‘‘(E) provides mentoring to each mentee by 
a colleague who teaches in the same field, 
grade, or subject as the mentee; 
‘‘(F) promotes evidence-based research 
on— 
‘‘(i) teaching and learning; 
‘‘(ii) assessment of student learning; 
‘‘(iii) the development of teaching 
skills through the use of instructional and 
behavioral interventions; and 
‘‘(iv) the improvement of the mentees’ 
capacity to measurably advance student 
learning; 
‘‘(G) integrates technology effectively into 
curricula and instruction, including technology 
consistent with the principles of universal de-
sign for learning and technology to collect, 
manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes; and 
‘‘(H) includes— 
‘‘(i) common planning time or regu-
larly scheduled collaboration for the men-
tor and mentee; and 
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‘‘(ii) joint professional development 
opportunities. 
‘‘(26) TEACHER
RESIDENCY
PROGRAM.—The 
term ‘teacher residency program’ has the meaning 
given that term in section 2002 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(27) TEACHING SKILLS.—The term ‘teaching 
skills’ means skills that enable a teacher to— 
‘‘(A) increase student learning, achieve-
ment, and the ability to apply knowledge; 
‘‘(B) convey and explain academic subject 
matter; 
‘‘(C) teach higher-order analytical, evalua-
tion, problem-solving, and communication skills; 
‘‘(D) employ strategies grounded in the 
disciplines of teaching and learning that— 
‘‘(i) are based on evidence, practice, 
and research, where applicable, related to 
teaching and learning; 
‘‘(ii) are specific to academic subject 
matter; and 
‘‘(iii) focus on the identification of 
students’ specific learning needs, particu-
larly students with disabilities, students 
who are English learners, students who are 
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gifted and talented, and students with low 
literacy levels, and the tailoring of aca-
demic instruction to such needs; 
‘‘(E) design and conduct an ongoing as-
sessment of evidence of student learning, which 
may include the use of formative or diagnostic 
assessments, performance-based assessments, 
project-based assessments, or portfolio assess-
ments, that measures higher-order thinking 
skills (including application, analysis, synthesis, 
and evaluation) and use this information to in-
form and personalize instruction; 
‘‘(F) support the social, emotional, and 
academic achievement of all students, including 
by effectively creating an inclusive classroom 
environment, and implementing positive behav-
ioral interventions, trauma-informed care, and 
other support strategies that enhance student 
motivation and engagement; 
‘‘(G) incorporate the principles of universal 
design for learning; 
‘‘(H) integrate technology effectively into 
curricula and instruction, including technology 
consistent with the principles of universal de-
sign for learning and technology to collect, 
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manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes; 
‘‘(I) communicate and work with parents, 
and involve parents in their children’s edu-
cation; and 
‘‘(J) use, in the case of an early childhood 
educator, age-appropriate and developmentally 
appropriate strategies and practices for children 
in early childhood education programs. 
‘‘(28) TEACHER PERFORMANCE ASSESSMENT.— 
The term ‘teacher performance assessment’ means a 
pre-service assessment used to measure teacher per-
formance that is approved by the State and is— 
‘‘(A) based on professional teaching stand-
ards; 
‘‘(B) used to measure the effectiveness of 
a teacher’s— 
‘‘(i) curriculum planning; 
‘‘(ii) instruction of students, including 
appropriate plans and modifications for 
students who are English learners and stu-
dents who are children with disabilities; 
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‘‘(iii) assessment of students, includ-
ing analysis of evidence of student learn-
ing; and 
‘‘(iv) ability to advance student learn-
ing; 
‘‘(C) validated based on professional as-
sessment standards; 
‘‘(D) reliably scored by trained evaluators, 
with appropriate oversight of the process to en-
sure consistency; and 
‘‘(E) used to support continuous improve-
ment of educator practice. 
‘‘(29) TEACHER
PREPARATION
ENTITY.—The 
term ‘teacher preparation entity’ means an institu-
tion of higher education, a nonprofit organization, or 
an organization that is approved by the State to pre-
pare teachers to be effective in the classroom. 
