candidate desiring a stipend or salary during 
the period of residency shall submit an applica-
tion to the eligible partnership at such time, 
and containing such information and assur-
ances, as the eligible partnership may require. 
‘‘(C) AGREEMENTS TO SERVE.—Each ap-
plication submitted under subparagraph (B) 
shall contain or be accompanied by an agree-
ment that the applicant will— 
‘‘(i) serve as a full-time teacher or 
principal for a total of not less than 3 aca-
demic years immediately after successfully 
completing the 1-year teaching or principal 
residency program; 
‘‘(ii) fulfill the requirement under 
clause (i)— 
‘‘(I) by teaching or serving as a 
principal in a high-need school served 
by the high-need local educational 
agency in the eligible partnership and, 
if a teacher, teaching a subject or 
area that is designated as high-need 
by the partnership; or 
‘‘(II) if there is no appropriate 
position available in a high-need 
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school served by the high-need local 
educational agency in the eligible 
partnership, by teaching or serving as 
a principal in any other high-need 
school; 
‘‘(iii) provide to the eligible partner-
ship a certificate, from the chief adminis-
trative officer of the local educational 
agency in which the resident is employed, 
of the employment required under clauses 
(i) and (ii) at the beginning of, and on 
completion of, each year or partial year of 
service; 
‘‘(iv) for teacher residents, meet the 
requirements to be a profession-ready 
teacher; 
‘‘(v) for principal residents, meet the 
requirements to be a profession-ready prin-
cipal; 
‘‘(vi) for other educators, complete the 
preparation program and become fully cer-
tified in the State where the educator is 
employed; and 
‘‘(vii) comply with the requirements 
set by the eligible partnership under sub-
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paragraph (D) if the applicant is unable or 
unwilling to complete the service obligation 
required by this subparagraph. 
‘‘(D) REPAYMENTS.— 
‘‘(i) IN GENERAL.—An eligible part-
nership carrying out a teaching or prin-
cipal residency program under this sub-
section shall require a recipient of a sti-
pend or salary under subparagraph (A) 
who does not complete, or who notifies the 
partnership that the recipient intends not 
to complete, the service obligation required 
by subparagraph (C) to repay such stipend 
or salary to the eligible partnership (except 
that such repayment shall not include in-
terest) 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 prorated 
repayment of the stipend or salary de-
scribed in subparagraph (A) or for deferral 
of a teaching resident’s service obligation 
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required by subparagraph (C), 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. 
‘‘(g) PARTNERSHIP GRANTS FOR EDUCATOR DEVEL-
OPMENT.—An eligible partnership that receives a grant 
under this section may carry out effective educator devel-
opment programs for other educators besides teachers and 
principals based on the needs identified in subsection 
(b)(1) that may include the following activities: 
‘‘(1) Implementing curriculum changes that im-
prove, evaluate, and assess how well prospective and 
new educators develop instructional skills. 
‘‘(2) Preparing educators to use evidence-based 
research, where applicable. 
‘‘(3) Providing pre-service clinical experience. 
‘‘(4) Creating induction programs for new edu-
cators. 
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‘‘(5) Aligning recruitment and admissions goals 
and priorities with the hiring objectives of the high- 
need local educational agency in the eligible partner-
ship. 
‘‘(6) Professional development and training for 
mentor educators. 
‘‘(h) EVALUATION AND REPORTING.—The Secretary 
shall— 
‘‘(1) evaluate the programs assisted under this 
section; and 
‘‘(2) make publicly available a report detailing 
the Secretary’s evaluation of each such program. 
‘‘(i) CONSULTATION.— 
‘‘(1) IN
GENERAL.—Members of an eligible 
partnership that receives a grant under this section 
shall engage in regular consultation throughout the 
development and implementation of programs and 
activities carried out under this section. 
‘‘(2) REGULAR
COMMUNICATION.—To ensure 
timely and meaningful consultation as described in 
paragraph (1), regular communication shall occur 
among all members of the eligible partnership, in-
cluding the high-need local educational agency. Such 
communication shall continue throughout the imple-
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mentation of the grant and the assessment of pro-
grams and activities under this section. 
