II 

108TH CONGRESS 

2D SESSION S. 2335

To amend part A of title II of the Higher Education Act of 1965 to 

enhance teacher training and teacher preparation programs, and for 

other purposes. 

IN THE SENATE OF THE UNITED STATES 

APRIL 22, 2004

Mr. REED (for himself, Mr. KENNEDY, and Mr. BINGAMAN) introduced the 

following bill; which was read twice and referred to the Committee on 

Health, Education, Labor, and Pensions 

A BILL

To amend part A of title II of the Higher Education Act 

of 1965 to enhance teacher training and teacher preparation programs, and for other purposes.

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

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Preparing, Recruiting, 

5 and Retaining Education Professionals Act of 2004’’. 

6 SEC. 2. PURPOSES; DEFINITIONS. 

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

8 U.S.C. 1021) is amended to read as follows: 
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•S 2335 IS 

1 ‘‘SEC. 201. PURPOSES; DEFINITIONS. 

2 ‘‘(a) PURPOSES.—The purposes of this part are to—

3 ‘‘(1) improve student achievement; 

4 ‘‘(2) improve the quality of the current and fu5 ture teaching force by improving the preparation of 

6 prospective teachers and enhancing ongoing profes7 sional development activities; 

8 ‘‘(3) encourage partnerships among institutions 

9 of higher education, early childhood education pro10 grams, elementary schools or secondary schools, 

11 local educational agencies, State educational agen12 cies, teacher organizations, and nonprofit edu13 cational organizations; 

14 ‘‘(4) hold institutions of higher education and 

15 all other teacher preparation programs (including 

16 programs that provide alternative routes to teacher 

17 preparation) accountable in an equivalent manner 

18 for preparing—

19 ‘‘(A) teachers who have strong teaching 

20 skills, are highly qualified, and are trained in 

21 the effective uses of technology in the class22 room; and 

23 ‘‘(B) early childhood education providers 

24 who are highly competent; 

25 ‘‘(5) recruit and retain qualified individuals, in26 cluding individuals from other occupations, into the 
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•S 2335 IS 

1 teaching force for early childhood education pro2 grams or in elementary schools or secondary schools; 

3 ‘‘(6) improve the recruitment, retention, and ca4 pacities of principals to provide instructional leader5 ship and to support teachers in maintaining safe and 

6 effective learning environments; 

7 ‘‘(7) expand the use of research to improve 

8 teaching and learning by teachers, early childhood 

9 education providers, principals, and faculty; and 

10 ‘‘(8) enhance the ability of teachers, early child11 hood education providers, principals, administrators, 

12 and faculty to communicate, work with, and involve 

13 parents in ways that improve student achievement. 

14 ‘‘(b) DEFINITIONS.—In this part: 

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

16 sciences’ means—

17 ‘‘(A) when referring to an organizational 

18 unit of an institution of higher education, any 

19 academic unit that offers 1 or more academic 

20 majors in disciplines or content areas cor21 responding to the academic subject matter 

22 areas in which teachers provide instruction; and 

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

24 subject matter area, the disciplines or content 
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1 areas in which academic majors are offered by 

2 the arts and science organizational unit. 

3 ‘‘(2) EARLY CHILDHOOD EDUCATION PRO4 GRAM.—The term ‘early childhood education pro5 gram’ means a family child care program, center6 based child care program, prekindergarten program, 

7 school program, or other out-of-home child care pro8 gram that is licensed or regulated by the State serv9 ing 2 or more unrelated children from birth until 

10 school entry, or a Head Start program carried out 

11 under the Head Start Act or an Early Head Start 

12 program carried out under section 645A of that Act. 

13 ‘‘(3) EXEMPLARY TEACHER.—The term ‘exem14 plary teacher’ has the meaning given the term in 

15 section 9101 of the Elementary and Secondary Edu16 cation Act of 1965. 

17 ‘‘(4) FACULTY.—

18 ‘‘(A) IN GENERAL.—The term ‘faculty’ 

19 means individuals in institutions of higher edu20 cation who are responsible for preparing teach21 ers. 

22 ‘‘(B) INCLUSIONS.—The term ‘faculty’ in23 cludes professors of education and professors in 

24 academic disciplines such as the arts and 

25 sciences, psychology, and human development. 
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1 ‘‘(5) HIGH-NEED LOCAL EDUCATIONAL AGEN2 CY.—The term ‘high-need local educational agency’ 

3 means a local educational agency that serves an 

4 early childhood education program, elementary 

5 school, or secondary school located in an area in 

6 which—

7 ‘‘(A)(i) 15 percent or more of the students 

8 served by the agency are from families with in9 comes below the poverty line; 

10 ‘‘(ii) there are more than 5,000 students 

11 served by the agency from families with in12 comes below the poverty line; or 

13 ‘‘(iii) there are less than 600 students in 

14 average daily attendance in all the schools that 

15 are served by the agency and all of whose 

16 schools are designated with a school locale code 

17 of 7 or 8, as determined by the Secretary; and 

18 ‘‘(B)(i) there is a high percentage of teach19 ers who are not highly qualified; or 

20 ‘‘(ii) there is a chronic shortage, or high 

21 turnover rate, of highly qualified teachers. 

22 ‘‘(6) HIGH-NEED SCHOOL.—The term ‘high23 need school’ means an early childhood education pro24 gram, public elementary school, or public secondary 

25 school—
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1 ‘‘(A)(i) in which there is a high concentra2 tion of students from families with incomes 

3 below the poverty line; or 

4 ‘‘(ii) that, in the case of a public elemen5 tary school or public secondary school, is identi6 fied as in need of school improvement or correc7 tive action pursuant to section 1116 of the Ele8 mentary and Secondary Education Act of 1965 

9 (20 U.S.C. 6316); and 

10 ‘‘(B) in which there exists—

11 ‘‘(i) in the case of a public elementary 

12 school or public secondary school, a per13 sistent and chronic shortage, or high turn14 over rate, of highly qualified teachers; and 

15 ‘‘(ii) in the case of an early childhood 

16 education program, a persistent and chron17 ic shortage of early childhood education 

18 providers who are highly competent. 

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

20 competent’ when used with respect to an early child21 hood education provider means a provider—

22 ‘‘(A) with specialized education and train23 ing in development and education of young chil24 dren from birth until entry into kindergarten; 

25 ‘‘(B) with—
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•S 2335 IS 

1 ‘‘(i) a baccalaureate degree in an aca2 demic major in the arts and sciences; or 

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

4 educational area; and 

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

6 knowledge and use of content and pedagogy in 

7 the relevant areas associated with quality early 

8 childhood education. 

9 ‘‘(8) HIGHLY QUALIFIED.—The term ‘highly 

10 qualified’ has the meaning given the term in section 

11 9101 of the Elementary and Secondary Education 

12 Act of 1965. 

13 ‘‘(9) MENTORING.—The term ‘mentoring’ 

14 means a process by which a teacher mentor who is 

15 an exemplary teacher, either alone or in a team with 

16 faculty, provides active support for prospective 

17 teachers and new teachers through a system for in18 tegrating evidence-based practice, including rigorous, 

19 supervised training in high-quality teaching settings. 

20 Such support includes activities specifically designed 

21 to promote—

22 ‘‘(A) knowledge of the scientific research 

23 on, and assessment of, teaching and learning; 
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1 ‘‘(B) development of teaching skills and 

2 skills in evidence-based educational interven3 tions; 

4 ‘‘(C) development of classroom manage5 ment skills; 

6 ‘‘(D) a positive role model relationship 

7 where academic assistance and exposure to new 

8 experiences is provided; and 

9 ‘‘(E) ongoing supervision and communica10 tion regarding the prospective teacher’s develop11 ment of teaching skills and continued support 

12 for the new teacher by the mentor, other teach13 ers, principals, and administrators. 