‘‘(30) TEACHER PREPARATION PROGRAM.—The 
term ‘teacher preparation program’ means a pro-
gram offered by a teacher preparation entity that 
leads to a specific State teacher certification. 
‘‘PART A—GRANTS TO STATES FOR 
STRENGTHENING EDUCATOR PREPARATION 
‘‘SEC. 201. ALLOTMENTS TO STATES. 
‘‘(a) PROGRAM AUTHORIZED.— 
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‘‘(1) RESERVATION OF FUNDS.—From the total 
amount appropriated to carry out this part for a fis-
cal year, the Secretary shall reserve— 
‘‘(A) one-half of 1 percent for allotments 
for the outlying areas (as defined in section 
8101 of the Elementary and Secondary Edu-
cation Act of 1965) to carry out this part, to 
be distributed among those outlying areas on 
the basis of their relative need, as determined 
by the Secretary, in accordance with the pur-
pose of this part; and 
‘‘(B) one-half of 1 percent for the Sec-
retary of the Interior to carry out this part for 
schools operated or funded by the Bureau of In-
dian Education. 
‘‘(2) FORMULA.—From amounts made available 
to carry out this part and not reserved under para-
graph (1), the Secretary shall allot funds to each 
State having an approved application under this sec-
tion to carry out this part in proportion to each such 
State’s share of funding under part A of title I of 
the Elementary and Secondary Education Act of 
1965, except that no State shall receive less than 0.5 
percent of the amounts made available to carry out 
this paragraph. 
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‘‘(3) STATE.—Notwithstanding section 103, in 
this section the term ‘State’ means the several 
States of the United States, the Commonwealth of 
Puerto Rico, and the District of Columbia. 
‘‘(4) USES OF FUNDS.— 
‘‘(A) DEVELOPMENT OF THE STRATEGIC 
PLAN.—Each State may use an amount equal 
to not more than 30 percent of the amount al-
lotted to the State, for a period not to exceed 
1 year, to carry out activities related to the de-
velopment of the strategic plan, as described in 
subsection (c). 
‘‘(B) SUBSEQUENT YEARS.—For each year 
following the first year after receiving an allot-
ment under this section, the State— 
‘‘(i) shall use not less than 95 percent 
of the amount allotted to the State under 
this section to carry out activities described 
in subsection (d); and 
‘‘(ii) may use not more than 5 percent 
of the amounts allotted to the State under 
this section for administration and ac-
countability and reporting requirements. 
‘‘(b) APPLICATION.—Each State desiring an allot-
ment under this section shall submit an application to the 
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Secretary at such time, in such manner, and accompanied 
by such information as the Secretary may require. Each 
such application shall contain— 
‘‘(1) the identification of a State agency to lead 
the grant, which shall be determined by the Gov-
ernor in consultation with the State educational 
agency; 
‘‘(2) a description of the certification or licens-
ing requirements with respect to each form of cer-
tification or licensure described in section 200(b)(2) 
for early childhood, elementary school, and sec-
ondary school teachers in the State at the time of 
the application; 
‘‘(3) a description of the certification or licens-
ing requirements with respect to each form of cer-
tification or licensure described in section 200(b)(2) 
for specialized instructional support personnel; 
‘‘(4) a description of the State authorization re-
quirements for teacher preparation programs (in-
cluding alternate and traditional routes to certifi-
cation) and the number of teacher preparation pro-
grams authorized in the State (including alternative 
and traditional routes to certification); 
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‘‘(5) a description of the teacher preparation 
needs assessment that the State will conduct, includ-
ing how the State will assess— 
‘‘(A) teacher workforce needs for public 
preschool, elementary, and secondary schools in 
the State; 
‘‘(B) the number and percentage of teach-
ers of record who are not profession-ready as 
described in section 200(b)(20)(B); 
‘‘(C) the demographics of the student pop-
ulation and the demographics of the educator 
workforce, and the extent to which the educator 
workforce reflects the demographics of the stu-
dent population; 
‘‘(D) high-need fields, high-need schools, 