‘‘(3) WRITTEN CONSENT.—The Secretary may 
approve changes in grant activities under this sec-
tion only if the eligible partnership submits to the 
Secretary a written consent to such changes signed 
by all members of the eligible partnership. 
‘‘(j) CONSTRUCTION.—Nothing in this section shall 
be construed to prohibit an eligible partnership from using 
grant funds to coordinate with the activities of eligible 
partnerships in other States or on a regional basis through 
Governors, State boards of education, State educational 
agencies, State agencies responsible for early childhood 
education, local educational agencies, or State agencies for 
higher education. 
‘‘(k) SUPPLEMENT, NOT SUPPLANT.—Funds made 
available under this section shall be used to supplement, 
and not supplant, other Federal, State, and local funds 
that would otherwise be expended to carry out activities 
under this section. 
‘‘(l) CONTINUATION OF AWARDS.—Notwithstanding 
any other provision of law, from funds appropriated to 
carry out this part, the Secretary shall continue to fund 
any multiyear grant awarded under this part (as such pro-
visions were in effect on the day before the date of enact-
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ment of the EDUCATORS for America Act), for the dura-
tion of such multiyear grant in accordance with its terms. 
‘‘SEC. 223. ADMINISTRATIVE PROVISIONS. 
‘‘(a) DURATION; NUMBER
OF
AWARDS; PAY-
MENTS.— 
‘‘(1) DURATION.—A grant awarded under this 
subpart shall be awarded for a period of 5 years. 
‘‘(2) NUMBER OF AWARDS.—An eligible part-
nership may not receive more than 1 grant during 
a 5-year period, except that such partnership may 
receive an additional grant during such period if 
such grant is used to establish a teacher or principal 
residency program if such residency program was 
not established with the prior grant. Nothing in this 
part shall be construed to prohibit an individual 
member, that can demonstrate need, of an eligible 
partnership that receives a grant under this title 
from entering into another eligible partnership con-
sisting of new members and receiving a grant with 
such other eligible partnership before the 5-year pe-
riod described in the preceding sentence applicable 
to the eligible partnership with which the individual 
member has first partnered has expired. 
‘‘(b) PEER REVIEW.— 
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100 
‘‘(1) PANEL.—The Secretary shall provide the 
applications submitted under this subpart to a peer 
review panel for evaluation. With respect to each ap-
plication, the peer review panel shall initially rec-
ommend the application for funding or for dis-
approval. 
‘‘(2) PRIORITY.—The Secretary, in funding ap-
plications under this subpart, shall give priority— 
‘‘(A) to eligible partnerships that include 
an institution of higher education whose teacher 
education program or educator development 
program has a rigorous selection process and 
demonstrated success in having a diverse set of 
candidates complete the program, and enter 
and remain in the profession; and 
‘‘(B)(i) to applications from broad-based 
eligible partnerships that involve businesses and 
community organizations; or 
‘‘(ii) to eligible partnerships so that the 
awards promote an equitable geographic dis-
tribution of grants among rural and urban 
areas. 
‘‘(3) SECRETARIAL SELECTION.—The Secretary 
shall determine, based on the peer review process, 
which applications shall receive funding and the 
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101 
amounts of the grants. In determining grant 
amounts, the Secretary shall take into account the 
total amount of funds available for all grants under 
this subpart and the types of activities proposed to 
be carried out by the eligible partnership. 
‘‘(c) MATCHING REQUIREMENTS.— 
‘‘(1) IN GENERAL.—Each eligible partnership 
receiving a grant under this subpart shall provide, 
from non-Federal sources, an amount equal to 100 
percent of the amount of the grant, which may be 
provided in cash or in-kind, to carry out the activi-
ties supported by the grant. 
‘‘(2) WAIVER.—The Secretary may waive all or 
part of the matching requirement described in para-
graph (1) for any fiscal year for an eligible partner-
ship if the Secretary determines that applying the 
matching requirement to the eligible partnership 
would result in serious hardship or an inability to 
carry out the authorized activities described in this 
subpart. 
‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.— 
An eligible partnership that receives a grant under this 
subpart may use not more than 2 percent of the funds 
provided to administer the grant. 
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102 
‘‘SEC. 224. ACCOUNTABILITY AND EVALUATION. 
‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership submitting an application for a grant 
under this subpart shall establish, and include in such ap-
plication, an evaluation plan that includes strong and 
measurable performance objectives. The plan shall include 
objectives and measures for— 
‘‘(1) program completion rates; 
‘‘(2) achievement for all prospective and new 
educators as measured by the eligible partnership; 
‘‘(3) educator retention in the first 3 years; 
‘‘(4) pass rates for initial State certification or 
licensure of teachers or pass rates on valid and reli-
able teacher performance assessments; 
‘‘(5) the percentage of profession-ready teach-
ers, principals, and other educators— 
‘‘(A) hired by the high-need local edu-
cational agency or schools participating in the 
eligible partnership; and 
‘‘(B) hired by the high-need local edu-
cational agency or schools participating in the 
eligible partnership who are members of under-
represented groups; 
‘‘(6) the percentage of profession-ready teachers 
hired by the high-need local educational agency or 
schools participating in the eligible partnership— 
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103 
‘‘(A) who teach high-need academic subject 
areas (such as reading, mathematics, science, 
and foreign languages, including less commonly 
taught languages and critical foreign lan-
guages); and 
‘‘(B) who teach in high-need areas (includ-
ing special education, bilingual education, lan-
guage instruction educational programs for 
English learners, and early childhood edu-
cation); 
‘‘(7) the percentage of profession-ready teachers 
and other educators hired by the high-need local 
educational agency who work in high-need schools, 
disaggregated by the elementary school and sec-
ondary school levels; 
‘‘(8) as applicable, the percentage of early child-
hood education program classes in the geographic 
area served by the eligible partnership taught by 
early childhood educators who are highly competent; 
and 
‘‘(9) as applicable, the percentage of educators 
hired by the high-need local educational agency or 
schools participating in the eligible partnership that 
are trained to— 
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104 
‘‘(A) integrate technology effectively into 
curricula and instruction, including technology 
consistent with the principles of universal de-
sign for learning; and 
‘‘(B) use technology effectively to collect, 
manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes. 
‘‘(b) INFORMATION.—An eligible partnership receiv-
ing a grant under this subpart shall ensure that teachers, 
principals, school superintendents, faculty, and leadership 
at institutions of higher education located in the geo-
graphic areas served by the eligible partnership are pro-
vided information, including through electronic means, 
about the activities carried out with funds under this sub-
part. 
‘‘(c) REVISED APPLICATION.—If the Secretary deter-
mines that an eligible partnership receiving a grant under 
this subpart is not making substantial progress in meeting 
the purposes, goals, objectives, and measures of the grant, 
as appropriate, by the end of the third year of the grant 
the Secretary— 
‘‘(1) shall cancel the grant; and 
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105 
‘‘(2) may use any funds returned or available 
because of such cancellation under paragraph (1) 
to— 
‘‘(A) increase other grant awards under 
this subpart; or 
‘‘(B) award new grants to other eligible 
partnerships under this subpart. 
‘‘(d) EVALUATION AND DISSEMINATION.—The Sec-
retary shall evaluate the activities funded under this sub-
part and report the findings regarding the evaluation of 
such activities to the authorizing committees. The Sec-
retary shall broadly disseminate— 
‘‘(1) successful practices developed by eligible 
partnerships under this subpart; and 
‘‘(2) information regarding such practices that 
were found to be ineffective. 
‘‘Subpart 2—Grants to Support Recruitment of New 
Educators and Diversity in the Profession 
‘‘SEC. 231. HONORABLE AUGUSTUS F. HAWKINS CENTERS 
OF EXCELLENCE. 
‘‘(a) PURPOSE.—The purpose of this subpart is to 
strengthen and expand the recruitment, training, and re-
tention of candidates into the teaching profession who are 
from underrepresented groups in such profession. 
