I 

116TH CONGRESS 

1ST SESSION H. R. 4423 

To amend the Higher Education Act of 1965 to enhance teacher and school 

leader quality partnership grants. 

IN THE HOUSE OF REPRESENTATIVES 

SEPTEMBER 19, 2019 

Mr. ROUDA (for himself, Mrs. DAVIS of California, Mr. SABLAN, Mr. TRONE, 

and Mr. SCHNEIDER) introduced the following bill; which was referred to 

the Committee on Education and Labor 

A BILL 

To amend the Higher Education Act of 1965 to enhance 

teacher and school leader quality partnership grants. 

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 ‘‘Teacher and School 

5 Leader Quality Partnership Grants Act’’. 

6 SEC. 2. DEFINITIONS. 

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

8 U.S.C. 1021) is amended to read as follows: 

9 ‘‘SEC. 200. DEFINITIONS. 

10 ‘‘Except as otherwise provided, in this title: 


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

2 sciences’ means— 

3 ‘‘(A) when referring to an organizational 

4 unit of an institution of higher education, any 

5 academic unit that offers one or more academic 

6 majors in disciplines or content areas cor7 responding to the academic subject matter 

8 areas in which teachers provide instruction; and 

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

10 subject area, the disciplines or content areas in 

11 which academic majors are offered by the arts 

12 and sciences organizational unit. 

13 ‘‘(2) BLENDED LEARNING.—The term ‘blended 

14 learning’ has the meaning given the term in section 

15 4102 of the Elementary and Secondary Education 

16 Act of 1965 (20 U.S.C. 7112). 

17 ‘‘(3) CHILDREN FROM LOW-INCOME FAMI18 LIES.—The term ‘children from low-income families’ 

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

20 the Elementary and Secondary Education Act of 

21 1965 (20 U.S.C. 6333(c)(1)(A)). 

22 ‘‘(4) COMPREHENSIVE LITERACY INSTRUC23 TION.—The term ‘comprehensive literacy instruc24 tion’ has the meaning given the term in section 


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1 2221(b)(1) of the Elementary and Secondary Edu2 cation Act of 1965 (20 U.S.C. 6641(b)(1)). 

3 ‘‘(5) DIGITAL LEARNING.—The term ‘digital 

4 learning’ has the meaning given the term in section 

5 4102 of the Elementary and Secondary Education 

6 Act of 1965 (20 U.S.C. 7112). 

7 ‘‘(6) DIVERSE TEACHER CANDIDATES.—The 

8 term ‘diverse teacher candidates’ means teacher can9 didates from— 

10 ‘‘(A) underrepresented groups; or 

11 ‘‘(B) teachers who are linguistically and 

12 culturally prepared to educate high-need stu13 dents. 

14 ‘‘(7) EARLY CHILDHOOD EDUCATOR.—The 

15 term ‘early childhood educator’ means an individual 

16 with primary responsibility for the education of chil17 dren in an early childhood education program. 

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

19 term ‘educational service agency’ has the meaning 

20 given the term in section 8101 of the Elementary 

21 and Secondary Education Act of 1965 (20 U.S.C. 

22 7801). 

23 ‘‘(9) EDUCATOR.—The term ‘educator’ means a 

24 teacher, principal or other school leader, specialized 

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1 ber who provides or directly supports instruction, 

2 such as a school librarian, counselor, or paraprofes3 sional. 

4 ‘‘(10) ELIGIBLE PARTNERSHIP.—The term ‘eli5 gible partnership’ means an entity that— 

6 ‘‘(A) shall include— 

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

8 agency; 

9 ‘‘(ii)(I) a high-need school or a con10 sortium of high-need schools served by the 

11 high-need local educational agency; or 

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

13 childhood education program; 

14 ‘‘(iii) a partner institution; 

15 ‘‘(iv) a school, department, or pro16 gram of education within such partner in17 stitution, which may include an existing 

18 teacher professional development program 

19 with proven outcomes within a four-year 

20 institution of higher education that pro21 vides intensive and sustained collaboration 

22 between faculty and local educational agen23 cies consistent with the requirements of 

24 this title; and 


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1 ‘‘(v) a school or department of arts 

2 and sciences within such partner institu3 tion; and 

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

5 ‘‘(i) The Governor of the State. 

6 ‘‘(ii) The State educational agency. 

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

8 ‘‘(iv) The State agency for higher edu9 cation. 

10 ‘‘(v) A business. 

11 ‘‘(vi) A public or private nonprofit 

12 educational organization. 

13 ‘‘(vii) An educational service agency. 

14 ‘‘(viii) A teacher, principal, or school 

15 leader organization. 

16 ‘‘(ix) A high-performing local edu17 cational agency, or a consortium of such 

18 local educational agencies, that can serve 

19 as a resource to the partnership. 

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

21 section 4310 of the Elementary and Sec22 ondary Education Act of 1965 (20 U.S.C. 

23 7221i)). 


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1 ‘‘(xi) A school or department within 

2 the partner institution that focuses on psy3 chology and human development. 

4 ‘‘(xii) A school or department within 

5 the partner institution with comparable ex6 pertise in the disciplines of teaching, learn7 ing, and child and adolescent development. 

8 ‘‘(xiii) An entity operating a program 

9 that provides alternative routes to State 

10 certification of teachers or principals. 

11 ‘‘(11) ENGLISH LEARNER.—The term ‘English 

12 learner’ has the meaning given the term in section 

13 8101 of the Elementary and Secondary Education 

14 Act of 1965 (20 U.S.C. 7801). 

15 ‘‘(12) EVIDENCE-BASED.—The term ‘evidence16 based’ has the meaning given the term in subclauses 

17 (I) and (II) of section 8101(21)(A)(i) of the Elemen18 tary and Secondary Education Act of 1965 (20 

19 U.S.C. 7801(21)(A)). 

20 ‘‘(13) EVIDENCE OF STUDENT LEARNING.—The 

21 term ‘evidence of student learning’ means multiple 

22 measures of student learning that include the fol23 lowing: 

24 ‘‘(A) Valid and reliable student assessment 

25 data, which may include data— 


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1 ‘‘(i) based on— 

2 ‘‘(I) student learning gains on 

3 statewide academic assessments under 

4 section 1111(b)(2) of the Elementary 

5 and Secondary Education Act of 

6 1965; or 

7 ‘‘(II) student academic achieve8 ment assessments used at the na9 tional, State, or local levels, where 

10 available and appropriate for the cur11 riculum and students taught; 

12 ‘‘(ii) from classroom-based summative 

13 assessments; and 

14 ‘‘(iii) from high-quality validated per15 formance-based assessments that are 

16 aligned with challenging State academic 

17 standards adopted under section 

18 1111(b)(1) of the Elementary and Sec19 ondary Education Act of 1965 (20 U.S.C. 

20 6311(b)(1)). 

21 ‘‘(B) Not less than one of the following ad22 ditional measures: 

23 ‘‘(i) Student work, including measures 

24 of performance criteria and evidence of 

25 student growth. 


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1 ‘‘(ii) Teacher-generated information 

2 about student goals and growth. 

3 ‘‘(iii) Parental feedback about student 

4 goals and growth. 

5 ‘‘(iv) Student feedback about learning 

6 and teaching supports. 

7 ‘‘(v) Assessments of affective engage8 ment and self-efficacy. 

9 ‘‘(vi) Other appropriate measures, as 

10 determined by the State. 

11 ‘‘(14) FOSTER CARE.— 

12 ‘‘(A) IN GENERAL.—The term ‘foster care’ 

13 means 24-hour substitute care for a child 

14 placed away from the child’s parents or guard15 ians and for whom the State agency has place16 ment and care responsibility. The term includes 

17 care through a placement in a foster family 

18 home, a foster home of a relative, a group 

19 home, an emergency shelter, a residential facil20 ity, a child care institution, or a pre-adoptive 

21 home. 

22 ‘‘(B) RULE.—A child shall be considered 

23 to be in foster care under subparagraph (A) 

24 without regard to whether— 


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1 ‘‘(i) the foster care facility is licensed 

2 and payments are made by the State or 

3 local agency for the care of the child; 

4 ‘‘(ii) adoption subsidy payments are 

5 being made prior to the finalization of an 

6 adoption; or 

7 ‘‘(iii) Federal matching funds for any 

8 payments described in clause (i) or (ii) are 

9 being made. 

10 ‘‘(15) HIGH-NEED EARLY CHILDHOOD EDU11 CATION PROGRAM.—The term ‘high-need early child12 hood education program’ means an early childhood 

13 education program serving children from low-income 

14 families that is located within the geographic area 

15 served by a high-need local educational agency. 

16 ‘‘(16) HIGH-NEED LOCAL EDUCATIONAL AGEN17 CY.—The term ‘high-need local educational agency’ 

18 means a local educational agency— 

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

20 low-income children; 

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

22 the children served by the agency are low-in23 come children; 

24 ‘‘(iii) that meets the eligibility require25 ments for funding under the Small, Rural 


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1 School Achievement Program under section 

2 5211(b) of the Elementary and Secondary Edu3 cation Act of 1965 or the Rural and Low-In4 come School Program under section 6221(b) of 

5 such Act; or 

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

7 children that is in the highest quartile among 

8 such agencies in the State; and 

9 ‘‘(B)(i) for which one or more schools 

10 served by the agency is identified by the State 

11 for comprehensive supports and interventions 

12 under section 1111(c)(4)(D)(i) of the Elemen13 tary and Secondary Education Act of 1965; or 

14 ‘‘(ii) for which one or more schools served 

15 by the agency has a high teacher turnover rate 

16 or is experiencing a teacher shortage in a high17 needs field, as determined by the State. 

18 ‘‘(17) HIGH-NEED SCHOOL.— 

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

20 school’ means a school that, based on the most 

21 recent data available, meets one or both of the 

22 following: 

23 ‘‘(i) The school is in the highest quar24 tile of schools in a ranking of all schools 

25 served by a local educational agency, 


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1 ranked in descending order by percentage 

2 of students from low-income families en3 rolled in such schools, as determined by 

4 the local educational agency based on one 

5 of the following measures of poverty: 

6 ‘‘(I) The percentage of students 

7 aged 5 through 17 in poverty counted 

8 in the most recent census data ap9 proved by the Secretary. 

