leaders, including minority teachers, principals and 
other school leaders, including programs that pro-
vide— 
‘‘(A) teacher or principal and other school 
leader mentoring; and 
‘‘(B) induction and support for teachers 
and principals and other school leaders during 
their first three years of employment as teach-
ers, principals, or other school leaders, respec-
tively. 
‘‘(4) Awarding scholarships based on financial 
need to help students pay the costs of tuition, room, 
board, and other expenses of completing a teacher or 
other school leader preparation program, not to ex-
ceed the cost of attendance as defined in section 
472. 
‘‘(5) Disseminating information on effective 
practices for teacher or other school leader prepara-
tion and successful teacher or other school leader 
certification and licensure assessment preparation 
strategies. 
‘‘(6) Activities authorized under section 202. 
‘‘(c) APPLICATION.—Any eligible institution desiring 
a grant under this subpart shall submit an application to 
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the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.— 
An eligible institution that receives a grant under this sub-
part may use not more than 2 percent of the funds pro-
vided to administer the grant. 
‘‘(e) REGULATIONS.—The Secretary shall prescribe 
such regulations as may be necessary to carry out this 
subpart. 
‘‘Subpart 2—Preparing Well-Rounded Teachers 
‘‘SEC. 241. WELL-ROUNDED TEACHING GRANTS. 
‘‘(a) FINDINGS.—Congress finds that— 
‘‘(1) students have diverse learning needs and 
teachers must be prepared to provide a high-quality, 
equitable education to every child; 
‘‘(2) improving the pedagogical competencies, 
behavior management skills, and cultural com-
petencies of teacher candidates prepares them to ef-
fectively teach students from diverse backgrounds 
and increases the likelihood they will remain in the 
profession; and 
‘‘(3) teachers who hold dual certification and 
receive training in social and emotional learning 
competencies and nonexclusionary, positive behavior 
management practices are better prepared to create 
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a supportive school climate and meet the needs of all 
students, including English learners, racially diverse 
students, students with disabilities, low-income stu-
dents, and students who have experienced trauma. 
‘‘(b) PURPOSE.—The purpose of this subpart is to— 
‘‘(1) strengthen and expand teacher preparation 
programs that embed dual certification for teacher 
candidates in special education; and 
‘‘(2) strengthen and expand teacher preparation 
programs that embed training on social and emo-
tional learning competencies and nonexclusionary, 
positive behavior management practices to teacher 
candidates. 
‘‘(c) AUTHORIZATION OF PROGRAM.— 
‘‘(1) IN
GENERAL.—From the amounts pro-
vided to carry out this subpart, the Secretary shall 
award grants, on a competitive basis, to eligible 
partnerships to improve the preparation of general 
education teacher candidates to ensure that such 
teacher candidates possess the knowledge, skills, and 
credentials necessary to effectively instruct students 
with disabilities in general education classrooms, and 
an understanding of positive behavior-management 
practices that reduce the use of exclusionary and 
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aversive disciplinary practices and create a sup-
portive school climate. 
‘‘(2) DURATION OF GRANTS.—A grant under 
this subpart shall be awarded for a period of not 
more than 5 years. 
‘‘(3) NON-FEDERAL SHARE.—An eligible part-
nership that receives a grant under this subpart 
shall provide not less than 25 percent of the cost of 
the activities carried out with such grant from non- 
Federal sources, which may be provided in cash or 
in-kind. 
‘‘(d) DEFINITION OF ELIGIBLE PARTNERSHIP.—In 
this section, the term ‘eligible partnership’ means a part-
nership that— 
‘‘(1) shall include— 
‘‘(A) one or more departments or programs 
at an institution of higher education— 
‘‘(i) that prepare elementary or sec-
ondary general education teachers; 
‘‘(ii) that have a program of study 
that leads to an undergraduate degree, a 
master’s degree, or completion of a 
postbaccalaureate program required for 
teacher certification; and 
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‘‘(iii) the profession-ready graduates 
of which meet the applicable State certifi-
cation and licensure requirements, includ-
ing any requirements for certification ob-
tained through alternative routes to certifi-
cation, or, with regard to special education 
teachers, the qualifications described in 
section 612(a)(14)(C) of the Individuals 
with Disabilities Education Act; 
‘‘(B) a department or program that has 
expertise in special education at an institution 
of higher education; and 
‘‘(C) a high-need local educational agency; 
and 
‘‘(2) may include— 
‘‘(A) a department or program of mathe-
matics, earth or physical science, foreign lan-
guage, or another department at the institution 
that has a role in preparing teachers; or 
‘‘(B) a nonprofit, research-based organiza-
tion. 
‘‘(e) ACTIVITIES.—An eligible partnership that re-
ceives a grant under this section shall use the grant funds 
to— 
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