I 
119TH CONGRESS 
1ST SESSION H. R. 1331 
To amend the Higher Education Act of 1965 to enhance teacher and school 
leader quality partnership grants. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 13, 2025 
Ms. MCCLELLAN (for herself and Mr. FITZPATRICK) introduced the following 
bill; which was referred to the Committee on Education and Workforce 
A BILL 
To amend the Higher Education Act of 1965 to enhance 
teacher and school leader quality partnership grants. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Teacher and School 
Leader Quality Partnership Grants Act’’. 
SEC. 2. DEFINITIONS. 
Section 200 of the Higher Education Act of 1965 (20 
U.S.C. 1021) is amended to read as follows: 
‘‘SEC. 200. DEFINITIONS. 
‘‘Except as otherwise provided, in this title: 
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‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 
sciences’ means— 
‘‘(A) when referring to an organizational 
unit of an institution of higher education, any 
academic unit that offers one or more academic 
majors in disciplines or content areas cor-
responding to the academic subject matter 
areas in which teachers provide instruction; and 
‘‘(B) when referring to a specific academic 
subject area, the disciplines or content areas in 
which academic majors are offered by the arts 
and sciences organizational unit. 
‘‘(2) BLENDED LEARNING.—The term ‘blended 
learning’ has the meaning given the term in section 
4102 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7112). 
‘‘(3) CHILDREN
FROM
LOW-INCOME
FAMI-
LIES.—The term ‘children from low-income families’ 
means children described in section 1124(c)(1)(A) of 
the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6333(c)(1)(A)). 
‘‘(4) 
COMPREHENSIVE
LITERACY
INSTRUC-
TION.—The term ‘comprehensive literacy instruc-
tion’ has the meaning given the term in section 
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2221(b)(1) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6641(b)(1)). 
‘‘(5) DIGITAL
LEARNING.—The term ‘digital 
learning’ has the meaning given the term in section 
4102 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7112). 
‘‘(6) DIVERSE
TEACHER
CANDIDATES.—The 
term ‘diverse teacher candidates’ means— 
‘‘(A) teacher candidates from underrep-
resented populations (as defined in section 
3(17) of the Assistive Technology Act of 1998 
(29 U.S.C. 3002(18))); and 
‘‘(B) teacher candidates who are linguis-
tically and culturally prepared to educate high- 
need students. 
‘‘(7) 
EARLY
CHILDHOOD
EDUCATOR.—The 
term ‘early childhood educator’ means an individual 
with primary responsibility for the education of chil-
dren in an early childhood education program. 
‘‘(8) EDUCATIONAL
SERVICE
AGENCY.—The 
term ‘educational service agency’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
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‘‘(9) EDUCATOR.—The term ‘educator’ means a 
teacher, principal or other school leader, specialized 
instructional support personnel, or other staff mem-
ber who provides or directly supports instruction at 
an elementary school, secondary school, or an early 
childhood education program (such as a school li-
brarian, counselor, or paraprofessional). 
‘‘(10) ELIGIBLE PARTNERSHIP.—The term ‘eli-
gible partnership’ means an entity that— 
‘‘(A) shall include— 
‘‘(i) a high-need local educational 
agency; 
‘‘(ii)(I) a high-need school or a con-
sortium of high-need schools served by the 
high-need local educational agency; or 
‘‘(II) as applicable, a high-need early 
childhood education program; 
‘‘(iii) a partner institution; and 
‘‘(iv) a school, department, or pro-
gram of education within such partner in-
stitution, which may include an existing 
teacher professional development program 
with proven outcomes within a four-year 
institution of higher education that pro-
vides intensive and sustained collaboration 
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between faculty and local educational agen-
cies consistent with the requirements of 
this title; and 
‘‘(B) may include any of the following: 
‘‘(i) The Governor of the State. 
‘‘(ii) The State educational agency. 
‘‘(iii) The State board of education. 
‘‘(iv) The State agency for higher edu-
cation. 
‘‘(v) A business. 
‘‘(vi) A public or private nonprofit 
educational organization. 
‘‘(vii) An educational service agency. 
