134 
•HR 4137 EH2S 
laureate preparation of teachers under subsection (d), a 
teaching residency program under subsection (e), a leader-
ship development program under subsection (f), or a com-
bination of two or more such programs. 
‘‘(d) PARTNERSHIP
GRANTS
FOR
PRE-BACCA-
LAUREATE PREPARATION
OF TEACHERS.—An eligible 
partnership that receives a grant to carry out an effective 
program for the pre-baccalaureate preparation of teachers 
shall carry out a program that includes all of the following: 
‘‘(1) REFORMS.— 
‘‘(A) 
IN
GENERAL.—Implementing 
re-
forms, described in subparagraph (B), within 
each teacher preparation program and, as appli-
cable, each preparation program for early child-
hood education programs, of the eligible part-
nership that is assisted under this section, to 
hold each program accountable for— 
‘‘(i) preparing— 
‘‘(I) current or prospective teach-
ers to be highly qualified (including 
teachers in rural school districts who 
may teach multiple subjects, special 
educators, teachers of students who 
are limited English proficient who 
may teach multiple subjects, and
135 
•HR 4137 EH2S 
teachers who are qualified to teach 
Advanced Placement or International 
Baccalaureate courses); 
‘‘(II) such teachers and, as appli-
cable, early childhood educators, to 
understand empirically based practice 
and scientifically valid research re-
lated to teaching and learning and its 
applicability, and to use technology ef-
fectively, including the use of instruc-
tional techniques and strategies, con-
sistent with the principles of universal 
design for learning, and positive be-
havioral support strategies to improve 
student achievement; and 
‘‘(III) as applicable, early child-
hood educators to be highly com-
petent; and 
‘‘(ii) promoting strong teaching skills, 
including the ability to effectively teach 
higher-order analytical, evaluative, prob-
lem-solving, and communications skills, 
and, as applicable, techniques for early 
childhood educators to improve children’s
136 
•HR 4137 EH2S 
cognitive, social, emotional, and physical 
development. 
‘‘(B) REQUIRED REFORMS.—The reforms 
described in subparagraph (A) shall include— 
‘‘(i) implementing teacher preparation 
program curriculum changes that improve, 
evaluate, and assess how well all prospec-
tive and new teachers develop teaching 
skills; 
‘‘(ii) using empirically based practice 
and scientifically valid research, where ap-
plicable, about the disciplines of teaching 
and learning so that all prospective teach-
ers and, as applicable, early childhood edu-
cators— 
‘‘(I) can understand and imple-
ment research-based teaching prac-
tices in classroom-based instruction; 
‘‘(II) have knowledge of student 
learning methods; 
‘‘(III) possess skills to analyze 
student academic achievement data 
and other measures of student learn-
ing, and use such data and measures
137 
•HR 4137 EH2S 
to improve instruction in the class-
room; 
‘‘(IV) possess teaching skills and 
an understanding of effective instruc-
tional strategies across all applicable 
content areas that enable general and 
special education teachers and early 
childhood educators to— 
‘‘(aa) 
meet 
the 
specific 
learning needs of all students, in-
cluding students with disabilities, 
students who are limited English 
proficient, students who are gift-
ed and talented, students with 
low literacy levels and, as appli-
cable, children in early childhood 
education programs; 
‘‘(bb) differentiate instruc-
tion for such students; and 
‘‘(cc) effectively teach high- 
order analytical, evaluative, prob-
lem solving and communications 
skills appropriate for the teach-
er’s content or specialty area;
138 
•HR 4137 EH2S 
‘‘(V) can effectively participate in 
the individualized education program 
process, 
as 
defined 
in 
section 
614(d)(1)(B) of the Individuals with 
Disabilities Education Act; and 
‘‘(VI) can successfully employ ef-
fective strategies for reading instruc-
tion using the essential components of 
reading instruction; 
‘‘(iii) ensuring collaboration with de-
partments, programs, or units of a partner 
institution outside of the teacher prepara-
tion program in all academic content areas 
to ensure that new teachers receive train-
ing in both teaching and relevant content 
areas in order to become highly qualified, 
which may include training in multiple 
subjects to teach multiple grade levels as 
may be needed for individuals preparing to 
teach in rural communities; 
‘‘(iv) developing and implementing an 
induction program; 
‘‘(v) developing admissions goals and 
priorities aligned with the hiring objectives
139 
•HR 4137 EH2S 
of the high-need local educational agency 
in the eligible partnership; and 
‘‘(vi) 
implementing 
program 
cur-
riculum changes to prepare teachers to 
teach Advanced Placement or International 
Baccalaureate courses. 
