‘‘(A) be conducted by multiple evaluators, 
including master teachers and the principal; 
‘‘(B) be based on classroom observation at 
least 3 times annually; and 
‘‘(C) be evaluated against research-vali-
dated benchmarks that use planning, instruc-
tional, and learning environment standards to 
measure teacher performance. 
‘‘(c) ELIGIBILITY
REQUIREMENT.—A local edu-
cational agency may not use any funds under this section 
to establish or implement a Career Ladders for Teachers 
Program unless— 
‘‘(1) the percentage of teachers required by pre-
vailing union rules votes affirmatively to adopt the 
program; or 
‘‘(2) in States that do not recognize collective 
bargaining between local educational agencies and 
teacher organizations, at least 75 percent of the 
teachers in the local educational agency must vote 
affirmatively to adopt the program. 
‘‘(d) DEFINITIONS.—In this section: 
‘‘(1) The term ‘career teacher’ means a teacher 
who has a bachelor’s degree and full credentials or 
alternative certification including a passing level on 
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elementary or secondary subject matter assessments 
and professional knowledge assessments. 
‘‘(2) The term ‘mentor teacher’ means a teach-
er who— 
‘‘(A) has a bachelor’s degree and full cre-
dentials or alternative certification including a 
passing level on any applicable elementary or 
secondary subject matter assessments and pro-
fessional knowledge assessments; 
‘‘(B) has a portfolio and a classroom dem-
onstration showing instructional excellence; 
‘‘(C) has an ability, as demonstrated by 
student data, to increase student achievement 
through utilizing specific instructional strate-
gies; 
‘‘(D) has a minimum of 3 years of teach-
ing experience; 
‘‘(E) is recommended by the principal and 
other current master and mentor teachers; 
‘‘(F) is an excellent instructor and commu-
nicator with an understanding of how to facili-
tate growth in the teachers they are mentoring; 
and 
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‘‘(G) performs well as a mentor in estab-
lished induction and peer review and mentoring 
programs. 
‘‘(3) The term ‘master teacher’ means a teacher 
who— 
‘‘(A) holds a master’s degree in the rel-
evant academic discipline; 
‘‘(B) has at least 5 years of successful 
teaching experience, as measured by perform-
ance evaluations, a portfolio of work, or Na-
tional Board for Professional Teaching Stand-
ards certification; 
‘‘(C) demonstrates expertise in content, 
curriculum development, student learning, test 
analysis, mentoring, and professional develop-
ment, as demonstrated by an advanced degree, 
advanced training, career experience, or Na-
tional Board for Professional Teaching Stand-
ards certification; 
‘‘(D) presents student data that illustrates 
the teacher’s ability to increase student achieve-
ment through utilizing specific instructional 
interventions; 
‘‘(E) has instructional expertise dem-
onstrated through model teaching, team teach-
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ing, video presentations, student achievement 
gains, or National Board for Professional 
Teaching Standards certification; 
‘‘(F) may hold a valid National Board for 
Professional Teaching Standards certificate, 
may have passed another rigorous standard, or 
may have been selected as a school, district, or 
State teacher of the year; and 
‘‘(G) is currently participating, or has pre-
viously participated, in a professional develop-
ment program that supports classroom teachers 
as mentors. 
‘‘(4) The term ‘high-need’, with respect to an 
elementary school or a secondary school, has the 
meaning given to that term in section 2501. 
‘‘(e) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $200,000,000 for fiscal year 2008 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years.’’. 
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TITLE III—IMPROVING TEACHER 
PREPARATION 
SEC. 301. AMENDMENT TO ELEMENTARY AND SECONDARY 
EDUCATION ACT OF 1965. 
Part E of title II of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6601 et seq.), as added 
by title II of this Act, is amended by adding at the end 
the following: 
‘‘Subpart 2—Preparation 
‘‘SEC. 2511. ESTABLISHING STATE-OF-THE-ART TEACHER IN-
DUCTION PROGRAMS. 
