147 
‘‘(III) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a teaching 
residency program under this subsection 
shall establish criteria for the selection of 
eligible individuals to participate in the 
teaching residency program based on the 
following characteristics: 
‘‘(I) Strong content knowledge or 
record of accomplishment in the field 
or subject area to be taught. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
demonstrated by performance on ap-
propriate assessments. 
‘‘(III) Other attributes linked to 
effective teaching, which may be de-
termined by interviews or performance 
assessments, as specified by the eligi-
ble partnership. 
‘‘(3) PARTNERSHIP GRANTS FOR THE DEVEL-
OPMENT OF PRINCIPAL AND OTHER SCHOOL LEADER 
RESIDENCY PROGRAMS.— 
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‘‘(A) ESTABLISHMENT
AND
DESIGN.—A 
principal or other school leader residency pro-
gram under this paragraph shall be a program 
based upon models of successful principal or 
other school leader residencies, and may include 
the development or support of principal pipe-
lines, that serve as a mechanism to prepare 
principals and other school leaders for success 
in high-need schools in the eligible partnership 
and shall be designed to include the following 
characteristics of successful programs: 
‘‘(i) Engagement of principal or other 
school leader residents in rigorous grad-
uate-level coursework to earn an appro-
priate advanced credential while under-
taking a guided principal or other school 
leader clinical experience. 
‘‘(ii) Experience and learning opportu-
nities, including those that provide contin-
uous feedback throughout the program on 
a 
participants’ 
progress, 
alongside 
a 
trained and experienced mentor principal 
or other school leader— 
‘‘(I) whose mentoring shall be 
based on standards of effective men-
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toring practice and shall complement 
the residence program so that school- 
based 
clinical 
practice 
is 
tightly 
aligned with coursework; and 
‘‘(II) who may be relieved from 
some portion of principal or other 
school leader duties or may be offered 
a stipend as a result of such addi-
tional responsibilities. 
‘‘(iii) The establishment of clear cri-
teria for the selection of mentor principals 
or other school leaders, which may be 
based on observations of the following: 
‘‘(I) Demonstrating awareness of, 
and 
having 
experience 
with, 
the 
knowledge, skills, and attitudes to— 
‘‘(aa) establish and maintain 
a professional learning commu-
nity that effectively extracts in-
formation from data to improve 
the school culture and climate, 
and personalize instruction for all 
students to result in improved 
student achievement; 
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‘‘(bb) create and maintain a 
learning culture within the school 
that provides an inclusive climate 
conducive to the development of 
all members of the school com-
munity, including one of contin-
uous improvement and learning 
for adults tied to student learn-
ing and other school goals; 
‘‘(cc) develop the profes-
sional capacity and practice of 
school personnel and foster a 
professional community of teach-
ers and other professional staff; 
‘‘(dd) engage in continuous 
professional 
development, 
uti-
lizing a combination of academic 
study, developmental simulation 
exercises, self-reflection, mentor-
ship, and internship; 
‘‘(ee) understand youth de-
velopment appropriate to the age 
level served by the school, and 
use this knowledge to set high ex-
pectations and standards for the 
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academic, social, emotional, and 
physical development of all stu-
dents; and 
‘‘(ff) actively engage with 
families and the community to 
create shared responsibility for 
student academic performance 
and successful development. 
‘‘(II) Planning and articulating a 
shared and coherent schoolwide direc-
tion and policy for achieving high 
standards of student performance, 
and closing gaps in achievement 
among subgroups of students. 
‘‘(III) Identifying and imple-
menting the activities and rigorous 
curriculum necessary for achieving 
such standards of student perform-
ance. 
‘‘(IV) Supporting a culture of 
learning, collaboration, and profes-
sional behavior and ensuring quality 
measures of instructional practice. 
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‘‘(V) Communicating with, and 
engaging, parents, families, and other 
external communities. 