10 ‘‘(II) The percentage of students 

11 eligible for a free or reduced price 

12 school lunch under the Richard B. 

13 Russell National School Lunch Act. 

14 ‘‘(III) The percentage of students 

15 in families receiving assistance under 

16 the State program funded under part 

17 A of title IV of the Social Security 

18 Act. 

19 ‘‘(IV) The percentage of students 

20 eligible to receive medical assistance 

21 under the Medicaid program. 

22 ‘‘(V) A composite of two or more 

23 of the measures described in sub24 clauses (I) through (IV). 

25 ‘‘(ii) In the case of— 


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1 ‘‘(I) an elementary school, the 

2 school serves students not less than 

3 60 percent of whom are eligible for a 

4 free or reduced price school lunch 

5 under the Richard B. Russell National 

6 School Lunch Act; or 

7 ‘‘(II) any other school that is not 

8 an elementary school, the other school 

9 serves students not less than 45 per10 cent of whom are eligible for a free or 

11 reduced price school lunch under the 

12 Richard B. Russell National School 

13 Lunch Act. 

14 ‘‘(B) SPECIAL RULE.— 

15 ‘‘(i) DESIGNATION BY THE SEC16 RETARY.—The Secretary may, upon ap17 proval of an application submitted by an 

18 eligible partnership seeking a grant under 

19 this title, designate a school that does not 

20 qualify as a high-need school under sub21 paragraph (A) as a high-need school for 

22 the purpose of this title. The Secretary 

23 shall base the approval of an application 

24 for designation of a school under this 

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1 tion required under clause (ii), and may 

2 also take into account other information 

3 submitted by the eligible partnership. 

4 ‘‘(ii) APPLICATION REQUIREMENTS.— 

5 An application for designation of a school 

6 under clause (i) shall include— 

7 ‘‘(I) the number and percentage 

8 of students attending such school who 

9 are— 

10 ‘‘(aa) aged 5 through 17 in 

11 poverty counted in the most re12 cent census data approved by the 

13 Secretary; 

14 ‘‘(bb) eligible for a free or 

15 reduced price school lunch under 

16 the Richard B. Russell National 

17 School Lunch Act; 

18 ‘‘(cc) in families receiving 

19 assistance under the State pro20 gram funded under part A of 

21 title IV of the Social Security 

22 Act; or 

23 ‘‘(dd) eligible to receive med24 ical assistance under the Med25 icaid program; 


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1 ‘‘(II) information about the stu2 dent academic achievement of stu3 dents at such school; and 

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

5 four-year adjusted cohort graduation 

6 rate for such school. 

7 ‘‘(18) HIGHLY COMPETENT.—The term ‘highly 

8 competent’, when used with respect to an early 

9 childhood educator, means an educator— 

10 ‘‘(A) with specialized education and train11 ing in development and education of young chil12 dren from birth until entry into kindergarten or 

13 a specialization in infants and toddlers or pre14 school children; 

15 ‘‘(B) with— 

16 ‘‘(i) a baccalaureate degree in an aca17 demic major in an early childhood or re18 lated field; or 

19 ‘‘(ii) an associate’s degree in an early 

20 childhood or related educational area; and 

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

22 knowledge and use of content and pedagogy in 

23 the relevant areas associated with quality early 

24 childhood education. 


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1 ‘‘(19) HOMELESS CHILD.—The term ‘homeless 

2 child’ means an individual who is a homeless child 

3 or youth under section 725 of the McKinney-Vento 

4 Homeless Assistance Act (42 U.S.C. 11434). 

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

7 teachers or school leaders, during not less than the 

8 teachers’ or school leaders’ first 2 years of, respec9 tively, teaching or leading, that is designed to pro10 vide support for, and improve the professional per11 formance and increase the retention in the education 

12 field of, beginning teachers or school leaders. Such 

13 program shall promote effective teaching or leader14 ship skills and shall include the following compo15 nents: 

16 ‘‘(A) High-quality mentoring. 

17 ‘‘(B) Periodic, structured time for collabo18 ration, including with mentors, as well as time 

19 for information-sharing among teachers, prin20 cipals, other school leaders and administrators, 

21 other appropriate instructional staff, and par22 ticipating faculty or program staff in the part23 ner institution. 

24 ‘‘(C) The application of evidence-based in25 structional practices. 


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1 ‘‘(D) Opportunities for new teachers or 

2 school leaders to draw directly on the expertise 

3 of mentors, faculty or program staff, and re4 searchers to support the integration of evidence5 based research with practice. 

6 ‘‘(E) The development of skills in evidence7 based instructional and behavioral interven8 tions. 

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

10 ‘‘(i) model the integration of research 

11 and practice in the classroom and school; 

12 and 

13 ‘‘(ii) as appropriate, assist new teach14 ers or school leaders with the effective use 

15 and integration of educational technology 

16 and the principles of universal design for 

17 learning into the classroom or school. 

18 ‘‘(G) Interdisciplinary collaboration among 

19 teacher leaders or school leaders, faculty or pro20 gram staff, researchers, and other staff who 

21 prepare new teachers or school leaders with re22 spect to, as applicable, the learning process, the 

23 assessment of learning, or the leadership of a 

24 school. 


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1 ‘‘(H) As applicable to the role, assistance 

2 with understanding of the effective use of data, 

3 particularly student achievement data, and the 

4 applicability of such data to inform and improve 

5 classroom instruction and school leadership. 

6 ‘‘(I) Regular and structured observation 

7 and evaluation of new teachers, principals, or 

8 other school leaders that are based in part on 

9 evidence of student learning, shall include mul10 tiple measures of educator performance, and 

11 shall provide clear, timely, and useful feedback 

12 to teachers, principals, or other school leaders, 

13 as applicable. 

14 ‘‘(J) The development of skills in improv15 ing the school culture and climate related to 

16 school leadership and the role of the principal, 

17 including to— 

18 ‘‘(i) nurture teacher and staff develop19 ment to strengthen classroom practice; 

20 ‘‘(ii) build and sustain an inclusive 

21 culture of learning among adults and chil22 dren; 

23 ‘‘(iii) strengthen communications and 

24 relationships with parents, caregivers, 


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1 paraprofessionals, and community stake2 holders; 

3 ‘‘(iv) facilitate the sharing of knowl4 edge, insight, and best practices in the 

5 community served by the school, preschool 

6 program, or early childhood education pro7 gram, including with youth serving pro8 grams (such as before- and after-school 

9 and summer programs); and 

10 ‘‘(v) build relationships and commu11 nicate effectively with State and local edu12 cational agency officials. 

13 ‘‘(21) INFANT OR TODDLER WITH A DIS14 ABILITY.—The term ‘infant or toddler with a dis15 ability’ has the meaning given the term in section 

16 632 of the Individuals with Disabilities Education 

17 Act (20 U.S.C. 1432). 

18 ‘‘(22) MENTORING.—The term ‘mentoring’ 

19 means the mentoring of new or prospective teachers 

20 or school leaders through a program that— 

21 ‘‘(A) includes clear criteria for the selec22 tion of teacher or school leader mentors who 

23 may be program staff and who will provide role 

24 model relationships for mentees, which criteria 

25 shall be developed by the eligible partnership 


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1 and based on measures of teacher or school 

2 leader effectiveness; 

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

4 such mentors, including instructional strategies 

5 for literacy instruction and classroom manage6 ment (including approaches that improve the 

7 schoolwide climate for learning, create inclusive 

8 classroom environments, and address the social 

9 and emotional needs of students, which may in10 clude positive behavioral interventions and sup11 ports); 

12 ‘‘(C) provides regular and ongoing oppor13 tunities for mentors and mentees to observe 

14 each other’s teaching or leading methods in 

15 classroom or school settings during the day in 

16 a high-need school in the high-need local edu17 cational agency in the eligible partnership; 

18 ‘‘(D) provides paid release time for men19 tors; 

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

21 each mentee by a colleague who teaches in the 

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

23 ‘‘(F) for teachers, promotes empirically 

24 based practice of, and evidence-based research 

25 on, where applicable— 


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1 ‘‘(i) teaching and learning; 

2 ‘‘(ii) assessment of student learning; 

3 ‘‘(iii) the development of teaching 

4 skills through the use of instructional and 

5 behavioral interventions; and 

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

7 capacity to measurably advance student 

8 learning; and 

9 ‘‘(G) includes— 

10 ‘‘(i) common planning time or regu11 larly scheduled collaboration for the men12 tor and mentee; and 

13 ‘‘(ii) as applicable, joint professional 

14 development opportunities. 

15 ‘‘(23) PARENT.—The term ‘parent’ has the 

16 meaning given the term in section 8101 of the Ele17 mentary and Secondary Education Act of 1965. 