‘‘(a) GRANTS.—The Secretary may make grants to 
States and eligible local educational agencies for the pur-
pose of developing state-of-the-art teacher induction pro-
grams. 
‘‘(b) ELIGIBLE LOCAL EDUCATIONAL AGENCY.—In 
this section, the term ‘eligible local educational agency’ 
means— 
‘‘(1) a high-need local educational agency; or 
‘‘(2) a partnership of a high-need local edu-
cational agency and an institution of higher edu-
cation, a teacher organization, or any other non-
profit education organization. 
‘‘(c) USE OF FUNDS.—A State or an eligible local 
educational agency that receives a grant under subsection 
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(a) shall use the funds made available through the grant 
to develop a state-of-the-art teacher induction program 
that— 
‘‘(1) provides new teachers a minimum of 3 
years of extensive, high-quality, comprehensive in-
duction into the field of teaching; and 
‘‘(2) includes— 
‘‘(A) structured mentoring from highly 
qualified master or mentor teachers who are 
certified, have teaching experience similar to 
the grade level or subject assignment of the new 
teacher, and are trained to mentor new teach-
ers; 
‘‘(B) at least 90 minutes each week of 
common meeting time for a new teacher to dis-
cuss student work and teaching under the direc-
tor of a master or mentor teacher; 
‘‘(C) regular classroom observation in the 
new teacher’s classroom; 
‘‘(D) observation by the new teacher of the 
mentor teacher’s classroom; 
‘‘(E) intensive professional development ac-
tivities for new teachers that result in improved 
teaching leading to student achievement, includ-
ing lesson demonstration by master and mentor 
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teachers in the classroom, observation, and 
feedback; 
‘‘(F) training in effective instructional 
services and classroom management strategies 
for mainstream teachers serving students with 
disabilities and students with limited English 
proficiency; 
‘‘(G) observation of teachers and feedback 
at least 4 times each school year by multiple 
evaluators, including master teachers and the 
principals, using research-validated benchmarks 
of teaching skills and standards that are devel-
oped with input from teachers; 
‘‘(H) paid release time for the mentor 
teacher for mentoring, or salary supplements 
under section 2502, for mentoring new teachers 
at a ratio of one full-time mentor to every 12 
new teachers; 
‘‘(I) a transition year to the classroom that 
includes a reduced workload for beginning 
teachers; and 
‘‘(J) a standards-based assessment of 
every beginning teacher to determine whether 
the teacher should move forward in the teach-
ing profession, which assessment may include 
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examination of practice and a measure of gains 
in student learning. 
‘‘(d) ADDITIONAL REQUIREMENT.—The Secretary 
shall commission an independent evaluation of state-of- 
the-art teacher induction programs supported under this 
section in order to compare the design and outcome of 
various models of induction programs. 
‘‘(e) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $300,000,000 for fiscal year 2008 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years. 
‘‘SEC. 2512. PEER MENTORING AND REVIEW PROGRAMS. 
‘‘(a) GRANTS.—The Secretary shall make grants to 
local educational agencies for peer mentoring and review 
programs. 
‘‘(b) USE OF FUNDS.—A local educational agency 
that receives a grant under this section shall use the funds 
made available through the grant to establish and imple-
ment a peer mentoring and review program. Such a pro-
gram shall be established through collective bargaining 
agreements or, in States that do not recognize collective 
bargaining between local educational agencies and teacher 
organizations, through joint agreements between the local 
educational agency and affected teacher organizations. 
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‘‘(c) APPLICATION.—To seek a grant under this sec-
tion, a local educational agency shall submit an application 
at such time, in such manner, and containing such infor-
mation as the Secretary may reasonably require. The Sec-
retary shall require each such application to include the 
following: 
‘‘(1) Data from the applicant on recruitment 
and retention prior to implementing the induction 
program. 
