‘‘(d) APPLICATION OF THE REQUIREMENTS.—The 
requirements of this section shall apply to both traditional 
teacher preparation programs and alternative routes to 
State certification or licensure programs. 
‘‘SEC. 204. GENERAL PROVISIONS. 
‘‘(a) METHODS.—In complying with sections 202 and 
203, the Secretary shall ensure that States and institu-
tions of higher education use fair and equitable methods 
in reporting and that the reporting methods do not reveal 
personally identifiable information. 
‘‘(b) SPECIAL RULE.—For each State that does not 
use content assessments as a means of ensuring that all 
teachers teaching within the State meet the applicable 
State certification or licensure requirements, including any 
requirements for certification obtained through alternative 
routes to certification, in accordance with the State plan 
submitted or revised under section 1111 of the Elemen-
tary and Secondary Education Act of 1965, and that each 
person employed as a special education teacher in the 
State who teaches elementary school or secondary school 
meets 
the 
qualifications 
described 
in 
section 
612(a)(14)(C) of the Individuals with Disabilities Edu-
cation Act, the Secretary shall— 
‘‘(1) to the extent practicable, collect data com-
parable to the data required under this part from 
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States, local educational agencies, institutions of 
higher education, or other entities that administer 
such assessments to teachers or prospective teachers; 
and 
‘‘(2) notwithstanding any other provision of this 
part, use such data to carry out requirements of this 
part related to assessments, pass rates, and scaled 
scores. 
‘‘(c) RELEASE
OF INFORMATION
TO EDUCATOR 
PREPARATION PROGRAMS.— 
‘‘(1) IN GENERAL.—For the purpose of improv-
ing educator preparation programs, a State that re-
ceives funds under this part, or that participates as 
a member of a partnership, consortium, or other en-
tity that receives such funds, shall provide to an ed-
ucator preparation program, upon the request of the 
educator preparation program, any and all pertinent 
education-related information that— 
‘‘(A) may enable the educator preparation 
program to evaluate the effectiveness of the 
program’s graduates or the program itself; and 
‘‘(B) is possessed, controlled, or accessible 
by the State. 
‘‘(2) CONTENT OF INFORMATION.—The infor-
mation described in paragraph (1)— 
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‘‘(A) shall include an identification of spe-
cific individuals who graduated from the educa-
tor preparation program to enable the educator 
preparation program to evaluate the informa-
tion provided to the program from the State 
with the program’s own data about the specific 
courses taken by, and field experiences of, the 
individual graduates; and 
‘‘(B) may include— 
‘‘(i) kindergarten through grade 12 
academic achievement and demographic 
data, without revealing personally identifi-
able information about an individual stu-
dent, for students who have been taught by 
graduates of the educator preparation pro-
gram; 
‘‘(ii) teacher effectiveness evaluations 
for teachers who graduated from the edu-
cator preparation program; and 
‘‘(iii) survey data on program quality 
as it relates to the preparedness on dif-
ferent aspects of teaching or school leader-
ship from preparation program completers 
and principals in schools or superintend-
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ents in local educational agencies where 
completers are placed. 
‘‘SEC. 205. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There is authorized to be appropriated to carry out 
this part $500,000,000 for fiscal year 2022 and each of 
the 5 succeeding fiscal years. 
‘‘PART B—GRANTS TO INSTITUTIONS 
‘‘SEC. 220. PURPOSES. 
‘‘The purposes of this part are to— 
‘‘(1) expand the pool of profession-ready diverse 
educators to meet the workforce demands of high- 
need schools and high-need fields; 
‘‘(2) ensure that new teachers, principals, and 
other educators are profession-ready and prepared to 
meet the learning and social and emotional needs of 
a diverse student population in a range of settings, 
including rural and urban areas; 
‘‘(3) strengthen the quality of prospective and 
new teachers, principals, and other educators by 
strengthening the preparation of prospective teach-
ers, principals, and other educators and enhancing 
professional development activities for new teachers, 
principals, and other educators; 
‘‘(4) recruit individuals, particularly individuals 
from underrepresented populations and individuals 
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from other occupations, to become teachers, prin-
cipals, and other educators; and 
‘‘(5) build and strengthen partnerships between 
educator preparation programs within institutions of 
higher education and local educational agencies and 
high-need schools in order to meet the needs of those 
agencies and schools staffing needs. 