14 ‘‘(10) PARENT.—The term ‘parent’ has the 

15 meaning given the term in section 9101 of the Ele16 mentary and Secondary Education Act of 1965. 

17 ‘‘(11) PARENTAL INVOLVEMENT.—The term 

18 ‘parental involvement’ has the meaning given the 

19 term in section 9101 of the Elementary and Sec20 ondary Education Act of 1965. 

21 ‘‘(12) POVERTY LINE.—The term ‘poverty line’ 

22 means the poverty line (as defined by the Office of 

23 Management and Budget, and revised annually in 

24 accordance with section 673(2) of the Community 
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1 Services Block Grant Act (42 U.S.C. 9902(2))) ap2 plicable to a family of the size involved. 

3 ‘‘(13) PROFESSIONAL DEVELOPMENT.—

4 ‘‘(A) IN GENERAL.—Except as provided in 

5 subparagraph (B), the term ‘professional devel6 opment’ has the meaning given the term in sec7 tion 9101 of the Elementary and Secondary 

8 Education Act of 1965. 

9 ‘‘(B) EARLY CHILDHOOD EDUCATION PRO10 VIDERS.—The term ‘professional development’ 

11 when used with respect to an early childhood 

12 education provider means knowledge and skills 

13 in all domains of child development (including 

14 cognitive, social, emotional, physical, and ap15 proaches to learning) and pedagogy of children 

16 from birth until entry into kindergarten. 

17 ‘‘(14) TEACHING SKILLS.—The term ‘teaching 

18 skills’ means skills—

19 ‘‘(A) grounded in the disciplines of teach20 ing and learning that teachers use to create ef21 fective instruction in subject matter content and 

22 that lead to student achievement and the ability 

23 to apply knowledge; and 
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1 ‘‘(B) that require an understanding of the 

2 learning process itself, including an under3 standing of—

4 ‘‘(i) the use of teaching strategies spe5 cific to the subject matter; 

6 ‘‘(ii) the application of ongoing assess7 ment of student learning, particularly for 

8 evaluating instructional practices and cur9 riculum; 

10 ‘‘(iii) ensuring successful learning for 

11 students with individual differences in abil12 ity and instructional needs; 

13 ‘‘(iv) effective classroom management; 

14 and 

15 ‘‘(v) effective ways to communicate, 

16 work with, and involve parents in their 

17 children’s education.’’. 

18 SEC. 3. STATE GRANTS. 

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

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

21 ‘‘SEC. 202. STATE GRANTS. 

22 ‘‘(a) IN GENERAL.—From amounts made available 

23 under section 211(1) for a fiscal year, the Secretary is 

24 authorized to award grants under this section, on a com25 petitive basis, to eligible States to enable the eligible
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1 States to carry out the activities described in subsection 

2 (d). 

3 ‘‘(b) ELIGIBLE STATE.—

4 ‘‘(1) DEFINITION.—In this part, the term ‘eligi5 ble State’ means—

6 ‘‘(A) a State educational agency; or 

7 ‘‘(B) an entity or agency in the State re8 sponsible for teacher certification and prepara9 tion activities. 

10 ‘‘(2) CONSULTATION.—The eligible State shall 

11 consult with the Governor, State board of education, 

12 State educational agency, State agency for higher 

13 education, State agency with responsibility for child 

14 care, prekindergarten, or other early childhood edu15 cation programs, and other State entities that pro16 vide professional development and teacher prepara17 tion for teachers, as appropriate, with respect to the 

18 activities assisted under this section. 

19 ‘‘(3) CONSTRUCTION.—Nothing in this sub20 section shall be construed to negate or supersede the 

21 legal authority under State law of any State agency, 

22 State entity, or State public official over programs 

23 that are under the jurisdiction of the agency, entity, 

24 or official. 
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1 ‘‘(c) APPLICATION.—To be eligible to receive a grant 

2 under this section, an eligible State shall, at the time of 

3 the initial grant application, submit an application to the 

4 Secretary that—

5 ‘‘(1) meets the requirement of this section and 

6 other relevant requirements for States under this 

7 title; 

8 ‘‘(2) describes how the eligible State intends to 

9 use funds provided under this section in accordance 

10 with State-identified needs; 

11 ‘‘(3) describes the eligible State’s plan for con12 tinuing the activities carried out with the grant once 

13 Federal funding ceases; 

14 ‘‘(4) describes how the eligible State will coordi15 nate activities authorized under this section with 

16 other Federal, State, and local personnel preparation 

17 and professional development programs; and 

18 ‘‘(5) contains such other information and assur19 ances as the Secretary may require. 

20 ‘‘(d) USES OF FUNDS.—An eligible State that re21 ceives a grant under this section shall use the grant funds 

22 to reform teacher preparation requirements, and to ensure 

23 that current and future teachers are highly qualified and 

24 possess strong teaching skills and knowledge to assess stu-
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1 dent academic achievement, by carrying out 1 or more of 

2 the following activities: 

3 ‘‘(1) REFORMS.—Implementing reforms that 

4 hold institutions of higher education with teacher 

5 preparation programs accountable for, and assist 

6 such programs in, preparing teachers who are highly 

7 qualified or early childhood education providers who 

8 are highly competent. Such reforms shall include—

9 ‘‘(A) State program approval requirements 

10 regarding curriculum changes by teacher prepa11 ration programs that improve teaching skills 

12 based on scientific knowledge—

13 ‘‘(i) about the disciplines of teaching 

14 and learning; and 

15 ‘‘(ii) about understanding and re16 sponding effectively to students with spe17 cial needs; 

18 ‘‘(B) State program approval requirements 

19 for teacher preparation programs to have in 

20 place mechanisms to measure and assess the ef21 fectiveness and impact of teacher preparation 

22 programs, including on student achievement; 

23 ‘‘(C) assurances from institutions that 

24 such institutions have a program in place that 
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1 provides a year-long clinical experience for pro2 spective teachers; and 

3 ‘‘(D) collecting and using data, in collabo4 ration with institutions of higher education, 

5 schools, and local educational agencies, on 

6 teacher retention rates, by school, to evaluate 

7 and strengthen the effectiveness of the State’s 

8 teacher support system. 

9 ‘‘(2) CERTIFICATION OR LICENSURE REQUIRE10 MENTS.—Ensuring the State’s teacher certification 

11 or licensure requirements are rigorous so that teach12 ers have strong teaching skills and are highly quali13 fied. 

14 ‘‘(3) ALTERNATIVE ROUTES TO STATE CERTIFI15 CATION.—Carrying out programs that provide pro16 spective teachers with high-quality alternative routes 

17 to traditional preparation for teaching and to State 

18 certification for well-prepared and qualified prospec19 tive teachers, including—

20 ‘‘(A) programs at schools or departments 

21 of arts and sciences, schools or departments of 

22 education within institutions of higher edu23 cation, or at nonprofit educational organizations 

24 with expertise in producing highly qualified 
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1 teachers that include instruction in teaching 

2 skills; 

3 ‘‘(B) a selective means for admitting indi4 viduals into such programs; 

5 ‘‘(C) providing intensive support during 

6 the initial teaching experience, including men7 toring; 

8 ‘‘(D) establishing, expanding, or improving 

9 alternative routes to State certification of teach10 ers for qualified individuals, including mid-ca11 reer professionals from other occupations, para12 professionals, former military personnel and re13 cent college graduates with records of academic 

14 distinction, that have a proven record of effec15 tiveness and that ensure that current and fu16 ture teachers possess strong teaching skills and 

17 are highly qualified; and 

18 ‘‘(E) providing support in the disciplines of 

19 teaching and learning to ensure that prospective 

20 teachers have an understanding of evidence21 based learning practices and possess strong 

22 teaching skills. 