and high-need local educational agencies; 
‘‘(E) the State’s educator equity plan de-
scribed in section 1111(g)(1)(B) of the Elemen-
tary and Secondary Education Act of 1965; 
‘‘(F) the extent to which currently author-
ized teacher preparation programs in the State 
are producing profession-ready candidates; and 
‘‘(G) the capacity of programs that are au-
thorized in the State, as of the time of the ap-
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plication, to meet the State’s teacher workforce 
needs, including the capacity of— 
‘‘(i) pipeline programs, such as asso-
ciate degree to baccalaureate transfer 
pathway programs with community col-
leges; 
‘‘(ii) ‘grow your own’ programs that 
provide pathways to standard teacher cer-
tification through partnerships between 
local educational agencies, institutions of 
higher education, and community-based or-
ganizations to recruit and prepare commu-
nity members to become teachers in local 
schools; 
‘‘(iii) career awareness programs, in-
cluding career and technical education and 
other pathways, in public schools; and 
‘‘(iv) programs to support the career 
progression of educators, including reten-
tion, leadership opportunities, and profes-
sional development; 
‘‘(6) a description of the school leader, prin-
cipal, and other educator preparation needs assess-
ment that the State will conduct, including how the 
State will assess— 
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‘‘(A) the principal and other educator 
workforce needs for public preschools and ele-
mentary and secondary schools in the State; 
‘‘(B) 
high-need 
positions, 
high-need 
schools, and high-need local educational agen-
cies; 
‘‘(C) the extent to which authorized educa-
tor preparation programs in the State, as of the 
time of the application, are producing profes-
sion-ready candidates; and 
‘‘(D) the capacity of programs authorized 
in the State, as of the time of the application, 
to meet the State’s principal and other educator 
needs, including meeting nationally recognized 
ratios for specialized instructional support per-
sonnel in schools, where applicable; and 
‘‘(7) a timeline for the State’s activities to de-
velop a strategic plan, including a timeline for stake-
holder engagement with administrators of institu-
tions of higher education, elementary school and sec-
ondary school principals and administrators, educa-
tor preparation programs, teachers, specialized in-
structional support personnel, parents, students, civil 
rights organizations, community-based organizations, 
and workforce development programs. 
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‘‘(c) DEVELOPMENT OF A STRATEGIC PLAN.—Dur-
ing the first year after receiving an allotment under this 
section, a State may use not more than 30 percent of the 
funds allotted to conduct the needs assessments described 
in paragraphs (5) and (6) of subsection (b) and develop 
a strategic plan for the State to improve educator prepara-
tion programs to address the needs identified in para-
graphs (5) and (6) of subsection (b). 
‘‘(d) SUBMISSION OF STRATEGIC PLAN.—Not later 
than 1 year after receiving an allotment under this section, 
each State shall submit a strategic plan to the Secretary, 
which shall contain the following information: 
‘‘(1) The State’s goals relating to educator 
preparation, supporting quantitative and qualitative 
evidence for those goals, and intermediate and long- 
term implementation timelines. 
‘‘(2) The results of the needs assessments de-
scribed in paragraphs (5) and (6) of subsection (b). 
‘‘(3) The State’s plan for meeting the educator 
workforce needs in the State, including how the 
State will prioritize institutions of higher education 
with the greatest share of prospective educators, in-
stitutions that enroll the highest percentage of pro-
spective educators from underrepresented groups, 
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and institutions of higher education with the highest 
placement of educators in the State. 
‘‘(4) The State’s plan for removing barriers to 
an inclusive and equitable workforce that supports 
the needs of populations that are underrepresented 
in the field of education, including teachers of color, 
first generation college students, and teachers with 
disabilities, including recruitment, preparation, and 
retention. 
