‘‘(B) SELECTION
OF
INDIVIDUALS
AS 
PRINCIPAL OR OTHER SCHOOL LEADER RESI-
DENTS.— 
‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a principal or other 
school leader resident in a principal or 
other school leader residency program 
under this paragraph, an individual shall— 
‘‘(I) have prior prekindergarten 
through grade 12 teaching experience; 
‘‘(II) have experience as an effec-
tive leader, manager, and written and 
oral communicator; and 
‘‘(III) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a principal or 
other school leader residency program 
under this subsection shall establish cri-
teria for the selection of eligible individuals 
to participate in the principal residency 
program based on the following character-
istics: 
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‘‘(I) Strong instructional leader-
ship skills in an elementary school or 
secondary school setting. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
demonstrated by performance on ap-
propriate assessments. 
‘‘(III) Other attributes linked to 
effective leadership, such as sound 
judgment, organizational capacity, col-
laboration, commitment to equity and 
inclusiveness, and openness to contin-
uous learning, which may be deter-
mined by interviews or performance 
assessment, as specified by the eligible 
partnership. 
‘‘(4) STIPENDS
OR
SALARIES; APPLICATIONS; 
AGREEMENTS; AND REPAYMENTS.— 
‘‘(A) STIPENDS
OR
SALARIES.—A resi-
dency program under this subsection— 
‘‘(i) shall provide a 1-year living sti-
pend or salary to teaching or principal or 
other school leader residents during the 
teaching residency program or principal 
residency program; and 
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‘‘(ii) may provide a stipend to a men-
tor teacher or mentor principal. 
‘‘(B) APPLICATIONS.— 
‘‘(i) IN
GENERAL.—Each teaching, 
principal, or other school residency can-
didate desiring a stipend or salary during 
the period of residency shall submit an ap-
plication to the eligible partnership at such 
time, in such manner, and containing such 
information and assurances, as the eligible 
partnership may require, and which shall 
include an agreement to serve described in 
clause (ii). 
‘‘(ii) AGREEMENTS TO SERVE.—Each 
application submitted under clause (i) shall 
contain or be accompanied by an agree-
ment that the applicant will— 
‘‘(I) upon successfully completing 
the 1-year teaching, principal, or 
other school leader residency program, 
serve as a full-time teacher, principal, 
or other school leader for a total of 
not less than 3 school years at— 
‘‘(aa) a high-need school 
served by the high-need local 
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educational agency in the eligible 
partnership and, in the case of a 
teacher, teach a subject or area 
that is designated as high-need 
by the partnership; or 
‘‘(bb) in a case in which no 
appropriate position is available 
in a high-need school served by 
the high-need local educational 
agency in the eligible partner-
ship, any other high-need school; 
‘‘(II) provide to the eligible part-
nership a certificate, from the chief 
administrative officer of the local edu-
cational agency in which the teacher 
or principal, or other school leader is 
employed, of the employment required 
under subclause (I) at the beginning 
of, and upon completion of, each year 
or partial year of service; 
‘‘(III) in the case of a teacher 
resident, meet the requirements to be 
a profession-ready teacher; and 
‘‘(IV) comply with the require-
ments set by the eligible partnership 
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under subparagraph (C) if the appli-
cant is unable or unwilling to com-
plete the service obligation required by 
this subparagraph. 
‘‘(C) REPAYMENTS.— 
‘‘(i) IN GENERAL.—An eligible part-
nership carrying out a teaching or prin-
cipal, or other school leader, residency pro-
gram under this subsection shall require a 
recipient of a stipend or salary under sub-
paragraph (A) who does not complete, or 
who notifies the partnership that the re-
cipient intends not to complete, the service 
obligation required by subparagraph (B) to 
repay such stipend or salary to the eligible 
partnership, together with interest, at a 
rate specified by the partnership in the 
agreement, and in accordance with such 
other terms and conditions specified by the 
eligible partnership, as necessary. 
‘‘(ii) OTHER
TERMS
AND
CONDI-
TIONS.—Any other terms and conditions 
specified by the eligible partnership may 
include reasonable provisions for prorate 
repayment of the stipend or salary de-
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scribed in subparagraph (A) or for deferral 
of a teaching or principal, or other school 
leader, resident’s service obligation re-
quired by subparagraph (B), on grounds of 
health, incapacitation, inability to secure 
employment in a school served by the eligi-
ble partnership, being called to active duty 
in the Armed Forces of the United States, 
or other extraordinary circumstances. 