‘‘(2) 
CLINICAL
EXPERIENCE
AND
INTER-
ACTION.—Developing and improving a sustained and 
high-quality pre-service clinical education program to 
further develop the teaching skills of all prospective 
teachers and, as applicable, early childhood edu-
cators, involved in the program. Such program shall 
do the following: 
‘‘(A) Incorporate year-long opportunities 
for enrichment activity or a combination of ac-
tivities, including— 
‘‘(i) clinical learning in classrooms in 
high-need schools served by the high-need 
local educational agency in the eligible 
partnership and identified by the eligible 
partnership; and 
‘‘(ii) closely supervised interaction be-
tween faculty and new and experienced 
teachers, principals, and other administra-
tors at early childhood education programs
140 
•HR 4137 EH2S 
(as applicable), elementary schools, or sec-
ondary schools, and providing support for 
such interaction. 
‘‘(B) Integrate pedagogy and classroom 
practice and promote effective teaching skills in 
academic content areas, which may include 
preparation for meeting the unique needs of 
teaching in rural communities. 
‘‘(C) Provide high-quality teacher men-
toring. 
‘‘(D)(i) Be offered over the course of a 
program of teacher preparation; 
‘‘(ii) be tightly aligned with course work 
(and may be developed as a 5th year of a teach-
er preparation program); and 
‘‘(iii) where feasible, allow prospective 
teachers to learn to teach in the same school 
district in which the teachers will work, learn-
ing the instructional initiatives and curriculum 
of that district. 
‘‘(E) Provide support and training for 
those individuals participating in an activity for 
prospective teachers described in this paragraph 
or paragraph (1) or (3), and for those who 
serve as mentors for such teachers, based on
141 
•HR 4137 EH2S 
each individual’s experience. Such support may 
include— 
‘‘(i) with respect to a prospective 
teacher or a mentor, release time for such 
individual’s participation; 
‘‘(ii) with respect to a faculty member, 
receiving course workload credit and com-
pensation for time teaching in the eligible 
partnership’s activities; and 
‘‘(iii) with respect to a mentor, a sti-
pend, which may include bonus, differen-
tial, or incentive pay, based on their extra 
skills and responsibilities. 
‘‘(3) INDUCTION PROGRAMS FOR NEW TEACH-
ERS.—Creating an induction program for new teach-
ers, or, in the case of an early childhood education 
program, providing mentoring or coaching for new 
early childhood educators. 
‘‘(4) SUPPORT
AND
TRAINING
FOR
PARTICI-
PANTS
IN
EARLY
CHILDHOOD
EDUCATION
PRO-
GRAMS.—In the case of an eligible partnership fo-
cusing on early childhood educator preparation, im-
plementing initiatives that increase compensation for 
early childhood educators who attain associate or 
baccalaureate degrees in early childhood education.
142 
•HR 4137 EH2S 
‘‘(5) TEACHER RECRUITMENT.—Developing and 
implementing effective mechanisms (which may in-
clude alternative routes to State certification of 
teachers) to ensure that the eligible partnership is 
able to recruit qualified individuals to become highly 
qualified teachers through the activities of the eligi-
ble partnership, which may include an emphasis on 
recruiting into the teaching profession— 
‘‘(A) underrepresented populations; 
‘‘(B) individuals to teach in rural commu-
nities and teacher shortage areas, including 
mathematics, science, special education, and in-
struction of limited English proficient students; 
and 
‘‘(C) mid-career professionals from other 
occupations, former military personnel, and re-
cent college graduates with proven records of 
academic distinction. 
