23 teachers in the receiving school. 

24 ‘‘(B) FOR PRINCIPAL RESIDENCY PRO25 GRAMS.—An eligible partnership carrying out a 


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1 principal residency program shall support a 

2 program described in paragraph (3) for high3 need schools, as determined by the needs of the 

4 high-need local educational agency in the part5 nership. 

6 ‘‘(2) TEACHER 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 high-need schools in the eligible partnership and 

13 shall be designed to include the following char14 acteristics 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 coursework 

19 to earn a master’s degree while under20 taking a guided teaching apprenticeship. 

21 ‘‘(iii) Experience and learning oppor22 tunities alongside a trained and experi23 enced mentor teacher— 

24 ‘‘(I) whose teaching shall com25 plement the residency program so that 


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1 school-based clinical practice is tightly 

2 aligned with coursework; 

3 ‘‘(II) who shall have extra re4 sponsibilities as a teacher leader of 

5 the teaching residency program, as a 

6 mentor for residents, and as a teacher 

7 coach during the induction program 

8 for new teachers, and for establishing, 

9 within the program, a learning com10 munity in which all individuals are ex11 pected to continually improve their ca12 pacity to advance student learning; 

13 and 

14 ‘‘(III) who may be relieved from 

15 teaching duties or may be offered a 

16 stipend as a result of such additional 

17 responsibilities. 

18 ‘‘(iv) The establishment of clear cri19 teria for the selection of mentor teachers 

20 based on the appropriate subject area 

21 knowledge and measures of teacher effec22 tiveness, which shall be based on, but not 

23 limited to, observations of the following: 

24 ‘‘(I) Planning and preparation, 

25 including demonstrated knowledge of 


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1 content, pedagogy, and assessment, 

2 including the use of formative, 

3 summative, and diagnostic assess4 ments to improve student learning. 

5 ‘‘(II) Appropriate instruction 

6 that engages all students. 

7 ‘‘(III) Collaboration with col8 leagues to improve instruction. 

9 ‘‘(IV) Analysis of evidence of stu10 dent learning. 

11 ‘‘(v) The development of admissions 

12 goals and priorities— 

13 ‘‘(I) that are aligned with the 

14 hiring objectives of the local edu15 cational agency partnering with the 

16 program, as well as the instructional 

17 initiatives and curriculum of such 

18 agency to hire qualified graduates 

19 from the teaching residency program; 

20 and 

21 ‘‘(II) which may include consider22 ation of applicants who reflect the 

23 communities in which they will teach 

24 as well as consideration of individuals 


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1 from underrepresented populations in 

2 the teaching profession. 

3 ‘‘(vi) Support for residents once such 

4 residents are hired as the teachers of 

5 record, through an induction program, pro6 fessional development, and networking op7 portunities to support the residents 

8 through not less than the residents’ first 2 

9 years of teaching. 

10 ‘‘(B) SELECTION OF INDIVIDUALS AS

11 TEACHER RESIDENTS.— 

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

13 to be eligible to be a teacher resident in a 

14 teacher residency program under this para15 graph, an individual shall— 

16 ‘‘(I) be a recent graduate of a 

17 four-year institution of higher edu18 cation or a mid-career professional 

19 possessing strong content knowledge 

20 of a record of professional accomplish21 ment; and 

22 ‘‘(II) submit an application to 

23 the residency program. 

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


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1 residency program under this subsection 

2 shall establish criteria for the selection of 

3 eligible individuals to participate in the 

4 teaching residency program based on the 

5 following characteristics: 

6 ‘‘(I) Strong content knowledge or 

7 record of accomplishment in the field 

8 or subject area to be taught. 

9 ‘‘(II) Strong verbal and written 

10 communication skills, which may be 

11 demonstrated by performance on ap12 propriate assessments. 

13 ‘‘(III) Other attributes linked to 

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

16 assessments, as specified by the eligi17 ble partnership. 

18 ‘‘(3) PRINCIPAL RESIDENCY PROGRAMS.— 

19 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

20 principal residency program under this para21 graph shall be a program based upon models of 

22 successful principal residencies that serve as a 

23 mechanism to prepare principals for success in 

24 high-need schools in the eligible partnership and 


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1 shall be designed to include the following char2 acteristics of successful programs: 

3 ‘‘(i) Engagement of principal resi4 dents in rigorous graduate-level coursework 

5 to earn an appropriate advanced credential 

6 while undertaking a guided principal ap7 prenticeship. 

8 ‘‘(ii) Experience and learning opportu9 nities alongside a trained and experienced 

10 mentor principal— 

11 ‘‘(I) whose mentoring shall be 

12 based on standards of effective men13 toring practice and shall complement 

14 the residence program so that school15 based clinical practice is tightly 

16 aligned with coursework; and 

17 ‘‘(II) who may be relieved from 

18 some portion of principal duties or 

19 may be offered a stipend as a result 

20 of such additional responsibilities. 