‘‘(viii) A teacher, principal, or school 
leader organization. 
‘‘(ix) A high-performing local edu-
cational agency, or a consortium of such 
local educational agencies, that can serve 
as a resource to the partnership. 
‘‘(x) A charter school (as defined in 
section 4310 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
7221i)). 
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‘‘(xi) A school or department within 
the partner institution that focuses on psy-
chology and human development. 
‘‘(xii) A school or department within 
the partner institution with comparable ex-
pertise in the disciplines of teaching, learn-
ing, and child and adolescent development. 
‘‘(xiii) A school or department of arts 
and sciences within the partner institution. 
‘‘(xiv) An entity operating a program 
that provides alternative routes to State 
certification of teachers or principals. 
‘‘(11) ENGLISH LEARNER.—The term ‘English 
learner’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
‘‘(12) EVIDENCE-BASED.—The term ‘evidence- 
based’ has the meaning given the term in subclauses 
(I) and (II) of section 8101(21)(A)(i) of the Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 7801(21)(A)). 
‘‘(13) EVIDENCE OF STUDENT LEARNING.—The 
term ‘evidence of student learning’ means multiple 
measures of student learning that include the fol-
lowing: 
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‘‘(A) Valid and reliable student assessment 
data, which may include data— 
‘‘(i) based on— 
‘‘(I) student learning gains on 
statewide academic assessments under 
section 1111(b)(2) of the Elementary 
and Secondary Education Act of 
1965; or 
‘‘(II) student academic achieve-
ment assessments used at the na-
tional, State, or local levels, where 
available and appropriate for the cur-
riculum and students taught; 
‘‘(ii) from classroom-based summative 
assessments; and 
‘‘(iii) from high-quality validated per-
formance-based 
assessments 
that 
are 
aligned with challenging State academic 
standards 
adopted 
under 
section 
1111(b)(1) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
6311(b)(1)). 
‘‘(B) Not less than one of the following ad-
ditional measures: 
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‘‘(i) Student work, including measures 
of performance criteria and evidence of 
student growth. 
‘‘(ii) Teacher-generated information 
about student goals and growth. 
‘‘(iii) Parental feedback about student 
goals and growth. 
‘‘(iv) Student feedback about learning 
and teaching supports. 
‘‘(v) Assessments of affective engage-
ment and self-efficacy. 
‘‘(vi) Other appropriate measures, as 
determined by the State. 
‘‘(14) HIGH-NEED
EARLY
CHILDHOOD
EDU-
CATION PROGRAM.—The term ‘high-need early child-
hood education program’ means an early childhood 
education program serving children from low-income 
families that is located within the geographic area 
served by a high-need local educational agency. 
‘‘(15) HIGH-NEED LOCAL EDUCATIONAL AGEN-
CY.—The term ‘high-need local educational agency’ 
means a local educational agency— 
‘‘(A)(i) that serves not fewer than 10,000 
low-income children; 
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‘‘(ii) for which not less than 20 percent of 
the children served by the agency are low-in-
come children; 
‘‘(iii) that meets the eligibility require-
ments for funding under the Small, Rural 
School Achievement Program under section 
5211(b) of the Elementary and Secondary Edu-
cation Act of 1965 or the Rural and Low-In-
come School Program under section 6221(b) of 
such Act; or 
‘‘(iv) that has a percentage of low-income 
children that is in the highest quartile among 
such agencies in the State; and 
‘‘(B)(i) for which one or more schools 
served by the agency is identified by the State 
for comprehensive supports and interventions 
under section 1111(c)(4)(D)(i) of the Elemen-
tary and Secondary Education Act of 1965; or 
‘‘(ii) for which one or more schools served 
by the agency has a high teacher turnover rate 
or is experiencing a teacher shortage in a high- 
needs field, as determined by the State. 