‘‘(iii) USE OF REPAYMENTS.—An eli-
gible partnership shall use any repayment 
received under this subparagraph to carry 
out additional activities that are consistent 
with the purposes of this section.’’; and 
(5) by striking subsection (f) and inserting the 
following: 
‘‘(f) TEACHER LEADER DEVELOPMENT PROGRAM.— 
‘‘(1) IN GENERAL.—A teacher leader develop-
ment program carried out with a grant awarded 
under this section shall involve the professional de-
velopment of teachers, as described in paragraph 
(2), who maintain their roles as classroom teachers 
and who also carry out formalized leadership respon-
sibilities to increase the academic achievement of 
students and promote data-driven instructional prac-
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tices that address the demonstrated needs at the ele-
mentary schools and secondary schools in which the 
teachers are employed, such as— 
‘‘(A) development of curriculum and cur-
ricular resources; 
‘‘(B) facilitating the work of committees 
and teams; 
‘‘(C) family and community engagement; 
‘‘(D) school discipline and culture; 
‘‘(E) peer observations and coaching; or 
‘‘(F) dual enrollment instruction. 
‘‘(2) PROFESSIONAL DEVELOPMENT.—The pro-
fessional development of teachers in a teacher leader 
development program carried out with a grant 
awarded under this section shall include— 
‘‘(A) one year of professional development, 
training, and support that may— 
‘‘(i) include— 
‘‘(I) the engagement of teachers 
in rigorous coursework and fieldwork 
relevant to their role as a teacher 
leader, including available teacher 
leader standards; and 
‘‘(II) regular observations and 
professional support from— 
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‘‘(aa) a principal, vice prin-
cipal, or a designated instruc-
tional leader of the school; 
‘‘(bb) a representative from 
the institution of higher edu-
cation that is a partner in the eli-
gible partnership; 
‘‘(cc) a representative from 
another entity that is a partner 
in the eligible partnership; and 
‘‘(dd) another member of 
the teacher leader cohort, if ap-
plicable, or a peer teacher; and 
‘‘(ii) result in the awarding of a cre-
dential in teacher leadership; and 
‘‘(B) one or two additional years of sup-
port from a principal, vice principal, or a des-
ignated instructional leader of the school, a rep-
resentative from the institution of higher edu-
cation that is a partner in the eligible partner-
ship, and a representative from another entity 
that is a partner in the eligible partnership. 
‘‘(3) TEACHER
LEADER
DEVELOPMENT
PRO-
GRAM PLAN.—In carrying out a teacher leader devel-
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opment program under this section, an eligible part-
nership shall develop a plan that shall describe— 
‘‘(A) how the work hours of teacher leaders 
will be allocated between their classroom re-
sponsibilities and responsibilities as a teacher 
leader, which may include a description of 
whether the teacher leader will be relieved from 
teaching duties during their participation in the 
teacher leader development program; 
‘‘(B) how the partnership will support 
teacher leaders after the first year of profes-
sional development in the program; and 
‘‘(C) how teacher leader activities could be 
sustained by the eligible partnership after the 
program concludes, which may include a de-
scription of opportunities for the teacher lead-
ers to assist in the educator preparation pro-
gram at the institution of higher education in 
the partnership. 