18 ‘‘(24) PARTNER INSTITUTION.—The term ‘part19 ner institution’ means an institution of higher edu20 cation, which may include a 2-year institution of 

21 higher education offering a dual program with a 4- 

22 year institution of higher education, participating in 

23 an eligible partnership that has a teacher or school 

24 leader preparation program that is accredited by the 

25 State— 


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

2 program— 

3 ‘‘(i) whose graduates exhibit strong 

4 performance on State-determined quali5 fying assessments for new teachers 

6 through— 

7 ‘‘(I) demonstrating that 80 per8 cent or more of the graduates of the 

9 program who intend to enter the field 

10 of teaching have passed all of the ap11 plicable State qualification assess12 ments for new teachers, which shall 

13 include an assessment of each pro14 spective teacher’s subject matter 

15 knowledge in the content area in 

16 which the teacher intends to teach; or 

17 ‘‘(II) that is not designated as a 

18 low-performing teacher preparation 

19 program in the State as determined 

20 by the State— 

21 ‘‘(aa) using criteria con22 sistent with the requirements for 

23 the State assessment under sec24 tion 207(a) before the first publi25 cation of such report card; and 


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1 ‘‘(bb) using the State assess2 ment required under section 

3 207(a), after the first publication 

4 of such report card and for every 

5 year thereafter; and 

6 ‘‘(ii) that requires— 

7 ‘‘(I) each student in the program 

8 to meet high academic standards or 

9 demonstrate a record of success, as 

10 determined by the institution (includ11 ing prior to entering and being ac12 cepted into a program), and partici13 pate in intensive clinical experience; 

14 ‘‘(II) each student in the pro15 gram preparing to become a teacher 

16 who meets the applicable State certifi17 cation and licensure requirements, in18 cluding any requirements for certifi19 cation obtained through alternative 

20 routes to certification, or, with regard 

21 to special education teachers, the 

22 qualifications described in section 

23 612(a)(14)(C) of the Individuals with 

24 Disabilities Education Act; and 


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1 ‘‘(III) each student in the pro2 gram preparing to become an early 

3 childhood educator to meet degree re4 quirements, as established by the 

5 State, and become highly competent; 

6 and 

7 ‘‘(B) in the case of a school leader prepa8 ration program— 

9 ‘‘(i) whose graduates exhibit a strong 

10 record of successful school leadership as 

11 demonstrated by— 

12 ‘‘(I) a high percentage of such 

13 graduates taking positions as assist14 ant principals and principals within 3 

15 years of completing the program; and 

16 ‘‘(II) a high percentage of such 

17 graduates rated effective or above in 

18 State school leader evaluation and 

19 support systems (as described in sec20 tion 2101(c)(4)(B)(ii) of the Elemen21 tary and Secondary Education Act of 

22 1965) or, if no such ratings are avail23 able, other, comparable indicators of 

24 performance; and 


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1 ‘‘(ii) that requires each student in the 

2 program to participate in intensive clinical 

3 experience in an authentic setting (includ4 ing by assuming substantial leadership re5 sponsibilities) in which the student can be 

6 evaluated on leadership skills and the stu7 dent’s effect on student outcomes as part 

8 of program completion. 

9 ‘‘(25) PROFESSIONAL DEVELOPMENT.—The 

10 term ‘professional development’ has the meaning 

11 given the term in section 8101 of the Elementary 

12 and Secondary Education Act of 1965. 

13 ‘‘(26) PROFESSION-READY.—The term ‘profes14 sion-ready’— 

15 ‘‘(A) when used with respect to a principal, 

16 means a principal or other school leader who— 

17 ‘‘(i) has an advanced degree, or other 

18 appropriate credential; 

19 ‘‘(ii) has completed a principal or 

20 other school leader preparation process and 

21 is fully certified and licensed by the State 

22 in which the principal or other school lead23 er is employed; 

24 ‘‘(iii) has demonstrated instructional 

25 leadership, including the ability to collect, 


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1 analyze, and utilize data on evidence of 

2 student learning and evidence of classroom 

3 practice; 

4 ‘‘(iv) has demonstrated proficiency in 

5 professionally recognized leadership stand6 ards, such as through— 

7 ‘‘(I) a performance assessment; 

8 ‘‘(II) completion of a residency 

9 program; or 

10 ‘‘(III) other measures of leader11 ship effectiveness, as determined by 

12 the State; and 

13 ‘‘(v) has demonstrated the ability to 

14 work with students who are culturally and 

15 linguistically diverse; 

16 ‘‘(B) when used with respect to a teacher, 

17 means a teacher who— 

18 ‘‘(i) has completed a teacher prepara19 tion program and is fully certified and li20 censed to teach by the State in which the 

21 teacher is employed; 

22 ‘‘(ii) has demonstrated content knowl23 edge in the subject or subjects the teacher 

24 teaches; 


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1 ‘‘(iii) has demonstrated the ability to 

2 work with students who are culturally and 

3 linguistically diverse; 

4 ‘‘(iv) has demonstrated teaching skills, 

5 such as through— 

6 ‘‘(I) a teacher performance as7 sessment; or 

8 ‘‘(II) other measures of teaching 

9 skills, as determined by the State; and 

10 ‘‘(v) has demonstrated proficiency 

11 with the use of educational technology; and 

12 ‘‘(C) when used with respect to any other 

13 educator not described in subparagraph (A) or 

14 (B), means an educator who has completed an 

15 appropriate preparation program and is fully 

16 certified or licensed by the State in which the 

17 educator is employed. 

18 ‘‘(27) RESIDENCY PROGRAM.—The term ‘resi19 dency program’ means a school-based educator prep20 aration program in which a prospective teacher, 

21 principal or other school leader, or other educator— 

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

23 a mentor teacher, principal or other school lead24 er, or other educator who is the educator of 

25 record; 


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1 ‘‘(B) receives concurrent instruction during 

2 the year described in subparagraph (A) from 

3 the partner institution, which may be courses 

4 taught by local educational agency personnel or 

5 residency program faculty, in— 

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

7 in which the teacher will become certified 

8 or licensed; 

9 ‘‘(ii) pedagogical practices; and 

10 ‘‘(iii) leadership, management, organi11 zational, and instructional skills necessary 

12 to serve as a principal or other school lead13 er; 

14 ‘‘(C) acquires effective teaching or leader15 ship skills; and 

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

17 earns a master’s degree or other appropriate 

18 advanced credential, attains full State teacher, 

19 principal, or school leader certification or licen20 sure, and becomes profession-ready. 

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

22 leader’ has the meaning given the term in section 

23 8101 of the Elementary and Secondary Education 

24 Act of 1965. 


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1 ‘‘(29) SCHOOL LEADER PREPARATION ENTI2 TY.—The term ‘school leader preparation entity’ 

3 means an institution of higher education or a non4 profit organization, including those institutions or 

5 organizations that provide alternative routes to cer6 tification, that is approved by the State to prepare 

7 school leaders to be effective. 

8 ‘‘(30) SCHOOL LEADER PREPARATION PRO9 GRAM.—The term ‘school leader preparation pro10 gram’ means a program offered by a school leader 

11 preparation entity, whether a traditional or alter12 native route, that is approved by the State to pre13 pare school leaders to be effective and that leads to 

14 a specific State certification to be a school leader. 

15 ‘‘(31) TEACHER LEADER.—The term ‘teacher 

16 leader’ means a highly effective educator who carries 

17 out formalized leadership responsibilities based on 

18 the demonstrated needs of the elementary school or 

19 secondary school in which the teacher is employed, 

20 while maintaining a role as a classroom instructor 

21 who— 

22 ‘‘(A) is trained in and practices teacher 

23 leadership; and 

24 ‘‘(B) fosters a collaborative culture to— 


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1 ‘‘(i) support educator development, ef2 fectiveness, and student learning; 

3 ‘‘(ii) support access and use research 

4 to improve practice and student learning; 

5 ‘‘(iii) promote professional learning 

6 for continuous improvement; 

7 ‘‘(iv) facilitate improvements in in8 struction and student learning; promote 

9 the appropriate use of assessments and 

10 data for school and district improvement; 

11 ‘‘(v) improve outreach and collabora12 tion with families and community; 

13 ‘‘(vi) advance the profession by shap14 ing and implementing policy; and 

15 ‘‘(vii) advocate for increased access to 

16 great teaching and learning for all stu17 dents. 

18 ‘‘(32) TEACHING SKILLS.—The term ‘teaching 

19 skills’ means skills that enable a teacher to— 

20 ‘‘(A) increase student learning, achieve21 ment, and the ability to apply knowledge; 

22 ‘‘(B) effectively convey, and explain, and 

23 provide opportunities for students to apply aca24 demic subject matter; 


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1 ‘‘(C) effectively teach higher-order analyt2 ical, evaluation, problem-solving, critical think3 ing, social and emotional, collaboration, and 

4 communication skills; 

5 ‘‘(D) employ strategies grounded in the 

6 disciplines of teaching and learning that— 

7 ‘‘(i) are based on empirically based 

8 practice and evidence-based research, 

9 where applicable, related to teaching and 

10 learning; 

11 ‘‘(ii) are specific to academic subject 

12 matter; and 

13 ‘‘(iii) focus on the identification of 

14 students’ specific learning needs, particu15 larly students with disabilities, students 

16 who are English-learners, students who are 

17 gifted and talented, and students with low 

18 literacy levels, and the tailoring of aca19 demic instruction to such needs; 

20 ‘‘(E) design and conduct an ongoing as21 sessments of student learning, which may in22 clude the use of formative assessments, per23 formance-based assessments, project-based as24 sessments, or portfolio assessments, that meas25 ures higher-order thinking skills (including apVerDate Sep 11 2014 20:36 Sep 23, 2019 Jkt 089200 PO 00000 Frm 00030 Fmt 6652 Sfmt 6201 E:\BILLS\H4423.IH H4423

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1 plication, analysis, synthesis, and evaluation) 

2 and use this information to inform and person3 alize instruction; 

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

5 academic achievement of all students including 

6 effectively manage a classroom creating a posi7 tive and inclusive classroom environment, in8 cluding the ability to implement positive behav9 ioral interventions and support strategies; 

10 ‘‘(G) support technology-rich instruction, 

11 assessment and learning management in con12 tent areas, technology literacy, and under13 standing of the principles of universal design; 

14 ‘‘(H) demonstrate proficiency with the use 

15 of educational technology; 

16 ‘‘(I) communicate and work with families, 

17 and involve families in their children’s edu18 cation; and 

19 ‘‘(J) use, in the case of an early childhood 

20 educator or an educator at the elementary 

21 school or secondary school level, age-appropriate 

22 and developmentally appropriate strategies and 

23 practices for children and youth in early child24 hood education and elementary school or sec25 ondary school programs, respectively. 


