128 
‘‘(ii) support access and use research 
to improve practice and student learning; 
‘‘(iii) promote professional learning 
for continuous improvement; 
‘‘(iv) facilitate improvements in in-
struction and student learning; promote 
the appropriate use of assessments and 
data for school and district improvement; 
‘‘(v) improve outreach and collabora-
tion with families and community; 
‘‘(vi) advance the profession by shap-
ing and implementing policy; 
‘‘(vii) advocate for increased access to 
great teaching and learning for all stu-
dents; and 
‘‘(viii) 
demonstrate 
cultural 
com-
petencies and provide instruction and sup-
port as such. 
‘‘(33) 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) effectively convey, explain, and pro-
vide opportunities for students to develop the 
skills aligned with the full depth and breadth of 
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129 
the State challenging academic standards, in-
cluding the application of academic subject 
matter; 
‘‘(C) effectively teach higher-order analyt-
ical, evaluation, problem-solving, critical think-
ing, social and emotional, collaboration, and 
communication skills; 
‘‘(D) employ strategies grounded in the 
disciplines of teaching and learning that— 
‘‘(i) are based on empirically based 
practice 
and 
evidence-based 
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 
gifted and talented, and students with low 
literacy levels, and the tailoring of aca-
demic instruction to such needs; 
‘‘(E) design and conduct ongoing assess-
ments of student learning, which may include 
the use of formative assessments, performance- 
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130 
based assessments, project-based assessments, 
or portfolio assessments, that measures higher- 
order thinking skills (including application, 
analysis, synthesis, and evaluation) and use this 
information to inform and personalize instruc-
tion; 
‘‘(F) support the social, emotional, and 
academic achievement of all students including 
effectively manage a classroom creating a posi-
tive and inclusive classroom environment, in-
cluding the ability to implement positive behav-
ioral interventions, trauma-informed care, and 
other support strategies; 
‘‘(G) support an inclusive learning environ-
ment through culturally responsive teaching; 
‘‘(H) support technology-rich instruction, 
assessment and learning management in con-
tent areas, technology literacy, and under-
standing of the principles of universal design; 
‘‘(I) demonstrate proficiency with the use 
of educational technology; 
‘‘(J) communicate and work with families, 
and involve families in their children’s edu-
cation; and 
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‘‘(K) use, in the case of an early childhood 
educator or an educator at the elementary 
school or secondary school level, age-appropriate 
and developmentally appropriate strategies and 
practices for children and youth in early child-
hood education and elementary school or sec-
ondary school programs, respectively. 
‘‘(34) 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 limited English proficient 
and students who are children with disabil-
ities; 
‘‘(iii) assessment of students, includ-
ing analysis of evidence of student learn-
ing; 
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132 
‘‘(iv) ability to advance student learn-
ing; and 
‘‘(v) 
demonstrate 
cultural 
com-
petencies through curriculum planning and 
instruction; 
‘‘(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. 
‘‘(35) TEACHER
PREPARATION
ENTITY.—The 
term ‘teacher preparation entity’ means an institu-
tion of higher education, a nonprofit organization, or 
other organization that is approved by a State to 
prepare teachers to be effective in the classroom. 
‘‘(36) 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. 
‘‘(37) TRAUMA-INFORMED
CARE.—The term 
‘trauma-informed care’ is defined as the evidence- 
based practices outlined in section 4108(B)(II)(aa) 
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133 
of the Elementary and Secondary Education Act of 
1965.’’. 
SEC. 2002. PURPOSES. 
Section 201 of the Higher Education Act of 1965 (20 
U.S.C. 1022) is amended— 
(1) in paragraph (2), by striking ‘‘by improving 
the preparation of prospective teachers and enhanc-
ing professional development activities for new 
teachers’’ and inserting ‘‘, school leaders, including 
teacher leaders, and other educators by improving 
the preparation of prospective teachers, school lead-
ers, and other educators and enhancing professional 
development activities for new teachers, school lead-
ers, and other educators’’; 
(2) in paragraph (3), by striking ‘‘; and’’ and 
inserting a semicolon; 
(3) by striking paragraph (4) and inserting the 
following new paragraphs: 
‘‘(4) hold teacher, principal and school leader, 
and other educator preparation programs account-
able for preparing effective teachers, principals and 
school leaders, and other educators; 
‘‘(5) recruit individuals, including members of 
racial and ethnic groups underrepresented in the 
teaching profession and individuals from other occu-
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