21 ‘‘(iii) The establishment of clear cri22 teria for the selection of mentor principals, 

23 which may be based on observations of the 

24 following: 


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1 ‘‘(I) Demonstrating awareness of, 

2 and having experience with, the 

3 knowledge, skills, and attitudes to— 

4 ‘‘(aa) establish and maintain 

5 a professional learning commu6 nity that effectively extracts in7 formation from data to improve 

8 the school culture and personalize 

9 instruction for all students to re10 sult in improved student achieve11 ment; 

12 ‘‘(bb) create and maintain a 

13 learning culture within the school 

14 that provides a climate conducive 

15 to the development of all mem16 bers of the school community, in17 cluding one of continuous learn18 ing for adults tied to student 

19 learning and other school goals; 

20 ‘‘(cc) engage in continuous 

21 professional development, uti22 lizing a combination of academic 

23 study, developmental simulation 

24 exercises, self-reflection, mentor25 ship, and internship; 


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1 ‘‘(dd) understand youth de2 velopment appropriate to the age 

3 level served by the school, and 

4 use this knowledge to set high ex5 pectations and standards for the 

6 academic, social, emotional, and 

7 physical development of all stu8 dents; and 

9 ‘‘(ee) actively engage the 

10 community to create shared re11 sponsibility for student academic 

12 performance and successful de13 velopment. 

14 ‘‘(II) Planning and articulating a 

15 shared and coherent schoolwide direc16 tion and policy for achieving high 

17 standards of student performance. 

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

20 curriculum necessary for achieving 

21 such standards of student perform22 ance. 

23 ‘‘(IV) Supporting a culture of 

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1 sional behavior and ensuring quality 

2 measures of instructional practice. 

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

6 ‘‘(VI) Collecting, analyzing, and 

7 utilizing data and other evidence of 

8 student learning and evidence of class9 room practice to guide decisions and 

10 actions for continuous improvement 

11 and to ensure performance account12 ability. 

13 ‘‘(iv) The development of admissions 

14 goals and priorities— 

15 ‘‘(I) that are aligned with the 

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

18 program, as well as the instructional 

19 initiatives and curriculum of such 

20 agency to hire qualified graduates 

21 from the principal residency program; 

22 and 

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

25 communities in which they will serve 


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1 as well as consideration of individuals 

2 from underrepresented populations in 

3 school leadership positions. 

4 ‘‘(v) Support for residents once such 

5 residents are hired as principals, through 

6 an induction program, professional devel7 opment to support the knowledge and skills 

8 of the principal in a continuum of learning 

9 and content expertise in developmentally 

10 appropriate or age-appropriate educational 

11 practices, and networking opportunities to 

12 support the residents through not less than 

13 the residents’ first 2 years of serving as 

14 principal of a school. 

15 ‘‘(B) SELECTION OF INDIVIDUALS AS

16 PRINCIPAL RESIDENTS.— 

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

18 to be eligible to be a principal resident in 

19 a principal residency program under this 

20 paragraph, an individual shall— 

21 ‘‘(I) have prior prekindergarten 

22 through grade 12 teaching experience; 

23 ‘‘(II) have experience as an effec24 tive leader, manager, and written and 

25 oral communicator; and 


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1 ‘‘(III) submit an application to 

2 the residency program. 

3 ‘‘(ii) SELECTION CRITERIA.—An eligi4 ble partnership carrying out a principal 

5 residency program under this subsection 

6 shall establish criteria for the selection of 

7 eligible individuals to participate in the 

8 principal residency program based on the 

9 following characteristics: 

10 ‘‘(I) Strong instructional leader11 ship skills in an elementary school or 

12 secondary school setting. 

13 ‘‘(II) Strong verbal and written 

14 communication skills, which may be 

15 demonstrated by performance on ap16 propriate assessments. 

17 ‘‘(III) Other attributes linked to 

18 effective leadership, such as sound 

19 judgment, organizational capacity, col20 laboration, and openness to contin21 uous learning, which may be deter22 mined by interviews or performance 

23 assessment, as specified by the eligible 

24 partnership. 


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

2 AGREEMENTS; REPAYMENTS.— 

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

4 or principal residency program under this sub5 section— 

6 ‘‘(i) shall provide a 1-year living sti7 pend or salary to teaching or principal 

8 residents during the 1-year teaching or 

9 principal residency program; and 

10 ‘‘(ii) may provide a stipend to a men11 tor teacher or mentor principal. 