‘‘(4) SELECTION OF TEACHER LEADERS; USE 
OF FUNDS.—In carrying out a teacher leader devel-
opment program under this section, an eligible part-
nership— 
‘‘(A) shall select a teacher for participation 
in the program— 
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‘‘(i) who— 
‘‘(I) is fully certified to teach in 
the State of the high-need local edu-
cational agency that is a partner in 
the eligible partnership; 
‘‘(II) is employed by such high- 
need local educational agency; 
‘‘(III) has not less than 3 years 
of teaching experience; and 
‘‘(IV) submits an application for 
participation to the eligible partner-
ship; and 
‘‘(ii) based on selection criteria that 
includes— 
‘‘(I) demonstration of strong con-
tent knowledge or a record of accom-
plishment in the field or subject area 
the teacher will support as a teacher 
leader; and 
‘‘(II) demonstration of attributes 
linked to effective teaching that is de-
termined through interviews, observa-
tions, artifacts, student achievement, 
or performance assessments, such as 
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those leading to an advanced creden-
tial; 
‘‘(B) may develop admissions goals and 
priorities for the teacher leader development 
program that— 
‘‘(i) are aligned with the demonstrated 
needs of the school or high-need local edu-
cational agency in which the teacher is em-
ployed; 
‘‘(ii) considers cultural competencies 
that would make the applicant effective in 
the applicant’s teacher leader role; and 
‘‘(iii) considers whether the teacher 
has substantial teaching experience in the 
school in which the teacher is employed or 
in a school that is similar to the school in 
which the teacher is employed; 
‘‘(C) shall use the grant funds to pay for 
costs of training and supporting teacher leaders 
for not less than 2 years and not more than 3 
years; 
‘‘(D) may use the grant funds to pay for 
a portion of a stipend for teacher leaders if 
such grant funds are matched by additional 
non-Federal public or private funds as follows: 
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‘‘(i) during each of the first and sec-
ond years of the grant period, grant funds 
may pay not more than 50 percent of such 
stipend; and 
‘‘(ii) during the third year of the 
grant period, grant funds may pay not 
more than 33 percent of such stipend; and 
‘‘(E) may require teacher leaders to pay 
back the cost of attaining the credential de-
scribed in paragraph (2)(A)(ii) if they do not 
complete their term of service in the teacher 
leader development program.’’. 
SEC. 5. ADMINISTRATIVE PROVISIONS. 
Section 203 of the Higher Education Act of 1965 (20 
U.S.C. 1022b) is amended— 
(1) in subsection (a)(2), by striking ‘‘five-year 
period’’ and inserting ‘‘five-year period, except such 
partnership may receive an additional grant during 
such period if such grant is used to establish a 
teacher residency program or principal or other 
school leader residency program if such residency 
program was not established with the prior grant’’; 
and 
(2) in subsection (b)(2)(A), by striking ‘‘teacher 
preparation program’’ and inserting ‘‘teacher edu-
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cation, school leader preparation, or educator devel-
opment program’’. 
SEC. 6. ACCOUNTABILITY AND EVALUATION. 
Section 204(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022c(a)) is amended to read as follows: 
‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership submitting an application for a grant 
under this part shall establish, and include in such appli-
cation, an evaluation plan that includes rigorous, com-
prehensive, and measurable performance objectives. The 
plan shall include objectives and measures for— 
‘‘(1) achievement for all prospective and new 
educators as measured by the eligible partnership; 
‘‘(2) educator retention in the first 5 years of 
service as an educator; 
‘‘(3) as applicable, pass rates and scaled scores 
for initial State certification or licensure of teachers 
or pass rates and average scores on valid and reli-
able teacher performance assessments; and 
‘‘(4)(A) the percentage of profession-ready 
teachers, principals or other school leaders, and 
other educators hired by the high-need local edu-
cational agency participating in the eligible partner-
ship; 
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graphic area served by the eligible partnership 
taught by early childhood educators who are highly 
competent; 
‘‘(G) as applicable, the percentage of educators 
able to— 
‘‘(i) integrate technology effectively into 
curricula and instruction, including technology 
consistent with the principles of universal de-
sign for learning; and 
‘‘(ii) use technology effectively to collect, 
manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes; and 
‘‘(H) as applicable, the percentage of educators 
taking school leadership positions who, after 3 years 
in the role, receive ratings of effective or above in 
State school leader evaluation and support systems 
(as described in section 2014(c)(4)(B)(ii) of the Ele-
mentary and Secondary Education Act of 1965) or, 
if no such ratings are available, other comparable in-
dicators of performance.’’. 
SEC. 7. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE 
TEACHERS OR OTHER SCHOOL LEADERS. 