‘‘(16) HIGH-NEED SCHOOL.— 
‘‘(A) IN GENERAL.—The term ‘high-need 
school’ means a school that, based on the most 
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recent data available, meets one or both of the 
following: 
‘‘(i) The school is in the highest quar-
tile of schools in a ranking of all schools 
served by a local educational agency, 
ranked in descending order by percentage 
of students from low-income families en-
rolled in such schools, as determined by 
the local educational agency based on one 
of the following measures of poverty: 
‘‘(I) The percentage of students 
aged 5 through 17 in poverty counted 
in the most recent census data ap-
proved by the Secretary. 
‘‘(II) The percentage of students 
eligible for a free or reduced price 
school lunch under the Richard B. 
Russell National School Lunch Act. 
‘‘(III) The percentage of students 
in families receiving assistance under 
the State program funded under part 
A of title IV of the Social Security 
Act. 
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‘‘(IV) The percentage of students 
eligible to receive medical assistance 
under the Medicaid program. 
‘‘(V) A composite of two or more 
of the measures described in sub-
clauses (I) through (IV). 
‘‘(ii) In the case of— 
‘‘(I) an elementary school, the 
school serves students not less than 
60 percent of whom are eligible for a 
free or reduced price school lunch 
under the Richard B. Russell National 
School Lunch Act; or 
‘‘(II) any other school that is not 
an elementary school, the other school 
serves students not less than 45 per-
cent of whom are eligible for a free or 
reduced price school lunch under the 
Richard B. Russell National School 
Lunch Act. 
‘‘(B) SPECIAL RULE.— 
‘‘(i) DESIGNATION
BY
THE
SEC-
RETARY.—The Secretary may, upon ap-
proval of an application submitted by an 
eligible partnership seeking a grant under 
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this title, designate a school that does not 
qualify as a high-need school under sub-
paragraph (A) as a high-need school for 
the purpose of this title. The Secretary 
shall base the approval of an application 
for designation of a school under this 
clause on a consideration of the informa-
tion required under clause (ii), and may 
also take into account other information 
submitted by the eligible partnership. 
‘‘(ii) APPLICATION REQUIREMENTS.— 
An application for designation of a school 
under clause (i) shall include— 
‘‘(I) the number and percentage 
of students attending such school who 
are— 
‘‘(aa) aged 5 through 17 in 
poverty counted in the most re-
cent census data approved by the 
Secretary; 
‘‘(bb) eligible for a free or 
reduced price school lunch under 
the Richard B. Russell National 
School Lunch Act; 
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‘‘(cc) in families receiving 
assistance under the State pro-
gram funded under part A of 
title IV of the Social Security 
Act; or 
‘‘(dd) eligible to receive med-
ical assistance under the Med-
icaid program; 
‘‘(II) information about the stu-
dent academic achievement of stu-
dents at such school; and 
‘‘(III) for a secondary school, the 
four-year adjusted cohort graduation 
rate for such school. 
‘‘(17) HIGHLY COMPETENT.—The term ‘highly 
competent’, when used with respect to an early 
childhood educator, means an educator— 
‘‘(A) with specialized education and train-
ing in development and education of young chil-
dren from birth until entry into kindergarten or 
a specialization in infants and toddlers or pre- 
school children; 
‘‘(B) with— 
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‘‘(i) a baccalaureate degree in an aca-
demic major in an early childhood or re-
lated field; or 
‘‘(ii) an associate’s degree in an early 
childhood or related educational area; and 
‘‘(C) who has demonstrated a high level of 
knowledge and use of content and pedagogy in 
the relevant areas associated with quality early 
childhood education. 
‘‘(18) INDUCTION PROGRAM.—The term ‘induc-
tion program’ means a formalized program for new 
teachers or school leaders, during not less than the 
teachers’ or school leaders’ first 2 years of, respec-
tively, teaching or leading, that is designed to pro-
vide support for, and improve the professional per-
formance and increase the retention in the education 
field of, beginning teachers or school leaders. Such 
program shall promote effective teaching or leader-
ship skills and shall include the following compo-
nents: 
‘‘(A) High-quality mentoring. 
‘‘(B) Periodic, structured time for collabo-
ration, including with mentors, as well as time 
for information-sharing among teachers, prin-
cipals, other school leaders and administrators, 
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other appropriate instructional staff, and par-
ticipating faculty or program staff in the part-
ner institution. 