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1 ‘‘(33) TEACHER PERFORMANCE ASSESSMENT.— 

2 The term ‘teacher performance assessment’ means a 

3 pre-service assessment used to measure teacher per4 formance that is approved by the State and is— 

5 ‘‘(A) based on professional teaching stand6 ards; 

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

8 a teacher’s— 

9 ‘‘(i) curriculum planning; 

10 ‘‘(ii) instruction of students, including 

11 appropriate plans and modifications for 

12 students who are limited English proficient 

13 and students who are children with disabil14 ities; 

15 ‘‘(iii) assessment of students, includ16 ing analysis of evidence of student learn17 ing; and 

18 ‘‘(iv) ability to advance 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 ‘‘(34) TEACHER PREPARATION ENTITY.—The 

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

6 other organization that is approved by a State to 

7 prepare teachers to be effective in the classroom. 

8 ‘‘(35) TEACHER PREPARATION PROGRAM.—The 

9 term ‘teacher preparation program’ means a pro10 gram offered by a teacher preparation entity that 

11 leads to a specific State teacher certification. 

12 ‘‘(36) TRAUMA-INFORMED CARE.—The term 

13 ‘trauma-informed care’ is defined as the evidence14 based practices outlined in section 4108(B)(II)(aa) 

15 of the Elementary and Secondary Education Act of 

16 1965.’’. 

17 SEC. 3. PURPOSES. 

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

19 U.S.C. 1022) is amended— 

20 (1) in paragraph (2), by striking ‘‘by improving 

21 the preparation of prospective teachers and enhanc22 ing professional development activities for new 

23 teachers’’ and inserting ‘‘, school leaders, including 

24 teacher leaders, and other educators by improving 

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1 ers, and other educators and enhancing professional 

2 development activities for new teachers, school lead3 ers, and other educators’’; 

4 (2) in paragraph (3), by striking ‘‘; and’’ and 

5 inserting a semicolon; and 

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

7 following new paragraphs: 

8 ‘‘(4) hold teacher, principal and school leader, 

9 and other educator preparation programs account10 able for preparing effective teachers, principals and 

11 school leaders, and other educators; 

12 ‘‘(5) recruit profession-ready individuals, includ13 ing underrepresented groups and individuals from 

14 other occupations (including informal education and 

15 youth development fields), as teachers and other 

16 educators; and 

17 ‘‘(6) meet the staffing needs of high-need local 

18 educational agencies and high-need schools through 

19 close partnerships with educator preparation pro20 grams within institutions of higher education.’’. 

21 SEC. 4. PARTNERSHIP GRANTS. 

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

23 U.S.C. 1022a) is amended— 

24 (1) in subsection (b)— 


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1 (A) in paragraph (1), by inserting ‘‘equi2 table distribution,’’ after ‘‘professional develop3 ment,’’; 

4 (B) by amending paragraph (2) to read as 

5 follows: 

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

7 program to be carried out with grant funds, as de8 scribed in subsection (c), will prepare prospective 

9 teachers, school leaders, and new educators with 

10 strong teaching, leadership, and other professional 

11 skills necessary to increase learning and academic 

12 achievement;’’; 

13 (C) in paragraph (3), by inserting ‘‘, 

14 school leaders, and other educators,’’ after 

15 ‘‘new teachers’’; 

16 (D) in paragraph (4)— 

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

18 ‘‘, school leader, and other educator’’ after 

19 ‘‘other teacher’’; and 

20 (ii) in subparagraph (B), by inserting 

21 ‘‘, school leader, and other educator’’ after 

22 ‘‘promote teacher’’; 

23 (E) in paragraph (6)— 

24 (i) by striking subparagraphs (F), 

25 (G), and (H) and inserting the following: 


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1 ‘‘(F) how the partnership will prepare edu2 cators to teach and work with students with 

3 disabilities, including training related to early 

4 identification of students with disabilities and 

5 participation as a member of individualized edu6 cation program teams, as defined in section 

7 614(d)(1)(B) of the Individuals with Disabil8 ities Education Act to ensure that students with 

9 disabilities receive effective services, consistent 

10 with the requirements of the Individuals with 

11 Disabilities Education Act, that are needed for 

12 such students to achieve to challenging State 

13 academic standards; 

14 ‘‘(G) how the partnership will prepare edu15 cators to teach and work with students who are 

16 English learners to ensure that students who 

17 are English learners receive the services that 

18 are needed for such students to achieve to chal19 lenging State academic standards; 

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

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

22 mentor educators in the classrooms and admin23 istrators of high-need schools served by the 

24 high-need local educational agency in the part25 nership to— 


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1 ‘‘(i) provide high-quality professional 

2 development activities to strengthen the 

3 content knowledge and teaching skills of 

4 elementary school and secondary school 

5 teachers and other educators, including 

6 multi-tiered systems of support and uni7 versal design for learning; 

8 ‘‘(ii) train other classroom teachers, 

9 principals or other school leaders, school li10 brarians, and other educators to implement 

11 literacy programs that incorporate the 

12 components of comprehensive literacy in13 struction; and 

14 ‘‘(iii) provide evidence-based, high15 quality professional development activities 

16 to strengthen the instructional and leader17 ship skills of elementary school and sec18 ondary school principals or other school 

19 leaders and district superintendents, if the 

20 partner institution has a principal or 

21 school leader preparation program;’’; 

22 (ii) in subparagraph (I), by inserting 

23 ‘‘as applicable’’ before ‘‘how the partner24 ship’’; and 

25 (iii) in subparagraph (K)— 


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1 (I) by inserting ‘‘, principals or 

2 other school leaders’’ after ‘‘teachers’’; 

3 and 

4 (II) by striking ‘‘; and’’ and in5 serting a semicolon; and 

6 (F) in paragraph (7)— 

7 (i) in the matter before subparagraph 

8 (A), by striking ‘‘under this section’’ and 

9 inserting ‘‘under paragraphs (1)(B)(iv) 

10 and (3) of subsection (d)’’; 

11 (ii) in subparagraph (A), by inserting 

12 ‘‘as applicable,’’ before ‘‘a demonstration’’; 

13 (iii) in subparagraph (B), by striking 

14 ‘‘scientifically valid’’ and inserting ‘‘evi15 dence-based’’; and 

16 (iv) in subparagraph (D), by striking 

17 the period at the end and inserting ‘‘; 

18 and’’; 

19 (2) by amending subsection (c) to read as fol20 lows: 

21 ‘‘(c) USE OF GRANT FUNDS.—An eligible partner22 ship that receives a grant under this section— 

23 ‘‘(1) shall use such grant to carry out— 


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1 ‘‘(A) a program for the pre-baccalaureate 

2 or post-baccalaureate preparation of teachers 

3 described in subsection (d); 

4 ‘‘(B) a teaching or principal or other 

5 school leader residency program described in 

6 subsection (e); or 

7 ‘‘(C) a combination of such programs; and 

8 ‘‘(2) may use such grant to carry out other edu9 cator development programs under subsection (f), 

10 based upon the results of the needs assessment in 

11 subsection (b)(1).’’; 

12 (3) in subsection (d)— 

13 (A) in paragraph (1)— 

14 (i) by striking ‘‘limited English pro15 ficient’’ both places it appears and insert16 ing ‘‘English learners’’; 

17 (ii) by striking ‘‘scientifically valid’’ 

18 both places it appears and inserting ‘‘evi19 dence-based’’; and 

20 (iii) in subparagraph (B)(ii)(VI), by 

21 striking ‘‘reading instruction’’ both places 

22 it appears and inserting ‘‘comprehensive 

23 literacy instruction’’; 


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1 (B) in paragraph (5)(B), by striking ‘‘lim2 ited English proficient’’ and inserting ‘‘English 

3 learners’’; and 

4 (C) in paragraph (6)(A), by striking ‘‘read5 ing instruction’’ and inserting ‘‘comprehensive 

6 literacy instruction’’; 

7 (4) by amending subsection (e) to read as fol8 lows: 

9 ‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH10 MENT OF TEACHING AND PRINCIPAL OR OTHER SCHOOL

11 LEADER RESIDENCY PROGRAMS.— 

12 ‘‘(1) IN GENERAL.—An eligible partnership re13 ceiving a grant to carry out an effective teaching 

14 residency program or principal or other school leader 

15 residency program that meets the following require16 ments: 

17 ‘‘(A) TEACHING RESIDENCY PROGRAM.— 

18 An eligible partnership carrying out a teaching 

19 residency program shall— 

20 ‘‘(i) support a teaching residency pro21 gram described in paragraph (2) for high22 need schools, as determined by the needs 

23 of high-need local educational agency in 

24 the partnership, and in high-need subjects 


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1 and areas, as defined by such local edu2 cational agency; and 

3 ‘‘(ii) place graduates of the teaching 

4 residency program in cohorts that facilitate 

5 professional collaboration, both among 

6 graduates of the residency program and 

7 between such graduates and mentor teach8 ers in the receiving school. 

9 ‘‘(B) PRINCIPAL OR SCHOOL LEADER RESI10 DENCY PROGRAM.—An eligible partnership car11 rying out a principal or school leader residency 

12 program shall support a program described in 

13 paragraph (3) for high-need schools, as deter14 mined by the needs of the high-need local edu15 cational agency in the partnership. 

16 ‘‘(2) TEACHING RESIDENCY PROGRAM.— 

17 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

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

20 successful teaching residencies that serves as a 

21 mechanism to prepare teachers for success in 

22 high-need schools in the eligible partnership and 

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


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1 ‘‘(i) The integration of pedagogy, 

2 classroom practice and teacher mentoring. 

3 ‘‘(ii) The exposure to principles of 

4 child and youth development, and under5 standing and applying principles of learn6 ing, behavior, and community and family 

7 engagement. 

8 ‘‘(iii) The exposure to principles of 

9 universal design for learning and multi10 tiered systems of support. 

11 ‘‘(iv) Engagement of teaching resi12 dents in rigorous graduate-level coursework 

13 to earn a master’s degree while under14 taking a guided teaching clinical experi15 ence. 