‘‘SEC. 221. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—There are authorized to be ap-
propriated to carry out this part $500,000,000 for fiscal 
year 2022 and each of the 5 succeeding fiscal years. 
‘‘(b) MINIMUM APPROPRIATIONS FOR EACH SUB-
PART.—The Secretary shall ensure that not less than 25 
percent of the funds appropriated to carry out this part 
for a fiscal year are allocated for each of subparts 1, 2, 
and 3 of this part. 
‘‘Subpart 1—Educator Quality Partnership Grants 
‘‘SEC. 222. PARTNERSHIP GRANTS. 
‘‘(a) PROGRAM AUTHORIZED.—From amounts made 
available under section 221, the Secretary is authorized 
to award grants, on a competitive basis, to eligible part-
nerships, to enable the eligible partnerships to carry out 
the activities described in subsection (c). 
‘‘(b) APPLICATION.—Each eligible partnership desir-
ing a grant under this section shall submit an application 
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to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require. 
Each such application shall contain— 
‘‘(1) a needs assessment of the partners in the 
eligible partnership with respect to the preparation, 
ongoing training, professional development, and re-
tention of general education teachers, special edu-
cation teachers, multilingual education teachers, 
principals, other educators (including specialized in-
structional support personnel), school librarians, and 
counselors, and, as applicable, early childhood edu-
cators; 
‘‘(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 profession- 
ready educators with strong teaching, leadership, 
and other professional skills necessary to increase 
learning and academic achievement; 
‘‘(3) a description of how such program will 
prepare profession-ready teachers, principals, and 
other educators to understand and use research and 
data to modify and improve classroom instruction 
and improve student motivation and engagement; 
‘‘(4) a description of— 
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‘‘(A) how the eligible partnership will co-
ordinate strategies and activities assisted under 
the grant with other teacher, principal, and 
other educator preparation or professional de-
velopment programs, including programs fund-
ed under part A of this title, the Elementary 
and Secondary Education Act of 1965, and the 
Individuals with Disabilities Education Act, and 
through the National Science Foundation; 
‘‘(B) how the activities of the partnership 
will be consistent with State and local innova-
tions and activities, and other education innova-
tions and activities, that promote educator qual-
ity, diversity, and student academic achieve-
ment; and 
‘‘(C) how the eligible partnership will de-
velop strong partnerships between local edu-
cational agencies and institutions of higher edu-
cation within the partnership and community 
connections (which may include collaboration 
with teacher and school leader representatives 
within the local educational agency) to ensure 
that candidates develop an understanding of the 
students and families in the communities in 
which they will be teaching, prepare candidates 
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to teach in those communities, and understand 
school contexts to address needs in the local 
educational agency; 
‘‘(5) an assessment that describes the resources 
available to the eligible partnership, including— 
‘‘(A) the integration of funds from other 
related sources; 
‘‘(B) the intended use of the grant funds; 
and 
‘‘(C) the commitment of the resources of 
the partnership to the activities assisted under 
this section, including financial support, faculty 
participation, and time commitments, and to 
the continuation of the activities when the grant 
ends; 
‘‘(6) a description of— 
‘‘(A) how the eligible partnership will meet 
the purposes of this part; 
‘‘(B) how the partnership will carry out 
the activities required under subsection (d), (e) 
or (f), based on the needs identified in para-
graph (1), with the goal of providing a pipeline 
of diverse profession-ready educators needed by 
the local educational agency or schools that are 
part of the eligible partnership; 
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‘‘(C) if the partnership chooses to use 
funds under this section for a project or activi-
ties under subsection (g), how the partnership 
will carry out such project or required activities 
based on the needs identified in paragraph (1), 