‘‘(C) The application of evidence-based in-
structional practices. 
‘‘(D) Opportunities for new teachers or 
school leaders to draw directly on the expertise 
of mentors, faculty or program staff, and re-
searchers to support the integration of evidence- 
based research with practice. 
‘‘(E) The development of skills in evidence- 
based instructional and behavioral interven-
tions. 
‘‘(F) Faculty or program staff who— 
‘‘(i) model the integration of research 
and practice in the classroom and school; 
and 
‘‘(ii) as appropriate, assist new teach-
ers or school leaders with the effective use 
and integration of educational technology 
and the principles of universal design for 
learning into the classroom or school. 
‘‘(G) Interdisciplinary collaboration among 
teacher leaders or school leaders, faculty or pro-
gram staff, researchers, and other staff who 
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prepare new teachers or school leaders with re-
spect to, as applicable, the learning process, the 
assessment of learning, or the leadership of a 
school. 
‘‘(H) As applicable to the role, assistance 
with understanding of the effective use of data, 
particularly student achievement data, and the 
applicability of such data to inform and improve 
classroom instruction and school leadership. 
‘‘(I) Regular and structured observation 
and evaluation of new teachers, principals, or 
other school leaders that are based in part on 
evidence of student learning, shall include mul-
tiple measures of educator performance, and 
shall provide clear, timely, and useful feedback 
to teachers, principals, or other school leaders, 
as applicable. 
‘‘(J) The development of skills in improv-
ing the school culture and climate related to 
school leadership and the role of the principal, 
including to— 
‘‘(i) nurture teacher and staff develop-
ment to strengthen classroom practice; 
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‘‘(ii) build and sustain an inclusive 
culture of learning among adults and chil-
dren; 
‘‘(iii) strengthen communications and 
relationships 
with 
parents, 
caregivers, 
paraprofessionals, and community stake-
holders; 
‘‘(iv) facilitate the sharing of knowl-
edge, insight, and best practices in the 
community served by the school, preschool 
program, or early childhood education pro-
gram, including with youth serving pro-
grams (such as before- and after-school 
and summer programs); and 
‘‘(v) build relationships and commu-
nicate effectively with State and local edu-
cational agency officials. 
‘‘(19) INFANT
OR
TODDLER
WITH
A
DIS-
ABILITY.—The term ‘infant or toddler with a dis-
ability’ has the meaning given the term in section 
632 of the Individuals with Disabilities Education 
Act (20 U.S.C. 1432). 
‘‘(20) MENTORING.—The term ‘mentoring’ 
means the mentoring of new or prospective teachers 
or school leaders through a program that— 
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‘‘(A) includes clear criteria for the selec-
tion of teacher or school leader mentors who 
may be program staff and who will provide role 
model relationships for mentees, which criteria 
shall be developed by the eligible partnership 
and based on measures of teacher or school 
leader effectiveness; 
‘‘(B) provides high-quality training for 
such mentors, including instructional strategies 
for literacy instruction and classroom manage-
ment (including approaches that improve the 
schoolwide climate for learning, create inclusive 
classroom environments, and address the social 
and emotional needs of students, which may in-
clude positive behavioral interventions and sup-
ports); 
‘‘(C) provides regular and ongoing oppor-
tunities for mentors and mentees to observe 
each other’s teaching or leading methods in 
classroom or school settings during the day in 
a high-need school in the high-need local edu-
cational agency in the eligible partnership; 
‘‘(D) provides paid release time for men-
tors; 
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‘‘(E) in the case of mentees who are new 
or prospective teachers, provides mentoring to 
each mentee by a colleague who teaches in the 
same field, grade, or subject as the mentee; 
‘‘(F) in the case of mentees who are new 
or prospective teachers, promotes empirically 
based practice of, and evidence-based research 
on, where applicable— 
‘‘(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; and 
‘‘(G) includes— 
‘‘(i) common planning time or regu-
larly scheduled collaboration for the men-
tor and mentee; and 
‘‘(ii) as applicable, joint professional 
development opportunities. 