12 ‘‘(B) APPLICATIONS FOR STIPENDS OR

13 SALARIES.—Each teacher or principal residency 

14 candidate desiring a stipend or salary during 

15 the period of residency shall submit an applica16 tion to the eligible partnership at such time, 

17 and containing such information and assur18 ances, as the eligible partnership may require. 

19 ‘‘(C) AGREEMENTS TO SERVE.—Each ap20 plication submitted under subparagraph (B) 

21 shall contain or be accompanied by an agree22 ment that the applicant will— 

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

24 principal for a total of not less than 3 aca25 demic years immediately after successfully 


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1 completing the 1-year teaching or principal 

2 residency program; 

3 ‘‘(ii) fulfill the requirement under 

4 clause (i)— 

5 ‘‘(I) by teaching or serving as a 

6 principal in a high-need school served 

7 by the high-need local educational 

8 agency in the eligible partnership and, 

9 if a teacher, teaching a subject or 

10 area that is designated as high need 

11 by the partnership; or 

12 ‘‘(II) if there is no appropriate 

13 position available in a high-need 

14 school served by the high-need local 

15 educational agency in the eligible 

16 partnership, by teaching or serving as 

17 a principal in any other high-need 

18 school; 

19 ‘‘(iii) provide to the eligible partner20 ship a certificate, from the chief adminis21 trative officer of the local educational 

22 agency in which the resident is employed, 

23 of the employment required under clauses 

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


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1 completion of, each year or partial year of 

2 service; 

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

4 requirements to be a highly qualified 

5 teacher, as defined in section 9101 of the 

6 Elementary and Secondary Education Act 

7 of 1965, or section 602 of the Individuals 

8 with Disabilities Education Act, when the 

9 applicant begins to fulfill the service obli10 gation under this clause; and 

11 ‘‘(v) comply with the requirements set 

12 by the eligible partnership under subpara13 graph (D) if the applicant is unable or un14 willing to complete the service obligation 

15 required by this subparagraph. 

16 ‘‘(D) REPAYMENTS.— 

17 ‘‘(i) IN GENERAL.—An eligible part18 nership carrying out a teaching or prin19 cipal residency program under this sub20 section shall require a recipient of a sti21 pend or salary under subparagraph (A) 

22 who does not complete, or who notifies the 

23 partnership that the recipient intends not 

24 to complete, the service obligation required 

25 by subparagraph (C) to repay such stipend 


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1 or salary to the eligible partnership, to2 gether with interest, at a rate specified by 

3 the partnership in the agreement, and in 

4 accordance with such other terms and con5 ditions specified by the eligible partnership, 

6 as necessary. 

7 ‘‘(ii) OTHER TERMS AND CONDI8 TIONS.—Any other terms and conditions 

9 specified by the eligible partnership may 

10 include reasonable provisions for prorata 

11 repayment of the stipend or salary de12 scribed in subparagraph (A) or for deferral 

13 of a teaching resident’s service obligation 

14 required by subparagraph (C), on grounds 

15 of health, incapacitation, inability to secure 

16 employment in a school served by the eligi17 ble partnership, being called to active duty 

18 in the Armed Forces of the United States, 

19 or other extraordinary circumstances. 

20 ‘‘(iii) USE OF REPAYMENTS.—An eli21 gible partnership shall use any repayment 

22 received under this subparagraph to carry 

23 out additional activities that are consistent 

24 with the purposes of this section.’’; 


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

2 following: 

3 ‘‘(f) PARTNERSHIP GRANTS FOR EDUCATOR DEVEL4 OPMENT.—An eligible partnership that receives a grant 

5 under this section may carry out effective educator devel6 opment programs for other educators besides teachers and 

7 principals based on the needs identified in subsection 

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

9 ‘‘(1) Implementing curriculum changes that im10 prove, evaluate, and assess how well prospective and 

11 new educators develop instructional skills. 

12 ‘‘(2) Preparing educators to use empirically 

13 based practice and scientifically valid research, 

14 where applicable. 

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

16 ‘‘(4) Creating induction programs for new edu17 cators. 

18 ‘‘(5) Aligning recruitment and admissions goals 

19 and priorities with the hiring objectives of the high20 need local educational agency in the eligible partner21 ship. 

22 ‘‘(6) Professional development and training for 

23 mentor teachers and principals.’’; and 

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


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

2 any other provision of law, from funds appropriated to 

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

4 any multiyear grant awarded under this part (as such pro5 visions were in effect on the day before the date of enact6 ment of the Educator Preparation Reform Act), for the 

7 duration of such multiyear grant in accordance with its 

8 terms.’’. 

