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‘‘(B) the support of the leadership of each 
organization that is a member of the consor-
tium for the proposed project. 
‘‘(3) A description of how each member of the 
consortium will participate in the project. 
‘‘(4) A description of how the State or local 
educational agency will incorporate the project into 
the agency’s technology plan, if such a plan already 
exists. 
‘‘(5) A description of how the project will be 
continued after Federal funds are no longer avail-
able under this part for the project. 
‘‘(6) A description of how the project— 
‘‘(A) will incorporate State teacher tech-
nology standards; and 
‘‘(B) will incorporate State student tech-
nology standards. 
‘‘(7) A plan for the evaluation of the project, 
which shall include benchmarks to monitor progress 
toward specific project objectives. 
‘‘SEC. 224. EVALUATION. 
‘‘Not less than 10 percent of the funds awarded to 
an eligible consortium to carry out a project under this 
part shall be used to evaluate the effectiveness of such 
project.
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‘‘SEC. 225. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There 
is 
authorized 
to 
be 
appropriated 
$100,000,000 to carry out this part for fiscal year 2009 
and such sums as may be necessary for each of the 2 suc-
ceeding fiscal years. 
‘‘PART C—ENHANCING TEACHER EDUCATION 
‘‘SEC. 240. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part such sums as may be necessary for fiscal year 
2009 and each of the 4 succeeding fiscal years. 
‘‘Subpart 1—Recruiting Teachers With Math, Science, 
or Language Majors 
‘‘SEC. 241. PROGRAM AUTHORIZED. 
‘‘(a) GRANTS AUTHORIZED.—From the amounts ap-
propriated under section 240, the Secretary shall make 
competitive grants to institutions of higher education to 
improve the availability, recruitment, and retention of 
teachers from among students majoring in mathematics, 
science, foreign languages, special education, or teaching 
the English language to students who are limited English 
proficient, or to a combination of students majoring in 
such subjects. In making such grants, the Secretary shall 
give priority to institutions of higher education with pro-
grams that— 
‘‘(1) focus on preparing and retaining teachers 
in subjects in which there is a shortage of highly
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qualified teachers and that prepare students to teach 
in high-need schools; and 
‘‘(2) include plans to seek matching funds from 
other governmental and non-governmental sources. 
‘‘(b) APPLICATION.—Any institution of higher edu-
cation desiring to receive a grant under this subpart shall 
submit to the Secretary an application at such time, in 
such form, and containing such information and assur-
ances as the Secretary may require, including— 
‘‘(1) the number of students who graduated 
from the institution in the preceding year with the 
qualifications necessary to be teachers with expertise 
in mathematics, science, a foreign language, special 
education, or teaching limited English proficient in-
dividuals; and 
‘‘(2) a goal and timeline for increasing the 
number of such teachers who graduate from the in-
stitution. 
‘‘(c) USE OF FUNDS.—Grant funds made available 
under this subpart— 
‘‘(1) shall be used to create and provide new re-
cruitment incentives to encourage students who are 
planning to pursue other careers to pursue careers 
in teaching, with an emphasis on recruiting students 
who are majoring in high-need subjects such as
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mathematics, science, foreign languages, and special 
education, and areas relevant to teaching the 
English language to students who are limited 
English proficient; 
‘‘(2) may be used to upgrade curriculum to pro-
vide all students studying to become teachers with 
high-quality instructional strategies for teaching 
reading and teaching the English language to stu-
dents who are limited English proficient, and for 
adopting, modifying, and differentiating instruction 
to teach students with disabilities; 
‘‘(3) may be used to integrate department, 
school, or college of education faculty with other arts 
and science faculty in mathematics, science, foreign 
languages, special education, and teaching the 
English language to students who are limited 
English proficient through steps such as— 
‘‘(A) dual appointments for faculty be-
tween departments, schools, or colleges of edu-
cation and departments, schools, or colleges of 
arts and science; and 
‘‘(B) integrating course work with clinical 
experience; 
‘‘(4) may be used to develop strategic plans be-
tween departments, schools, or colleges of education
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and local school districts to better prepare teachers 
for high-need schools, including the creation of pro-
fessional development partnerships for training new 
teachers in state-of-the-art teaching practices; 
‘‘(5) may be used to develop or enhance pro-
grams aimed at retaining teachers in high-need sub-
jects such as mathematics, science, foreign lan-
guages, special education, and teaching the English 
language to students who are limited English pro-
ficient, and may include providing scholarship assist-
ance to current teachers to upgrade their skills; 
‘‘(6) may be used to develop and apply virtual 
classroom simulation and related technologies to en-
hance recruitment, preparation, and retention for 
high-need schools in the areas of mathematics, 
science, foreign languages, special education, or 
teaching the English language to students who are 
limited English proficient; and 
‘‘(7) may be used to develop innovative teacher 
preparation programs that emphasize the essential 
components of reading instruction and other strate-
gies based on scientifically valid research and that 
address early intervention strategies for students 
with reading difficulty or language processing dif-
ferences.
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‘‘Subpart 2—Community Colleges as Partners in 
Teacher Education Grants 
‘‘SEC. 251. GRANTS TO COMMUNITY COLLEGES. 