‘‘(e) AUTHORIZED ACTIVITIES.—A State shall use 
funds allotted under this section to implement the stra-
tegic plan submitted under subsection (d), which may in-
clude the following activities: 
‘‘(1) Strengthening and professionalizing educa-
tor 
certification 
and 
licensure, 
and 
other 
credentialing, so that it aligns with evidence-based 
practices and high professional standards. 
‘‘(2) Developing and implementing an equitable 
and evidence-based State approval system for alter-
native route program providers and programs and 
traditional and alternative route programs at institu-
tions of higher education. 
‘‘(3) Supporting the implementation of evi-
dence-based performance assessments for teacher li-
censure or certification in the State. 
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‘‘(4) Regularly assessing the workforce needs of 
prekindergarten through grade 12 educators across 
the State, including the diversity of the workforce, 
and providing that information to institutions of 
higher education that prepare educators in the 
State. 
‘‘(5) Providing transparency to the public as to 
how authorized educator preparation programs are 
meeting professional standards and requirements. 
‘‘(6) Providing subgrants to partner institu-
tions, consortia of partner institutions, or eligible 
partnerships, to enable those institutions and part-
nerships to carry out activities related to the stra-
tegic plan described in subsection (d), including— 
‘‘(A) developing and offering induction, 
mentoring, or professional and leadership 
coaching for all novice teachers and principals 
in a high-need local educational agency, which 
shall be provided by faculty or staff at the insti-
tution of higher education and teachers and 
school leaders; 
‘‘(B) developing and offering professional 
development that brings research to practice for 
educators in schools of district partners; 
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‘‘(C) developing and offering second en-
dorsement coursework; 
‘‘(D) creating and expanding dual certifi-
cation programs in special education and gen-
eral education; 
‘‘(E) developing and offering ‘grow your 
own’ programs; 
‘‘(F) developing or strengthening career 
ladder positions for educators, such as teacher 
leaders, with certification requirements and 
coursework leading to certification, which may 
include nationally recognized, standards-based 
advanced certification; 
‘‘(G) designing and implementing statewide 
pre-service residencies for teacher and principal 
candidates using the model described in section 
202(e) of the Higher Education Act of 1965 as 
in effect on the day before the date of enact-
ment of the EDUCATORS for America Act; 
‘‘(H) developing and implementing a state-
wide best practices network for the preparation 
of profession-ready educators; and 
‘‘(I) creating or expanding teaching fellows 
programs whereby individuals preparing to be 
teachers receive tuition waivers for use in com-
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prehensive preparation provided by a teacher 
preparation program that includes extensive 
clinical experience that is tightly aligned to 
coursework, before becoming the teacher of 
record, in exchange for teaching in one of the 
identified workforce need areas in the State for 
a period of years. 
‘‘(f) ANNUAL REPORT ON THE IMPLEMENTATION OF 
THE STRATEGIC PLAN.—Each State receiving an allot-
ment under this section shall make publicly available a re-
port, on an annual basis, on the implementation of the 
strategic plan submitted under subsection (d). 
‘‘(g) MAINTENANCE OF EFFORT.— 
‘‘(1) IN GENERAL.—A State shall provide for 
activities described in this section in such State, an 
amount which is equal to or greater than the aver-
age amount provided for such activities by such 
State during the 3 most recent preceding fiscal years 
for which satisfactory data are available. 
‘‘(2) WAIVER.—Notwithstanding paragraph (1), 
the Secretary may waive the requirements of this 
subsection if the Secretary determines that a waiver 
would be equitable due to— 
‘‘(A) exceptional or uncontrollable cir-
cumstances, such as a natural disaster or a 
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change in the organizational structure of the 
State; or 
‘‘(B) a precipitous decline in the financial 
resources of the State. 
‘‘(h) STATE MAINTENANCE OF EQUITY.—As a condi-
tion of receiving an allotment under this section, a State 
shall meet the maintenance of equity requirements in sec-
tion 2004(b) of the of the American Rescue Plan Act of 
2021 (Public Law 117–2). 
‘‘(i) SUPPLEMENT, NOT SUPPLANT.—Funds made 
available under this section shall be used to supplement, 
and not supplant, other Federal, State, and local funds 
that would otherwise be expended to carry out activities 
under this section. 