23 ‘‘(4) STATE CERTIFICATION RECIPROCITY.—Es24 tablishing and promoting reciprocity of certification 

25 or licensing between or among States for general
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1 and special education teachers and principals, except 

2 that no reciprocity agreement developed pursuant to 

3 this paragraph or developed using funds provided 

4 under this part may lead to the weakening of any 

5 State certification or licensing requirement that is 

6 shown through evidence-based research to ensure 

7 teacher and principal quality and student achieve8 ment. 

9 ‘‘(5) RECRUITMENT AND RETENTION.—Devel10 oping and implementing effective mechanisms to en11 sure that local educational agencies and schools are 

12 able to effectively recruit and retain highly qualified 

13 teachers, highly competent early childhood education 

14 providers, and principals, and provide access to on15 going professional development opportunities for 

16 teachers, early childhood education providers, and 

17 principals, including activities described in sub18 sections (d) and (e) of section 204. 

19 ‘‘(6) SOCIAL PROMOTION.—Development and 

20 implementation of efforts to address the problem of 

21 social promotion and to prepare teachers, principals, 

22 administrators, and parents to effectively address 

23 the issues raised by ending the practice of social pro24 motion.’’. 
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1 SEC. 4. PARTNERSHIP GRANTS. 

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

3 U.S.C. 1023) is amended to read as follows: 

4 ‘‘SEC. 203. PARTNERSHIP GRANTS. 

5 ‘‘(a) GRANTS.—From amounts made available under 

6 section 211(2) for a fiscal year, the Secretary is author7 ized to award grants under this section, on a competitive 

8 basis, to eligible partnerships to enable the eligible part9 nerships to carry out the activities described in subsections 

10 (d) and (e). 

11 ‘‘(b) DEFINITIONS.—

12 ‘‘(1) ELIGIBLE PARTNERSHIP.—In this part, 

13 the term ‘eligible partnership’ means an entity 

14 that—

15 ‘‘(A) shall include—

16 ‘‘(i) a partner institution; 

17 ‘‘(ii) a school or department of arts 

18 and sciences within the partner institution 

19 under clause (i); 

20 ‘‘(iii) a school or department of edu21 cation within the partner institution under 

22 clause (i); 

23 ‘‘(iv)(I) a department of psychology 

24 within the partner institution under clause 

25 (i); 
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1 ‘‘(II) a department of human develop2 ment within the partner institution under 

3 clause (i); or 

4 ‘‘(III) a department with comparable 

5 expertise in the disciplines of teaching, 

6 learning, and child and adolescent develop7 ment within the partner institution under 

8 clause (i); 

9 ‘‘(v) a high-need local educational 

10 agency; and 

11 ‘‘(vi)(I) a high-need school served by 

12 the high-need local educational agency 

13 under clause (v); or 

14 ‘‘(II) a consortium of schools of the 

15 high-need local educational agency under 

16 clause (v); and 

17 ‘‘(B) may include a Governor, State edu18 cational agency, the State board of education, 

19 the State agency for higher education, an insti20 tution of higher education not described in sub21 paragraph (A) (including a community college), 

22 a public charter school, other public elementary 

23 school or secondary school, a combination or 

24 network of urban, suburban, or rural schools, a 

25 public or private nonprofit educational organi-
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1 zation, a business, a teacher organization, or an 

2 early childhood education program. 

3 ‘‘(2) PARTNER INSTITUTION.—In this section, 

4 the term ‘partner institution’ means a private inde5 pendent or State-supported public institution of 

6 higher education, or a consortium of such institu7 tions, that has not been designated under section 

8 208(a) and the teacher preparation program of 

9 which demonstrates that—

10 ‘‘(A) graduates from the teacher prepara11 tion program who intend to enter the field of 

12 teaching exhibit strong performance on State13 determined qualifying assessments and are 

14 highly qualified; or 

15 ‘‘(B) the teacher preparation program re16 quires all the students of the program to par17 ticipate in intensive clinical experience, to meet 

18 high academic standards, to possess strong 

19 teaching skills, and—

20 ‘‘(i) in the case of prospective elemen21 tary school and secondary school teachers, 

22 to become highly qualified; and 

23 ‘‘(ii) in the case of prospective early 

24 childhood education providers, to become 

25 highly competent. 
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1 ‘‘(c) APPLICATION.—Each eligible partnership desir2 ing a grant under this section shall submit an application 

3 to the Secretary at such time, in such manner, and accom4 panied by such information as the Secretary may require. 

5 Each such application shall—

6 ‘‘(1) contain a needs assessment of all the part7 ners with respect to the preparation, ongoing train8 ing, and professional development of early childhood 

9 education providers, general and special education 

10 teachers, and principals, the extent to which the pro11 gram prepares new teachers with strong teaching 

12 skills, a description of how the partnership will co13 ordinate strategies and activities with other teacher 

14 preparation or professional development programs, 

15 and how the activities of the partnership will be con16 sistent with State, local, and other education reform 

17 activities that promote student achievement and pa18 rental involvement; 

19 ‘‘(2) contain a resource assessment that de20 scribes the resources available to the partnership, in21 cluding the integration of funds from other related 

22 sources, the intended use of the grant funds, includ23 ing a description of how the grant funds will be fair24 ly distributed in accordance with subsection (f), and 

25 the commitment of the resources of the partnership
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1 to the activities assisted under this part, including 

2 financial support, faculty participation, time commit3 ments, and continuation of the activities when the 

4 grant ends; 

5 ‘‘(3) contain a description of—

6 ‘‘(A) how the partnership will meet the 

7 purposes of this part, in accordance with the 

8 needs assessment required under paragraph (1); 

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

10 the activities required under subsection (d) and 

11 any permissible activities under subsection (e) 

12 based on the needs identified in paragraph (1) 

13 with the goal of improving student achievement; 

14 ‘‘(C) the partnership’s evaluation plan pur15 suant to section 206(b); 

16 ‘‘(D) how faculty at the partner institution 

17 will work with, over the term of the grant, prin18 cipals and teachers in the classrooms of the 

19 high-need local educational agency included in 

20 the partnership; 

21 ‘‘(E) how the partnership will enhance the 

22 instructional leadership and management skills 

23 of principals and provide effective support for 

24 principals, including new principals; 
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1 ‘‘(F) how the partnership will design, im2 plement, or enhance a year-long, rigorous, and 

3 enriching preservice clinical program compo4 nent; 

5 ‘‘(G) the in-service professional develop6 ment strategies and activities to be supported; 

7 and 

8 ‘‘(H) how the partnership will collect, ana9 lyze, and use data on the retention of all teach10 ers, early childhood education providers, or 

11 principals in schools located in the geographic 

12 areas served by the partnership to evaluate the 

13 effectiveness of its educator support system; 

14 ‘‘(4) contain a certification from the partner15 ship that it has reviewed the application and deter16 mined that the grant proposed will comply with sub17 section (f); 

18 ‘‘(5) include, for the residency program de19 scribed in subsection (d)(3)—

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

21 departments within the institution of higher 

22 education that are part of the residency pro23 gram have relevant and essential roles in the ef24 fective preparation of teachers, including con-
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1 tent expertise and expertise in the science of 

2 teaching and learning; 

3 ‘‘(B) a demonstration of capability and 

4 commitment to evidence-based teaching and ac5 cessibility to, and involvement of, faculty docu6 mented by professional development offered to 

7 staff and documented experience with university 

8 collaborations; 

9 ‘‘(C) a description of how the residency 

10 program will design and implement an induc11 tion period to support all new teachers through 

12 the first 3 years of teaching in the further de13 velopment of their teaching skills, including use 

14 of mentors who are trained and compensated by 

15 such program for their work with new teachers; 

16 and 

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

18 in the residency program will be able to sub19 stantially participate in an early childhood edu20 cation program or an elementary or secondary 

21 classroom setting, including release time and 

22 receiving workload credit for their participation; 

23 and 

24 ‘‘(6) include an assurance that the partnership 

25 has mechanisms in place to measure and assess the 
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1 effectiveness and impact of the activities to be un2 dertaken, including on student achievement. 