with the goals of meeting the workforce needs 
of the partner local educational agency or 
schools that are part of the eligible partnership 
through the provision of profession-ready di-
verse educators; 
‘‘(D) the partnership’s evaluation plan 
under section 224; 
‘‘(E) how the partnership will align the 
teacher preparation program under subsection 
(d) with the— 
‘‘(i) State early learning standards for 
early childhood education programs, as ap-
propriate, and with the relevant domains of 
early childhood development; 
‘‘(ii) State academic standards under 
section 1111(b)(1) of the Elementary and 
Secondary Education Act of 1965, estab-
lished by the State in which the partner-
ship is located; and 
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‘‘(iii) activities identified under section 
2101 and section 2103 of the Elementary 
and Secondary Education Act of 1965 and 
where applicable, the school support and 
improvement activities identified under sec-
tion 1111(d) of that Act; 
‘‘(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; 
‘‘(G) how the partnership will prepare edu-
cators to teach and work with students who are 
English learners; 
‘‘(H) how the partnership will prepare edu-
cators to teach diverse students, including stu-
dents of different races, ethnicities, language, 
gender identity or sexual orientation, and stu-
dents with disabilities; and 
‘‘(I) how the partnership will design, im-
plement, or enhance a year-long and evidence- 
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based educator pre-service clinical program 
component; and 
‘‘(7) with respect to the induction program re-
quired as part of the activities carried out under this 
section— 
‘‘(A) a description of how the educator 
preparation program will design and implement 
an induction program to support all new edu-
cators who are prepared by the educator prepa-
ration program in the partnership and who are 
employed in the high-need local educational 
agency in the partnership, and, to the extent 
practicable, all new educators who teach in such 
high-need local educational agency; and 
‘‘(B) a description of how higher education 
faculty involved in the induction program will 
be able to substantially participate in an early 
childhood education program or an elementary 
school or secondary school classroom setting, as 
applicable. 
‘‘(c) USE OF GRANT FUNDS.—An eligible partner-
ship that receives a grant under this section— 
‘‘(1) shall use grant funds to carry out a pro-
gram for the pre-baccalaureate or post-baccalaureate 
preparation of teachers under subsection (d), a pre- 
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service principal preparation program under sub-
section (e), a teaching or principal residency pro-
gram under subsection (f), or a combination of such 
programs; and 
‘‘(2) may use funds to carry out other educator 
development programs under subsection (g), based 
upon the results of the needs assessment in sub-
section (b)(1). 
‘‘(d) PARTNERSHIP GRANTS FOR THE PREPARATION 
OF TEACHERS.—An eligible partnership that receives a 
grant to carry out a program for the preparation of teach-
ers shall carry out a pre-baccalaureate teacher preparation 
program or a 5th year initial licensing program that in-
cludes all of the following: 
‘‘(1) ACTIVITIES.— 
‘‘(A) IN GENERAL.—Implementing activi-
ties, described in subparagraph (B), within each 
teacher preparation program and, as applicable, 
each preparation program for early childhood 
education programs, of the eligible partnership 
that is assisted under this section, to hold each 
program accountable for— 
‘‘(i) preparing— 
‘‘(I) profession-ready teachers; 
and 
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‘‘(II) such teachers and, as appli-
cable, early childhood educators, to 
understand evidence-based research 
related to teaching, learning, and 
classroom management, and the appli-
cability of such practice and research, 
including strategies to incorporate 
universal design for learning, the ef-
fective use of technology, instructional 
techniques, strategies consistent with 
the principles of universal design for 
learning, and core competencies of so-
cial and emotional learning, and 
through positive behavioral interven-
tions and support strategies to im-
prove student achievement; and 
‘‘(ii) promoting strong teaching skills 
and, as applicable, techniques for early 
childhood educators to improve children’s 
cognitive, social, emotional, and physical 
development. 
