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participation tests of teacher knowledge, as ap-
propriate. 
‘‘(2) USE OF EVALUATION SYSTEM.—Such eval-
uation system shall be used by the State to evalu-
ate— 
‘‘(A) activities carried out using funds pro-
vided under this section; and 
‘‘(B) the quality of its teacher education 
programs. 
‘‘(3) PUBLIC
REPORTING.—The State shall 
make the information described in paragraph (1) 
widely available through public means, such as post-
ing on the Internet, distribution to the media, and 
distribution through public agencies. 
‘‘SEC. 203. PARTNERSHIP GRANTS. 
‘‘(a) GRANTS.—From amounts made available under 
section 210(2) for a fiscal year, the Secretary is author-
ized to award grants under this section, on a competitive 
basis, to eligible partnerships to enable the eligible part-
nerships to carry out the activities described in subsections 
(d) and (e). 
‘‘(b) DEFINITIONS.— 
‘‘(1) ELIGIBLE PARTNERSHIPS.—In this part, 
the term ‘eligible partnership’ means an entity 
that— 
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‘‘(A) shall include— 
‘‘(i) a partner institution; 
‘‘(ii) a school of arts and sciences; 
‘‘(iii) a high-need local educational 
agency; and 
‘‘(iv) a public or private educational 
organization; and 
‘‘(B) may include a Governor, State edu-
cational agency, the State board of education, 
the State agency for higher education, an insti-
tution of higher education not described in sub-
paragraph (A), a public charter school, a public 
or private elementary school or secondary 
school, a public or private educational organiza-
tion, a business, a science-, mathematics-, or 
technology-oriented entity, a faith-based or 
community organization, a prekindergarten pro-
gram, a teacher organization, an education 
service agency, a consortia of local educational 
agencies, or a nonprofit telecommunications en-
tity. 
‘‘(2) PARTNER INSTITUTION.—In this section, 
the term ‘partner institution’ means an institution of 
higher education, the teacher training program of 
which demonstrates that— 
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‘‘(A) graduates from the teacher training 
program exhibit strong performance on State- 
determined qualifying assessments for new 
teachers through— 
‘‘(i) demonstrating that the graduates 
of the program who intend to enter the 
field of teaching have passed all of the ap-
plicable State qualification assessments for 
new teachers, which shall include an as-
sessment of each prospective teacher’s sub-
ject matter knowledge in the content area 
or areas in which the teacher intends to 
teach; or 
‘‘(ii) being ranked among the highest- 
performing teacher preparation programs 
in the State as determined by the State— 
‘‘(I) using criteria consistent with 
the requirements for the State report 
card under section 207(a); and 
‘‘(II) using the State report card 
on teacher preparation required under 
section 207(a); or 
‘‘(B) the teacher training program requires 
all the students of the program to participate in 
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intensive clinical experience, to meet high aca-
demic standards, and— 
‘‘(i) in the case of secondary school 
candidates, to successfully complete an 
academic major in the subject area in 
which the candidate intends to teach or to 
demonstrate competence through a high 
level of performance in relevant content 
areas; and 
‘‘(ii) in the case of elementary school 
candidates, to successfully complete an 
academic major in the arts and sciences or 
to demonstrate competence through a high 
level of performance in core academic sub-
ject areas. 
‘‘(c) APPLICATION.—Each eligible partnership desir-
ing a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
Each such application shall— 
‘‘(1) contain a needs assessment of all the part-
ners with respect to teaching and learning and a de-
scription of how the partnership will coordinate with 
other teacher training or professional development 
programs, and how the activities of the partnership 
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will be consistent with State, local, and other edu-
cation reform activities that promote student aca-
demic achievement; 
‘‘(2) contain a resource assessment that de-
scribes the resources available to the partnership, 
the intended use of the grant funds, including a de-
scription of how the grant funds will be used in ac-
cordance with subsection (f), and the commitment of 
the resources of the partnership to the activities as-
sisted under this part, including financial support, 
faculty participation, time commitments, and con-
tinuation of the activities when the grant ends; 
‘‘(3) contain a description of— 
‘‘(A) how the partnership will meet the 
purposes of this part; 
‘‘(B) how the partnership will carry out 
the activities required under subsection (d) and 
any permissible activities under subsection (e); 
‘‘(C) the partnership’s evaluation plan pur-
suant to section 206(b); 
‘‘(D) how faculty of the teacher prepara-
tion program at the partner institution will 
serve, over the term of the grant, with highly 
qualified teachers in the classrooms of the high- 
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need local educational agency included in the 
partnership; 
‘‘(E) how the partnership will ensure that 
teachers, principals, and superintendents in pri-
vate elementary and secondary schools located 
in the geographic areas served by an eligible 
partnership under this section will participate 
equitably in accordance with section 9501 of 
the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 7881); 
‘‘(F) how the partnership will design and 
implement a clinical program component that 
includes close supervision of student teachers by 
faculty of the teacher preparation program at 
the partner institution and mentor teachers; 
‘‘(G) how the partnership will design and 
implement an induction program to support all 
new teachers through the first 3 years of teach-
ing that includes mentors who are trained and 
compensated by the partnership for their work 
with new teachers; and 
‘‘(H) how the partnership will collect, ana-
lyze, and use data on the retention of all teach-
ers in schools located in the geographic areas 
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served by the partnership to evaluate the effec-
tiveness of its teacher support system; and 
‘‘(4) contain a certification from the high-need 
local educational agency included in the partnership 
that it has reviewed the application and determined 
that the grant proposed will comply with subsection 
(f). 