3 ‘‘(d) REQUIRED USES OF FUNDS.—An eligible part4 nership that receives a grant under this section shall use 

5 the grant funds to carry out the following activities, as 

6 applicable to teachers, early childhood education providers, 

7 or principals, in accordance with the needs assessment re8 quired under subsection (c)(1): 

9 ‘‘(1) REFORMS.—Implementing reforms within 

10 teacher preparation programs, where needed, to hold 

11 the programs accountable for preparing teachers 

12 who are highly qualified or early childhood education 

13 providers who are highly competent and for pro14 moting strong teaching skills, including integrating 

15 reliable evidence-based teaching methods into the 

16 curriculum, which curriculum shall include parental 

17 involvement training and programs designed to suc18 cessfully integrate technology into teaching and 

19 learning. Such reforms shall include—

20 ‘‘(A) teacher preparation program cur21 riculum changes that improve, and assess how 

22 well all new teachers develop, teaching skills; 

23 ‘‘(B) use of scientific knowledge about the 

24 disciplines of teaching and learning so that all 

25 prospective teachers understand evidence-based 
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1 learning practices and possess teaching skills 

2 that enable them to meet the learning needs of 

3 all students; 

4 ‘‘(C) assurances that all teachers have a 

5 sufficient base of scientific knowledge to under6 stand and respond effectively to students with 

7 special needs, such as providing instruction to 

8 diverse student populations, including students 

9 with disabilities, limited-English proficient stu10 dents, and students with different learning 

11 styles or other special learning needs; 

12 ‘‘(D) assurances that the most recent sci13 entifically based research, including research 

14 relevant to particular fields of teaching, is in15 corporated into professional development activi16 ties used by faculty; and 

17 ‘‘(E) working with and involving parents in 

18 their children’s education to improve the aca19 demic achievement of their children and in the 

20 teacher preparation program reform process. 

21 ‘‘(2) CLINICAL EXPERIENCE AND INTER22 ACTION.—Developing and providing sustained and 

23 high-quality preservice clinical education programs 

24 to further develop the teaching skills of all general 

25 education teachers and special education teachers, at
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1 schools within the partnership, at the school or de2 partment of education within the partner institution, 

3 or at evidence-based practice school settings. Such 

4 programs shall—

5 ‘‘(A) incorporate a year-long, rigorous, and 

6 enriching activity or combination of activities, 

7 including—

8 ‘‘(i) clinical learning opportunities; 

9 ‘‘(ii) field experiences; and 

10 ‘‘(iii) supervised practice; and 

11 ‘‘(B) be offered over the course of a pro12 gram of preparation and coursework (that may 

13 be developed as a 5th year of a teacher prepa14 ration program) for prospective general and 

15 special education teachers, including the men16 toring in instructional skills, classroom manage17 ment skills, and strategies to effectively assess 

18 student progress and achievement, and substan19 tially increasing closely supervised interaction 

20 between faculty and new and experienced teach21 ers, principals, and other administrators at 

22 early childhood education programs, elementary 

23 schools, or secondary schools, and providing 

24 support, including preparation time and release 

25 time, for such interaction. 
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1 ‘‘(3) RESIDENCY PROGRAMS FOR NEW TEACH2 ERS.—Creating a residency program that provides 

3 an induction period for all new general education 

4 and special education teachers for such teachers’ 

5 first 3 years. Such program shall promote the inte6 gration of the science of teaching and learning in the 

7 classroom, provide high-quality mentoring opportuni8 ties, provide opportunities for the dissemination of 

9 evidence-based research on educational practices, 

10 and provide for opportunities to engage in profes11 sional development activities offered through profes12 sional associations of educators. Such program shall 

13 draw directly upon the expertise of teacher mentors, 

14 faculty, and researchers that involves their active 

15 support in providing a setting for integrating evi16 dence-based practice for prospective teachers, includ17 ing rigorous, supervised training in high-quality 

18 teaching settings that promotes the following: 

19 ‘‘(A) Knowledge of the scientific research 

20 on teaching and learning. 

21 ‘‘(B) Development of skills in evidence22 based educational interventions. 

23 ‘‘(C) Faculty who model the integration of 

24 research and practice in the classroom, and the 

25 effective use and integration of technology. 
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1 ‘‘(D) Interdisciplinary collaboration among 

2 exemplary teachers, faculty, researchers, and 

3 other staff who prepare new teachers on the 

4 learning process and the assessment of learn5 ing. 

6 ‘‘(E) A forum for information sharing 

7 among prospective teachers, teachers, prin8 cipals, administrators, and participating faculty 

9 in the partner institution. 

10 ‘‘(F) Application of scientifically based re11 search on teaching and learning generated by 

12 entities such as the Institute of Education 

13 Sciences and by the National Research Council. 

14 ‘‘(4) PROFESSIONAL DEVELOPMENT.—Creating 

15 opportunities for enhanced and ongoing professional 

16 development for experienced general education and 

17 special education teachers, early childhood education 

18 providers, principals, administrators, and faculty 

19 that—

20 ‘‘(A) improves the academic content knowl21 edge, as well as knowledge to assess student 

22 academic achievement and how to use the re23 sults of such assessments to improve instruc24 tion, of teachers in the subject matter or aca25 demic content areas in which the teachers are 
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1 certified to teach or in which the teachers are 

2 working toward certification to teach; 

3 ‘‘(B) promotes strong teaching skills and 

4 an understanding of how to apply scientific 

5 knowledge about teaching and learning to their 

6 teaching practice and to their ongoing class7 room assessment of students; 

8 ‘‘(C) provides mentoring, team teaching, 

9 reduced class schedules, and intensive profes10 sional development; 

11 ‘‘(D) encourages and supports training of 

12 teachers, principals, and administrators to ef13 fectively use and integrate technology—

14 ‘‘(i) into curricula and instruction, in15 cluding training to improve the ability to 

16 collect, manage, and analyze data to im17 prove teaching, decisionmaking, school im18 provement efforts, and accountability; 

19 ‘‘(ii) to enhance learning by children, 

20 including students with disabilities, lim21 ited-English proficient students, and stu22 dents with different learning styles or 

23 other special learning needs; and 
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1 ‘‘(iii) to effectively communicate, work 

2 with, and involve parents in their chil3 dren’s education; 

4 ‘‘(E) creates an ongoing retraining loop for 

5 experienced teachers, principals, and adminis6 trators, whereby the residency program activi7 ties and practices—

8 ‘‘(i) inform the research of faculty and 

9 other researchers; and 

10 ‘‘(ii) translate evidence-based research 

11 findings into improved practice techniques 

12 and improved teacher preparation pro13 grams; and 

14 ‘‘(F) includes the rotation, for varying pe15 riods of time, of experienced teachers—

16 ‘‘(i) who are associated with the part17 nership to early childhood education pro18 grams, elementary schools, or secondary 

19 schools not associated with the partnership 

20 in order to enable such experienced teach21 ers to act as a resource for all teachers in 

22 the local educational agency or State; and 

23 ‘‘(ii) who are not associated with the 

24 partnership to early childhood education 

25 programs, elementary schools, or secondary
31

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1 schools associated with the partnership in 

2 order to enable such experienced teachers 

3 to observe how teaching and professional 

4 development occurs in the partnership. 