‘‘(B) REQUIRED ACTIVITIES.—The activi-
ties described in subparagraph (A) shall in-
clude— 
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‘‘(i) implementing teacher preparation 
program curriculum changes that improve, 
evaluate, and assess how well all prospec-
tive and new teachers develop teaching 
skills; 
‘‘(ii) using evidence-based research, 
where applicable, about teaching and learn-
ing so that all prospective teachers and, as 
applicable, early childhood educators— 
‘‘(I) understand and can imple-
ment evidence-based teaching prac-
tices in classroom instruction; 
‘‘(II) have knowledge of the sci-
entific basis of how students learn, in-
cluding the skills to recognize and 
evaluate student social and emotional 
competencies and needs; 
‘‘(III) possess skills to analyze 
student academic achievement data 
and other measures of student learn-
ing, and use such data and measures 
to improve classroom instruction and 
student engagement; 
‘‘(IV) possess teaching skills and 
an understanding of effective instruc-
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tional strategies across all applicable 
content areas that enable general edu-
cation and special education teachers 
and early childhood educators to— 
‘‘(aa) meet the specific social 
and emotional learning and aca-
demic needs of all students, in-
cluding students with disabilities, 
students who are English learn-
ers, students who are gifted and 
talented, students with low lit-
eracy levels and, as applicable, 
children in early childhood edu-
cation programs; 
‘‘(bb) differentiate instruc-
tion for such students; and 
‘‘(cc) use culturally relevant 
pedagogy and curricular mate-
rials; 
‘‘(V) can effectively participate as 
a member of the individualized edu-
cation program team, as defined in 
section 614(d)(1)(B) of the Individ-
uals with Disabilities Education Act; 
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‘‘(VI) possess the skills to meet 
the academic, social, and emotional 
needs of students and create inclusive 
and culturally responsive learning en-
vironments; and 
‘‘(VII) can successfully employ 
effective strategies for comprehensive 
literacy instruction (as defined in sec-
tion 2221(b) of the Elementary and 
Secondary Education Act of 1965); 
‘‘(iii) ensuring collaboration with de-
partments, programs, or units of a partner 
institution outside of the teacher prepara-
tion program in all academic content 
areas, as appropriate, to ensure that pro-
spective teachers receive training in both 
teaching and relevant content areas in 
order to meet the applicable State require-
ments to becoming fully certified or li-
censed as described in section 200(b)(2)(A) 
and become profession-ready, or with re-
gard to special education teachers, meet 
the qualifications described in section 
612(a)(14)(C) of the Individuals with Dis-
abilities Education Act, which may include 
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training in multiple subjects to teach mul-
tiple grade levels as may be needed for in-
dividuals preparing to teach in rural com-
munities and for individuals preparing to 
teach students with disabilities; 
‘‘(iv) developing admissions goals and 
priorities aligned with the hiring objectives 
of the high-need local educational agency 
in the eligible partnership, which may in-
clude consideration of applicants who re-
flect the communities in which they will 
teach as well as consideration of individ-
uals from underrepresented populations in 
the teaching profession; 
‘‘(v) implementing program and cur-
riculum changes, as applicable, to ensure 
that prospective teachers have the requisite 
content knowledge, preparation, and degree 
to teach Advanced Placement or Inter-
national Baccalaureate courses success-
fully; and 
‘‘(vi) embedding social and emotional 
competencies into the program and cur-
riculum, as applicable, to ensure that new 
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and prospective teachers have the requisite 
content knowledge and skills. 
‘‘(2) 
CLINICAL
EXPERIENCE
AND
INTER-
ACTION.—Developing or improving a sustained 
preservice clinical education program to further de-
velop the teaching skills of all prospective teachers 
and, as applicable, early childhood educators, in-
volved in the program. Such program shall do the 
following: 
‘‘(A) Incorporate year-long opportunities 
for enrichment, including— 
‘‘(i) clinical learning in classrooms in 
high-need schools served by the high-need 
local educational agency in the eligible 
partnership, and identified by the eligible 
partnership; and 
‘‘(ii) closely supervised interaction be-
tween prospective teachers and faculty, ex-
perienced teachers, principals, other ad-
ministrators, and school leaders at early 
childhood education programs (as applica-
ble), elementary schools, or secondary 
schools, and providing support for such 
interaction. 
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‘‘(B) Integrate pedagogy and classroom 
practice and promote effective teaching skills in 
academic content areas. 
‘‘(C) Provide teacher mentoring. 
‘‘(D) Be offered over the course of a pro-
gram of teacher preparation. 
‘‘(E) Be tightly aligned with course work 
(and may be developed as a fifth year of a 
teacher preparation program). 
‘‘(F) Where feasible, allow prospective 
teachers to learn to teach in the same local edu-
cational agency in which the teachers will work, 
learning the instructional initiatives and cur-
riculum of that local educational agency. 
‘‘(G) As applicable, provide training and 
experience to enhance the teaching skills of pro-
spective teachers to better prepare such teach-
ers to meet the unique needs of teaching in 
rural or urban communities. 