‘‘(d) REQUIRED USES OF FUNDS.—An eligible part-
nership that receives a grant under this section shall use 
the grant funds to reform teacher preparation require-
ments, to coordinate with State activities under section 
2113(c) of the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6613(c)), and to ensure that current 
and future teachers are highly qualified, by carrying out 
one or more of the following activities: 
‘‘(1) REFORMS.—Implementing reforms within 
teacher preparation programs to ensure that such 
programs are preparing teachers who are highly 
qualified, are able to understand scientifically based 
research and its applicability, and are able to use 
advanced technology effectively in the classroom, in-
cluding use for instructional techniques to improve 
student academic achievement, by— 
‘‘(A) retraining faculty; and 
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‘‘(B) designing (or redesigning) teacher 
preparation programs so they— 
‘‘(i) are based on rigorous academic 
content, scientifically based research (in-
cluding scientifically based reading re-
search), and challenging State student aca-
demic content standards; and 
‘‘(ii) promote strong teaching skills. 
‘‘(2) 
CLINICAL
EXPERIENCE
AND
INTER-
ACTION.—Providing 
sustained 
and 
high-quality 
preservice and in-service clinical experience, includ-
ing the mentoring of prospective teachers by exem-
plary teachers, substantially increasing interaction 
between faculty at institutions of higher education 
and new and experienced teachers, principals, and 
other administrators at elementary schools or sec-
ondary schools, and providing support for teachers, 
including preparation time and release time, for such 
interaction. 
‘‘(3) PROFESSIONAL DEVELOPMENT.—Creating 
opportunities for enhanced and ongoing professional 
development that improves the academic content 
knowledge of teachers in the subject areas in which 
the teachers are certified to teach or in which the 
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teachers are working toward certification to teach, 
and that promotes strong teaching skills. 
‘‘(4) TEACHER PREPARATION.—Developing, or 
assisting local educational agencies in developing, 
professional development activities that— 
‘‘(A) provide training in how to teach and 
address the needs of students with different 
learning styles, particularly students with dis-
abilities, limited English proficient students, 
gifted and talented students, and students with 
special learning needs; and 
‘‘(B) provide training in methods of— 
‘‘(i) improving student behavior in the 
classroom; and 
‘‘(ii) identifying early and appropriate 
interventions to help students described in 
subparagraph (A) learn. 
‘‘(e) ALLOWABLE USES
OF FUNDS.—An eligible 
partnership that receives a grant under this section may 
use such funds to carry out the following activities: 
‘‘(1) ALTERNATIVES TO TRADITIONAL TEACHER 
PREPARATION
AND
STATE
CERTIFICATION.—Pro-
viding prospective teachers with alternative routes to 
State certification and traditional preparation to be-
come highly qualified teachers through— 
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‘‘(A) innovative approaches that reduce un-
necessary barriers to teacher preparation pro-
ducing highly qualified teachers, which may in-
clude articulation agreements between institu-
tions of higher education; 
‘‘(B) programs that provide support during 
a teacher’s initial years in the profession; and 
‘‘(C) alternative routes to State certifi-
cation of teachers for qualified individuals, in-
cluding mid-career professionals from other oc-
cupations, former military personnel, and recent 
college graduates with records of academic dis-
tinction. 
‘‘(2) DISSEMINATION
AND
COORDINATION.— 
Broadly disseminating information on effective prac-
tices used by the partnership, and coordinating with 
the activities of the Governor, State board of edu-
cation, State higher education agency, and State 
educational agency, as appropriate. 
‘‘(3) MANAGERIAL AND LEADERSHIP SKILLS.— 
Developing and implementing professional develop-
ment programs for principals and superintendents 
that enable them to be effective school leaders and 
prepare all students to meet challenging State aca-
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demic content and student academic achievement 
standards. 
‘‘(4) TEACHER RECRUITMENT.—Activities— 
‘‘(A) to encourage students to become 
highly qualified teachers, such as extra-
curricular enrichment activities; and 
‘‘(B) activities described in section 204(d). 
‘‘(5) CLINICAL EXPERIENCE IN SCIENCE, MATH-
EMATICS, AND TECHNOLOGY.—Creating opportuni-
ties for clinical experience and training, by participa-
tion in the business, research, and work environ-
ments with professionals, in areas relating to 
science, mathematics, and technology for teachers 
and prospective teachers, including opportunities for 
use of laboratory equipment, in order for the teacher 
to return to the classroom for at least 2 years and 
provide instruction that will raise student academic 
achievement. 
‘‘(6) COORDINATION
WITH
COMMUNITY
COL-
LEGES.—Coordinating with community colleges to 
implement teacher preparation programs, including 
through distance learning or articulation agree-
ments, for the purposes of allowing prospective 
teachers— 
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‘‘(A) to attain a bachelor’s degree and 
State certification or licensure; and 
‘‘(B) to become highly qualified teachers. 
‘‘(7) TEACHER
MENTORING.—Establishing or 
implementing a teacher mentoring program that— 
‘‘(A) includes minimum qualifications for 
mentors; 
‘‘(B) provides training and stipends for 
mentors; 
‘‘(C) provides mentoring programs for 
teachers in their first 3 years of teaching; 
‘‘(D) provides regular and ongoing oppor-
tunities for mentors and mentees to observe 
each other’s teaching methods in classroom set-
tings during the school day; 
‘‘(E) establishes an evaluation and ac-
countability plan for activities conducted under 
this paragraph that includes rigorous objectives 
to measure the impact of such activities; and 
‘‘(F) provides for a report to the Secretary 
on an annual basis regarding the partnership’s 
progress in meeting the objectives described in 
subparagraph (E). 
‘‘(8) 
COMPUTER
SOFTWARE
FOR
MULTI-
LINGUAL
EDUCATION.—Training teachers to use 
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