16 ‘‘(v) Experience and learning opportu17 nities alongside a trained and experienced 

18 mentor teacher— 

19 ‘‘(I) whose teaching shall com20 plement the residency program so that 

21 school-based clinical practice is tightly 

22 aligned and integrated with 

23 coursework; 

24 ‘‘(II) who shall have extra re25 sponsibilities as a teacher leader of 


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1 the teaching residency program, as a 

2 mentor for residents, and as a teacher 

3 coach during the induction program 

4 for new teachers, and for establishing, 

5 within the program, a learning com6 munity in which all individuals are ex7 pected to continually improve their ca8 pacity to advance student learning; 

9 and 

10 ‘‘(III) who may be relieved from 

11 teaching duties or may be offered a 

12 stipend as a result of such additional 

13 responsibilities. 

14 ‘‘(vi) The establishment of clear cri15 teria for the selection of mentor teachers 

16 based on the appropriate subject area 

17 knowledge and measures of teacher effec18 tiveness, which shall be based on, but not 

19 limited to, observations of the following: 

20 ‘‘(I) Planning and preparation, 

21 including demonstrated knowledge of 

22 content, pedagogy, and assessment, 

23 including the use of formative, 

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1 ments to inform instruction and im2 prove student learning. 

3 ‘‘(II) Appropriate instruction 

4 that engages all students. 

5 ‘‘(III) Collaboration with col6 leagues to improve instruction. 

7 ‘‘(IV) Analysis of evidence of stu8 dent learning. 

9 ‘‘(V) Collaboration and the cul10 tivation of relationships with external 

11 stakeholders (which may include pro12 fessional disciplinary organizations 

13 and nonprofit advocacy organizations) 

14 to foster the sharing of evidence-based 

15 resources to promote high-quality, ef16 fective practices. 

17 ‘‘(vii) The development of admissions 

18 goals and priorities— 

19 ‘‘(I) that are aligned with the 

20 hiring objectives of the local edu21 cational agency partnering with the 

22 program, as well as the instructional 

23 initiatives and curriculum of such 

24 agency to hire qualified graduates 


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1 from the teaching residency program; 

2 and 

3 ‘‘(II) which may include consider4 ation of applicants who reflect the 

5 communities in which they will teach 

6 as well as consideration of individuals 

7 from underrepresented populations in 

8 the teaching profession. 

9 ‘‘(viii) Continued support for residents 

10 once such residents are hired as the teach11 ers of record, through an induction pro12 gram, evidence-based professional develop13 ment, and networking opportunities to sup14 port the residents through not less than 

15 the residents’ first 2 years of teaching. 

16 ‘‘(B) SELECTION OF INDIVIDUALS AS

17 TEACHER RESIDENTS.— 

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

19 to be eligible to be a teacher resident in a 

20 teacher residency program under this para21 graph, an individual shall— 

22 ‘‘(I) be a recent graduate of a 4- 

23 year institution of higher education or 

24 a mid-career professional possessing 


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1 strong content knowledge or a record 

2 of professional accomplishment; and 

3 ‘‘(II) submit an application to 

4 the residency program. 

5 ‘‘(ii) SELECTION CRITERIA.—An eligi6 ble partnership carrying out a teaching 

7 residency program under this subsection 

8 shall establish criteria for the selection of 

9 eligible individuals to participate in the 

10 teaching residency program based on the 

11 following characteristics: 

12 ‘‘(I) Strong content knowledge or 

13 record of accomplishment in the field 

14 or subject area to be taught. 

15 ‘‘(II) Strong verbal and written 

16 communication skills, which may be 

17 demonstrated by performance on ap18 propriate assessments. 

19 ‘‘(III) Other attributes linked to 

20 effective teaching, which may be de21 termined by interviews or performance 

22 assessments, as specified by the eligi23 ble partnership. 


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1 ‘‘(3) PARTNERSHIP GRANTS FOR THE DEVEL2 OPMENT OF PRINCIPAL AND OTHER SCHOOL LEADER

3 RESIDENCY PROGRAMS.— 

4 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

5 principal or other school leader residency pro6 gram under this paragraph shall be a program 

7 based upon models of successful principal or 

8 other school leader residencies that serve as a 

9 mechanism to prepare principals and other 

10 school leaders for success in high-need schools 

11 in the eligible partnership and shall be designed 

12 to include the following characteristics of suc13 cessful programs: 

14 ‘‘(i) Engagement of principal or other 

15 school leader residents in rigorous grad16 uate-level coursework to earn an appro17 priate advanced credential while under18 taking a guided principal or other school 

19 leader clinical experience. 

20 ‘‘(ii) Experience and learning opportu21 nities, including those that provide contin22 uous feedback throughout the program on 

23 a participants’ progress, alongside a 

24 trained and experienced mentor principal 

25 or other school leader— 


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1 ‘‘(I) whose mentoring shall be 

2 based on standards of effective men3 toring practice and shall complement 

4 the residence program so that school5 based clinical practice is tightly 

6 aligned with coursework; and 

7 ‘‘(II) who may be relieved from 

8 some portion of principal or other 

9 school leader duties or may be offered 

10 a stipend as a result of such addi11 tional responsibilities. 

12 ‘‘(iii) The establishment of clear cri13 teria for the selection of mentor principals 

14 or other school leaders, which may be 

15 based on observations of the following: 

16 ‘‘(I) Demonstrating awareness of, 

17 and having experience with, the 

18 knowledge, skills, and attitudes to— 

19 ‘‘(aa) establish and maintain 

20 a professional learning commu21 nity that effectively extracts in22 formation from data to improve 

23 the school culture and climate, 

24 and personalize instruction for all 


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1 students to result in improved 

2 student achievement; 

3 ‘‘(bb) create and maintain a 

4 learning culture within the school 

5 that provides an inclusive climate 

6 conducive to the development of 

7 all members of the school com8 munity, including one of contin9 uous improvement and learning 

10 for adults tied to student learn11 ing and other school goals; 

12 ‘‘(cc) develop the profes13 sional capacity and practice of 

14 school personnel and foster a 

15 professional community of teach16 ers and other professional staff; 

17 ‘‘(dd) engage in continuous 

18 professional development, uti19 lizing a combination of academic 

20 study, developmental simulation 

21 exercises, self-reflection, mentor22 ship, and internship; 

23 ‘‘(ee) understand youth de24 velopment appropriate to the age 

25 level served by the school, and 


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1 use this knowledge to set high ex2 pectations and standards for the 

3 academic, social, emotional, and 

4 physical development of all stu5 dents; and 

6 ‘‘(ff) actively engage with 

7 families and the community to 

8 create shared responsibility for 

9 student academic performance 

10 and successful development. 

11 ‘‘(II) Planning and articulating a 

12 shared and coherent schoolwide direc13 tion and policy for achieving high 

14 standards of student performance, 

15 and closing gaps in achievement 

16 among subgroups of students. 

17 ‘‘(III) Identifying and imple18 menting the activities and rigorous 

19 curriculum necessary for achieving 

20 such standards of student perform21 ance. 

22 ‘‘(IV) Supporting a culture of 

23 learning, collaboration, and profes24 sional behavior and ensuring quality 

25 measures of instructional practice. 


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1 ‘‘(V) Communicating and engag2 ing parents, families, and other exter3 nal communities. 

4 ‘‘(VI) Cultivating relationships 

5 and collaborating with external stake6 holders, which may include profes7 sional disciplinary organizations and 

8 nonprofit advocacy organizations, to 

9 foster the sharing of evidence-based 

10 resources to promote high-quality, ef11 fective practices. 

12 ‘‘(VII) Collecting, analyzing, and 

13 utilizing data and other evidence of 

14 student learning and evidence of class15 room practice to guide decisions and 

16 actions for continuous improvement 

17 and to ensure performance account18 ability. 

19 ‘‘(iv) The development of admissions 

20 goals and priorities— 

21 ‘‘(I) that are aligned with the 

22 hiring objectives of the local edu23 cational agency partnering with the 

24 program, as well as the instructional 

25 initiatives and curriculum of such 


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1 agency to hire qualified graduates 

2 from the principal residency program; 

3 and 

4 ‘‘(II) which may include consider5 ation of applicants who reflect the 

6 communities in which they will serve 

7 and consideration of individuals from 

8 underrepresented populations in 

9 school leadership positions. 

10 ‘‘(v) Continued support for residents 

11 once such residents are hired as principals 

12 or other school leaders, through an induc13 tion program, evidence-based professional 

14 development to support the knowledge and 

15 skills of the principal or other school leader 

16 in a continuum of learning and content ex17 pertise in developmentally appropriate or 

18 age-appropriate educational practices, and 

19 networking opportunities to support the 

20 residents through not less than the resi21 dents’ first 2 years of serving as principal 

22 or other school leader of a school. 

23 ‘‘(B) SELECTION OF INDIVIDUALS AS

24 PRINCIPAL OR OTHER SCHOOL LEADER RESI25 DENTS.— 


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

2 to be eligible to be a principal or other 

3 school leader resident in a principal or 

4 other school leader residency program 

5 under this paragraph, an individual shall— 

6 ‘‘(I) have prior prekindergarten 

7 through grade 12 teaching experience; 

8 ‘‘(II) have experience as an effec9 tive leader, manager, and written and 

10 oral communicator; and 

11 ‘‘(III) submit an application to 

12 the residency program. 

13 ‘‘(ii) SELECTION CRITERIA.—An eligi14 ble partnership carrying out a principal or 

15 other school leader residency program 

16 under this subsection shall establish cri17 teria for the selection of eligible individuals 

18 to participate in the principal residency 

19 program based on the following character20 istics: 

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

23 secondary school setting. 

24 ‘‘(II) Strong verbal and written 

25 communication skills, which may be 


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1 demonstrated by performance on ap2 propriate assessments. 

3 ‘‘(III) Other attributes linked to 

4 effective leadership, such as sound 

5 judgment, organizational capacity, col6 laboration, commitment to equity and 

7 inclusiveness, and openness to contin8 uous learning, which may be deter9 mined by interviews or performance 

10 assessment, as specified by the eligible 

11 partnership. 

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

13 AGREEMENTS; AND REPAYMENTS.— 

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

15 residency program, or principal or other school 

16 leader residency program, under this sub17 section— 

18 ‘‘(i) shall provide a 1-year living sti19 pend or salary to teaching or principal or 

20 other school leader residents during the 

21 teaching residency program or principal 

22 residency program; and 

23 ‘‘(ii) may provide a stipend to a men24 tor teacher or mentor principal. 