9 SEC. 104. ADMINISTRATIVE PROVISIONS. 

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

11 U.S.C. 1022b) is amended— 

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

13 and inserting the following: 

14 ‘‘(2) NUMBER OF AWARDS.—An eligible part15 nership may not receive more than 1 grant during 

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

17 an additional grant during such period if such grant 

18 is used to establish a teacher or principal residency 

19 program if such residency program was not estab20 lished with the prior grant. Nothing in this title 

21 shall be construed to prohibit an individual member, 

22 that can demonstrate need, of an eligible partnership 

23 that receives a grant under this title from entering 

24 into another eligible partnership consisting of new 

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1 ble partnership before the 5-year period described in 

2 the preceding sentence applicable to the eligible 

3 partnership with which the individual member has 

4 first partnered has expired.’’; and 

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

6 preparation program’’ and inserting ‘‘teacher edu7 cation program or educator development program’’. 

8 SEC. 105. ACCOUNTABILITY AND EVALUATION. 

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

10 (20 U.S.C. 1022c(a)) is amended to read as follows 

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

12 eligible partnership submitting an application for a grant 

13 under this part shall establish, and include in such appli14 cation, an evaluation plan that includes strong and meas15 urable performance objectives. The plan shall include ob16 jectives and measures for— 

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

18 educators as measured by the eligible partnership; 

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

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

21 State certification or licensure of teachers or pass 

22 rates and average scores on valid and reliable teach23 er performance assessments; and 

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

25 teachers, principals, and other educators hired by 


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1 the high-need local educational agency participating 

2 in the eligible partnership; 

3 ‘‘(B) the percentage of highly qualified teach4 ers, principals, and other educators hired by the 

5 high-need local educational agency who are members 

6 of underrepresented groups; 

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

8 hired by the high-need local educational agency who 

9 teach high-need academic subject areas (such as 

10 reading, mathematics, science, and foreign language, 

11 including less commonly taught languages and crit12 ical foreign languages); 

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

14 hired by the high-need local educational agency who 

15 teach in high-need areas (including special edu16 cation, language instruction educational programs 

17 for limited English proficient students, and early 

18 childhood education); 

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

20 and other educators hired by the high-need local 

21 educational agency who teach in high-need schools, 

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

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

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1 graphic area served by the eligible partnership 

2 taught by early childhood educators who are highly 

3 competent; and 

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

5 trained to— 

6 ‘‘(i) integrate technology effectively into 

7 curricula and instruction, including technology 

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

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

11 manage, and analyze data to improve teaching 

12 and learning for the purpose of improving stu13 dent learning outcomes.’’. 

14 SEC. 106. ACCOUNTABILITY FOR PROGRAMS THAT PRE15 PARE TEACHERS. 

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

17 U.S.C. 1022d) is amended— 

18 (1) in subsection (a)— 

19 (A) by striking the subsection heading and 

20 inserting ‘‘TEACHER PREPARATION ENTITY

21 REPORT CARDS’’; and 

22 (B) by striking paragraph (1) and insert23 ing the following: 

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

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1 grams in the State and that receives or enrolls stu2 dents receiving Federal assistance shall report annu3 ally to the State and the general public, in a uniform 

4 and comprehensible manner that conforms with the 

5 definitions and methods established by the Sec6 retary, the following: 

7 ‘‘(A) GOALS AND ASSURANCES.— 

8 ‘‘(i) For the most recent year for 

9 which the information is available for the 

10 entity whether the goals set under section 

11 206 have been met. 

12 ‘‘(ii) A description of the steps the en13 tity is taking to improve its performance in 

14 meeting the annual goals set under section 

15 206. 

16 ‘‘(iii) A description of the activities 

17 the entity has implemented to meet the as18 surances provided under section 206. 

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

20 For the most recent year for which the informa21 tion is available the following: 

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

23 for those students who took the assess24 ments used for teacher certification or li25 censure by the State in which the program 


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1 is located and are enrolled in the teacher 

2 preparation program or, and for those who 

3 have taken such assessments and have 

4 completed the teacher preparation program 

5 during the two-year period preceding such 

6 year, for each of such assessments— 

7 ‘‘(I) the percentage of all stu8 dents who passed such assessment; 

9 ‘‘(II) the percentage of students 

10 who have taken such assessment who 

11 enrolled in and completed the teacher 

12 preparation program; and 

13 ‘‘(III) the average scaled score 

14 for all students who took such assess15 ment. 

16 ‘‘(ii) In the case of an entity that re17 quires a valid and reliable teacher perform18 ance assessment in order to complete the 

19 preparation program, the entity is not re20 quired to submit the information described 

21 in clause (i) but shall submit the pass rate 

22 and average score of students taking the 

23 teacher performance assessment, disaggre24 gated by subject area, race, ethnicity, and 

25 gender, except that such disaggregation 


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1 shall not be required in a case in which the 

2 result would reveal personally identifiable 

3 information about an individual student. 

4 ‘‘(C) PROGRAM INFORMATION.—A descrip5 tion of the following: 

6 ‘‘(i) The median grade point average 

7 and range of grade point averages for ad8 mitted students. 