‘‘(21) PARENT.—The term ‘parent’ has the 
meaning given the term in section 8101 of the Ele-
mentary and Secondary Education Act of 1965. 
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‘‘(22) PARTNER INSTITUTION.—The term ‘part-
ner institution’ means an institution of higher edu-
cation, which may include a 2-year institution of 
higher education offering a dual program with a 4- 
year institution of higher education, participating in 
an eligible partnership that has a teacher prepara-
tion program or school leader preparation program 
that is accredited by the State— 
‘‘(A) in the case of a teacher preparation 
program— 
‘‘(i) whose graduates exhibit strong 
performance on State-determined quali-
fying 
assessments 
for 
new 
teachers 
through— 
‘‘(I) demonstrating that 80 per-
cent or more of the graduates of the 
program who intend to enter the field 
of teaching have passed all of the ap-
plicable State qualification assess-
ments for new teachers, which shall 
include an assessment of each pro-
spective 
teacher’s 
subject 
matter 
knowledge in the content area in 
which the teacher intends to teach; or 
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‘‘(II) that is not designated as a 
low-performing teacher preparation 
program in the State as determined 
by the State— 
‘‘(aa) using criteria con-
sistent with the requirements for 
the State assessment under sec-
tion 207(a) before the first publi-
cation of such report card; and 
‘‘(bb) using the State assess-
ment 
required 
under 
section 
207(a), after the first publication 
of such report card and for every 
year thereafter; and 
‘‘(ii) that requires— 
‘‘(I) each student in the program 
to meet high academic standards or 
demonstrate a record of success, as 
determined by the institution (includ-
ing prior to entering and being ac-
cepted into a program), and partici-
pate in intensive clinical experience; 
‘‘(II) each student in the pro-
gram preparing to become a teacher 
who meets the applicable State certifi-
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cation and licensure requirements, in-
cluding any requirements for certifi-
cation obtained through alternative 
routes to certification, or, with regard 
to special education teachers, the 
qualifications described in section 
612(a)(14)(C) of the Individuals with 
Disabilities Education Act; and 
‘‘(III) each student in the pro-
gram preparing to become an early 
childhood educator to meet degree re-
quirements, as established by the 
State, and become highly competent; 
and 
‘‘(B) in the case of a school leader prepa-
ration program— 
‘‘(i) whose graduates exhibit a strong 
record of successful school leadership as 
demonstrated by— 
‘‘(I) a high percentage of such 
graduates taking positions as assist-
ant principals and principals within 3 
years of completing the program; and 
‘‘(II) a high percentage of such 
graduates rated effective or above in 
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State school leader evaluation and 
support systems (as described in sec-
tion 2101(c)(4)(B)(ii) of the Elemen-
tary and Secondary Education Act of 
1965) or, if no such ratings are avail-
able, other, comparable indicators of 
performance; and 
‘‘(ii) that requires each student in the 
program to participate in intensive clinical 
experience in an authentic setting (includ-
ing by assuming substantial leadership re-
sponsibilities) in which the student can be 
evaluated on leadership skills and the stu-
dent’s effect on student outcomes as part 
of program completion. 
‘‘(23) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(24) PROFESSION-READY.—The term ‘profes-
sion-ready’— 
‘‘(A) when used with respect to a principal 
or other school leader, means a principal or 
other school leader who— 
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‘‘(i) has an advanced degree, or other 
appropriate credential; 
‘‘(ii) has completed a principal or 
other school leader preparation process and 
is fully certified and licensed by the State 
in which the principal or other school lead-
er is employed; 
‘‘(iii) has demonstrated instructional 
leadership, including the ability to collect, 
analyze, and utilize data on evidence of 
student learning and evidence of classroom 
practice; 
‘‘(iv) has demonstrated proficiency in 
professionally recognized leadership stand-
ards, such as through— 
‘‘(I) a performance assessment; 
‘‘(II) completion of a residency 
program; or 
‘‘(III) other measures of leader-
ship effectiveness, as determined by 
the State; and 
‘‘(v) has demonstrated the ability to 
work with students who are culturally and 
linguistically diverse; 
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‘‘(B) when used with respect to a teacher, 
means a teacher who— 
‘‘(i) has completed a teacher prepara-
tion program and is fully certified and li-
censed to teach by the State in which the 
teacher is employed; 
‘‘(ii) has demonstrated content knowl-
edge in the subject or subjects the teacher 
teaches; 
‘‘(iii) has demonstrated the ability to 
work with students who are culturally and 
linguistically diverse; 
‘‘(iv) has demonstrated teaching skills, 
such as through— 
‘‘(I) a teacher performance as-
sessment; or 
‘‘(II) other measures of teaching 
skills, as determined by the State; and 
‘‘(v) has demonstrated proficiency 
with the use of educational technology; and 
‘‘(C) when used with respect to any other 
educator not described in subparagraph (A) or 
(B), means an educator who has completed an 
appropriate preparation program and is fully 
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certified or licensed by the State in which the 
educator is employed. 