‘‘(VI) Cultivating relationships 
and collaborating with external stake-
holders, which may include profes-
sional disciplinary organizations and 
nonprofit advocacy organizations, to 
foster the sharing of evidence-based 
resources to promote high-quality, ef-
fective practices. 
‘‘(VII) Collecting, analyzing, and 
utilizing data and other evidence of 
student learning and evidence of class-
room practice to guide decisions and 
actions for continuous improvement 
and to ensure performance account-
ability. 
‘‘(iv) The development of admissions 
goals and priorities— 
‘‘(I) that are aligned with the 
hiring objectives of the local edu-
cational agency partnering with the 
program, as well as the instructional 
initiatives and curriculum of such 
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agency to hire qualified graduates 
from the principal residency program; 
and 
‘‘(II) which may include consider-
ation of applicants who reflect the 
communities in which they will serve 
and consideration of individuals from 
underrepresented 
populations 
in 
school leadership positions. 
‘‘(v) Continued support for residents 
once such residents are hired as principals 
or other school leaders, through an induc-
tion program, evidence-based professional 
development to support the knowledge and 
skills of the principal or other school leader 
in a continuum of learning and content ex-
pertise in developmentally appropriate or 
age-appropriate educational practices, and 
networking opportunities to support the 
residents through not less than the resi-
dents’ first 2 years of serving as principal 
or other school leader of a school. 
‘‘(B) SELECTION
OF
INDIVIDUALS
AS 
PRINCIPAL OR OTHER SCHOOL LEADER RESI-
DENTS.— 
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‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a principal or other 
school leader resident in a principal or 
other school leader residency program 
under this paragraph, an individual shall— 
‘‘(I) have prior prekindergarten 
through grade 12 teaching experience; 
‘‘(II) have experience as an effec-
tive leader, manager, and written and 
oral communicator; and 
‘‘(III) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a principal or 
other school leader residency program 
under this subsection shall establish cri-
teria for the selection of eligible individuals 
to participate in the principal residency 
program based on the following character-
istics: 
‘‘(I) Strong instructional leader-
ship skills in an elementary school or 
secondary school setting. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
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155 
demonstrated by performance on ap-
propriate assessments. 
‘‘(III) Other attributes linked to 
effective leadership, such as sound 
judgment, organizational capacity, col-
laboration, commitment to equity and 
inclusiveness, and openness to contin-
uous learning, which may be deter-
mined by interviews or performance 
assessment, as specified by the eligible 
partnership. 
‘‘(4) STIPENDS
OR
SALARIES; APPLICATIONS; 
AGREEMENTS; AND REPAYMENTS.— 
‘‘(A) STIPENDS OR SALARIES.—A teaching 
residency program, or a principal or other 
school leader residency program, under this 
subsection— 
‘‘(i) shall provide a 1-year living sti-
pend or salary to residents during the 
teaching residency program or the prin-
cipal or other school leader residency pro-
gram; and 
‘‘(ii) may provide a stipend to a men-
tor teacher or mentor principal. 
‘‘(B) APPLICATIONS.— 
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156 
‘‘(i) IN
GENERAL.—Each residency 
candidate desiring a stipend or salary dur-
ing the period of residency shall submit an 
application to the eligible partnership at 
such time, in such manner, and containing 
such information and assurances, as the el-
igible partnership may require, and which 
shall include an agreement to serve de-
scribed in clause (ii). 