5 ‘‘(5) SUPPORT FOR PARTICIPANTS.—Providing 

6 support for those individuals participating in the re7 quired activities under paragraphs (1) through (4) 

8 who serve as role models or mentors for prospective, 

9 new, and experienced teachers, based on such indi10 viduals’ experience. Such support—

11 ‘‘(A) also may be provided to the 

12 preservice clinical experience participants, as 

13 appropriate; and 

14 ‘‘(B) may include—

15 ‘‘(i) release time for such individual’s 

16 participation; 

17 ‘‘(ii) receiving course workload credit 

18 and compensation for time teaching in the 

19 partnership activities; and 

20 ‘‘(iii) stipends. 

21 ‘‘(6) LEADERSHIP AND MANAGERIAL SKILLS.—

22 ‘‘(A) IN GENERAL.—Developing and imple23 menting proven mechanisms to provide prin24 cipals, superintendents, early childhood edu-
32

•S 2335 IS 

1 cation program directors, and administrators 

2 (and mentor teachers, as practicable) with—

3 ‘‘(i) an understanding of the skills 

4 and behaviors that contribute to effective 

5 instructional leadership and the mainte6 nance of a safe and effective learning envi7 ronment; 

8 ‘‘(ii) teaching and assessment skills 

9 needed to support successful classroom 

10 teaching; 

11 ‘‘(iii) an understanding of how stu12 dents learn and develop in order to in13 crease achievement for all students; and 

14 ‘‘(iv) the skills to effectively involve 

15 parents. 

16 ‘‘(B) MECHANISMS.—The mechanisms de17 veloped and implemented pursuant to subpara18 graph (A) may include any of the following: 

19 ‘‘(i) Mentoring of new principals. 

20 ‘‘(ii) Field-based experiences, super21 vised practica, or internship opportunities. 

22 ‘‘(iii) Other activities to expand the 

23 knowledge base and practical skills of prin24 cipals, superintendents, early childhood 

25 education program directors, and adminis-
33

•S 2335 IS 

1 trators (and mentor teachers, as prac2 ticable). 

3 ‘‘(e) ALLOWABLE USES OF FUNDS.—An eligible 

4 partnership that receives a grant under this section may 

5 use such funds to carry out the following activities: 

6 ‘‘(1) DISSEMINATION AND COORDINATION.—

7 Broadly disseminating information on effective prac8 tices used by the partnership, including teaching 

9 strategies and interactive materials for developing 

10 skills in classroom management and assessment and 

11 how to respond to individual student needs, abilities, 

12 and backgrounds, to early childhood education pro13 viders and teachers in elementary schools or sec14 ondary schools that are not associated with the part15 nership. Coordinating with the activities of the Gov16 ernor, State board of education, State higher edu17 cation agency, and State educational agency, as ap18 propriate. 

19 ‘‘(2) CURRICULUM PREPARATION.—Supporting 

20 preparation time for early childhood education pro21 viders, teachers in elementary schools or secondary 

22 schools, and faculty to jointly design and implement 

23 teacher preparation curricula, classroom experiences, 

24 and ongoing professional development opportunities 
34

•S 2335 IS 

1 that promote the acquisition and continued growth 

2 of teaching skills. 

3 ‘‘(3) COMMUNICATION SKILLS.—Developing 

4 strategies and curriculum-based professional devel5 opment activities to enhance prospective teachers’ 

6 communication skills with students, parents, col7 leagues, and other education professionals. 

8 ‘‘(4) COORDINATION WITH OTHER INSTITU9 TIONS OF HIGHER EDUCATION.—Coordinating with 

10 other institutions of higher education, including 

11 community colleges, to implement teacher prepara12 tion programs that support prospective teachers in 

13 obtaining baccalaureate degrees and State certifi14 cation or licensure. 

15 ‘‘(5) TEACHER RECRUITMENT.—Activities de16 scribed in subsections (d) and (e) of section 204. 

17 ‘‘(f) SPECIAL RULE.—No individual member of an el18 igible partnership shall retain more than 50 percent of the 

19 funds made available to the partnership under this section. 

20 ‘‘(g) CONSTRUCTION.—Nothing in this section shall 

21 be construed to prohibit an eligible partnership from using 

22 grant funds to coordinate with the activities of more than 

23 1 Governor, State board of education, State educational 

24 agency, local educational agency, or State agency for high25 er education.’’. 
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1 SEC. 5. RECRUITMENT GRANTS. 

2 Section 204 of the Higher Education Act of 1965 (20 

3 U.S.C. 1024) is amended to read as follows: 

4 ‘‘SEC. 204. RECRUITMENT GRANTS. 

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

6 available under section 211(3) for a fiscal year, the Sec7 retary is authorized to award grants, on a competitive 

8 basis, to eligible applicants to enable the eligible applicants 

9 to carry out activities described in subsections (d) and (e). 

10 ‘‘(b) ELIGIBLE APPLICANT DEFINED.—In this part, 

11 the term ‘eligible applicant’ means—

12 ‘‘(1) an eligible State described in section 

13 202(b) that has—

14 ‘‘(A) high teacher shortages or turnover 

15 rates; or 

16 ‘‘(B) high teacher shortages or turnover 

17 rates in high-need local educational agencies; or 

18 ‘‘(2) an eligible partnership described in section 

19 203(b) that—

20 ‘‘(A) serves not less than 1 high-need local 

21 educational agency with high teacher shortages 

22 or turnover rates ; 

23 ‘‘(B) serves schools that demonstrate great 

24 difficulty meeting State challenging academic 

25 content standards; or
36

•S 2335 IS 

1 ‘‘(C) demonstrates great difficulty meeting 

2 the requirement that teachers be highly quali3 fied. 

4 ‘‘(c) APPLICATION.—Any eligible applicant desiring 

5 to receive a grant under this section shall submit an appli6 cation to the Secretary at such time, in such form, and 

7 containing such information as the Secretary may require, 

8 including—

9 ‘‘(1) a description of the assessment that the el10 igible applicant, and the other entities with whom 

11 the eligible applicant will carry out the grant activi12 ties, have undertaken to determine the most critical 

13 needs of the participating high-need local edu14 cational agencies; 

15 ‘‘(2) a description of how the eligible applicant 

16 will recruit and retain highly qualified teachers or 

17 other qualified individuals, including principals and 

18 early childhood education providers, or both, who are 

19 enrolled in, accepted to, or plan to participate in 

20 teacher preparation programs or professional devel21 opment activities, as described under section 203, in 

22 geographic areas of greatest need, including data on 

23 the retention rate, by school, of all teachers in 

24 schools located within the geographic areas served by 

25 the eligible applicant; 
37

•S 2335 IS 

1 ‘‘(3) a description of the activities the eligible 

2 applicant will carry out with the grant; and 

3 ‘‘(4) a description of the eligible applicant’s 

4 plan for continuing the activities carried out with 

5 the grant once Federal funding ceases. 