9 ‘‘(ii) The average score and range of 

10 scores on standardized admissions tests for 

11 students admitted to the program. 

12 ‘‘(iii) The number of students in the 

13 program (disaggregated by subject area, 

14 race, ethnicity, and gender). 

15 ‘‘(iv) The number of hours and types 

16 of supervised clinical preparation required. 

17 ‘‘(v) The total number of students 

18 who have completed programs for certifi19 cation or licensure (disaggregated by sub20 ject area, race, ethnicity, and gender). 

21 ‘‘(D) ACCREDITATION.—Whether the pro22 gram is accredited by a specialized accrediting 

23 agency recognized by the Secretary for accredi24 tation of professional teacher education pro25 grams. 


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1 ‘‘(E) DESIGNATION AS LOW-PER2 FORMING.—Whether the program has been des3 ignated as low-performing by the State under 

4 section 207(a). 

5 ‘‘(F) OUTCOME DATA.—A description of 

6 the availability of outcome data for graduates of 

7 the teacher preparation entity’s programs, and, 

8 where available, the results of such data, in9 cluding the following: 

10 ‘‘(i) The academic performance of the 

11 elementary school and secondary school 

12 students, including students with disabil13 ities and limited English proficient stu14 dents, taught by graduates of the teacher 

15 preparation entity by subject area and 

16 grade. 

17 ‘‘(ii) Job placement of graduates with18 in 12 months of program completion. 

19 ‘‘(iii) Retention of graduates after 3 

20 years. 

21 ‘‘(iv) Other outcome indicators, such 

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

24 (2) in subsection (b)— 

25 (A) in paragraph (1)— 


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

2 ‘‘, including teacher performance assess3 ments’’ after ‘‘State’’; 

4 (ii) by striking subparagraph (D) and 

5 inserting the following: 

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

7 for each of the assessments used by the State 

8 for teacher certification or licensure— 

9 ‘‘(I) the percentage of all such stu10 dents at all such programs and entities 

11 who have taken the assessment who pass 

12 such assessment; 

13 ‘‘(II) the percentage of students who 

14 have taken the assessment who enrolled in 

15 and completed a teacher preparation pro16 gram; and 

17 ‘‘(III) the average scaled score of indi18 viduals participating in such a program, or 

19 who have completed such a program dur20 ing the two-year period preceding the first 

21 year for which the annual State report 

22 card is provided, who took each such as23 sessment. 

24 ‘‘(ii) In the case of a State that has imple25 mented a valid and reliable teacher performance 


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1 assessment, the State is not required to submit 

2 the information described in clause (i) but shall 

3 submit the pass rate and average score of stu4 dents taking the teacher performance assess5 ment, disaggregated by subject area, race, eth6 nicity, and gender, except that such disaggrega7 tion shall not be required in a case in which the 

8 result would reveal personally identifiable infor9 mation about an individual student.’’; 

10 (iii) by striking subparagraph (G) and 

11 inserting the following: 

12 ‘‘(G) For each teacher preparation pro13 gram in the State the following: 

14 ‘‘(i) The average grade point average 

15 and range of grade point averages for ad16 mitted students. 

17 ‘‘(ii) The average score and range of 

18 scores on standardized admissions tests for 

19 students admitted to the program. 

20 ‘‘(iii) The number of students in the 

21 program (disaggregated by race, ethnicity, 

22 and gender). 

23 ‘‘(iv) The number of hours and types 

24 of supervised clinical preparation re25 quired.’’; 


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1 (iv) by striking subparagraph (H) and 

2 inserting the following: 

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

4 each teacher preparation entity in the State, 

5 the number of teachers prepared, in the aggre6 gate and reported separately by the following: 

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

8 ‘‘(ii) Academic major. 

9 ‘‘(iii) Subject area for which the 

10 teacher has been prepared to teach. 

11 ‘‘(iv) The relationship of the subject 

12 area and grade span of teachers graduated 

13 by the teacher preparation entity to the 

14 teacher workforce needs of the State.’’; 

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

16 (K), and (L); and 

17 (vi) by adding at the end the fol18 lowing: 

19 ‘‘(I) The capacity of the statewide longitu20 dinal data system to report outcome data on 

21 the graduates of teacher preparation entities in 

22 the State and where available the results of 

23 such data on the following: 

24 ‘‘(i) The academic performance of the 

25 elementary school and secondary school 


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1 students, including students with disabil2 ities and limited English proficient stu3 dents, taught by graduates of teacher 

4 preparation entities in the State by subject 

5 area and grade. 

6 ‘‘(ii) Job placement of program 

7 completers within 12 months of gradua8 tion. 

9 ‘‘(iii) Retention of program completers 

10 in teaching after 3 years. 