‘‘(ii) AGREEMENTS TO SERVE.—Each 
application submitted under clause (i) shall 
contain or be accompanied by an agree-
ment that the applicant will— 
‘‘(I) upon successfully completing 
the 1-year teaching residency pro-
gram, or principal or other school 
leader residency program, serve as a 
full-time teacher, principal, or other 
school leader for a total of not less 
than 3 school years at— 
‘‘(aa) a high-need school 
served by the high-need local 
educational agency in the eligible 
partnership and, in the case of a 
teacher, teach a subject or area 
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157 
that is designated as high-need 
by the partnership; or 
‘‘(bb) in a case in which no 
appropriate position is available 
in a high-need school served by 
the high-need local educational 
agency in the eligible partner-
ship, any other high-need school; 
‘‘(II) provide to the eligible part-
nership a certificate, from the chief 
administrative officer of the local edu-
cational agency in which the teacher 
or principal or other school leader is 
employed, of the employment required 
under subclause (I) at the beginning 
of, and upon completion of, each year 
or partial year of service; 
‘‘(III) in the case of a teacher 
resident, meet the requirements to be 
a profession-ready teacher; 
‘‘(IV) in the case of a principal 
or other school leader resident, meet 
the requirements to be a profession- 
ready principal or other school leader; 
and 
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158 
‘‘(V) comply with the require-
ments set by the eligible partnership 
under subparagraph (C) if the appli-
cant is unable or unwilling to com-
plete the service obligation required by 
this subparagraph. 
‘‘(C) REPAYMENTS.— 
‘‘(i) IN GENERAL.—An eligible part-
nership carrying out a teaching residency 
program, or a principal or other school 
leader residency program, under this sub-
section shall require a recipient of a sti-
pend or salary under subparagraph (A) 
who does not complete, or who notifies the 
partnership that the recipient intends not 
to complete, the service obligation required 
by subparagraph (B) to repay such stipend 
or salary to the eligible partnership, to-
gether with interest, at a rate specified by 
the partnership in the agreement, and in 
accordance with such other terms and con-
ditions specified by the eligible partnership, 
as necessary. 
‘‘(ii) OTHER
TERMS
AND
CONDI-
TIONS.—Any other terms and conditions 
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159 
specified by the eligible partnership may 
include reasonable provisions for prorate 
repayment of the stipend or salary de-
scribed in subparagraph (A) or for deferral 
of a resident’s service obligation required 
by subparagraph (B), on grounds of 
health, incapacitation, inability to secure 
employment in a school served by the eligi-
ble partnership, being called to active duty 
in the Armed Forces of the United States, 
or other extraordinary circumstances. 
‘‘(iii) USE OF REPAYMENTS.—An eli-
gible partnership shall use any repayment 
received under this subparagraph to carry 
out additional activities that are consistent 
with the purposes of this section.’’; and 
(5) by striking subsection (f) and inserting the 
following: 
‘‘(f) TEACHER LEADER DEVELOPMENT PROGRAM.— 
‘‘(1) IN GENERAL.—A teacher leader develop-
ment program carried out with a grant awarded 
under this section shall provide for the professional 
development of teachers, as described in paragraph 
(2), who maintain their roles as classroom teachers 
and who also carry out formalized leadership respon-
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160 
sibilities to increase the academic achievement of 
students and promote data-driven instructional prac-
tices that address the demonstrated needs at the ele-
mentary schools and secondary schools in which the 
teachers are employed, such as— 
‘‘(A) development of curriculum and cur-
ricular resources; 
‘‘(B) facilitating the work of committees 
and teams; 
‘‘(C) family and community engagement; 
‘‘(D) school discipline and culture; 
‘‘(E) peer observations and coaching; 
‘‘(F) dual enrollment instruction; or 
‘‘(G) cultural competencies. 
‘‘(2) PROFESSIONAL DEVELOPMENT.—The pro-
fessional development of teachers in a teacher leader 
development program carried out with a grant 
awarded under this section shall include— 
‘‘(A) one year of professional development, 
training, and support that may— 
‘‘(i) include— 
‘‘(I) the engagement of teachers 
in rigorous coursework and fieldwork 
relevant to their role as a teacher 
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161 
leader, including available teacher 
leader standards; and 
‘‘(II) regular observations and 
professional support from— 
‘‘(aa) a principal, vice prin-
cipal, or a designated instruc-
tional leader of the school; 
‘‘(bb) a representative from 
the institution of higher edu-
cation that is a partner in the eli-
gible partnership; 
‘‘(cc) a representative from 
another entity that is a partner 
in the eligible partnership; and 
‘‘(dd) another member of 
the teacher leader cohort, if ap-
plicable, or a peer teacher; and 
‘‘(ii) result in the awarding of a cre-
dential in teacher leadership; and 
‘‘(B) one or 2 additional years of support 
from a principal, vice principal, or a designated 
instructional leader of the school, a representa-
tive from the institution of higher education 
that is a partner in the eligible partnership, and 
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162 
a representative from another entity that is a 
partner in the eligible partnership. 