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106 
‘‘(b) ELIGIBLE INSTITUTION DEFINED.—In this sub-
part, the term ‘eligible institution’ means an institution 
of higher education that has a teacher or school leader 
preparation program that is accredited by the State and 
that is— 
‘‘(1) a part B institution (as defined in section 
322); 
‘‘(2) a Hispanic-serving institution (as defined 
in section 502); 
‘‘(3) a Tribal college or university (as defined in 
section 316); 
‘‘(4) an Alaska Native-serving institution (as 
defined in section 317(b)); 
‘‘(5) a Native Hawaiian-serving institution (as 
defined in section 317(b)); 
‘‘(6) a Predominantly Black Institution (as de-
fined in section 318); 
‘‘(7) an Asian-American and Native American 
Pacific Islander-serving institution (as defined in 
section 320(b)); 
‘‘(8) a Native American-serving, nontribal insti-
tution (as defined in section 319); 
‘‘(9) a consortium of any of the institutions de-
scribed in paragraphs (1) through (8); or 
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107 
‘‘(10) an institution of higher education in part-
nership with an institution described in paragraph 
(1) through (8), provided that an institution de-
scribed in paragraph (1) through (8) is the lead en-
tity in the partnership. 
‘‘(c) AUGUSTUS F. HAWKINS CENTERS OF EXCEL-
LENCE.— 
‘‘(1) 
PROGRAM
AUTHORIZED.—From 
the 
amounts provided to carry out this subpart, the Sec-
retary shall award grants, on a competitive basis, to 
eligible institutions to establish centers of excellence. 
‘‘(2) USE OF FUNDS.—An eligible institution 
shall use a grant received under this subpart to en-
sure that programs offered at a center of excellence 
established by such institution prepare current and 
future teachers or school leaders to be profession- 
ready, and meet the applicable State certification 
and licensure requirements, including any require-
ments for certification obtained through alternative 
routes to certification, or, with regard to special edu-
cation teachers, the qualifications described in sec-
tion 612(a)(14) of the Individuals with Disabilities 
Education Act (20 U.S.C. 1412(a)(14)(C)), by car-
rying out one or more of the following activities: 
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108 
‘‘(A) Implementing reforms within teacher 
or school leader preparation programs, which 
may include such preparation programs that 
prepare teachers or school leaders for early 
childhood education programs, to ensure that 
such programs are preparing teachers or school 
leaders who meet such applicable State certifi-
cation and licensure requirements or qualifica-
tions, and are using evidence-based instruc-
tional practices to improve student academic 
achievement, by— 
‘‘(i) retraining or recruiting faculty; 
and 
‘‘(ii) designing (or redesigning) teach-
er or school leader preparation programs 
that— 
‘‘(I) prepare teachers or school 
leaders to serve in under-resourced 
schools and close student achievement 
gaps, and that are based on rigorous 
academic content, evidence-based re-
search, and challenging State aca-
demic standards as described in sec-
tion 1111(b)(1) of the Elementary 
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109 
and Secondary Education Act of 1965 
(20 U.S.C. 6311(b)(1)); and 
‘‘(II) promote effective teaching 
skills. 
‘‘(B) Providing sustained and high-quality 
preservice clinical experience, including the 
mentoring of prospective teachers by teacher 
leaders, substantially increasing interaction be-
tween faculty at institutions of higher education 
and new and experienced teachers, principals, 
school leaders, and other administrators at ele-
mentary schools or secondary schools, and pro-
viding support, including preparation time, for 
such interaction. 
‘‘(C) Developing and implementing initia-
tives to promote retention of teachers who meet 
such applicable State certification and licensure 
requirements or qualifications, and principals 
and other school leaders, including teachers of 
color, principals and other school leaders, in-
cluding programs that provide— 
‘‘(i) teacher or principal and other 
school leader mentoring; and 
‘‘(ii) induction and support for teach-
ers and principals and other school leaders 
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110 
during their first three years of employ-
ment as teachers, principals, or other 
school leaders, respectively. 