25 ‘‘(B) APPLICATIONS.— 


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1 ‘‘(i) IN GENERAL.—Each teaching, 

2 principal, or other school residency can3 didate desiring a stipend or salary during 

4 the period of residency shall submit an ap5 plication to the eligible partnership at such 

6 time, in such manner, and containing such 

7 information and assurances, as the eligible 

8 partnership may require, and which shall 

9 include an agreement to serve described in 

10 clause (ii). 

11 ‘‘(ii) AGREEMENTS TO SERVE.—Each 

12 application submitted under clause (i) shall 

13 contain or be accompanied by an agree14 ment that the applicant will— 

15 ‘‘(I) upon successfully completing 

16 the 1-year teaching, principal, or 

17 other school leader residency program, 

18 serve as a full-time teacher, principal, 

19 or other school leader for a total of 

20 not less than 3 school years at— 

21 ‘‘(aa) a high-need school 

22 served by the high-need local 

23 educational agency in the eligible 

24 partnership and, in the case of a 

25 teacher, teach a subject or area 


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1 that is designated as high-need 

2 by the partnership; or 

3 ‘‘(bb) in a case in which no 

4 appropriate position is available 

5 in a high-need school served by 

6 the high-need local educational 

7 agency in the eligible partner8 ship, any other high-need school; 

9 ‘‘(II) provide to the eligible part10 nership a certificate, from the chief 

11 administrative officer of the local edu12 cational agency in which the teacher 

13 or principal, or other school leader is 

14 employed, of the employment required 

15 under subclause (I) at the beginning 

16 of, and upon completion of, each year 

17 or partial year of service; 

18 ‘‘(III) in the case of a teacher 

19 resident, meet the requirements to be 

20 a profession-ready teacher; and 

21 ‘‘(IV) comply with the require22 ments set by the eligible partnership 

23 under subparagraph (C) if the appli24 cant is unable or unwilling to comVerDate Sep 11 2014 20:36 Sep 23, 2019 Jkt 089200 PO 00000 Frm 00056 Fmt 6652 Sfmt 6201 E:\BILLS\H4423.IH H4423

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1 plete the service obligation required by 

2 this subparagraph. 

3 ‘‘(C) REPAYMENTS.— 

4 ‘‘(i) IN GENERAL.—An eligible part5 nership carrying out a teaching or prin6 cipal, or other school leader, residency pro7 gram under this subsection shall require a 

8 recipient of a stipend or salary under sub9 paragraph (A) who does not complete, or 

10 who notifies the partnership that the re11 cipient intends not to complete, the service 

12 obligation required by subparagraph (B) to 

13 repay such stipend or salary to the eligible 

14 partnership, together with interest, at a 

15 rate specified by the partnership in the 

16 agreement, and in accordance with such 

17 other terms and conditions specified by the 

18 eligible partnership, as necessary. 

19 ‘‘(ii) OTHER TERMS AND CONDI20 TIONS.—Any other terms and conditions 

21 specified by the eligible partnership may 

22 include reasonable provisions for prorate 

23 repayment of the stipend or salary de24 scribed in subparagraph (A) or for deferral 

25 of a teaching or principal, or other school 


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1 leader, resident’s service obligation re2 quired by subparagraph (B), on grounds of 

3 health, incapacitation, inability to secure 

4 employment in a school served by the eligi5 ble partnership, being called to active duty 

6 in the Armed Forces of the United States, 

7 or other extraordinary circumstances. 

8 ‘‘(iii) USE OF REPAYMENTS.—An eli9 gible partnership shall use any repayment 

10 received under this subparagraph to carry 

11 out additional activities that are consistent 

12 with the purposes of this section.’’; and 

13 (5) by striking subsection (f) and inserting the 

14 following: 

15 ‘‘(f) TEACHER LEADER DEVELOPMENT PROGRAM.— 

16 ‘‘(1) IN GENERAL.—A teacher leader develop17 ment program carried out with a grant awarded 

18 under this section shall involve the professional de19 velopment of teachers, as described in paragraph 

20 (2), who maintain their roles as classroom teachers 

21 and who also carry out formalized leadership respon22 sibilities to increase the academic achievement of 

23 students and promote data-driven instructional prac24 tices that address the demonstrated needs at the eleVerDate Sep 11 2014 20:36 Sep 23, 2019 Jkt 089200 PO 00000 Frm 00058 Fmt 6652 Sfmt 6201 E:\BILLS\H4423.IH H4423

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1 mentary schools and secondary schools in which the 

2 teachers are employed, such as— 

3 ‘‘(A) development of curriculum and cur4 ricular resources; 

5 ‘‘(B) facilitating the work of committees 

6 and teams; 

7 ‘‘(C) family and community engagement; 

8 ‘‘(D) school discipline and culture; 

9 ‘‘(E) peer observations and coaching; or 

10 ‘‘(F) dual enrollment instruction. 

11 ‘‘(2) PROFESSIONAL DEVELOPMENT.—The pro12 fessional development of teachers in a teacher leader 

13 development program carried out with a grant 

14 awarded under this section shall include— 

15 ‘‘(A) one year of professional development, 

16 training, and support that may— 

17 ‘‘(i) include— 

18 ‘‘(I) the engagement of teachers 

19 in rigorous coursework and fieldwork 

20 relevant to their role as a teacher 

21 leader, including available teacher 

22 leader standards; and 

23 ‘‘(II) regular observations and 

24 professional support from— 


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1 ‘‘(aa) a principal, vice prin2 cipal, or a designated instruc3 tional leader of the school; 

4 ‘‘(bb) a representative from 

5 the institution of higher edu6 cation that is a partner in the eli7 gible partnership; 

8 ‘‘(cc) a representative from 

9 another entity that is a partner 

10 in the eligible partnership; and 

11 ‘‘(dd) another member of 

12 the teacher leader cohort, if ap13 plicable, or a peer teacher; and 

14 ‘‘(ii) result in the awarding of a cre15 dential in teacher leadership; and 

16 ‘‘(B) one or two additional years of sup17 port from a principal, vice principal, or a des18 ignated instructional leader of the school, a rep19 resentative from the institution of higher edu20 cation that is a partner in the eligible partner21 ship, and a representative from another entity 

22 that is a partner in the eligible partnership. 

23 ‘‘(3) TEACHER LEADER DEVELOPMENT PRO24 GRAM PLAN.—In carrying out a teacher leader develVerDate Sep 11 2014 23:34 Sep 27, 2019 Jkt 089200 PO 00000 Frm 00060 Fmt 6652 Sfmt 6201 E:\BILLS\H4423.IH H4423

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1 opment program under this section, an eligible part2 nership shall develop a plan that shall describe— 

3 ‘‘(A) how the work hours of teacher leaders 

4 will be allocated between their classroom re5 sponsibilities and responsibilities as a teacher 

6 leader, which may include a description of 

7 whether the teacher leader will be relieved from 

8 teaching duties during their participation in the 

9 teacher leader development program; 

10 ‘‘(B) how the partnership will support 

11 teacher leaders after the first year of profes12 sional development in the program; and 

13 ‘‘(C) how teacher leader activities could be 

14 sustained by the eligible partnership after the 

15 program concludes, which may include a de16 scription of opportunities for the teacher lead17 ers to assist in the educator preparation pro18 gram at the institution of higher education in 

19 the partnership. 

20 ‘‘(4) SELECTION OF TEACHER LEADERS; USE

21 OF FUNDS.—In carrying out a teacher leader devel22 opment program under this section, an eligible part23 nership— 

24 ‘‘(A) shall select a teacher for participation 

25 in the program— 


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1 ‘‘(i) who— 

2 ‘‘(I) is fully certified to teach in 

3 the State of the high-need local edu4 cational agency that is a partner in 

5 the eligible partnership; 

6 ‘‘(II) is employed by such high7 need local educational agency; 

8 ‘‘(III) has not less than 3 years 

9 of teaching experience; and 

10 ‘‘(IV) submits an application for 

11 participation to the eligible partner12 ship; and 

13 ‘‘(ii) based on selection criteria that 

14 includes— 

15 ‘‘(I) demonstration of strong con16 tent knowledge or a record of accom17 plishment in the field or subject area 

18 the teacher will support as a teacher 

19 leader; and 

20 ‘‘(II) demonstration of attributes 

21 linked to effective teaching that is de22 termined through interviews, observa23 tions, artifacts, student achievement, 

24 or performance assessments, such as 


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1 those leading to an advanced creden2 tial; 

3 ‘‘(B) may develop admissions goals and 

4 priorities for the teacher leader development 

5 program that— 

6 ‘‘(i) are aligned with the demonstrated 

7 needs of the school or high-need local edu8 cational agency in which the teacher is em9 ployed; 

10 ‘‘(ii) considers cultural competencies 

11 that would make the applicant effective in 

12 the applicant’s teacher leader role; and 

13 ‘‘(iii) considers whether the teacher 

14 has substantial teaching experience in the 

15 school in which the teacher is employed or 

16 in a school that is similar to the school in 

17 which the teacher is employed; 

18 ‘‘(C) shall use the grant funds to pay for 

19 costs of training and supporting teacher leaders 

20 for not less than 2 years and not more than 3 

21 years; 

22 ‘‘(D) may use the grant funds to pay for 

23 a portion of a stipend for teacher leaders if 

24 such grant funds are matched by additional 

25 non-Federal public or private funds as follows: 


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1 ‘‘(i) during each of the first and sec2 ond years of the grant period, grant funds 

3 may pay not more than 50 percent of such 

4 stipend; and 

5 ‘‘(ii) during the third year of the 

6 grant period, grant funds may pay not 

7 more than 33 percent of such stipend; and 

8 ‘‘(E) may require teacher leaders to pay 

9 back the cost of attaining the credential de10 scribed in paragraph (2)(A)(ii) if they do not 

11 complete their term of service in the teacher 

12 leader development program.’’. 