‘‘(3) TEACHER
LEADER
DEVELOPMENT
PRO-
GRAM PLAN.—In carrying out a teacher leader devel-
opment program under this section, an eligible part-
nership shall develop a plan that shall describe— 
‘‘(A) how the work hours of teacher leaders 
will be allocated between their classroom re-
sponsibilities and responsibilities as a teacher 
leader, which may include a description of 
whether the teacher leader will be relieved from 
teaching duties during their participation in the 
teacher leader development program; 
‘‘(B) how the partnership will support 
teacher leaders after the first year of profes-
sional development in the program; and 
‘‘(C) how teacher leader activities could be 
sustained by the eligible partnership after the 
program concludes, which may include a de-
scription of opportunities for the teacher lead-
ers to assist in the educator preparation pro-
gram at the institution of higher education in 
the partnership. 
‘‘(4) SELECTION OF TEACHER LEADERS; USE 
OF FUNDS.—In carrying out a teacher leader devel-
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opment program under this section, an eligible part-
nership— 
‘‘(A) shall select a teacher for participation 
in the program— 
‘‘(i) who— 
‘‘(I) is fully certified to teach in 
the State of the high-need local edu-
cational agency that is a partner in 
the eligible partnership; 
‘‘(II) is employed by such high- 
need local educational agency; 
‘‘(III) has not less than 3 years 
of teaching experience; and 
‘‘(IV) submits an application for 
participation to the eligible partner-
ship; and 
‘‘(ii) based on selection criteria that 
includes— 
‘‘(I) demonstration of strong con-
tent knowledge or a record of accom-
plishment in the field or subject area 
the teacher will support as a teacher 
leader; and 
‘‘(II) demonstration of attributes 
linked to effective teaching that are 
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164 
determined through interviews, obser-
vations, 
other 
exhibits, 
student 
achievement, or performance assess-
ments, such as those leading to an ad-
vanced credential; 
‘‘(B) may develop admissions goals and 
priorities for the teacher leader development 
program that— 
‘‘(i) are aligned with the demonstrated 
needs of the school or high-need local edu-
cational agency in which the teacher is em-
ployed; 
‘‘(ii) considers cultural competencies 
that would make the applicant effective in 
the applicant’s teacher leader role; and 
‘‘(iii) considers whether the teacher 
has substantial teaching experience in the 
school in which the teacher is employed or 
in a school that is similar to the school in 
which the teacher is employed; 
‘‘(C) shall use the grant funds to pay for 
costs of training and supporting teacher leaders 
for not less than 2 years and not more than 3 
years; 
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‘‘(D) may use the grant funds to pay for 
a portion of a stipend for teacher leaders if 
such grant funds are matched by additional 
non-Federal public or private funds as follows: 
‘‘(i) during each of the first and sec-
ond years of the grant period, grant funds 
may pay not more than 50 percent of such 
stipend; and 
‘‘(ii) during the third year of the 
grant period, grant funds may pay not 
more than 33 percent of such stipend; and 
‘‘(E) may require teacher leaders to pay 
back the cost of attaining the credential de-
scribed in paragraph (2)(A)(ii) if they do not 
complete their term of service in the teacher 
leader development program. 