6 ‘‘(d) REQUIRED USES OF FUNDS.—An eligible appli7 cant receiving a grant under this section shall use the 

8 grant funds—

9 ‘‘(1)(A) to award scholarships to help students 

10 pay the costs of tuition, room, board, and other ex11 penses of completing a teacher preparation program; 

12 ‘‘(B) to provide support services, if needed, to 

13 enable scholarship recipients to complete postsec14 ondary education programs; 

15 ‘‘(C) for followup services (including mentoring 

16 and professional development activities) provided to 

17 former scholarship recipients during the recipients 

18 first 3 years of teaching; and 

19 ‘‘(D) in the case where the eligible applicant 

20 also receives a grant under section 203, for support 

21 for mentor teachers who participate in the residency 

22 program; or 

23 ‘‘(2) to develop and implement effective mecha24 nisms, including a professional development system 

25 and career ladders, to ensure that high-need local 
38

•S 2335 IS 

1 educational agencies, high-need schools, and early 

2 childhood education programs are able to effectively 

3 recruit and retain highly competent early childhood 

4 education providers, highly qualified teachers, and 

5 principals. 

6 ‘‘(e) ALLOWABLE USE OF FUNDS.—An eligible appli7 cant receiving a grant under this section may use the 

8 grant funds to carry out the following: 

9 ‘‘(1) OUTREACH.—Conducting outreach and co10 ordinating with inner city and rural secondary 

11 schools to encourage students to pursue teaching as 

12 a career. 

13 ‘‘(2) EARLY CHILDHOOD EDUCATION COM14 PENSATION.—For eligible applicants focusing on 

15 early childhood education, implementing initiatives 

16 that increase compensation of early childhood edu17 cation providers who attain degrees in early child18 hood education. 

19 ‘‘(f) SERVICE REQUIREMENTS.—The Secretary shall 

20 establish such requirements as the Secretary finds nec21 essary to ensure that recipients of scholarships under this 

22 section who complete teacher education programs subse23 quently teach in a high-need local educational agency, for 

24 a period of time equivalent to the period for which the 

25 recipients receive scholarship assistance, or repay the 
39

•S 2335 IS 

1 amount of the scholarship. The Secretary shall use any 

2 such repayments to carry out additional activities under 

3 this section.’’. 

4 SEC. 6. ADMINISTRATIVE PROVISIONS. 

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

6 U.S.C. 1025) is amended—

7 (1) in subsection (a)—

8 (A) in the heading, by striking ‘‘ONE-TIME

9 AWARDS;’’; 

10 (B) by striking paragraph (2); and 

11 (C) by redesignating paragraph (3) as 

12 paragraph (2); 

13 (2) in subsection (b)—

14 (A) by redesignating paragraph (3) as 

15 paragraph (4); 

16 (B) by striking paragraph (2) and insert17 ing the following: 

18 ‘‘(2) COMPOSITION OF PANEL.—The peer re19 view panel shall be composed of experts who are 

20 competent, by virtue of their training, expertise, or 

21 experience, to evaluate applications for grants under 

22 this part. A majority of the panel shall be composed 

23 of individuals who are not employees of the Federal 

24 Government.’’; 
40

•S 2335 IS 

1 (C) by inserting after paragraph (2) the 

2 following: 

3 ‘‘(3) EVALUATION AND PRIORITY.—The peer 

4 review panel shall evaluate the applicants’ proposals 

5 to improve the current and future teaching force 

6 through program and certification reforms, teacher 

7 preparation program activities (including implemen8 tation and assessment strategies), and professional 

9 development activities described in sections 202, 

10 203, and 204, as appropriate. In recommending ap11 plications to the Secretary for funding under this 

12 part, the peer review panel shall—

13 ‘‘(A) with respect to grants under section 

14 202, give priority to eligible States that—

15 ‘‘(i) have initiatives to reform State 

16 program approval requirements for teacher 

17 preparation programs that are designed to 

18 ensure that current and future teachers 

19 are highly qualified and possess strong 

20 teaching skills, knowledge to assess student 

21 academic achievement, and the ability to 

22 use this information in such teachers’ 

23 classroom instruction; 

24 ‘‘(ii) include innovative reforms to 

25 hold institutions of higher education with
41

•S 2335 IS 

1 teacher preparation programs accountable 

2 for preparing teachers who are highly 

3 qualified and have strong teaching skills; 

4 or 

5 ‘‘(iii) involve the development of inno6 vative efforts aimed at reducing the short7 age of— 

8 ‘‘(I) highly qualified teachers in 

9 high-poverty urban and rural areas; 

10 and 

11 ‘‘(II) highly qualified teachers in 

12 fields with persistently high teacher 

13 shortages, such as special education; 

14 ‘‘(B) with respect to grants under section 

15 203—

16 ‘‘(i) give priority to applications from 

17 eligible partnerships that involve broad 

18 participation within the community, includ19 ing businesses; and 

20 ‘‘(ii) take into consideration—

21 ‘‘(I) providing an equitable geo22 graphic distribution of the grants 

23 throughout the United States; and 
42

•S 2335 IS 

1 ‘‘(II) the potential of the pro2 posed activities for creating improve3 ment and positive change; and 

4 ‘‘(C) with respect to grants under section 

5 204, give priority to eligible applicants that 

6 have in place, or in progress, articulation agree7 ments between 2- and 4-year public and private 

8 institutions of higher education and nonprofit 

9 providers of professional development with dem10 onstrated experience in professional develop11 ment activities.’’; and 

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

13 ‘‘(5) PAYMENT OF FEES AND EXPENSES OF

14 CERTAIN MEMBERS.—The Secretary may use avail15 able funds appropriated to carry out this part to pay 

16 the expenses and fees of peer review panel members 

17 who are not employees of the Federal Government.’’; 

18 and 

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

20 following: 

21 ‘‘(e) TECHNICAL ASSISTANCE.—For each fiscal year, 

22 the Secretary may expend not more than $500,000 or 0.75 

23 percent of the funds appropriated to carry out this title 

24 for such fiscal year, whichever amount is greater, to pro-
43

•S 2335 IS 

1 vide technical assistance to States and partnerships receiv2 ing grants under this part.’’. 

3 SEC. 7. ACCOUNTABILITY AND EVALUATION. 

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

5 U.S.C. 1026) is amended—

6 (1) in subsection (a)—

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

8 by striking ‘‘Committee on Labor and Human 

9 Resources’’ and inserting ‘‘Committee on 

10 Health, Education, Labor, and Pensions’’; 

11 (B) in paragraph (2), by striking ‘‘, includ12 ing,’’ and all that follows through the period 

13 and inserting ‘‘as a highly qualified teacher.’’; 

14 (C) in paragraph (3)—

15 (i) by striking ‘‘highly’’; and 

16 (ii) by striking the period at the end 

17 and inserting ‘‘that meet the same stand18 ards and criteria of State certification or 

19 licensure programs.’’; 

20 (D) by striking paragraph (4) and insert21 ing the following: 

22 ‘‘(4) TEACHER AND PROVIDER QUALIFICA23 TIONS.—

24 ‘‘(A) ELEMENTARY AND SECONDARY

25 SCHOOL CLASSES.—Increasing the percentage 
44

•S 2335 IS 

1 of elementary school and secondary school 

2 classes taught by teachers—

3 ‘‘(i) who are highly qualified; 

4 ‘‘(ii) who have completed preparation 

5 programs that provide such teachers with 

6 the scientific knowledge about the dis7 ciplines of teaching, learning, and child 

8 and adolescent development so the teachers 

9 understand and use evidence-based teach10 ing skills to meet the learning needs of all 

11 students; or 

12 ‘‘(iii) who have completed a residency 

13 program throughout their first 3 years of 

14 teaching that includes mentoring by fac15 ulty who are trained and compensated for 

16 their work with new teachers. 

