H. R. 6—108
‘‘(2) REVIEW.—In reviewing applications under this section,
the Secretary shall obtain the advice of non-Federal experts
on education in the core academic subjects and on teacher
education, including teachers and administrators.
‘‘SEC. 2206. PRIORITY FOR PROFESSIONAL DEVELOPMENT IN MATHE-
MATICS AND SCIENCE.
‘‘(a) APPROPRIATION OF LESS THAN $250,000,000.—In any fiscal
year for which the amount appropriated for this title is less than
$250,000,000, each State shall ensure that all funds distributed
in accordance with section 2203(1)(C) are used for professional
development in mathematics and science.
‘‘(b) APPROPRIATION EQUAL TO
OR ABOVE $250,000,000.—In
any fiscal year for which the amount appropriated for this title
is equal to or exceeds $250,000,000, each State and local educational
agency shall use for professional development activities in mathe-
matics and science the amount of funds that would have been
made available to each such agency in accordance with sections
2202 and 2203 if the amount appropriated was $250,000,000,
consistent with subsection (a), and are permitted and encouraged
to use the amount of funds in excess of $250,000,000 that is made
available in accordance with sections 2202 and 2203 for professional
development activities in mathematics and science.
‘‘SEC. 2207. STATE-LEVEL ACTIVITIES.
‘‘Each State may use funds made available under section
2203(1)(A) to carry out activities described in the plan under section
2205(b), such as—
‘‘(1) reviewing and reforming State requirements for
teacher and administrator licensure, including certification and
recertification, to align such requirements with the State’s chal-
lenging State content standards and ensure that teachers and
administrators have the knowledge and skills necessary to help
students meet challenging State student performance stand-
ards;
‘‘(2) developing performance assessments and peer review
procedures, as well as other methods, for licensing teachers
and administrators;
‘‘(3) providing technical assistance to schools and local edu-
cational agencies, especially schools and local educational agen-
cies that receive assistance under part A of title I, to help
such schools and agencies provide effective professional develop-
ment in the core academic subjects;
‘‘(4) developing or supporting professional development net-
works, either within a State or in a regional consortium of
States, that provide a forum for interaction among teachers
and that allow exchange of information on advances in content
and pedagogy;
‘‘(5) supporting partnerships between schools, consortia of
schools, or local educational agencies and institutions of higher
education, including schools of education, which encourage—
‘‘(A) teachers to participate in intensive, ongoing profes-
sional development programs, both academic and peda-
gogical, at institutions of higher education; and
‘‘(B) students at institutions of higher education study-
ing to become teachers to have direct, practical experience
at the schools;
H. R. 6—109
‘‘(6) providing professional development in the effective use
of educational technology as an instructional tool for increasing
student understanding of the core academic subjects, including
efforts to train teachers in methods of achieving gender equity
both in students’ access to computers and other educational
technology and in teaching practices used in the application
of educational technology;
‘‘(7) providing incentives for teachers to be involved in
assessment, curriculum development, and technical assistance
processes for teachers and students;
‘‘(8) providing professional development to enable teachers,
and, where appropriate, pupil services personnel, and other
school staff, to ensure that girls and young women, minorities,
limited English proficient students, individuals with disabil-
ities, and economically disadvantaged students have the full
opportunity to achieve challenging State content standards and
challenging State student performance standards in the core
academic subjects by, for example, encouraging girls and young
women and minorities to pursue advanced courses in mathe-
matics and science;
‘‘(9) professional development and recruitment activities
designed to increase the numbers of minorities, individuals
with disabilities, and women teaching in the core academic
subjects in which such individuals are underrepresented;
‘‘(10) providing financial or other incentives for teachers
to become certified by nationally recognized professional teacher
enhancement organizations;
‘‘(11) providing professional development activities which
prepare teachers, and where appropriate, pupil services person-
nel, paraprofessionals, and other staff in the collaborative skills
needed to appropriately teach children with disabilities, in the
core academic subjects;
‘‘(12) identifying, developing, or supporting professional
development strategies to better equip parents to assist their
children in raising their children’s achievement in the core
academic subjects; and
‘‘(13) professional development activities designed to
increase the number of women and other underrepresented
groups in the administration of schools.
‘‘SEC. 2208. LOCAL PLAN AND APPLICATION FOR IMPROVING TEACH-
ING AND LEARNING.
‘‘(a) LOCAL APPLICATION.—
‘‘(1) IN
GENERAL.—Each local educational agency that
wishes to receive a subgrant under this part shall submit
an application (singly or as a consortium as described in section
2204) to the State educational agency at such time as the
State educational agency shall require, but not less frequently
than every three years, that is coordinated with other programs
under this Act, the Goals 2000: Educate America Act, or other
Acts, as appropriate, consistent with the provisions of section
14306.
‘‘(2) INDICATORS.—A local educational agency shall set spe-
cific performance indicators for improving teaching and learning
through professional development.