‘‘(2) Measurable goals for increasing retention 
after the induction program is implemented. 
‘‘(3) Measures that will be used to determine 
whether teacher effectiveness is improved through 
participation in the induction program. 
‘‘(4) A plan for evaluating and reporting 
progress toward meeting the applicant’s goals. 
‘‘(d) PROGRESS REPORTS.—The Secretary shall re-
quire each grantee under this section to submit progress 
reports on an annual basis. 
‘‘(e) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $50,000,000 for fiscal year 2008 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years. 
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‘‘SEC. 2513. ESTABLISHING STATE-OF-THE-ART PRINCIPAL 
TRAINING AND INDUCTION PROGRAMS AND 
PERFORMANCE-BASED PRINCIPAL CERTIFI-
CATION. 
‘‘(a) GRANTS.—The Secretary may make grants to 
not more than 10 States to develop, implement, and evalu-
ate pilot programs for performance-based certification and 
training of exemplary, highly qualified principals who can 
drive gains in academic achievement for all children. 
‘‘(b) PROGRAM REQUIREMENTS.—A pilot program 
developed under this section— 
‘‘(1) shall pilot the development, implementa-
tion, and evaluation of a statewide performance- 
based system for certifying principals; 
‘‘(2) shall pilot and demonstrate the effective-
ness of statewide performance-based certification 
through support for innovative performance-based 
programs on a smaller scale; 
‘‘(3) shall provide for certification of principals 
by institutions with strong track records, such as a 
local educational agency, nonprofit organization, or 
business school, that is approved by the State for 
purposes of such certification and has formalized 
partnerships with in-State local educational agencies; 
‘‘(4) may be used to develop, sustain, and ex-
pand model programs for recruiting and training as-
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piring and new principals in both instructional lead-
ership and general management skills; 
‘‘(5) shall include evaluation of the results of 
the pilot program and other in-State programs of 
principal preparation (which evaluation may include 
value-added assessment scores of all children in a 
school and should emphasize the correlation of aca-
demic achievement gains in schools led by partici-
pating principals and the characteristics and skills 
demonstrated by those individuals when applying to 
and participating in the program) to inform the de-
sign of certification of individuals to become school 
leaders in the State; and 
‘‘(6) shall make possible interim certification 
for up to 2 years for aspiring principals partici-
pating in the pilot program who— 
‘‘(A) have not yet attained full certifi-
cation; 
‘‘(B) are serving as assistant principals or 
principal residents, or in positions of similar re-
sponsibility; and 
‘‘(C) have met clearly defined criteria for 
entry into the program that are approved by 
the applicable local educational agency. 
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‘‘(c) PRIORITY.—In selecting grant recipients under 
this section, the Secretary shall give priority to States that 
will use the grants for one or more high-need local edu-
cational agencies and schools. 
‘‘(d) TERMS OF GRANT.—A grant under this sec-
tion— 
‘‘(1) shall be for not more than 5 years; and 
‘‘(2) shall be performance-based, permitting the 
Secretary to discontinue funding based on failure of 
the State to meet benchmarks identified by the 
State. 
‘‘(e) USE OF EVALUATION RESULTS.—A State re-
ceiving a grant under this section shall use the evaluation 
results of the pilot program conducted pursuant to the 
grant and similar evaluations of other in-State programs 
of principal preparation (especially the correlation of aca-
demic achievement gains in schools led by participating 
principals and the characteristics and skills demonstrated 
by those individuals when applying to and participating 
in the pilot program) to inform the design of certification 
of individuals to become school leaders in the State. 
‘‘(f) DEFINITIONS.—For the purposes of this section: 
‘‘(1) The term ‘exemplary, highly qualified prin-
cipal’ has the meaning given to that term in section 
2501. 