17 ‘‘(B) EARLY CHILDHOOD EDUCATION PRO18 GRAMS.—Increasing the percentage of class19 rooms in early childhood education programs 

20 taught by providers who are highly com21 petent.’’; 

22 (E) by striking paragraph (5) and insert23 ing the following: 

24 ‘‘(5) DECREASING SHORTAGES.—Decreasing 

25 shortages of—
45

•S 2335 IS 

1 ‘‘(A) qualified teachers and principals in 

2 poor urban and rural areas; and 

3 ‘‘(B) qualified teachers in fields with per4 sistently high teacher shortages, such as special 

5 education.’’; and 

6 (F) by striking paragraph (6) and insert7 ing the following: 

8 ‘‘(6) INCREASING OPPORTUNITIES FOR PROFES9 SIONAL DEVELOPMENT.—Increasing opportunities 

10 for enhanced and ongoing professional development 

11 that—

12 ‘‘(A) improves—

13 ‘‘(i) the knowledge and skills of early 

14 childhood education providers; 

15 ‘‘(ii) the knowledge of teachers in spe16 cial education; 

17 ‘‘(iii) the knowledge and skills to as18 sess student academic achievement and use 

19 the results of such assessments to improve 

20 instruction; or 

21 ‘‘(iv) the knowledge of subject matter 

22 or academic content areas—

23 ‘‘(I) in which the teachers are 

24 certified or licensed to teach; or
46

•S 2335 IS 

1 ‘‘(II) in which the teachers are 

2 working toward certification or licen3 sure to teach; 

4 ‘‘(B) promotes strong teaching skills and 

5 an understanding of how to apply scientific 

6 knowledge about teaching and learning to 

7 teachers’ teaching practice and to teachers’ on8 going classroom assessment of students; and 

9 ‘‘(C) provides enhanced instructional lead10 ership and management skills for principals.’’; 

11 (2) in subsection (b)—

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

13 by striking ‘‘for’’ and inserting ‘‘for teachers, 

14 early childhood education providers, or prin15 cipals, as appropriate, according to the needs 

16 analysis required under section 203(c)(1), for’’; 

17 and 

18 (B) by striking paragraphs (1) through (6) 

19 and inserting the following: 

20 ‘‘(1) increased demonstration by program grad21 uates of teaching skills grounded in scientific knowl22 edge about the disciplines of teaching and learning; 

23 ‘‘(2) increased student achievement for all stu24 dents as measured by the partnership, including 
47

•S 2335 IS 

1 mechanisms to measure student achievement due to 

2 the specific activities conducted by the partnership; 

3 ‘‘(3) increased teacher retention in the first 3 

4 years of a teacher’s career based, in part, on teacher 

5 retention data collected as described in section 

6 203(c)(3)(H); 

7 ‘‘(4) increased success in the pass rate for ini8 tial State certification or licensure of teachers; 

9 ‘‘(5) increased percentage of elementary school 

10 and secondary school classes taught by teachers who 

11 are highly qualified; 

12 ‘‘(6) increased percentage of early childhood 

13 education program classes taught by providers who 

14 are highly competent; 

15 ‘‘(7) increased percentage of early childhood 

16 education programs and elementary school and sec17 ondary school classes taught by providers and teach18 ers who demonstrate clinical judgment, communica19 tion, and problem-solving skills resulting from par20 ticipation in a residency program; 

21 ‘‘(8) increased percentage of qualified special 

22 education teachers; 

23 ‘‘(9) increased number of general education 

24 teachers trained in working with students with dis25 abilities, limited-English proficient students, and 
48

•S 2335 IS 

1 students with different learning styles or other spe2 cial learning needs; 

3 ‘‘(10) increased number of teachers trained in 

4 technology; and 

5 ‘‘(11) increased number of teachers, early child6 hood education providers, or principals prepared to 

7 work effectively with parents.’’; and 

8 (3) in subsection (d)—

9 (A) by inserting ‘‘, with particular atten10 tion to the reports and evaluations provided by 

11 the eligible States and eligible partnerships pur12 suant to this section,’’ after ‘‘funded under this 

13 part’’; and 

14 (B) by striking ‘‘Committee on Labor and 

15 Human Resources’’ and inserting ‘‘Committee 

16 on Health, Education, Labor, and Pensions’’. 

17 SEC. 8. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE 

18 TEACHERS. 

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

20 U.S.C. 1027) is amended—

21 (1) by striking subsection (a); 

22 (2) by redesignating subsections (b) through (f) 

23 as subsections (a) through (e), respectively; 

24 (3) in subsection (a), as redesignated by para25 graph (2)—
49

•S 2335 IS 

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

2 by striking ‘‘, within 2 years’’ and all that fol3 lows through ‘‘the following’’ and inserting ‘‘, 

4 on an annual basis and in a uniform and com5 prehensible manner that conforms with the defi6 nitions and reporting methods previously devel7 oped for teacher preparation programs by the 

8 Commissioner of the National Center for Edu9 cation Statistics, a State report card on the 

10 quality of teacher preparation in the State, 

11 which shall include not less than the following’’; 

12 (B) in paragraph (4)—

13 (i) by striking ‘‘teaching candidates’’ 

14 and inserting ‘‘prospective teachers’’; and 

15 (ii) by striking ‘‘candidate’’ and in16 serting ‘‘prospective teacher’’; 

17 (C) in paragraph (5)—

18 (i) by striking ‘‘teaching candidates’’ 

19 and inserting ‘‘prospective teachers’’; 

20 (ii) by striking ‘‘teacher candidate’’ 

21 and inserting ‘‘prospective teacher’’; and 

22 (iii) by striking ‘‘candidate’s’’ and in23 serting ‘‘teacher’s’’; 

24 (D) in paragraph (7), by inserting ‘‘how 

25 the State has ensured that the alternative cer-
50

•S 2335 IS 

1 tification routes meet the same State standards 

2 and criteria for teacher certification or licen3 sure,’’ after ‘‘if any,’’; 

4 (E) in paragraph (8)—

5 (i) by striking ‘‘teacher candidate’’ 

6 and inserting ‘‘prospective teacher’’; and 

7 (ii) by inserting ‘‘(including the ability 

8 to provide instruction to diverse student 

9 populations, including students with dis10 abilities, limited-English proficient stu11 dents, and students with different learning 

12 styles or other special learning needs)’’ 

13 after ‘‘skills’’; 

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

15 ‘‘(10) Information on the extent to which teach16 ers or prospective teachers in each State are pre17 pared to work in partnership with parents and in18 volve parents in their children’s education.’’; 

19 (4) in subsection (b)(1), as redesignated by 

20 paragraph (2)—

21 (A) by striking ‘‘not later than 6 months 

22 of the date of enactment of the Higher Edu23 cation Amendments of 1998 and’’; 

24 (B) by striking ‘‘subsection (b)’’ and in25 serting ‘‘subsection (a)’’;
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•S 2335 IS 

1 (C) by striking ‘‘Committee on Labor and 

2 Human Resources’’ and inserting ‘‘Committee 

3 on Health, Education, Labor, and Pensions’’; 

4 and 

5 (D) by striking ‘‘not later than 9 months 

6 after the date of enactment of the Higher Edu7 cation Amendments of 1998’’; 

8 (5) in subsection (c)(1), as redesignated by 

9 paragraph (2)—

10 (A) by striking ‘‘(9) of subsection (b)’’ and 

11 inserting ‘‘(10) of subsection (a)’’; and 

12 (B) by striking ‘‘and made available not 

13 later than 2 years 6 months after the date of 

14 enactment of the Higher Education Amend15 ments of 1998 and annually thereafter’’ and in16 serting ‘‘, and made available annually’’; and 

17 (6) in subsection (e)(1), as redesignated by 

18 paragraph (2)—

19 (A) by striking ‘‘not later than 18 months 

20 after the date of enactment of the Higher Edu21 cation Amendments of 1998 and annually 

22 thereafter, shall report’’ and inserting ‘‘shall re23 port annually’’; and 

24 (B) by striking ‘‘methods established under 

25 subsection (a)’’ and inserting ‘‘reporting meth-
52

•S 2335 IS 

1 ods developed for teacher preparation pro2 grams’’. 