11 ‘‘(iv) Other outcome indicators, such 

12 as average results from teacher evalua13 tions.’’; and 

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

15 ‘‘(3) NO REQUIREMENT FOR REPORTING ON

16 STUDENTS NOT RESIDING IN THE STATE.—Nothing 

17 in this section shall require a State to report data 

18 on program completers who do not reside in such 

19 State.’’. 

20 SEC. 107. TEACHER DEVELOPMENT. 

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

22 U.S.C. 1022e) is amended— 

23 (1) in subsection (a), by striking ‘‘Each institu24 tion’’ and all that follows through ‘‘under this Act,’’ 

25 and inserting ‘‘Each teacher preparation entity that 


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1 enrolls students receiving Federal assistance under 

2 this Act, or receives other Federal funding to sup3 port its teacher preparation programs,’’; 

4 (2) in subsection (b)— 

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

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

7 (B) in paragraph (1), by striking ‘‘institu8 tion’s’’ and inserting ‘‘entity’s’’; and 

9 (C) by striking paragraph (3) and insert10 ing the following: 

11 ‘‘(3) prospective teachers receive— 

12 ‘‘(A) coursework and training in providing 

13 instruction in core academic subjects; 

14 ‘‘(B) training in providing instruction to 

15 diverse populations, including children with dis16 abilities, limited English proficient students, 

17 and children from low-income families; and 

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

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

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

21 and inserting ‘‘entity’’. 

22 SEC. 108. STATE FUNCTIONS. 

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

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


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1 ‘‘SEC. 207. STATE FUNCTIONS. 

2 ‘‘(a) STATE ASSESSMENT.— 

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

4 under this Act, a State shall conduct an assessment 

5 to identify low-performing teacher preparation pro6 grams in the State and to assist such programs 

7 through the provision of technical assistance. 

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

9 Each State described in paragraph (1) shall— 

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

11 list of low-performing teacher preparation pro12 grams and an identification of those programs 

13 at risk of being placed on such list, as applica14 ble; 

15 ‘‘(B) report any teacher preparation pro16 gram that has been closed and the reasons for 

17 such closure; and 

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

19 paragraph (1), in the report under section 

20 205(b). 

21 ‘‘(3) DETERMINATION OF AT RISK AND LOW22 PERFORMING PROGRAMS.—The levels of perform23 ance and the criteria for meeting those levels for 

24 purposes of the assessment under paragraph (1) 

25 shall be determined solely by the State in consulta26 tion with a representative group of community 


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1 stakeholders, including, at a minimum, representa2 tives of leaders and faculty of traditional and alter3 native route teacher preparation programs, pre-kin4 dergarten through 12th grade leaders and instruc5 tional staff, current teacher candidates participating 

6 in traditional and alternative route teacher prepara7 tion programs, the State’s standards board or other 

8 appropriate standards body, and other stakeholders 

9 identified by the State. 

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

11 receive funds under this Act, a State shall— 

12 ‘‘(1) report any programs described in sub13 section (a) to the Secretary; 

14 ‘‘(2) establish a period of improvement and re15 design (as established by the State) for programs 

16 designated as low performing under subsection (a); 

17 and 

18 ‘‘(3) subject programs described in paragraph 

19 (2) (after such period of improvement and redesign) 

20 to the provisions described in subsection (c) (as de21 termined by the State). 

22 ‘‘(c) TERMINATION OF ELIGIBILITY.—Any educator 

23 preparation program from which the State has withdrawn 

24 the State’s approval, or terminated the State’s financial 


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1 support, due to the low performance of the program based 

2 upon the State assessment described in subsection (a)— 

3 ‘‘(1) shall be ineligible for any funding for pro4 fessional development activities awarded by the De5 partment; 

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

7 any student who receives aid under title IV or an 

8 education award through the Corporation for Na9 tional and Community Service in the institution’s 

10 teacher preparation program; 

11 ‘‘(3) shall provide transitional support, includ12 ing remedial services if necessary, for students en13 rolled at the institution at the time of termination 

14 of financial support or withdrawal of approval; and 

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

16 improved performance, as determined by the State. 

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

18 requirements of this section shall apply to both traditional 

19 teacher preparation programs and alternative routes to 

20 State certification and licensure programs.’’. 

21 SEC. 109. AUTHORIZATION OF APPROPRIATIONS. 

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

23 U.S.C. 1022h) is amended— 

24 (1) by striking ‘‘2009’’ and inserting ‘‘2013’’; 

25 and 


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

2 TITLE II—PARTNERSHIPS WITH 

3 HIGHER EDUCATION TO IM4 PROVE TEACHER PREPARA5 TION PROGRAMS 

6 SEC. 201. STATE USE OF FUNDS. 

7 Section 2113 of the Elementary and Secondary Edu8 cation Act of 1965 (20 U.S.C. 6613) is amended— 

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

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

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

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

13 ‘‘(g) ADDITIONAL ACTIVITIES.—The State edu14 cational agency for a State that receives a grant under 

15 section 2111 shall assist the State higher education agen16 cy (if the State higher education agency is not the State 

17 educational agency) in conducting the activities described 

18 under subpart 3. 