‘‘SEC. 202. ACCOUNTABILITY FOR EQUITABLE ACCESS TO 
PROFESSION-READY TEACHERS. 
‘‘(a) INSTITUTIONAL AND PROGRAM ANNUAL RE-
PORTS.— 
‘‘(1) ANNUAL REPORTING.—Each teacher prep-
aration entity approved to operate teacher prepara-
tion programs in the State and that receives or en-
rolls students receiving Federal assistance shall re-
port annually to the State and the general public, in 
a uniform and comprehensible manner that conforms 
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with the definitions and methods established by the 
Secretary, the following: 
‘‘(A) PASS RATES.—For the most recent 
year for which the information is available for 
each teacher preparation program offered by 
the teacher preparation entity, the following: 
‘‘(i) Except as provided in clause (ii), 
for those students who took the assess-
ments used for teacher certification or li-
censure by the State in which the entity is 
located and are enrolled in the teacher 
preparation program, the percentage of 
such students who passed such assessment. 
‘‘(ii) In the case of an entity that re-
quires a valid and reliable teacher perform-
ance assessment in order to complete the 
preparation program, the entity may sub-
mit in lieu of the information described in 
clause (i) the pass rate of students taking 
the teacher performance assessment. 
‘‘(B) ENTITY
INFORMATION.—A descrip-
tion of the following: 
‘‘(i) The number of students in the 
entity (disaggregated by race, ethnicity, 
sex, and disability status). 
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‘‘(ii) The number of hours of super-
vised clinical preparation required for each 
program. 
‘‘(iii) The total number of students 
who have completed programs for certifi-
cation or licensure (disaggregated by sub-
ject area and by race, ethnicity, sex, and 
disability 
status, 
except 
that 
such 
disaggregation, consistent with applicable 
privacy laws, shall not be required in a 
case in which the result would reveal per-
sonally identifiable information about an 
individual student). 
‘‘(iv) The criteria for admission into 
the program. 
‘‘(v) The number of full-time equiva-
lent faculty, adjunct faculty, and students 
in supervised clinical experience. 
‘‘(C) ACCREDITATION.—Whether the pro-
gram or entity is accredited by a specialized ac-
crediting agency recognized by the Secretary for 
accreditation of professional teacher education 
programs. 
‘‘(D) 
DESIGNATION
AS
LOW-PER-
FORMING.—Which programs (if any) offered by 
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the entity have been designated as low-per-
forming by the State under section 207(a). 
‘‘(b) ANNUAL STATE REPORT ON TEACHER PREPA-
RATION.— 
‘‘(1) IN GENERAL.—Each State that receives 
funds under this part shall provide to the Secretary, 
and make widely available to the general public, in 
a uniform and comprehensible manner that conforms 
with the definitions and methods established by the 
Secretary, an annual State report on educator prep-
aration in the State, both for traditional teacher 
preparation programs and for alternative routes to 
State certification or licensure programs, which shall 
include not less than the following: 
‘‘(A) A description of the teacher certifi-
cation and licensure assessments, including 
teacher performance assessments, and any 
other certification and licensure requirements, 
used by the State, including evidence on validity 
and reliability of those assessments and the 
methods used to determine performance stand-
ards. 
‘‘(B) The standards and criteria that pro-
spective teachers must meet to— 
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‘‘(i) attain certification or licensure 
described under each of subparagraphs 
(A), 
(B), 
(C), 
and 
(D) 
of 
section 
200(b)(2); and 
‘‘(ii) be certified or licensed to teach 
particular academic subjects, areas, or 
grades within the State. 
‘‘(C)(i) The number of certifications or 
licensures described under each of subpara-
graphs (A), (B), (C), and (D) of section 
200(b)(2) issued by the State, disaggregated by 
grade and subject area. 