‘‘(g) PARTNERSHIP GRANTS FOR THE ESTABLISH-
MENT OF GROW YOUR OWN PROGRAMS.— 
‘‘(1) IN GENERAL.—An eligible partnership that 
receives a grant under this section may use such 
grant to carry out a high-quality ‘Grow Your Own’ 
program to address subject or geographic areas of 
teacher or school leader shortages or to increase the 
diversity of the teacher or school leader workforce. 
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‘‘(2) ELEMENTS OF A GROW YOUR OWN PRO-
GRAM.—A Grow Your Own program carried out 
under this section shall— 
‘‘(A) integrate career-focused courses on 
education topics with school-based learning ex-
perience; 
‘‘(B) provide opportunities for candidates 
to practice and develop the skills and disposi-
tions that will help them become skilled edu-
cators and leaders; 
‘‘(C) support candidates as they complete 
their associate, baccalaureate, or master’s de-
gree and earn their teaching or school leader-
ship credential; and 
‘‘(D) offer financial aid, in addition to fi-
nancial assistance that may be received under 
title IV, to candidates and work in partnership 
with members of the eligible partnership to pro-
vide academic, counseling, and programmatic 
supports. 
‘‘(3) ESTABLISHMENT AND DESIGN.—To create 
and enhance multiple pathways to enter the educator 
and leadership workforce, an eligible partnership 
carrying out a Grow Your Own program under this 
section, in collaboration with organizations rep-
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167 
resenting educators and leaders and additional 
stakeholders— 
‘‘(A) shall— 
‘‘(i) establish an advisory group to re-
view barriers impacting underrepresented 
populations entering the teaching and 
school leadership profession, identify local 
teacher and leader workforce needs, de-
velop policies on the creation or expansion 
of Grow Your Own programs, and provide 
guidance and oversight on the implementa-
tion of such programs; 
‘‘(ii) track and evaluate the effective-
ness of the program, including, at a min-
imum, using the data required under sec-
tion 204(a)(1); 
‘‘(iii) require candidates to complete 
all State requirements to become fully cer-
tified; 
‘‘(iv) provide academic and testing 
supports, including advising and financial 
assistance, to candidates for admission and 
completion of education preparation pro-
grams as well as State licensure assess-
ments; 
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‘‘(v) include efforts, to the extent fea-
sible, to recruit current paraprofessionals, 
as defined under section 8101 of the Ele-
mentary and Secondary Education Act of 
1965, instructional assistants, district em-
ployees not certified to teach or lead (such 
as long-term substitute teachers), after 
school and summer program staff, parent 
school volunteers, retired military per-
sonnel, and other career changers with ex-
perience in hard to staff areas who are not 
currently certified to teach or lead with a 
specific focus on recruiting individuals who 
are reflective of the race, ethnicity, and na-
tive language of the existing community’s 
student population; and 
‘‘(vi) provide a year-long clinical expe-
rience or teaching or school leadership resi-
dency in which candidates teach or lead 
alongside an expert mentor teacher or 
school leader; and 
‘‘(B) may include— 
‘‘(i) a stipend to cover candidate living 
expenses or childcare costs; and 
‘‘(ii) compensation for mentors.’’. 
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SEC. 2004. ADMINISTRATIVE PROVISIONS. 
Section 203 of the Higher Education Act of 1965 (20 
U.S.C. 1022b) is amended— 
(1) in subsection (a)(2), by striking ‘‘five-year 
period’’ and inserting ‘‘five-year period, except such 
partnership may receive an additional grant during 
such period if such grant is used to establish a 
teaching residency program, or a principal or other 
school leader residency program, if such residency 
program was not established with the prior grant’’; 
and 
(2) in subsection (b)(2)— 
(A) in subparagraph (A)— 
(i) striking ‘‘teacher preparation pro-
gram’’ and inserting ‘‘teacher education, 
school leader preparation, or educator de-
velopment program’’; 
(ii) inserting ‘‘and demonstrated suc-
cess in having a diverse set of candidates 
complete the program, and entering and 
remaining in the profession’’, after ‘‘such 
program’’; and 
(iii) striking ‘‘; and’’ at the end; 
(B) by redesignating subparagraph (B) as 
subparagraph (C); and 
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(C) by inserting after subparagraph (A) 
the following: 
‘‘(B) provide a 1–year preservice clinical or 
residency experience that includes the integra-
tion of coursework and clinical practice and of-
fers cohorts of candidates the opportunity to 
learn to teach or lead in partner schools or 
teaching academies; and’’. 
