134 
pations (including informal education and youth de-
velopment fields), as profession-ready teachers and 
other educators, with an emphasis on areas of State- 
identified teacher shortage; and 
‘‘(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. 2003. 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, school leadership, and other profes-
sional skills necessary to increase learning and aca-
demic achievement;’’; 
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135 
(C) in paragraph (3), by inserting ‘‘, 
school leaders, and other educators,’’ after 
‘‘new teachers’’; 
(D) in paragraph (4)— 
(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 redesignating subparagraphs 
(I), (J), and (K) as subparagraphs (J), 
(K), and (M), respectively; 
(ii) 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 
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136 
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 
are English learners receive the services that 
are needed for such students to achieve to chal-
lenging State academic standards; 
‘‘(H) in the case of activities related to 
principal and school leader preparation pro-
grams, how the partnership will prepare prin-
cipals and other school leaders to foster instruc-
tion that supports the success of all students, 
including students with disabilities, students 
who are English learners, and students in early 
childhood education in alignment with State 
early learning standards for early childhood 
education programs; 
‘‘(I) 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 
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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-
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;’’; 
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(iii) in subparagraph (J) (as so redes-
ignated), by inserting ‘‘as applicable’’ be-
fore ‘‘how the partnership’’; 
(iv) in subparagraph (K) (as so redes-
ignated)— 
(I) by inserting ‘‘, principals or 
other school leaders’’ after ‘‘teachers’’; 
and 
(II) by striking ‘‘and’’ at the end; 
and 
(v) by inserting after subparagraph 
(K) (as so resdesignated) the following: 
‘‘(L) how faculty at the partner institution 
for school leader preparation will work, during 
the term of the grant, with their— 
‘‘(i) State to use rigorous, research- 
based leader standards and align program 
accreditation criteria and principal licen-
sure requirements with those standards; 
and 
‘‘(ii) high-needs local education agen-
cies that hire their graduates to use rig-
orous, evidence-based leader standards and 
align program content and local edu-
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139 
cational agencies’ evaluation systems with 
those standards; 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’’; 
and 
(iii) in subparagraph (B), by striking 
‘‘scientifically valid’’ and inserting ‘‘evi-
dence-based’’; 
(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 post-baccalaureate preparation of teachers 
described in subsection (d); 
‘‘(B) a teaching residency program, or a 
principal or other school leader residency pro-
gram, described in subsection (e); 
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140 
‘‘(C) a high-quality ‘Grow Your Own’ pro-
gram; or 
‘‘(D) 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’’; 
(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 students’’ and inserting 
‘‘students who are English learners’’; 
(C) in paragraph (5)(C), by inserting 
‘‘paraprofessionals,’’ after ‘‘occupations,’’; and 
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