Section 205 of the Higher Education Act of 1965 (20 
U.S.C. 1022d)— 
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(1) by amending subsection (a)(1) to read as 
follows: 
‘‘(1) REPORT CARD.—Each teacher preparation 
or school leader preparation entity approved to oper-
ate teacher preparation or school leader preparation 
programs in the State and that receives or enrolls 
students receiving Federal assistance shall report 
annually to the State and the general public, in a 
uniform and comprehensive manner that conforms 
with the definitions and methods established by the 
Secretary, the following: 
‘‘(A) PASS RATES AND SCALED SCORES.— 
For the most recent year for which the informa-
tion is available for each teacher or school lead-
er preparation program offered by the teacher 
preparation or school leader preparation entity 
the following: 
‘‘(i) Except as provided in clause (ii), 
for those students who took the assess-
ments used for teacher or school leader 
certification or licensure by the State in 
which the entity is located and are enrolled 
in the teacher or school leader preparation 
program or, and for those who have taken 
such assessments and have completed the 
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teacher or school preparation program dur-
ing the 2-year period preceding such year, 
for each of such assessments— 
‘‘(I) the percentage of all stu-
dents who passed such assessment; 
‘‘(II) the percentage of students 
who have taken such assessment who 
enrolled in and completed the teacher 
or school leader preparation program; 
and 
‘‘(III) the average scaled score 
for all students who took such assess-
ment. 
‘‘(ii) In the case of an entity that re-
quires a valid and reliable teacher perform-
ance assessment in order to complete the 
preparation program, the entity may sub-
mit in lieu of the information described in 
clause (i) the pass rate and average score 
of students taking the teacher performance 
assessment. 
‘‘(B) ENTITY
INFORMATION.—A descrip-
tion of the following: 
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‘‘(i) The median grade point average 
and range of grade point averages for ad-
mitted students. 
‘‘(ii) The number of students in the 
entity disaggregated by race (as defined in 
section 
153(a)(3) 
of 
the 
Education 
Sciences Reform Act of 2002 (20 U.S.C. 
9543(a)(3))), ethnicity, and gender. 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required 
for each program. 
‘‘(iv) The total number of students 
who have completed programs for certifi-
cation or licensure disaggregated by sub-
ject area and by race (as defined in section 
153(a)(3) of the Education Sciences Re-
form Act of 2002 (20 U.S.C. 9543(a)(3))), 
ethnicity, and gender, except that such 
disaggregation shall not be required in a 
case in which the result would reveal per-
sonally identifiable information about an 
individual student. 
‘‘(C) ACCREDITATION.—Whether the pro-
gram or entity is accredited by a specialized ac-
crediting agency recognized by the Secretary for 
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accreditation of professional teacher or school 
leader education programs. 
‘‘(D) 
DESIGNATION
AS
LOW-PER-
FORMING.—Which programs (if any) offered by 
the entity have been designated as low-per-
forming by the State under section 207(a).’’; 
(2) in subsection (b)— 
(A) in paragraph (1)— 
(i) in subparagraph (A)— 
(I) by inserting ‘‘and school lead-
er’’ after ‘‘teacher’’; and 
(II) by inserting ‘‘, including 
teacher 
performance 
assessments’’ 
after ‘‘the State’’; 
(ii) by amending subparagraph (D) to 
read as follows: 
‘‘(D)(i) Except as provided in clause (ii), 
for each of the assessments used by the State 
for teacher or school leader certification or li-
censure, disaggregated by subject area, race (as 
defined in section 153(a)(3) of the Education 
Sciences Reform Act of 2002 (20 U.S.C. 
9543(a)(3))), ethnicity, and gender, except that 
such disaggregation shall not be required in a 
case in which the result would reveal personally 
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identifiable information about an individual stu-
dent— 
‘‘(I) for each entity located in the 
State, the percentage of students at such 
entities who have completed 100 percent of 
the nonclinical coursework and taken the 
assessment who pass such assessment; 
‘‘(II) the percentage of all such stu-
dents in all such programs and entities 
who have taken the assessment who pass 
such assessment; 
‘‘(III) the percentage of students who 
have taken the assessment and who en-
rolled in and completed a teacher or school 
leader preparation program; and 
‘‘(IV) the average scaled score of indi-
viduals participating in such a program, or 
who have completed such a program dur-
ing the 2-year period preceding the first 
year for which the annual State report 
card is provided, who took each such as-
sessment. 
‘‘(ii) In the case of a State that has imple-
mented a valid and reliable teacher performance 
assessment, the State may submit in lieu of the 
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