(A) in paragraph (1), by inserting ‘‘other 
educators,’’ after ‘‘principals,’’; 
(B) by striking paragraph (2) and insert-
ing the following: 
‘‘(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 
and new educators with strong teaching, leadership, 
and other professional skills necessary to increase 
learning and academic achievement;’’; 
(C) in paragraph (3), by inserting ‘‘, prin-
cipals, and other educators’’ after ‘‘teachers’’; 
(D) in paragraph (4)— 
(i) in subparagraph (A), by inserting 
‘‘, principal, and other educator’’ after 
‘‘teacher’’; and 
(ii) in subparagraph (B), by striking 
‘‘teacher’’ and inserting ‘‘educator’’; 
(E) in paragraph (6)— 
(i) by striking subparagraph (F) 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 
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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;’’; 
(ii) by striking subparagraph (G) and 
inserting the following: 
‘‘(G) how the partnership will prepare edu-
cators to teach and work with students who are 
limited English proficient;’’; 
(iii) by striking subparagraph (H) and 
inserting the following: 
‘‘(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; 
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‘‘(ii) train other classroom teachers, 
principals, school librarians, and other edu-
cators to implement literacy programs that 
incorporate the essential components of 
reading and writing instruction; and 
‘‘(iii) provide high-quality professional 
development activities to strengthen the in-
structional and leadership skills of elemen-
tary school and secondary school principals 
and district superintendents, if the partner 
institution has a principal preparation pro-
gram;’’; 
(iv) in subparagraph (I), by striking 
‘‘teaching’’ and inserting ‘‘educator’’; and 
(v) in subparagraph (K), by striking 
‘‘teachers’’ and inserting ‘‘educators’’; and 
(F) by striking paragraph (7) and insert-
ing the following: 
‘‘(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 schools and 
departments within the institution of higher 
education that are part of the induction pro-
gram will effectively prepare educators, includ-
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ing providing content expertise and expertise in 
teaching and leadership, as appropriate; 
‘‘(B) a description of the eligible partner-
ship’s capacity to use empirically based practice 
and scientifically valid research on teaching and 
learning; 
‘‘(C) 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 
‘‘(D) 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.’’; 
(2) by striking subsection (c) and inserting the 
following: 
‘‘(c) USE OF GRANT FUNDS.—An eligible partner-
ship that receives a grant under this section— 
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‘‘(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 
teaching or principal residency program under sub-
section (e), or a combination of such programs; and 
‘‘(2) may use funds to carry out other educator 
development programs under subsection (f), based 
upon the results of the needs assessment in sub-
section (b)(1).’’; 
(3) by striking subsection (e) and inserting the 
following: 
‘‘(e) 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-
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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 
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: 
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