‘‘(25) SCHOOL
LEADER.—The term ‘school 
leader’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965. 
‘‘(26) SCHOOL
LEADER
PREPARATION
ENTI-
TY.—The term ‘school leader preparation entity’ 
means an institution of higher education or a non-
profit organization, including those institutions or 
organizations that provide alternative routes to cer-
tification, that is approved by the State to prepare 
school leaders to be effective. 
‘‘(27) SCHOOL
LEADER
PREPARATION
PRO-
GRAM.—The term ‘school leader preparation pro-
gram’ means a program offered by a school leader 
preparation entity, whether a traditional or alter-
native route, that is approved by the State to pre-
pare school leaders to be effective and that leads to 
a specific State certification to be a school leader. 
‘‘(28) TEACHER LEADER.—The term ‘teacher 
leader’ means a highly effective teacher who carries 
out formalized leadership responsibilities based on 
the demonstrated needs of the elementary school or 
secondary school in which the teacher is employed, 
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while maintaining a role as a classroom instructor 
who— 
‘‘(A) is trained in and practices teacher 
leadership; and 
‘‘(B) fosters a collaborative culture to— 
‘‘(i) support educator development, ef-
fectiveness, and student learning; 
‘‘(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; and 
‘‘(vii) advocate for increased access to 
great teaching and learning for all stu-
dents. 
‘‘(29) TEACHING SKILLS.—The term ‘teaching 
skills’ means skills that enable a teacher to— 
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‘‘(A) increase student learning, achieve-
ment, and the ability to apply knowledge; 
‘‘(B) effectively convey, and explain, and 
provide opportunities for students to apply aca-
demic 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; 
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‘‘(E) design and conduct an ongoing as-
sessments of student learning, which may in-
clude the use of formative assessments, per-
formance-based assessments, project-based as-
sessments, or portfolio assessments, that meas-
ures higher-order thinking skills (including ap-
plication, analysis, synthesis, and evaluation) 
and use this information to inform and person-
alize instruction; 
‘‘(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 and support strategies; 
‘‘(G) support technology-rich instruction, 
assessment and learning management in con-
tent areas, technology literacy, and under-
standing of the principles of universal design; 
‘‘(H) demonstrate proficiency with the use 
of educational technology; 
‘‘(I) communicate and work with families, 
and involve families in their children’s edu-
cation; and 
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‘‘(J) 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. 
‘‘(30) 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; and 
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‘‘(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. 
‘‘(31) 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. 
‘‘(32) 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. 
‘‘(33) TRAUMA-INFORMED
CARE.—The term 
‘trauma-informed care’ is defined as the evidence- 
based practices outlined in section 4108(B)(II)(aa) 
of the Elementary and Secondary Education Act of 
1965.’’. 
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SEC. 3. 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; and 
(3) by striking paragraph (4) and inserting the 
following new paragraphs: 
‘‘(4) hold teacher preparation programs and 
school leader preparation programs accountable for 
preparing effective teachers, principals and school 
leaders, and other educators; 
‘‘(5) recruit profession-ready individuals, includ-
ing underrepresented groups and individuals from 
other occupations (including informal education and 
youth development fields), as teachers and other 
educators; and 
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‘‘(6) meet the staffing needs of high-need local 
educational agencies and high-need schools through 
close partnerships with educator preparation pro-
grams within institutions of higher education.’’. 