19 ‘‘(h) ACTIVITIES RELATED TO THE HIGHER EDU20 CATION ACT.—A State that receives a grant under section 

21 2111 shall— 

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

23 the Higher Education Act of 1965 to all teacher 

24 preparation programs in the State, including pro25 grams operated by institutions of higher education 


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1 (whether such institutions are public, private, or for2 profit), and any other program in the State which 

3 provides teacher preparation; and 

4 ‘‘(2) develop and solicit public comment on cri5 teria used to assess or identify low-performing teach6 er preparation programs under section 207 of the 

7 Higher Education Act of 1965 (including any cri8 teria in existence on the day before the date of en9 actment of the Educator Preparation Reform Act) 

10 and make any such criteria publicly available. 

11 ‘‘(i) CRITERIA.—The criteria described under sub12 section (h)(2) shall include multiple measures of perform13 ance of individual teachers, such as teacher and principal 

14 evaluation, student satisfaction, and evidence of student 

15 learning. 

16 ‘‘(j) WITHHOLDING OF STATE ADMINISTRATIVE

17 FUNDS.—The Secretary may withhold administrative 

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

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

20 low-performing and at-risk teacher preparation pro21 grams.’’. 

22 SEC. 202. STATE AGENCY FOR HIGHER EDUCATION. 

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

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

25 seq.) is amended to read as follows: 


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1 ‘‘Subpart 3—State Educational Agency or State 

2 Agency for Higher Education Grants 

3 ‘‘SEC. 2131. GRANTS. 

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

6 2111, working in conjunction with the State educational 

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

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

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

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

13 education shall ensure that such subgrants are equitably 

14 distributed by geographic area within the State. 

15 ‘‘SEC. 2132. APPLICATIONS. 

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

19 subgrant, an eligible entity shall submit an application to 

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

21 such manner, and containing such information as the 

22 agency may require. 

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

24 ‘‘(a) IN GENERAL.—In using the funds reserved 

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1 cation shall, directly or through subgrants to eligible enti2 ties, use such funds for the following activities: 

3 ‘‘(1) Developing and implementing a teacher 

4 performance assessment for use by— 

5 ‘‘(A) institutions of higher education and 

6 other providers of teacher preparation in the 

7 State in assessing the effectiveness of graduates 

8 of teacher preparation programs; 

9 ‘‘(B) a State educational agency (or other 

10 State agency if such agency is responsible 

11 under State law for certification or licensure of 

12 teachers in such State) in determining any cer13 tification or licensure, including certification 

14 through alternative routes and full State certifi15 cation or licensure; or 

16 ‘‘(C) a local educational agency to inform 

17 hiring decisions, induction, and mentoring pro18 grams, and to facilitate the alignment of such 

19 performance assessments to the criteria used in 

20 teacher evaluations. 

21 ‘‘(2) Providing technical assistance to and clos22 ing low-performing teacher preparation programs, as 

23 identified under section 207 of the Higher Edu24 cation Act of 1965, under which the State agency 

25 for higher education shall— 


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1 ‘‘(A) assist teacher preparation programs 

2 that are at risk of being identified as low per3 forming, or have been identified as low per4 forming, under such section, through— 

5 ‘‘(i) technical assistance designed to 

6 identify the reasons such programs are at 

7 risk of being identified, or have been iden8 tified, as low performing; 

9 ‘‘(ii) the development of an improve10 ment plan to address the reasons identified 

11 under clause (i); 

12 ‘‘(iii) technical assistance to imple13 ment the plan described under clause (ii); 

14 and 

15 ‘‘(iv) other such assistance that re16 sponds to the reasons for such identifica17 tion; and 

18 ‘‘(B) if such a program described under 

19 subparagraph (A) is identified as low per20 forming after such technical assistance and a 

21 period of time for program improvement (as de22 termined by the State), terminate the eligibility 

23 of such a program as described in section 207 

24 of the Higher Education Act of 1965 or if the 

25 State agency for higher education does not 


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1 oversee such program, assisting such other 

2 State agency in terminating such eligibility. 

3 ‘‘(3) Developing a system for assessing the 

4 quality and effectiveness of professional development 

5 offered throughout the State (in conjunction with 

6 the appropriate State agency, if an agency other 

7 than the State agency for higher education is re8 sponsible for professional development of teachers in 

9 such State). 