‘‘(b) NEEDS ASSESSMENT.—
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‘‘(1) IN GENERAL.—A local educational agency that wishes
to receive a subgrant under this part shall include in its applica-
tion an assessment of local needs for professional development
as identified by the local educational agency and school staff.
‘‘(2) REQUIREMENTS.—Such needs assessment shall be car-
ried out with the involvement of teachers, including teachers
in schools receiving assistance under part A of title I, and
shall take into account what activities need to be conducted
in order to give teachers and, where appropriate, administra-
tors, the means, including the knowledge and skills, to provide
students with the opportunity to meet challenging State or
local student performance standards.
‘‘(c) APPLICATION CONTENTS.—Each application under this sec-
tion shall include the local educational agency’s plan for professional
development that—
‘‘(1) focuses on teaching and learning in the core academic
subjects; and
‘‘(2) has been developed with the extensive participation
of administrators, staff, and pupil services personnel, which
teachers shall also be representative of the grade spans within
schools to be served and of schools which receive assistance
under part A of title I.
‘‘(d) PLAN CONTENTS.—
‘‘(1) IN GENERAL.—Based on the needs assessment required
under subsection (b), the local educational agency’s plan shall—
‘‘(A) include a description of how the plan contributes
to the local educational agency’s overall efforts for school
reform and educational improvement;
‘‘(B) include a description of how the activities funded
under this section will address the needs of teachers in
schools receiving assistance under part A of title I;
‘‘(C) be aligned with the State’s challenging State con-
tent standards and challenging State student performance
standards;
‘‘(D) describe a strategy, tied to challenging State con-
tent standards and challenging State student performance
standards, consistent with the needs assessment under
subsection (b);
‘‘(E) be of sufficient intensity and duration to have
a positive and lasting impact on the student’s performance
in the classroom;
‘‘(F) describe how programs in all core academic sub-
jects, but especially in mathematics and science, will take
into account the need for greater access to, and participa-
tion in, such disciplines by students from historically
underrepresented groups, including girls and women,
minorities, individuals with limited English proficiency, the
economically disadvantaged, and individuals with disabil-
ities, by incorporating pedagogical strategies and tech-
niques which meet such individuals’ educational need;
‘‘(G) contain an assurance that the activities conducted
with funds received under this part will be assessed at
least every three years using the performance indicators;
‘‘(H) describe how the program funded under this part
will be coordinated, as appropriate, with—
‘‘(i) activities conducted under section 2131 and
other services of institutions of higher education;
H. R. 6—111
‘‘(ii) similar State and local activities;
‘‘(iii) resources provided under part A of title I
and other provisions of this Act;
‘‘(iv) resources from business, industry, public and
private nonprofit organizations (including museums,
libraries, educational television stations, community-
based organizations, professional organizations and
associations specializing in, or with a demonstrated
expertise in the core academic subjects);
‘‘(v) funds or programming from other Federal
agencies, such as the National Science Foundation,
the Department of Energy, the Department of Health
and Human Services, the Institute of Museum Serv-
ices, the National Endowment for the Humanities, and
the National Endowment for the Arts;
‘‘(vi) services of educational service agencies; and
‘‘(vii) resources provided under the Individuals
with Disabilities Education Act;
‘‘(I) identify the sources of funding that will provide
the local educational agency’s contribution under section
2209; and
‘‘(J) describe the professional development strategies
to be employed to more fully and effectively involve parents
in the education of their children.
‘‘(2) DURATION OF THE PLAN.—Each local plan described
in subsection (b)(1) shall—
‘‘(A) remain in effect for the duration of the local edu-
cational agency’s participation under this part; and
‘‘(B) be periodically reviewed and revised by the local
educational agency, as necessary, to reflect changes in the
local educational agency’s strategies and programs under
this part.
‘‘SEC. 2209. LOCAL COST-SHARING.
‘‘(a) IN GENERAL.—Each local educational agency shall provide
not less than 33 percent of the cost of the activities assisted under
this part, excluding the cost of services provided to private school
teachers.
‘‘(b) AVAILABLE RESOURCES FOR COST-SHARING.—
‘‘(1) IN GENERAL.—A local educational agency may meet
the requirement of subsection (a) through one or more of the
following:
‘‘(A) Cash expenditures from non-Federal sources,
including private contributions, directed toward profes-
sional development activities.
‘‘(B) Release time for teachers participating in profes-
sional development assisted under this part.
‘‘(C) Funds received under one or more of the following
programs, so long as such funds are used for professional
development activities consistent with this part and the
statutes under which such funds were received, and are
used to benefit students and teachers in schools that other-
wise would have been served with such funds:
‘‘(i) Helping disadvantaged children meet high
standards under part A of title I.
‘‘(ii) The Safe and Drug-Free Schools and Commu-
nities program under title IV.