13 SEC. 5. ADMINISTRATIVE PROVISIONS. 

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

15 U.S.C. 1022b) is amended— 

16 (1) in subsection (a)(2), by striking ‘‘five-year 

17 period’’ and inserting ‘‘five-year period, except such 

18 partnership may receive an additional grant during 

19 such period if such grant is used to establish a 

20 teacher or principal residency program if such resi21 dency program was not established with the prior 

22 grant’’; and 

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

24 preparation program’’ and inserting ‘‘teacher eduVerDate Sep 11 2014 20:36 Sep 23, 2019 Jkt 089200 PO 00000 Frm 00064 Fmt 6652 Sfmt 6201 E:\BILLS\H4423.IH H4423

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1 cation, school leader preparation, or educator devel2 opment program’’. 

3 SEC. 6. ACCOUNTABILITY AND EVALUATION. 

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

5 (20 U.S.C. 1022c(a)) is amended to read as follows: 

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

7 eligible partnership submitting an application for a grant 

8 under this part shall establish, and include in such appli9 cation, an evaluation plan that includes rigorous, com10 prehensive, and measurable performance objectives. The 

11 plan shall include objectives and measures for— 

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

13 educators as measured by the eligible partnership; 

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

15 ‘‘(3) as applicable, pass rates and scaled scores 

16 for initial State certification or licensure of teachers 

17 or pass rates and average scores on valid and reli18 able teacher performance assessments; and 

19 ‘‘(4)(A) the percentage of profession-ready 

20 teachers, principals or other school leaders, and 

21 other educators hired by the high-need local edu22 cational agency participating in the eligible partner23 ship; 

24 ‘‘(B) the percentage of profession-ready teach25 ers, principals, and other educators hired by the 


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1 high-need local educational agency who are members 

2 of underrepresented groups; 

3 ‘‘(C) as applicable, the percentage of profession4 ready teachers hired by the high-need local edu5 cational agency who teach high-need academic sub6 ject areas, such as reading, science, technology, engi7 neering, mathematics, computer science, and foreign 

8 language (including less commonly taught languages 

9 and critical foreign languages); 

10 ‘‘(D) as applicable, the percentage of profes11 sion-ready teachers hired by the high-need local edu12 cational agency who teach in high-need areas, in13 cluding special education, bilingual education, lan14 guage instruction educational programs for English 

15 language learners, and early childhood education; 

16 ‘‘(E) the percentage of profession-ready teach17 ers, principals or other school leaders, and other 

18 educators hired by the high-need local educational 

19 agency who teach in high-need schools, 

20 disaggregated by the elementary school and sec21 ondary school levels; 

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

23 childhood education program classes in the geo24 graphic area served by the eligible partnership 


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1 taught by early childhood educators who are highly 

2 competent; 

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

4 able to— 

5 ‘‘(i) integrate technology effectively into 

6 curricula and instruction, including technology 

7 consistent with the principles of universal de8 sign for learning; and 

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

10 manage, and analyze data to improve teaching 

11 and learning for the purpose of improving stu12 dent learning outcomes; and 

13 ‘‘(H) as applicable, the percentage of educators 

14 taking school leadership positions who, after 3 years 

15 in the role, receive ratings of effective or above in 

16 State school leader evaluation and support systems 

17 (as described in section 2014(c)(4)(B)(ii) of the Ele18 mentary and Secondary Education Act of 1965) or, 

19 if no such ratings are available, other comparable in20 dicators of performance.’’. 

21 SEC. 7. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE 

22 TEACHERS OR OTHER SCHOOL LEADERS. 

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

24 U.S.C. 1022d)— 


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1 (1) by amending subsection (a)(1) to read as 

2 follows: 

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

4 or school leader preparation entity approved to oper5 ate teacher preparation or school leader preparation 

6 programs in the State and that receives or enrolls 

7 students receiving Federal assistance shall report 

8 annually to the State and the general public, in a 

9 uniform and comprehensive manner that conforms 

10 with the definitions and methods established by the 

11 Secretary, the following: 

12 ‘‘(A) PASS RATES AND SCALED SCORES.— 

13 For the most recent year for which the informa14 tion is available for each teacher or school lead15 er preparation program offered by the teacher 

16 preparation or school leader preparation entity 

17 the following: 

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

19 for those students who took the assess20 ments used for teacher or school leader 

21 certification or licensure by the State in 

22 which the entity is located and are enrolled 

23 in the teacher or school leader preparation 

24 program or, and for those who have taken 

25 such assessments and have completed the 


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1 teacher or school preparation program dur2 ing the 2-year period preceding such year, 

3 for each of such assessments— 

4 ‘‘(I) the percentage of all stu5 dents who passed such assessment; 

6 ‘‘(II) the percentage of students 

7 who have taken such assessment who 

8 enrolled in and completed the teacher 

9 or school leader preparation program; 

10 and 

11 ‘‘(III) the average scaled score 

12 for all students who took such assess13 ment. 

14 ‘‘(ii) In the case of an entity that re15 quires a valid and reliable teacher perform16 ance assessment in order to complete the 

17 preparation program, the entity may sub18 mit in lieu of the information described in 

19 clause (i) the pass rate and average score 

20 of students taking the teacher performance 

21 assessment. 

22 ‘‘(B) ENTITY INFORMATION.—A descrip23 tion of the following: 


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1 ‘‘(i) The median grade point average 

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

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

5 entity disaggregated by race (as defined in 

6 section 153(a)(3) of the Education 

7 Sciences Reform Act of 2002 (20 U.S.C. 

8 9543(a)(3))), ethnicity, and gender. 

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

10 of supervised clinical preparation required 

11 for each program. 

12 ‘‘(iv) The total number of students 

13 who have completed programs for certifi14 cation or licensure disaggregated by sub15 ject area and by race (as defined in section 

16 153(a)(3) of the Education Sciences Re17 form Act of 2002 (20 U.S.C. 9543(a)(3))), 

18 ethnicity, and gender, except that such 

19 disaggregation shall not be required in a 

20 case in which the result would reveal per21 sonally identifiable information about an 

22 individual student. 

23 ‘‘(C) ACCREDITATION.—Whether the pro24 gram or entity is accredited by a specialized ac25 crediting agency recognized by the Secretary for 


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1 accreditation of professional teacher or school 

2 leader education programs. 

3 ‘‘(D) DESIGNATION AS LOW-PER4 FORMING.—Which programs (if any) offered by 

5 the entity have been designated as low-per6 forming by the State under section 207(a).’’; 

7 (2) in subsection (b)— 

8 (A) in paragraph (1)— 

9 (i) in subparagraph (A)— 

10 (I) by inserting ‘‘and school lead11 er’’ after ‘‘teacher’’; and 

12 (II) by inserting ‘‘, including 

13 teacher performance assessments’’ 

14 after ‘‘the State’’; 

15 (ii) by amending subparagraph (D) to 

16 read as follows: 

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

18 for each of the assessments used by the State 

19 for teacher or school leader certification or li20 censure, disaggregated by subject area, race (as 

21 defined in section 153(a)(3) of the Education 

22 Sciences Reform Act of 2002 (20 U.S.C. 

23 9543(a)(3))), ethnicity, and gender, except that 

24 such disaggregation shall not be required in a 

25 case in which the result would reveal personally 


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1 identifiable information about an individual stu2 dent— 

3 ‘‘(I) for each entity located in the 

4 State, the percentage of students at such 

5 entities who have completed 100 percent of 

6 the nonclinical coursework and taken the 

7 assessment who pass such assessment; 

8 ‘‘(II) the percentage of all such stu9 dents in all such programs and entities 

10 who have taken the assessment who pass 

11 such assessment; 

12 ‘‘(III) the percentage of students who 

13 have taken the assessment and who en14 rolled in and completed a teacher or school 

15 leader preparation program; and 

16 ‘‘(IV) the average scaled score of indi17 viduals participating in such a program, or 

18 who have completed such a program dur19 ing the 2-year period preceding the first 

20 year for which the annual State report 

21 card is provided, who took each such as22 sessment. 

23 ‘‘(ii) In the case of a State that has imple24 mented a valid and reliable teacher performance 

25 assessment, the State may submit in lieu of the 


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1 information described in clause (i) the pass rate 

2 and average score of students taking the teach3 er performance assessment, disaggregated by 

4 subject area, race (as defined in section 

5 153(a)(3) of the Education Sciences Reform 

6 Act of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, 

7 and gender, except that such disaggregation 

8 shall not be required in a case in which the re9 sult would reveal personally identifiable infor10 mation about an individual student.’’; and 

11 (iii) by striking subparagraphs (G) 

12 through (L) and inserting the following: 

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

14 preparation program in the State the following: 

15 ‘‘(i) The programs’ admission rate 

16 and median grade point average and range 

17 of grade point averages for admitted stu18 dents. 

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

20 program disaggregated by race (as defined 

21 in section 153(a)(3) of the Education 

22 Sciences Reform Act of 2002 (20 U.S.C. 

23 9543(a)(3))), ethnicity, and gender. 

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

25 of supervised clinical preparation required. 


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1 ‘‘(iv) Whether such program has been 

2 identified as low-performing, as designated 

3 by the State under section 207(a). 

4 ‘‘(v) For each school leader prepara5 tion program in the State, the total num6 ber and percentage of program completers 

7 placed as principals who are rated as effec8 tive or above on the State school leader 

9 evaluation and support systems (as de10 scribed in section 2101(c)(4)(B)(2) of the 

11 Elementary and Secondary Education Act 

12 of 1965) or, if no such ratings are avail13 able, other comparable indicators of per14 formance after three years of leading a 

15 school. 

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

17 each teacher preparation entity in the State, 

18 the number of teachers prepared, in the aggre19 gate and reported separately by the following: 

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

21 ‘‘(ii) Academic major. 

22 ‘‘(iii) Subject area for which the 

23 teacher has been prepared to teach. 

24 ‘‘(iv) The relationship of the subject 

25 area and grade span of teachers graduated 


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1 by the teacher preparation entity to the 

2 teacher workforce needs of the State. 