‘‘(D) Awarding scholarships based on fi-
nancial need to help students pay the costs of 
tuition, room, board, and other expenses of 
completing a teacher or other school leader 
preparation program, not to exceed the cost of 
attendance as defined in section 472. 
‘‘(E) Disseminating information on effec-
tive practices for teacher or other school leader 
preparation and successful teacher or other 
school leader certification and licensure assess-
ment preparation strategies. 
‘‘(F) Activities authorized under section 
222. 
‘‘(3) APPLICATION.—Any eligible institution de-
siring a grant under this subpart shall submit an 
application to the Secretary at such time, in such 
manner, and accompanied by such information as 
the Secretary may require. 
‘‘(4) LIMITATION
ON
ADMINISTRATIVE
EX-
PENSES.—An eligible institution that receives a 
grant under this subpart may use not more than 2 
percent of the grant funds to administer the grant. 
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111 
‘‘(5) REGULATIONS.—The Secretary shall pre-
scribe such regulations as may be necessary to carry 
out this subpart. 
‘‘SEC. 232. RECRUITMENT AND COMPLETION GRANTS. 
‘‘(a) IN GENERAL.—From amounts appropriated 
under section 221, the Secretary may award grants to in-
stitutions of higher education that have educator prepara-
tion programs in order to allow those programs to support 
the needs of populations that are underrepresented in the 
field of education, including first generation college stu-
dents and students with disabilities, to ensure completion 
of the educator preparation program and entrance into the 
profession. 
‘‘(b) USES OF FUNDS.—An institution of higher edu-
cation receiving a grant under this section may use grant 
funds to support students described in subsection (a) who 
are enrolled in educator preparation programs by pro-
viding services such as— 
‘‘(1) childcare for such enrolled students; 
‘‘(2) cohort support; 
‘‘(3) programs that provide pathways from com-
munity colleges to baccalaureate programs in the 
field of education; and 
‘‘(4) programs that pay for certification or li-
censure exams, including re-taking of exams as nec-
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112 
essary and the additional preparation to ensure pas-
sage of the exams. 
‘‘SEC. 233. PIPELINES INTO EDUCATOR PREPARATION. 
‘‘(a) EDUCATION
CAREERS
OPPORTUNITY
PRO-
GRAM.— 
‘‘(1) AUTHORITY FOR GRANTS.—The Secretary 
may make grants to partner institutions or eligible 
partnerships to assist those institutions or partner-
ships in carrying out the activities described in para-
graph (2) in order to assist individuals from under-
represented backgrounds, as determined in accord-
ance with criteria prescribed by the Secretary, to un-
dertake education to become an educator. 
‘‘(2) AUTHORIZED EXPENDITURES.—A partner 
institution or eligible partnership may use grant 
funds under this section to carry out one or more of 
the following: 
‘‘(A) Identifying, recruiting, and selecting 
individuals from underrepresented backgrounds 
for education and training as an educator. 
‘‘(B) Facilitating the entry of such individ-
uals into an educator preparation program. 
‘‘(C) Providing counseling, mentoring, or 
other services designed to assist such individ-
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113 
uals in successfully completing an educator 
preparation program. 
‘‘(D) Providing, for a period prior to the 
entry of such individuals into the regular course 
of education of an educator preparation pro-
gram, preliminary education designed to assist 
them in successfully completing such regular 
course of education in such program, or refer-
ring such individuals to institutions providing 
such preliminary education. 
‘‘(E) Publicizing existing sources of finan-
cial aid available to students in the educator 
preparation program or who are undertaking 
education necessary to qualify them to enroll in 
such a program. 
‘‘(F) Paying such scholarships as the Sec-
retary may determine for such individuals for 
any period of an educator preparation program. 
‘‘(G) Paying such stipends as the Sec-
retary may approve for such individuals for any 
period of education in student-enhancement 
programs (other than regular courses), except 
that— 
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114 
‘‘(i) such a stipend may not be pro-
vided to an individual for more than 12 
months; and 
‘‘(ii) notwithstanding any other provi-
sion of law regarding the amount of sti-
pends, such a stipend shall be in an 
amount determined appropriate by the 
Secretary. 