SEC. 2005. ACCOUNTABILITY AND EVALUATION. 
Section 204(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022c(a)) is amended to read as follows: 
‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership submitting an application for a grant 
under this part shall establish, and include in such appli-
cation, an evaluation plan that includes rigorous, com-
prehensive, and measurable performance objectives. The 
plan shall include objectives and measures for— 
‘‘(1) achievement for all prospective and new 
educators as measured by the eligible partnership; 
‘‘(2) after the completion of the partnership 
program, educator retention at the end of year 3 
and year 5; 
‘‘(3) pass rates and scaled scores for initial 
State certification or licensure of teachers or pass 
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rates and average scores on valid and reliable teach-
er performance assessments; and 
‘‘(4)(A) the percentage of profession-ready 
teachers, principals or other school leaders hired by 
the high-need local educational agency participating 
in the eligible partnership; 
‘‘(B) the percentage of profession-ready teach-
ers, principals, and other educators hired by the 
high-need local educational agency who are members 
of underrepresented groups; 
‘‘(C) the percentage of profession-ready teach-
ers hired by the high-need local educational agency 
who teach high-need academic subject areas, such as 
reading, science, technology, engineering, mathe-
matics, computer science, and foreign language (in-
cluding less commonly taught languages and critical 
foreign languages); 
‘‘(D) the percentage of profession-ready teach-
ers hired by the high-need local educational agency 
who teach in high-need areas, including special edu-
cation, bilingual education, language instruction edu-
cational programs for English language learners, 
and early childhood education; 
‘‘(E) the percentage of profession-ready teach-
ers, principals or other school leaders, and other 
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educators hired by the high-need local educational 
agency 
who 
teach 
in 
high-need 
schools, 
disaggregated by the elementary school and sec-
ondary school levels; 
‘‘(F) as applicable, the percentage of early 
childhood education program classes in the geo-
graphic area served by the eligible partnership 
taught by early childhood educators who are highly 
competent as a result of participation in the partner-
ship program; 
‘‘(G) as applicable, the percentage of educators 
who have completed the partnership program able 
to— 
‘‘(i) integrate technology effectively into 
curricula and instruction, including technology 
consistent with the principles of universal de-
sign for learning; and 
‘‘(ii) use technology effectively to collect, 
manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes; and 
‘‘(H) as applicable, the percentage of educators 
who have completed the partnership program taking 
school leadership positions who, after 3 years in the 
role, receive ratings of effective or above in State 
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185 
‘‘(b) REPORTING AND IMPROVEMENT.—In order to 
receive funds under this Act or under title II of the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C. 
6601 et seq.), a State shall— 
‘‘(1) report to the Secretary and the general 
public any programs described in subsection (a); 
‘‘(2) establish a period of improvement and re-
design (as established by the State) for programs 
identified as at-risk under subsection (a); 
‘‘(3) provide programs identified as at-risk 
under subsection (a) with technical assistance for a 
period of not longer than 3 years; 
‘‘(4) identify at-risk programs as low-per-
forming if there is not sufficient improvement fol-
lowing the period of technical assistance provided by 
the State; and 
‘‘(5) subject low-performing programs to the 
provisions described in subsection (c) (as determined 
by the State) not later than 1 year after the date 
of such identification as a low-performing program. 
‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher or 
school leader preparation program that is projected to 
close— 
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