SEC. 4. PARTNERSHIP GRANTS. 
Section 202 of the Higher Education Act of 1965 (20 
U.S.C. 1022a) is amended— 
(1) in subsection (b)— 
(A) in paragraph (1), by inserting ‘‘equi-
table distribution,’’ after ‘‘professional develop-
ment,’’; 
(B) by amending paragraph (2) to read as 
follows: 
‘‘(2) a description of the extent to which the 
program to be carried out with grant funds, as de-
scribed in subsection (c), will prepare prospective 
teachers, school leaders, and new educators with 
strong teaching, leadership, and other professional 
skills necessary to increase learning and academic 
achievement;’’; 
(C) in paragraph (3), by inserting ‘‘, 
school leaders, and other educators,’’ after 
‘‘new teachers’’; 
(D) in paragraph (4)— 
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(i) in subparagraph (A), by inserting 
‘‘, school leader, and other educator’’ after 
‘‘other teacher’’; and 
(ii) in subparagraph (B), by inserting 
‘‘, school leader, and other educator’’ after 
‘‘promote teacher’’; 
(E) in paragraph (6)— 
(i) by striking subparagraphs (F), 
(G), and (H) and inserting the following: 
‘‘(F) how the partnership will prepare edu-
cators to teach and work with students with 
disabilities, including training related to early 
identification of students with disabilities and 
participation as a member of individualized edu-
cation program teams, as defined in section 
614(d)(1)(B) of the Individuals with Disabil-
ities Education Act to ensure that students with 
disabilities receive effective services, consistent 
with the requirements of the Individuals with 
Disabilities Education Act, that are needed for 
such students to achieve to challenging State 
academic standards; 
‘‘(G) how the partnership will prepare edu-
cators to teach and work with students who are 
English learners to ensure that students who 
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are English learners receive the services that 
are needed for such students to achieve to chal-
lenging State academic standards; 
‘‘(H) how faculty at the partner institution 
will work, during the term of the grant, with 
mentor educators in the classrooms and admin-
istrators of high-need schools served by the 
high-need local educational agency in the part-
nership to— 
‘‘(i) provide high-quality professional 
development activities to strengthen the 
content knowledge and teaching skills of 
elementary school and secondary school 
teachers and other educators, including 
multi-tiered systems of support and uni-
versal design for learning; 
‘‘(ii) train other classroom teachers, 
principals or other school leaders, school li-
brarians, and other educators to implement 
literacy programs that incorporate the 
components of comprehensive literacy in-
struction; and 
‘‘(iii) provide evidence-based, high- 
quality professional development activities 
to strengthen the instructional and leader-
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ship skills of elementary school and sec-
ondary school principals or other school 
leaders and district superintendents, if the 
partner institution has a principal or 
school leader preparation program;’’; 
(ii) in subparagraph (I), by inserting 
‘‘as applicable’’ before ‘‘how the partner-
ship’’; and 
(iii) in subparagraph (K)— 
(I) by inserting ‘‘, principals or 
other school leaders’’ after ‘‘teachers’’; 
and 
(II) by striking ‘‘; and’’ and in-
serting a semicolon; and 
(F) in paragraph (7)— 
(i) in the matter before subparagraph 
(A), by striking ‘‘under this section’’ and 
inserting ‘‘under paragraphs (1)(B)(iv) 
and (3) of subsection (d)’’; 
(ii) in subparagraph (A), by inserting 
‘‘as applicable,’’ before ‘‘a demonstration’’; 
(iii) in subparagraph (B), by striking 
‘‘scientifically valid’’ and inserting ‘‘evi-
dence-based’’; and 
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(iv) in subparagraph (D), by striking 
the period at the end and inserting ‘‘; 
and’’; 
(2) by amending subsection (c) to read as fol-
lows: 
‘‘(c) USE OF GRANT FUNDS.—An eligible partner-
ship that receives a grant under this section— 
‘‘(1) shall use such grant to carry out— 
‘‘(A) a program for the pre-baccalaureate 
or a 5th year initial licensing program prepara-
tion of teachers described in subsection (d); 
‘‘(B) teaching residency program or prin-
cipal or other school leader residency program 
program described in subsection (e); or 
‘‘(C) a combination of such programs; and 
‘‘(2) may use such grant to carry out other edu-
cator development programs under subsection (f), 
based upon the results of the needs assessment in 
subsection (b)(1).’’; 
(3) in subsection (d)— 
(A) in paragraph (1)— 
(i) by striking ‘‘limited English pro-
ficient’’ both places it appears and insert-
ing ‘‘English learners’’; 
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(ii) by striking ‘‘scientifically valid’’ 
both places it appears and inserting ‘‘evi-
dence-based’’; and 
(iii) in subparagraph (B)(ii)(VI), by 
striking ‘‘reading instruction’’ both places 
it appears and inserting ‘‘comprehensive 