‘‘(H) Carrying out programs under which 
such individuals gain experience regarding a ca-
reer as an educator through working at an ele-
mentary or secondary school. 
‘‘(I) Conducting activities to develop a 
larger and more competitive applicant pool for 
the relevant teacher preparation program and 
for local educational agencies and schools 
through partnerships with institutions of higher 
education, local educational agencies, and other 
community-based entities. 
‘‘(3) DEFINITION.—In this section, the term 
‘regular course of education in such program’ in-
cludes a graduate program in education. 
‘‘(4) MATCHING
REQUIREMENTS.—The Sec-
retary may require that a partner institution or eli-
gible partnership that applies for a grant under this 
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115 
subsection, provide non-Federal matching funds, as 
appropriate, to ensure the institutional commitment 
of the entity to the projects funded under the grant. 
As determined by the Secretary, such non-Federal 
matching funds may be provided directly or through 
donations from public or private entities and may be 
in cash or in-kind, fairly evaluated, including plant, 
equipment, or services. 
‘‘Subpart 3—Capacity Building Grants 
‘‘SEC. 241. SCHOOL LEADER PROFESSIONAL DEVELOP-
MENT. 
‘‘From amounts appropriated under section 221, the 
Secretary may award grants to institutions of higher edu-
cation that have educator preparation programs for school 
leaders in order to allow those programs to develop and 
support school leaders in one or more of the following 
areas: 
‘‘(1) Culturally and linguistically responsive 
practices. 
‘‘(2) Universal design for learning. 
‘‘(3) Social and emotional learning. 
‘‘(4) Trauma-informed instruction. 
‘‘(5) Strengthening knowledge of child and 
youth development. 
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‘‘(6) Creating a safe school environment to min-
imize and respond to violence in schools. 
‘‘(7) Creating an inclusive school for educators, 
staff, and students, including through restorative 
justice training. 
‘‘(8) Response to intervention and non-exclu-
sionary, positive behavioral interventions and sup-
ports (including eliminating the use of adverse inter-
ventions such as seclusion and restraints). 
‘‘(9) Differentiated and data-driven instruction, 
including— 
‘‘(A) the use of data to identify and ad-
dress disparities in academic achievement, aca-
demic 
opportunities 
(including 
advanced 
coursework, dual enrollment, and career and 
technical education), and disciplinary rates 
among student subgroups; and 
‘‘(B) determining and using accommoda-
tions for instruction and assessments for stu-
dents with disabilities and English learners. 
‘‘(10) Evidence-based anti-bias training. 
‘‘(11) Effective and equitable use of technology 
for digital and blended learning (including the ap-
propriate use of technology and assistive technology 
for students with disabilities). 
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‘‘(12) Effective strategies to engage and col-
laborate with stakeholders to advance the learning of 
all students (including parents and families, other 
educational professionals, out-of-school time pro-
viders, and community members). 
‘‘(13) Other evidence-based strategies and prac-
tices that advance the academic achievement of all 
students, including students of color, English learn-
ers, students from low-income families, and students 
with disabilities. 
‘‘SEC. 242. FACULTY PROFESSIONAL DEVELOPMENT AND 
TRAINING. 
‘‘The Secretary may award grants to institutions of 
higher education that have educator preparation programs 
in order to allow those programs to develop and support 
faculty in a college, school, or department of education 
in— 
‘‘(1) culturally responsive pedagogy; 
‘‘(2) trauma-informed instruction; 
‘‘(3) creating an inclusive climate for faculty, 
staff, and students, including restorative justice 
training; and 
‘‘(4) strengthening knowledge of child and 
youth development. 
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‘‘SEC. 243. RESILIENCY GRANTS. 
‘‘(a) IN
GENERAL.—The Secretary may award 
grants, on a competitive basis, to institutions of higher 
education that have educator preparation programs, to en-
able those programs to carry out the activities described 
in subsection (b) or (c). Such grants shall be known as 
‘Resiliency Grants’. 