3 SEC. 9. STATE FUNCTIONS. 

4 Section 208 of the Higher Education Act of 1965 (20 

5 U.S.C. 1028) is amended—

6 (1) in subsection (a)—

7 (A) by striking ‘‘, not later than 2 years 

8 after the date of enactment of the Higher Edu9 cation Amendments of 1998,’’; 

10 (B) by inserting ‘‘and within entities pro11 viding alternative routes to teacher prepara12 tion’’ after ‘‘institutions of higher education’’; 

13 (C) by inserting ‘‘and entities’’ after ‘‘low14 performing institutions’’; 

15 (D) by inserting ‘‘and entities’’ after 

16 ‘‘those institutions’’; and 

17 (E) by striking ‘‘207(b)’’ and inserting 

18 ‘‘207(a)’’; 

19 (2) by redesignating subsections (b) and (c) as 

20 subsections (c) and (d), respectively; 

21 (3) by inserting after subsection (a) the fol22 lowing: 

23 ‘‘(b) TEACHER QUALITY PLAN.—In order to receive 

24 funds under this Act, a State shall submit a State teacher 

25 quality plan that—
53

•S 2335 IS 

1 ‘‘(1) details how such funds will ensure that all 

2 teachers are highly qualified; and 

3 ‘‘(2) indicates whether each teacher preparation 

4 program in the State that has not been designated 

5 as low-performing under subsection (a) is of suffi6 cient quality to meet all State standards and 

7 produce highly qualified teachers with the teaching 

8 skills needed to teach effectively in the schools of the 

9 State.’’; 

10 (4) in subsection (c), as redesignated by para11 graph (2)—

12 (A) in paragraph (1), by striking ‘‘of Edu13 cation’’; and 

14 (B) in paragraph (2), by striking ‘‘of this 

15 Act’’; and 

16 (5) in subsection (d), as redesignated by para17 graph (2), by striking ‘‘subsection (b)(2)’’ and in18 serting ‘‘subsection (c)(2)’’. 

19 SEC. 10. ACADEMIES FOR FACULTY EXCELLENCE. 

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

21 1965 (20 U.S.C. 1021 et seq.) is amended—

22 (1) by redesignating section 210 as section 211; 

23 and 

24 (2) by inserting after section 209 the following:
54

•S 2335 IS 

1 ‘‘SEC. 210. ACADEMIES FOR FACULTY EXCELLENCE. 

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

3 available under subsection (e), the Secretary is authorized 

4 to award grants to eligible entities to enable such entities 

5 to create Academies for Faculty Excellence. 

6 ‘‘(b) ELIGIBLE ENTITY.—In this section: 

7 ‘‘(1) IN GENERAL.—The term ‘eligible entity’ 

8 means a consortium composed of institutions of 

9 higher education that—

10 ‘‘(A) award doctoral degrees in education; 

11 and 

12 ‘‘(B) are partner institutions (as such term 

13 is defined in section 203). 

14 ‘‘(2) INCLUSIONS.—The term ‘eligible entity’ 

15 may include the following: 

16 ‘‘(A) Institutions of higher education 

17 that—

18 ‘‘(i) do not award doctoral degrees in 

19 education; and 

20 ‘‘(ii) are partner institutions (as such 

21 term is defined in section 203). 

22 ‘‘(B) Nonprofit entities with expertise in 

23 preparing highly qualified teachers. 

24 ‘‘(c) APPLICATION.—An eligible entity desiring to re25 ceive a grant under this section shall submit an application 

26 to the Secretary at such time, in such manner, and con-
55

•S 2335 IS 

1 taining such information as the Secretary may require, in2 cluding—

3 ‘‘(1) a description of how the eligible entity will 

4 provide professional development that is grounded in 

5 scientifically based research to faculty; 

6 ‘‘(2) evidence that the eligible entity is well 

7 versed in current scientifically based research related 

8 to teaching and learning across content areas and 

9 fields; 

10 ‘‘(3) a description of the assessment that the el11 igible entity will undertake to determine the most 

12 critical needs of the faculty who will be served by the 

13 Academies for Faculty Excellence; and 

14 ‘‘(4) a description of the activities the eligible 

15 entity will carry out with grant funds received under 

16 this section, how the entity will include faculty in the 

17 activities, and how the entity will conduct these ac18 tivities in collaboration with programs and projects 

19 that receive Federal funds from the Institute of 

20 Education Sciences. 

21 ‘‘(d) REQUIRED USE OF FUNDS.—Each eligible enti22 ty that receives a grant under this section shall use the 

23 grant funds to enhance the caliber of teaching undertaken 

24 in preparation programs for teachers, early childhood edu25 cation providers, and principals and other administrators 
56

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1 through the establishment and maintenance of a 

2 postdoctoral system of professional development by car3 rying out the following: 

4 ‘‘(1) RECRUITMENT.—Recruit a faculty of ex5 perts who are knowledgeable about scientifically 

6 based research related to teaching and learning, who 

7 have direct experience working with teachers and 

8 students in school settings, who are capable of im9 plementing scientifically based research to improve 

10 teaching practice and student achievement in school 

11 settings, and who are capable of providing profes12 sional development to faculty and others responsible 

13 for preparing teachers, early childhood education 

14 providers, principals, and administrators. 

15 ‘‘(2) PROFESSIONAL DEVELOPMENT CUR16 RICULA.—Develop a series of professional develop17 ment curricula to be used by the Academies for Fac18 ulty Excellence and disseminated broadly to teacher 

19 preparation programs nationwide. 

20 ‘‘(3) PROFESSIONAL DEVELOPMENT EXPERI21 ENCES.—Support the development of a range of on22 going professional development experiences (includ23 ing the use of the Internet) for faculty to ensure 

24 that such faculty are knowledgeable about effective 

25 evidence-based practice in teaching and learning. 
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1 Such experiences shall promote joint faculty activi2 ties that link content and pedagogy. 

3 ‘‘(4) DEVELOPMENT PROGRAMS.—Provide fel4 lowships, scholarships, and stipends for teacher edu5 cators to participate in various faculty development 

6 programs offered by the Academies for Faculty Ex7 cellence. 

8 ‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There 

9 are authorized to be appropriated to carry out this section 

10 $10,000,000 for fiscal year 2005 and such sums as may 

11 be necessary for each of the 5 succeeding fiscal years.’’. 

12 SEC. 11. AUTHORIZATION OF APPROPRIATIONS. 

13 Section 211 of the Higher Education Act of 1965, 

14 as redesignated by section 10, is amended—

15 (1) by striking ‘‘part $300,000,000 for fiscal 

16 year 1999’’ and inserting ‘‘part, other than section 

17 210, $500,000,000 for fiscal year 2005’’; 

18 (2) by striking ‘‘4 succeeding’’ and inserting ‘‘5 

19 succeeding’’; 

20 (3) in paragraph (1), by striking ‘‘45’’ and in21 serting ‘‘20’’; 

22 (4) in paragraph (2), by striking ‘‘45’’ and in23 serting ‘‘60’’; and 
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1 (5) in paragraph (3), by striking ‘‘10’’ and in2 serting ‘‘20’’.

Æ