literacy instruction’’; 
(B) in paragraph (5)(B), by striking ‘‘lim-
ited English proficient’’ and inserting ‘‘English 
learners’’; and 
(C) in paragraph (6)(A), by striking ‘‘read-
ing instruction’’ and inserting ‘‘comprehensive 
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: 
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‘‘(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 
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.— 
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‘‘(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-
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 
under-
graduate-level coursework or graduate-level 
coursework, which— 
‘‘(I) may include courses taught 
by local educational agency personnel 
or residency program faculty, in— 
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‘‘(aa) the teaching of the 
content area in which the teacher 
will become certified or licensed; 
and 
‘‘(bb) pedagogical practices; 
and 
‘‘(II) shall lead to the attainment 
of a bachelor’s or master’s degree, re-
spectively, and full State teacher cer-
tification or licensure. 
‘‘(v) Experience and learning opportu-
nities alongside a trained and experienced 
mentor teacher for not less than 1 aca-
demic year— 
‘‘(I) whose teaching shall com-
plement the residency program so that 
school-based clinical practice is tightly 
aligned 
and 
integrated 
with 
coursework; 
‘‘(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, 
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within the program, a learning com-
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. 
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‘‘(III) Collaboration with col-
leagues to improve instruction. 
‘‘(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 
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as well as consideration of individuals 
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 
teacher residency program under this para-
graph, 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; and 
‘‘(II) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a teaching 
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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.— 
‘‘(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 that serve as a 
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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 suc-
cessful programs: 
‘‘(i) Engagement of principal or other 
school leader residents in rigorous grad-
uate-level coursework, which— 
‘‘(I) may be courses taught by 
local educational agency personnel or 
residency program faculty, in leader-
ship, management, organizational, and 
instructional skills necessary to serve 
as a principal or other school leader; 
and 
‘‘(II) lead to the attainment of 
appropriate advanced credentials and 
full State principal, or school leader 
certification or licensure. 
‘‘(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 
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or other school leader for not less than 1 
academic year— 
‘‘(I) whose mentoring shall be 
based on standards of effective men-
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, 
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and personalize instruction for all 
students to result in improved 
student achievement; 
‘‘(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 
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level served by the school, and 
use this knowledge to set high ex-
pectations and standards for the 
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-
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sional behavior and ensuring quality 
measures of instructional practice. 
‘‘(V) Communicating and engag-
ing parents, families, and other exter-
nal 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 
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program, as well as the instructional 
initiatives and curriculum of such 
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. 
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‘‘(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) as applicable, the percentage of profession- 
ready teachers hired by the high-need local edu-
cational agency who teach high-need academic sub-
ject areas, such as reading, science, technology, engi-
neering, mathematics, computer science, and foreign 
language (including less commonly taught languages 
and critical foreign languages); 
‘‘(D) as applicable, the percentage of profes-
sion-ready teachers hired by the high-need local edu-
cational agency who teach in high-need areas, in-
cluding special education, bilingual education, lan-
guage instruction educational programs for English 
language learners, and early childhood education; 
‘‘(E) the percentage of profession-ready teach-
ers, principals or other school leaders, and other 
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-
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