‘‘(H) Provide support and training for in-
dividuals participating in an activity for pro-
spective or new teachers described in this para-
graph or paragraph (1) or (3), and for individ-
uals who serve as mentors for such teachers, 
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based on each individual’s experience. Such 
support may include— 
‘‘(i) with respect to a prospective 
teacher or a mentor, release time for such 
individual’s participation; 
‘‘(ii) with respect to a faculty member, 
receiving course workload credit and com-
pensation for time teaching in the eligible 
partnership’s activities; and 
‘‘(iii) with respect to a mentor, a sti-
pend, which may include bonus, differen-
tial, incentive, or performance pay, based 
on the mentor’s qualifications and respon-
sibilities. 
‘‘(3) INDUCTION PROGRAMS FOR NEW TEACH-
ERS.—Creating an induction program for new teach-
ers or, in the case of an early childhood education 
program, providing mentoring or coaching for new 
early childhood educators. 
‘‘(4) SUPPORT
AND
TRAINING
FOR
PARTICI-
PANTS
IN
EARLY
CHILDHOOD
EDUCATION
PRO-
GRAMS.—In the case of an eligible partnership fo-
cusing on early childhood educator preparation, im-
plementing initiatives that increase compensation for 
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early childhood educators who attain associate or 
baccalaureate degrees in early childhood education. 
‘‘(5) TEACHER RECRUITMENT.—Developing and 
implementing effective mechanisms to ensure that 
the eligible partnership is able to recruit qualified in-
dividuals, including individuals from groups that are 
underrepresented in the education profession, to be-
come teachers who meet the applicable State re-
quirements to be fully certified or licensed as de-
scribed in section 200(b)(2)(A) and become profes-
sion-ready, and with regard to special education 
teachers, meet the qualifications described in section 
612(a)(14)(C) of the Individuals with Disabilities 
Education Act, through the activities of the eligible 
partnership, which may include an emphasis on re-
cruiting into the teaching profession— 
‘‘(A) individuals from underrepresented 
populations; 
‘‘(B) individuals to teach in rural commu-
nities and teacher shortage areas, including 
mathematics, science, special education, career 
and technical education, and the instruction of 
English learners; and 
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‘‘(C) professionals from other occupations, 
former military personnel, and recent college 
graduates with a record of academic distinction. 
‘‘(6) LITERACY TRAINING.—Strengthening the 
literacy teaching skills of prospective and, as appli-
cable, new elementary school and secondary school 
teachers— 
‘‘(A) to implement comprehensive literacy 
instruction programs (as defined in section 
2221(b) of the Elementary and Secondary Edu-
cation Act of 1965); 
‘‘(B) to use screening, formative, diag-
nostic and summative assessments to determine 
students’ literacy levels, difficulties, and growth 
in order to improve classroom instruction and 
improve student reading and writing skills; 
‘‘(C) to provide individualized, intensive, 
and targeted literacy instruction for students 
with deficiencies in literacy skills; and 
‘‘(D) to integrate literacy skills in the 
classroom across subject areas. 
‘‘(e) PARTNERSHIP GRANTS FOR PRINCIPAL PREPA-
RATION.—An eligible partnership receiving a grant to 
carry out an effective program to prepare profession-ready 
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principals shall carry out a program that includes the fol-
lowing: 
‘‘(1) Development of leadership skills with a 
demonstrated impact on student and school success, 
including the ability to create a continuous learning 
environment for teachers, staff, and students. 
‘‘(2) Rigorous recruitment and selection criteria 
for successful educators who have shown potential as 
leaders. 
‘‘(3) Program faculty with prior school leader-
ship experience and deep knowledge of effective lead-
ership practices. 
‘‘(4) Comprehensive clinical experiences that 
are linked to coursework and help principal can-
didates address context-specific problems and the 
needs of special population groups, including stu-
dents who are children with disabilities, English 
learners, and students from economically disadvan-
taged families. 
‘‘(5) Peer networks. 
‘‘(6) Mentoring, supervision, and evaluation of 
candidates throughout the clinical experience. 
‘‘(7) Opportunities for ongoing professional 
learning and coaching for practicing school leaders. 