‘‘(ii) The number and percentage of teach-
ers who received a certification or licensure de-
scribed in section 200(b)(2)(A) and who did not 
complete any formal teacher preparation pro-
gram, but have received such certification or li-
censure by alternative means such as passing a 
test, disaggregated by field. 
‘‘(iii) The number and percentage of teach-
ers of record who are not profession-ready, 
disaggregated by field. 
‘‘(D)(i) Except as provided in clause (ii), 
for each of the assessments used by the State 
for teacher certification or licensure, the pass 
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rates of such assessments for individuals having 
completed each teacher preparation entity in 
the 
State 
and 
for 
all 
such 
entities, 
disaggregated by subject area, race, ethnicity, 
sex, and disability status, except that such 
disaggregation shall not be required in a case in 
which the result would reveal personally identi-
fiable information about an individual. 
‘‘(ii) In the case of a State that has imple-
mented a valid and reliable teacher performance 
assessment, the State may submit in lieu of the 
information described in clause (i) the pass rate 
of students taking the teacher performance as-
sessment, disaggregated by subject area, race, 
ethnicity, sex, and disability status, except that 
such disaggregation shall not be required in a 
case in which the result would reveal personally 
identifiable information about an individual stu-
dent. 
‘‘(E) For each teacher preparation pro-
gram in the State the following: 
‘‘(i) The number of students in the 
program (disaggregated by race, ethnicity, 
sex, and disability status). 
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‘‘(ii) The number of hours of super-
vised clinical preparation required. 
‘‘(iii) Whether such program has been 
identified as low-performing and during 
which years of operation. 
‘‘(F) A description of alternative routes to 
teacher certification or licensure in the State 
(including any such routes operated by entities 
that are not institutions of higher education), if 
any, including, for each of the assessments used 
by the State for teacher certification or licen-
sure, the percentage of individuals participating 
in such routes, or who have completed such 
routes during the two-year period preceding the 
date for which the determination is made, who 
passed each such assessment. 
‘‘(G) The percentage of candidates com-
pleting programs in each field, including special 
education, who use alternate routes compared 
to those who complete traditional programs. 
‘‘(H) A description of the State’s criteria 
for assessing the performance of teacher prepa-
ration programs within institutions of higher 
education in the State. Such criteria shall in-
clude indicators of the academic content knowl-
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edge and teaching skills of students enrolled in 
such programs. 
‘‘(I) For each teacher preparation program 
in the State— 
‘‘(i) the number of students in the 
program, disaggregated by race, ethnicity, 
sex, and disability status (except that such 
disaggregation shall not be required in a 
case in which the number of students in a 
category would reveal personally identifi-
able information about an individual stu-
dent); and 
‘‘(ii) the range and average number of 
hours of supervised clinical experience re-
quired for those in the program. 
‘‘(J) For the State as a whole, and for 
each teacher preparation entity in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by the following: 
‘‘(i) Area of certification or licensure. 
‘‘(ii) Academic major. 
‘‘(iii) Subject area for which the 
teacher has been prepared to teach. 
‘‘(iv) The relationship of the subject 
area and grade span of teachers graduated 
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by the teacher preparation entity to the 
teacher workforce needs of the State. 
‘‘(v) The percentage of teachers grad-
uated teaching in high-need schools. 
‘‘(vi) Race, ethnicity, sex, and dis-
ability status. 
‘‘(K) A comparison of standard licenses 
and certifications issued to the areas of identi-
fied teacher shortage in the State. 
‘‘(L) The capacity of the statewide longitu-
dinal data system to report valid and reliable 
outcome data on the graduates of teacher prep-
aration entities in the State and where available 
the results of such data on the following: 
‘‘(i) 
Job 
placement 
of 
program 
completers within 12 months of gradua-
tion. 
‘‘(ii) Retention of program completers 
in teaching after 3 years. 
‘‘(iii) Other outcome indicators used 
by the State, such as average results from 
teacher evaluations. 
‘‘(2) PROHIBITION AGAINST CREATING A NA-
TIONAL LIST.—The Secretary shall not create a na-
tional list or ranking of States, institutions, or 
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