3 ‘‘(v) The percentage of teachers grad4 uated teaching in high-need schools. 

5 ‘‘(vi) Race (as defined in section 

6 153(a)(3) of the Education Sciences Re7 form Act of 2002 (20 U.S.C. 9543(a)(3))), 

8 gender, and ethnicity.’’; and 

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

10 ‘‘(3) NO REQUIREMENT FOR REPORTING ON

11 STUDENTS NOT RESIDING IN THE STATE.—Nothing 

12 in this section shall require a State to report data 

13 on program completers who do not reside in such 

14 State.’’; and 

15 (3) in subsection (d)(2), by adding at the end 

16 the following: 

17 ‘‘(D) The relationship of the subject area 

18 and grade span of teachers graduated by teach19 er preparation entities across the States to 

20 identified teacher shortage areas. 

21 ‘‘(E) The number and percentages of such 

22 graduates teaching in high-need schools.’’. 

23 SEC. 8. TEACHER DEVELOPMENT. 

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

25 U.S.C. 1022e) is amended by striking ‘‘limited English 


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1 proficient’’ both places it appears and inserting ‘‘English 

2 learner’’. 

3 SEC. 9. STATE FUNCTIONS. 

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

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

6 ‘‘SEC. 207. STATE FUNCTIONS. 

7 ‘‘(a) STATE ASSESSMENT.— 

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

9 under this Act or under title II of the Elementary 

10 and Secondary Education Act of 1965 (20 U.S.C. 

11 6601 et seq.), a State shall conduct an assessment 

12 to identify at-risk and low-performing teacher and 

13 school leader preparation programs in the State and 

14 to assist such programs through the provision of 

15 technical assistance. 

16 ‘‘(2) PROVISION OF LOW-PERFORMING LIST.— 

17 Each State described in paragraph (1) shall— 

18 ‘‘(A) provide the Secretary and the general 

19 public an annual list of low-performing teacher 

20 and school leader preparation programs and an 

21 identification of those programs at risk of being 

22 placed on such list, as applicable; 

23 ‘‘(B) report any teacher and school leader 

24 preparation program that has been closed and 

25 the reasons for such closure; and 


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

2 paragraph (1), in the report under section 

3 205(b). 

4 ‘‘(3) DETERMINATION OF AT-RISK AND LOW5 PERFORMING PROGRAMS.—The levels of perform6 ance and the criteria for meeting those levels for 

7 purposes of the assessment under paragraph (1) 

8 shall be determined by the State in consultation with 

9 a representative group of community stakeholders, 

10 including, at a minimum, representatives of leaders 

11 and faculty of traditional and alternative route 

12 teacher and school leader preparation programs, pre13 kindergarten through 12th grade leaders and in14 structional staff, current teacher and school leader 

15 candidates participating in traditional and alter16 native route teacher or school leader preparation 

17 programs, the State’s standards board or other ap18 propriate standards body, and other stakeholders 

19 identified by the State. In making such determina20 tion, the State shall consider multiple measures and 

21 the information reported by teacher preparation en22 tities under section 205. 

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

24 receive funds under this Act or under title II of the EleVerDate Sep 11 2014 20:36 Sep 23, 2019 Jkt 089200 PO 00000 Frm 00077 Fmt 6652 Sfmt 6201 E:\BILLS\H4423.IH H4423

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1 mentary and Secondary Education Act of 1965 (20 U.S.C. 

2 6601 et seq.), a State shall— 

3 ‘‘(1) report to the Secretary and the general 

4 public any programs described in subsection (a); 

5 ‘‘(2) establish a period of improvement and re6 design (as established by the State) for programs 

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

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

9 under subsection (a) with technical assistance for a 

10 period of not longer than 3 years; 

11 ‘‘(4) identify at-risk programs as low-per12 forming if there is not sufficient improvement fol13 lowing the period of technical assistance provided by 

14 the State; and 

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

16 provisions described in subsection (c) (as determined 

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

18 of such identification as a low-performing program. 

19 ‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher or 

20 school leader preparation program that is projected to 

21 close— 

22 ‘‘(1) shall be ineligible for any funding for pro23 fessional development activities awarded by the De24 partment; 


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

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

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

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

8 requirements of this section shall apply to both traditional 

9 teacher preparation programs and alternative routes to 

10 State certification and licensure programs.’’. 

11 SEC. 10. GENERAL PROVISIONS. 

12 Section 208(a) of the Higher Education Act of 1965 

13 (20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 

14 205 and 206’’ and inserting ‘‘section 205’’. 

15 SEC. 11. ELEVATION OF THE EDUCATION PROFESSION 

16 STUDY. 

17 Part A of title II of the Higher Education Act of 

18 1965 (20 U.S.C. 1022 et seq.) is amended by inserting 

19 after section 208 the following: 

20 ‘‘SEC. 209. ELEVATION OF THE EDUCATION PROFESSION 

21 STUDY. 

22 ‘‘(a) PURPOSE.—The purpose of the elevation of the 

23 profession feasibility study is to examine State policies re24 lated to teacher and school leader education and certifi25 cation, produce a comprehensive set of expectations that 


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1 sets a high bar for entry into the profession and ensures 

2 that all entering teachers and school leaders are profes3 sion-ready, and develop recommendations to Congress on 

4 best practices with respect to elevating the education pro5 fession that are evidence-based, reliable, and verified by 

6 the field. 

7 ‘‘(b) ESTABLISHMENT.— 

8 ‘‘(1) IN GENERAL.—The Secretary of Education 

9 shall establish an Advisory Committee to carry out 

10 the elevation of the education profession study de11 scribed in subsection (c) and make recommendations 

12 to Congress on the findings. 

13 ‘‘(2) MEMBERSHIP OF THE ADVISORY COM14 MITTEE.—The Advisory Committee shall include 

15 representatives or advocates from the following cat16 egories: 

17 ‘‘(A) Teacher unions. 

18 ‘‘(B) School leader organizations. 

19 ‘‘(C) State and local officials. 

20 ‘‘(D) State educational agencies and local 

21 educational agencies. 

22 ‘‘(E) Teacher and school leader advocacy 

23 organizations. 

24 ‘‘(F) School administrator organizations. 


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1 ‘‘(G) Institutions of higher education, in2 cluding colleges of teacher education. 

3 ‘‘(H) Civil rights organizations. 

4 ‘‘(I) Organizations representing students 

5 with disabilities. 

6 ‘‘(J) Organizations representing English 

7 learners. 

8 ‘‘(K) Nonprofit organizations representing 

9 subject-fields, such as STEM Educator organi10 zations, comprehensive literacy Educator orga11 nizations, and arts and humanities educator or12 ganizations. 

13 ‘‘(L) Professional development organiza14 tions. 

15 ‘‘(M) Educational technology organiza16 tions. 

17 ‘‘(N) Nonprofit research organizations. 

18 ‘‘(O) Organizations representing nontradi19 tional pathways into teacher and school leader 

20 education. 

21 ‘‘(P) Organizations representing parents. 

22 ‘‘(c) DUTIES OF THE ADVISORY COMMITTEE.— 

23 ‘‘(1) FEASIBILITY STUDY.—The Advisory Com24 mittee shall conduct a feasibility study to— 


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1 ‘‘(A) assess the state of policies and prac2 tices related to teacher and school leader edu3 cation and entry into the profession including 

4 barriers to achieving certification and licensure, 

5 best practices in producing profession-ready 

6 teachers and school leaders, and recruitment 

7 and retention of teachers and school leaders in 

8 schools; 

9 ‘‘(B) compile best practices for educating 

10 and training profession-ready teachers and 

11 school leaders including evidence-based prac12 tices for training teachers and school leaders to 

13 support diverse learners, developing teacher and 

14 school leaders, and successful pre-service and 

15 in-service educational activities; 

16 ‘‘(C) review certification and credentialing 

17 practices throughout the Nation including min18 imum standards in each State, differences in 

19 types of credentials, and impact of different 

20 certification processes in each State for teach21 ers and school leaders who relocate; and 

22 ‘‘(D) recommend a comprehensive set of 

23 rigorous expectations for States standards to 

24 elevate the profession of teaching and to 

25 produce profession-ready teachers and school 


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1 leaders prepared to educate diverse learners in 

2 inclusive educational settings. 

3 ‘‘(2) REPORTS.— 

4 ‘‘(A) Not later than 1 year after the Advi5 sory Committee’s first meeting, the Committee 

6 shall submit an interim report to the Secretary 

7 and to the authorizing committees detailing the 

8 methods of the study and progress in devel9 oping the set of comprehensive and rigorous ex10 pectations. 

11 ‘‘(B) Not later than 3 years after the Advi12 sory Committee’s first meeting, the Committee 

13 shall submit a final report to the Secretary and 

14 to the authorizing committees detailing the 

15 findings, recommendations, and suggested set 

16 of comprehensive and rigorous expectations. 

17 ‘‘(3) DISSEMINATION OF INFORMATION.—In 

18 carrying out the study under paragraph (1), the Sec19 retary shall disseminate information found in the 

20 study in an accessible format to all stakeholders. 

21 ‘‘(4) DATABASE.—Not later than 180 days 

22 after the date of the enactment of this subsection, 

23 the Secretary shall produce an electronically acces24 sible clearinghouse of State certification procedures 


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1 and best State practices for producing and retaining 

2 profession-ready teachers and school leaders.’’. 

3 SEC. 12. AUTHORIZATION OF APPROPRIATIONS. 

4 Part A of title II of the Higher Education Act of 

5 1965 (20 U.S.C. 1022 et seq.) is amended— 

6 (1) by redesignating section 209 as section 210; 

7 and 

8 (2) in section 210, as so redesignated— 

9 (A) by striking ‘‘$300,000,000’’ and in10 serting ‘‘$500,000,000’’; 

11 (B) by striking ‘‘2009’’ and inserting 

12 ‘‘2019’’; and 

13 (C) by striking ‘‘two succeeding’’ and in14 serting ‘‘5 succeeding’’. 

Æ 


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