‘‘(b) TECHNOLOGY.—An educator preparation pro-
gram that receives a Resiliency Grant for technology shall 
use grant funds to— 
‘‘(1) support the preparation of profession- 
ready educators by expanding the use of technology 
in pre-service clinical and field experiences of stu-
dents enrolled in educator preparation programs; 
‘‘(2) expand the use of technology for the in- 
class instruction of students in educator preparation 
programs; 
‘‘(3) conduct research on and analysis of tech-
nological tools in classroom settings; 
‘‘(4) ensure that technology is used in an equi-
table manner to enhance the learning and opportuni-
ties of students; and 
‘‘(5) ensure that educators are prepared to sup-
port the continuity of instruction in the event of na-
tional or local emergencies that disrupt in-person 
schooling. 
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‘‘(c) EDUCATOR WORKFORCE PARTNERSHIPS.— 
‘‘(1) IN
GENERAL.—An educator preparation 
program that receives a Resiliency Grant for educa-
tor workforce partnerships shall use grant funds to 
facilitate partnerships between the educator prepara-
tion program and at least one eligible entity in order 
to address shortages in certain subject matter fields 
in schools documented by the State educational 
agency where the educator preparation program is 
authorized to operate, by— 
‘‘(A) expanding pathways for individuals to 
become profession-ready educators; 
‘‘(B) expanding pathways for currently 
practicing educators to earn supplemental cre-
dentials or licenses, which may include— 
‘‘(i) certification in shortage areas or 
fields as identified by a State or local edu-
cational agency; or 
‘‘(ii) nationally recognized, standards- 
based advanced certification; or 
‘‘(C) ensuring that schools have adequate 
staffing to provide continuity of instruction in 
the event of national or local emergencies that 
disrupt in-person schooling. 
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‘‘(2) ELIGIBLE ENTITY.—In this subsection, the 
term ‘eligible entity’ means— 
‘‘(A) a local educational agency; 
‘‘(B) a 2-year institution of higher edu-
cation, which may include a community college; 
or 
‘‘(C) a 4-year institution of higher edu-
cation. 
‘‘(3) PRIORITY.—In awarding grants under this 
subsection, the Secretary shall prioritize proposals 
that create degree pathways for the purpose of in-
creasing the number of individuals from groups that 
have been historically underrepresented in the field 
of education who pursue and attain profession-ready 
educator credentials. 
‘‘SEC. 244. DOCTORAL FELLOWSHIPS TO PREPARE AND DI-
VERSIFY FACULTY IN HIGH-NEED AREAS AT 
COLLEGES OF EDUCATION. 
‘‘(a) GRANTS BY SECRETARY.—The Secretary may 
make grants to eligible institutions to enable such institu-
tions to make doctoral fellowship awards to qualified indi-
viduals in accordance with this section. 
‘‘(b) ELIGIBLE INSTITUTIONS.—In this section, the 
term ‘eligible institution’ means an institution of higher 
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education that offers a program of postbaccalaureate 
study leading to a doctoral degree. 
‘‘(c) APPLICATIONS.—An eligible institution that de-
sires a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may reasonably 
require. 
‘‘(d) TYPES OF FELLOWSHIPS SUPPORTED.— 
‘‘(1) IN GENERAL.—An eligible institution that 
receives a grant under this section shall use the 
grant funds to provide doctoral fellowships to indi-
viduals who are preparing for the professorate, in-
cluding individuals from groups that are underrep-
resented in the field of education. 
‘‘(2) TYPES OF STUDY.—A doctoral fellowship 
provided under this section shall support an indi-
vidual in pursuing postbaccalaureate study, which 
leads to a doctoral degree and may include a mas-
ter’s degree as part of such study, related to teacher 
preparation and pedagogy in one of the following 
areas: 
‘‘(A) Science, technology, engineering, or 
mathematics, if the individual has completed a 
master’s degree in mathematics or science and 
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