‘‘(a) PROGRAM AUTHORIZED.—The Secretary is au-
thorized to award grants, on a competitive basis, to eligible 
entities to assist such entities with— 
‘‘(1) establishing or enhancing teacher edu-
cation programs at community colleges that— 
‘‘(A) include content and pedagogical 
training; and 
‘‘(B) are aligned with 4-year college and 
university teacher education programs to ensure 
a seemless transition for students from commu-
nity colleges to 4-year institutions; 
‘‘(2) establishing or enhancing post bacca-
laureate certification programs offered at community 
colleges; 
‘‘(3) developing and delivering a rigorous pro-
gram of study for students interested in a career in 
teaching; and 
‘‘(4) developing and delivering professional de-
velopment for teachers to ensure their continued 
education and professional growth. 
‘‘(b) AUTHORIZED USES OF FUNDS.—Grant funds 
provided under this subpart shall be used to carry out the
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•HR 4137 EH2S 
activities described in subsection (a), and may be used 
to— 
‘‘(1) develop curriculum for teacher education 
programs and post baccalaureate certification pro-
grams at community colleges; 
‘‘(2) establish or enhance clinical experiences 
for students in such teacher education programs and 
post baccalaureate certification programs; 
‘‘(3) establish or enhance professional develop-
ment programs at community colleges that are avail-
able for teachers; 
‘‘(4) develop new associate degree programs fo-
cused on teacher preparation; 
‘‘(5) increase the alignment between community 
college teacher education programs and 4-year col-
lege and university teacher education programs, in-
cluding articulation agreements, common course 
numbering, and joint admission programs; 
‘‘(6) recruit teacher candidates with the goal of 
diversifying the teacher workforce; 
‘‘(7) prepare teachers for high-demand subject 
areas including science, mathematics, technology, 
special education, critical foreign languages, or the 
education of limited English proficient individuals;
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‘‘(8) prepare teachers to teach in high-need 
schools; 
‘‘(9) increase coordination between teacher edu-
cation programs and departments, schools, or col-
leges of arts and sciences; 
‘‘(10) encourage teacher education and post 
baccalaureate programs at times and in formats de-
signed to make these programs more accessible to 
certain student populations, including mid-career 
professionals transitioning to teaching; 
‘‘(11) carry out other activities that aim to en-
sure that well-qualified individuals enter into the 
teaching profession; 
‘‘(12) develop associate’s degree programs with 
an emphasis on the essential components of reading 
instruction to train educators such as pre-service 
teachers, paraprofessionals, speech-language pathol-
ogy assistants, and tutors to teach students with 
reading difficulties and students who learn to read 
differently than their peers; and 
‘‘(13) develop licensure programs for early 
childhood educators that emphasize the essential 
components of reading instruction and other strate-
gies based on scientifically valid research, and that 
address strategies for early screening and early
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intervention for students with reading difficulty and 
who learn to read differently than their peers. 
‘‘(c) ELIGIBLE ENTITY.—For purposes of this sub-
part, the term ‘eligible entity’ means an individual commu-
nity college (or district of community colleges), a consortia 
of community colleges, or a statewide community college 
system that, for the purposes of carrying out activities 
under this subpart, has entered into a partnership with— 
‘‘(1) a four-year institution of higher education 
with a teacher education program, or a consortia of 
such institutions; and 
‘‘(2) at least one of the following: 
‘‘(A) The State agency that oversees teach-
er preparation or higher education in the State. 
‘‘(B) One or more local educational agen-
cies. 
‘‘(C) The State educational agency. 
‘‘(D) A professional organization rep-
resenting teachers. 
‘‘(d) APPLICATION.—Each eligible entity desiring a 
grant under this subpart shall submit an application to 
the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require. 
Such application shall include—
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•HR 4137 EH2S 
‘‘(1) an overview of the goals the eligible entity 
and its partners plan to pursue upon receipt of a 
grant under this subpart; 
‘‘(2) an identification of the institutions, agen-
cies, or organizations that have entered into a part-
nership with the eligible entity to meet the require-
ments of subsection (c); 
‘‘(3) a description of how the eligible entity and 
its partners will work to ensure a seemless transition 
for students from community college to 4-year insti-
tutions; 
‘‘(4) an assurance by the eligible entity that 
students will be provided with intensive support 
services, which may include mentoring, academic 
and career support, and support for students who 
are transitioning, or have transitioned, from the 
community college to the 4-year institution; and 
‘‘(5) a description of the rigorous 2-year pro-
gram of study to be provided by the eligible entity, 
and a description of how such program establishes 
a foundation for students to enter into a qualified 
teacher preparation program at a 4-year institution. 
‘‘(e) PRIORITY.—In awarding grants under this sub-
part, the Secretary shall give priority to applications the 
goals of which are to—
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‘‘(1) increase the diversification of the teacher 
workforce by enrolling and retaining students from 
minority racial and ethnic backgrounds and others 
underrepresented in the local education workforce; 
‘‘(2) prepare teachers for high-demand subject 
areas including science, mathematics, technology, 
special education, critical foreign languages, or the 
education of limited English proficient individuals; 
or 
‘‘(3) prepare teachers to enter into high-need 
schools. 
‘‘SEC. 252. DEFINITIONS. 
‘‘In this subpart: 
‘‘(1) COMMUNITY COLLEGE.—The term ‘com-
munity college’ means a publicly funded institution 
of higher education (as defined in section 101) at 
which the highest degree awarded is predominantly 
the associates degree. 
‘‘(2) FOUR-YEAR INSTITUTION.—The term ‘4- 
year institution’ means an institution of higher edu-
cation (as defined in section 101(a)) that provides a 
4-year program of instruction for which the institu-
tion awards a bachelor’s degree. 
‘‘(3) QUALIFIED TEACHER PREPARATION PRO-
GRAM.—The term ‘qualified teacher preparation pro-