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‘‘(f) PARTNERSHIP GRANTS FOR THE ESTABLISH-
MENT OF TEACHING AND PRINCIPAL RESIDENCY PRO-
GRAMS.— 
‘‘(1) IN GENERAL.—An eligible partnership re-
ceiving a grant to carry out an effective teaching or 
principal residency program shall carry out a pro-
gram that includes the following activities: 
‘‘(A) FOR
TEACHING
RESIDENCY
PRO-
GRAMS.—An eligible partnership carrying out a 
teaching residency program shall carry out both 
of the following activities: 
‘‘(i) Supporting a teaching residency 
program described in paragraph (2) for 
high-need schools and in high-need sub-
jects and areas, as determined by the 
needs of the high-need local educational 
agency in the partnership. 
‘‘(ii) Placing graduates of the teach-
ing residency program in cohorts that fa-
cilitate professional collaboration, both 
among graduates of the residency program 
and between such graduates and mentor 
teachers in the receiving school. 
‘‘(B) FOR
PRINCIPAL
RESIDENCY
PRO-
GRAMS.—An eligible partnership carrying out a 
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principal residency program shall support a 
program described in paragraph (3) for high- 
need schools, as determined by the needs of the 
high-need local educational agency in the part-
nership. 
‘‘(2) TEACHER RESIDENCY PROGRAMS.— 
‘‘(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 as well as un-
derstanding and applying principles of 
learning and behavior. 
‘‘(iii) Engagement of teaching resi-
dents in rigorous graduate-level coursework 
to earn a master’s degree while under-
taking supervised clinical preparation. 
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‘‘(iv) Experience and learning oppor-
tunities alongside a trained and experi-
enced mentor teacher— 
‘‘(I) whose teaching shall com-
plement the residency program so that 
school-based clinical practice is tightly 
aligned 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, 
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. 
‘‘(v) The establishment of clear cri-
teria for the selection of mentor teachers 
based on the appropriate grade level, sub-
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ject area knowledge, and measures of 
teacher effectiveness, which— 
‘‘(I) shall be based on, but not 
limited to, observations of— 
‘‘(aa) planning and prepara-
tion, 
including 
demonstrated 
knowledge of content, pedagogy, 
and assessment, including the 
use of formative, summative, and 
diagnostic assessments to im-
prove student learning; 
‘‘(bb) appropriate instruc-
tion that engages all students; 
‘‘(cc) collaboration with col-
leagues to improve instruction; 
and 
‘‘(dd) analysis of evidence of 
student learning; and 
‘‘(II) may include criteria regard-
ing meeting nationally recognized, 
standards-based advanced certification 
requirements. 
‘‘(vi) The development of admissions 
goals and priorities— 
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‘‘(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 
from underrepresented populations in 
the teaching profession. 
‘‘(vii) Support for residents once such 
residents are hired as the teachers of 
record, through an induction program, pro-
fessional development, and networking op-
portunities 
to 
support 
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 
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teacher residency program under this para-
graph, an individual shall— 
‘‘(I) be a recent graduate of a 4- 
year institution of higher education, 
an individual in the final year of an 
undergraduate 
teacher 
preparation 
program, or a professional possessing 
strong content knowledge and a 
record of professional accomplishment 
in another field; and 
‘‘(II) 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 
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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) PRINCIPAL RESIDENCY PROGRAMS.— 
‘‘(A) ESTABLISHMENT
AND
DESIGN.—A 
principal residency program under this para-
graph shall be a program based on models of 
successful principal residencies that serve as a 
mechanism to prepare principals for success in 
high-need schools in the eligible partnership and 
shall be designed to include the following char-
acteristics of successful programs: 
‘‘(i) Engagement of principal resi-
dents in rigorous graduate-level coursework 
to earn an appropriate advanced credential 
while undertaking a guided principal ap-
prenticeship. 
‘‘(ii) Experience and learning opportu-
nities alongside a trained and experienced 
mentor principal— 
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‘‘(I) whose mentoring shall be 
based on standards of effective men-
toring practice and shall complement 
the residency program so that school- 
based 
clinical 
practice 
is 
tightly 
aligned with coursework; and 
‘‘(II) who may be relieved from 
some portion of principal duties or 
may be offered a stipend as a result 
of such additional responsibilities. 
‘‘(iii) The establishment of clear cri-
teria for the selection of mentor principals, 
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 personalize 
instruction for all students to re-
sult in improved student achieve-
ment; 
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