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

11 does not meet the requirements of section 207 of the 

12 Higher Education Act of 1965, including any require13 ments described under this part related to such section 

14 207, the Secretary shall withhold a portion of the adminis15 trative funds that would be allocated to such State under 

16 this Act. 

17 ‘‘SEC. 2134. RULE OF CONSTRUCTION. 

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

19 or otherwise affect the rights, remedies, and procedures 

20 afforded to the employees of local educational agencies 

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

22 regulations or court orders) or under the terms of collec23 tive bargaining agreements, memoranda of understanding, 

24 or other agreements between such employees and their em25 ployers. 


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

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

3 ‘‘(1) an institution of higher education, as de4 fined in section 101(a) of the Higher Education Act 

5 of 1965; 

6 ‘‘(2) a local educational agency; 

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

8 ‘‘(4) a nonprofit organization; or 

9 ‘‘(5) a partnership of any of the entities de10 scribed in paragraphs (1) through (4).’’. 

11 TITLE III—AMENDMENTS TO 

12 THE TEACH GRANTS 

13 SEC. 301. DEFINITIONS. 

14 Section 420L(1) of the Higher Education Act of 

15 1965 (20 U.S.C. 1070g(1)) is amended— 

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

17 by striking ‘‘the Secretary determines’’; and 

18 (2) by striking subparagraph (A) and inserting 

19 the following: 

20 ‘‘(A) offers a teacher preparation program 

21 that is not identified as low performing or at 

22 risk of being identified as low performing by the 

23 State under section 207;’’. 


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•S 3582 IS

1 SEC. 302. PROGRAM ESTABLISHED. 

2 Section 420M of the Higher Education Act of 1965 

3 (20 U.S.C. 1070g–1) is amended by adding at the end 

4 the following: 

5 ‘‘(e) LOW-PERFORMING OR AT-RISK INSTITU6 TIONS.— 

7 ‘‘(1) LOW-PERFORMING INSTITUTIONS.—An in8 stitution of higher education that offers a teacher 

9 preparation program that is identified as low per10 forming under section 207 for a year shall not 

11 award TEACH grants for such year. 

12 ‘‘(2) AT-RISK INSTITUTIONS.— 

13 ‘‘(A) PROHIBITION AGAINST AWARDING

14 NEW GRANTS.—An institution of higher edu15 cation that offers a teacher preparation pro16 gram that is at risk of being identified as low 

17 performing by the State under section 207 for 

18 a year shall not award new TEACH grants for 

19 such year. 

20 ‘‘(B) CONTINUATION AWARDS.—An insti21 tution described in subparagraph (A) that was 

22 an eligible institution for a previous year and 

23 awarded TEACH Grants for such year to stu24 dents in attendance at the institution may con25 tinue to provide TEACH Grants to such stuVerDate Mar 15 2010 03:19 Sep 26, 2012 Jkt 019200 PO 00000 Frm 00055 Fmt 6652 Sfmt 6201 E:\BILLS\S3582.IS S3582

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•S 3582 IS

1 dents under this subpart if the institution dis2 closes to such students that the institution— 

3 ‘‘(i) has lost eligibility for making new 

4 TEACH Grants; and 

5 ‘‘(ii) may be at risk for losing eligi6 bility to make continuation TEACH 

7 Grants. 

8 ‘‘(3) LOSS OF ELIGIBILITY AND SERVICE RE9 QUIREMENT.—In the case of a student who has re10 ceived a TEACH Grant, is in attendance at an insti11 tution of higher education that has lost its eligibility 

12 for making new or continuation TEACH Grants, 

13 and has 1 or more years before such student com14 pletes the course of study for which the applicant re15 ceived a TEACH Grant, such student shall not be 

16 obligated to complete the service agreement with re17 spect to such TEACH Grant.’’. 

18 SEC. 303. APPLICATIONS; ELIGIBILITY. 

19 Section 420N of the Higher Education Act of 1965 

20 (20 U.S.C. 1070g–2) is amended— 

21 (1) in subsection (a)(2)— 

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

23 clause (iii) and inserting the following: 

24 ‘‘(iii) the student is completing the 

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


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•S 3582 IS

1 undergraduate education necessary to 

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

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

4 clause (ii) and inserting the following: 

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

6 who is using alternative certification routes 

7 that have not been identified as low per8 forming or at risk by the State.’’; and 

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

10 and inserting the following: 

11 ‘‘(2) in the event that the applicant is deter12 mined to have failed or refused to carry out such 

13 service obligation, the sum of the amounts of any 

14 TEACH Grants received by such applicant, pro15 rated by the percentage of service obligation that 

16 has not been met, will be treated as a loan and col17 lected from the applicant in accordance with sub18 section (c) and regulations thereunder; and’’. 

Æ 


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