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‘‘(2) The term ‘performance-based certification 
system’ means a certification system that— 
‘‘(A) is based on a clearly defined set of 
standards for skills and knowledge needed by 
new principals; 
‘‘(B) is not based on numbers of hours en-
rolled in particular courses; 
‘‘(C) certifies participating individuals to 
become school leaders primarily based on— 
‘‘(i) their demonstration of those skills 
through a formal assessment aligned to 
these standards; and 
‘‘(ii) academic achievement results in 
a school leadership role such as a residency 
or an assistant principalship; and 
‘‘(D) awards certification to individuals 
who successfully complete programs at institu-
tions that include local educational agencies, 
nonprofit organizations, and business schools 
approved by the State for purposes of such cer-
tification and have formalized partnerships with 
in-State local educational agencies. 
‘‘(g) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $100,000,000 for fiscal year 2008 and such sums 
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as may be necessary for each of the 5 succeeding fiscal 
years. 
‘‘SEC. 2514. STUDY ON DEVELOPING A PORTABLE PER-
FORMANCE-BASED TEACHER ASSESSMENT. 
‘‘(a) STUDY.— 
‘‘(1) IN GENERAL.—The Secretary shall enter 
into an arrangement with an objective evaluation 
firm to conduct a study to asses the validity of any 
test used for teacher certification or licensure by 
multiple States, taking into account the passing 
scores adopted by multiple States. The study shall 
determine the following: 
‘‘(A) The extent to which tests of content 
knowledge represent subject mastery at the bac-
calaureate level. 
‘‘(B) Whether tests of pedagogy reflect the 
latest research on teaching and learning. 
‘‘(C) The relationship, if any, between 
teachers’ scores on licensure and certification 
exams and other measures of teacher effective-
ness, including learning gains achieved by the 
teachers’ students. 
‘‘(2) REPORT.—The Secretary shall submit a 
report to the Congress on the results of the study 
conducted under this subsection. 
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‘‘(b) GRANT TO CREATE A MODEL PERFORMANCE- 
BASED ASSESSMENT.— 
‘‘(1) GRANT.—The Secretary may make 1 
grant to an eligible partnership to create a model 
performance-based assessment of teaching skills that 
reliably evaluates teaching skills in practice and can 
be used to facilitate the portability of teacher cre-
dentials and licensing from one State to another. 
‘‘(2) CONSIDERATION OF STUDY.—In creating a 
model performance-based assessment of teaching 
skills, the recipient of a grant under this section 
shall take into consideration the results of the study 
conducted under subsection (a). 
‘‘(3) ELIGIBLE PARTNERSHIP.—In this section, 
the term ‘eligible partnership’ means a partnership 
of— 
‘‘(A) an independent professional organiza-
tion; and 
‘‘(B) an organization that represents ad-
ministrators of State educational agencies.’’. 
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SEC. 302. AMENDMENT TO THE HIGHER EDUCATION ACT 
OF 1965: TEACHER QUALITY ENHANCEMENT 
GRANTS. 
Part A of title II of the Higher Education Act of 
1965 is amended by striking sections 206 through 209 
(20 U.S.C. 1026–1029) and inserting the following: 
‘‘SEC. 206. ACCOUNTABILITY AND EVALUATION. 
‘‘(a) STATE GRANT ACCOUNTABILITY REPORT.—An 
eligible State that receives a grant under section 202 shall 
submit an annual accountability report to the Secretary, 
the Committee on Health, Education, Labor, and Pen-
sions of the Senate, and the Committee on Education and 
Labor of the House of Representatives. Such report shall 
include a description of the degree to which the eligible 
State, in using funds provided under such section, has 
made substantial progress in meeting the following goals: 
‘‘(1) PERCENTAGE
OF
HIGHLY
QUALIFIED 
TEACHERS.—Increasing the percentage of highly 
qualified teachers in the State as required by section 
1119 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6319). 
‘‘(2) STUDENT ACADEMIC ACHIEVEMENT.—In-
creasing student academic achievement for all stu-
dents, which may be measured through the use of 
value-added assessments, as defined by the eligible 
State. 
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