141 
(D) in paragraph (6)(A), by striking 
‘‘reading instruction’’ and inserting ‘‘com-
prehensive literacy instruction’’; 
(4) by amending subsection (e) to read as fol-
lows: 
‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH-
MENT OF TEACHING AND PRINCIPAL OR OTHER SCHOOL 
LEADER RESIDENCY PROGRAMS.— 
‘‘(1) IN GENERAL.—An eligible partnership re-
ceiving a grant to carry out an effective teaching 
residency program or principal or other school leader 
residency program that meets the following require-
ments: 
‘‘(A) TEACHING
RESIDENCY
PROGRAM.— 
An eligible partnership carrying out a teaching 
residency program shall— 
‘‘(i) support a teaching residency pro-
gram described in paragraph (2) for high- 
need schools, as determined by the needs 
of high-need local educational agency in 
the partnership, and in high-need subjects 
and areas, as defined by such local edu-
cational agency; and 
‘‘(ii) place graduates of the teaching 
residency program in cohorts that facilitate 
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142 
professional collaboration, both among 
graduates of the residency program and 
between such graduates and mentor teach-
ers in the receiving school. 
‘‘(B) PRINCIPAL OR SCHOOL LEADER RESI-
DENCY PROGRAM.—An eligible partnership car-
rying out a principal or school leader residency 
program shall support a program described in 
paragraph (3) for high-need schools, as deter-
mined by the needs of the high-need local edu-
cational agency in the partnership. 
‘‘(2) TEACHING RESIDENCY PROGRAM.— 
‘‘(A) ESTABLISHMENT
AND
DESIGN.—A 
teaching residency program under this para-
graph shall be a program based upon models of 
successful teaching residencies that serves as a 
mechanism to prepare teachers for success in 
high-need schools in the eligible partnership and 
shall be designed to include the following char-
acteristics of successful programs: 
‘‘(i) The integration of pedagogy, 
classroom practice and teacher mentoring. 
‘‘(ii) The exposure to principles of 
child and youth development, and under-
standing and applying principles of learn-
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143 
ing, behavior, and community and family 
engagement. 
‘‘(iii) The exposure to principles of 
universal design for learning and multi- 
tiered systems of support. 
‘‘(iv) Engagement of teaching resi-
dents in rigorous coursework that results 
in a baccalaureate or master’s degree while 
undertaking a guided teaching clinical ex-
perience. 
‘‘(v) Experience and learning opportu-
nities alongside a trained and experienced 
mentor teacher— 
‘‘(I) whose teaching shall com-
plement the residency program so that 
school-based clinical practice is tightly 
aligned and integrated with course-
work; 
‘‘(II) who shall have extra re-
sponsibilities as a teacher leader of 
the teaching residency program, as a 
mentor for residents, and as a teacher 
coach during the induction program 
for new teachers, and for establishing, 
within the program, a learning com-
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munity in which all individuals are ex-
pected to continually improve their ca-
pacity to advance student learning; 
and 
‘‘(III) who may be relieved from 
teaching duties or may be offered a 
stipend as a result of such additional 
responsibilities. 
‘‘(vi) The establishment of clear cri-
teria for the selection of mentor teachers 
based on the appropriate subject area 
knowledge and measures of teacher effec-
tiveness, which shall be based on, but not 
limited to, observations of the following: 
‘‘(I) Planning and preparation, 
including demonstrated knowledge of 
content, pedagogy, and assessment, 
including 
the 
use 
of 
formative, 
summative, and diagnostic assess-
ments to inform instruction and im-
prove student learning. 
‘‘(II) 
Appropriate 
instruction 
that engages all students. 
‘‘(III) Collaboration with col-
leagues to improve instruction. 
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‘‘(IV) Analysis of evidence of stu-
dent learning. 
‘‘(V) Collaboration and the cul-
tivation of relationships with external 
stakeholders (which may include pro-
fessional 
disciplinary 
organizations 
and nonprofit advocacy organizations) 
to foster the sharing of evidence-based 
resources to promote high-quality, ef-
fective practices. 
‘‘(vii) 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 
agency to hire qualified graduates 
from the teaching residency program; 
and 
‘‘(II) which may include consider-
ation of applicants who reflect the 
communities in which they will teach 
as well as consideration of individuals 
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146 
from underrepresented populations in 
the teaching profession. 
‘‘(viii) Continued support for residents 
once such residents are hired as the teach-
ers of record, through an induction pro-
gram, evidence-based professional develop-
ment, and networking opportunities to sup-
port the residents through not less than 
the residents’ first 2 years of teaching. 
‘‘(B) SELECTION
OF
INDIVIDUALS
AS 
TEACHER RESIDENTS.— 
‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a teacher resident in a 
teaching residency program under this 
paragraph, an individual shall— 
‘‘(I) be a recent graduate of a 4- 
year institution of higher education or 
a mid-career professional possessing 
strong content knowledge or a record 
of professional accomplishment; 
‘‘(II) in the case of an under-
graduate residency, enrolled as an un-
dergraduate student in a partner in-
stitution as defined in this title; and 
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