‘‘(6) LITERACY TRAINING.—Developing and im-
plementing a program to strengthen content knowl-
edge and teaching skills of elementary and secondary 
school teachers or literacy coaches that— 
‘‘(A) provides teacher training in reading 
instruction for elementary or secondary school 
teachers or literacy coaches who—
143 
•HR 4137 EH2S 
‘‘(i) train classroom teachers to imple-
ment literacy programs; or 
‘‘(ii) tutor students with intense indi-
vidualized reading, writing, and subject 
matter instruction during or beyond the 
school day; 
‘‘(B) develops or redesigns rigorous evi-
denced-based reading curricula that are aligned 
with challenging State academic content stand-
ards, as required under section 1111(b)(1) of 
the Elementary and Secondary Education Act 
of 1965, and with postsecondary standards for 
reading and writing; 
‘‘(C) provides opportunities for teachers to 
plan and assess instruction with other teachers, 
school leaders, and faculty at institutions of 
higher education; 
‘‘(D) provides training and professional de-
velopment for principals to prepare them to un-
derstand the teaching of reading, guide instruc-
tion, and foster school improvement; and 
‘‘(E) establishes an evaluation and ac-
countability plan for activities conducted under 
this paragraph to measure the impact of such 
activities.
144 
•HR 4137 EH2S 
‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH-
MENT OF TEACHING RESIDENCY PROGRAMS.— 
‘‘(1) IN GENERAL.—An eligible partnership re-
ceiving a grant to carry out an effective teaching 
residency program shall carry out a program that 
includes all of the following activities: 
‘‘(A) Supporting a teaching residency pro-
gram described in paragraph (2) for high-need 
subjects and areas, as determined by the needs 
of the high-need local educational agency in the 
partnership. 
‘‘(B) Where feasible, attempt to place 
graduates of the teaching residency program in 
cohorts that facilitate professional collaboration, 
both among graduates of the teaching residency 
program and between such graduates and men-
tor teachers in the receiving school. 
‘‘(C) Ensuring that teaching residents that 
participated in the teaching residency program 
receive— 
‘‘(i) effective pre-service preparation 
as described in paragraph (2); 
‘‘(ii) teacher mentoring;
145 
•HR 4137 EH2S 
‘‘(iii) induction through the induction 
program as the teaching residents enter 
the classroom as new teachers; and 
‘‘(iv) the preparation described in sub-
paragraphs (A), (B), and (C) of subsection 
(d)(2). 
‘‘(2) TEACHING RESIDENCY PROGRAMS.— 
‘‘(A) ESTABLISHMENT
AND
DESIGN.—A 
teaching residency program under this sub-
section shall be a program based upon models 
of successful teaching residencies that serves as 
a mechanism to prepare teachers for success in 
the high-need schools in the eligible partner-
ship, and shall be designed to include the fol-
lowing characteristics of successful programs: 
‘‘(i) The integration of pedagogy, 
classroom practice, and teacher mentoring. 
‘‘(ii) Engagement of teaching resi-
dents in rigorous graduate-level course 
work to earn a master’s degree while un-
dertaking a guided teaching apprentice-
ship. 
‘‘(iii) Experience and learning oppor-
tunities alongside a trained and experi-
enced mentor teacher—
146 
•HR 4137 EH2S 
‘‘(I) whose teaching shall com-
plement the residency program so that 
classroom clinical practice is tightly 
aligned with course work; 
‘‘(II) who shall have extra re-
sponsibilities as a teacher leader of 
the teaching residency program, as a 
mentor for residents, and as a teacher 
coach during the induction program 
for novice teachers, and for estab-
lishing, within the program, a learn-
ing community in which all individuals 
are expected to continually improve 
their capacity to advance student 
learning; and 
‘‘(III) who may have full relief 
from teaching duties as a result of 
such additional responsibilities. 
‘‘(iv) The establishment of clear cri-
teria for the selection of mentor teachers 
based on measures of teacher effectiveness 
and the appropriate subject area knowl-
edge. Evaluation of teacher effectiveness 
shall be based on, but is not required to in-
clude all of, the observations of such do-
154 
•HR 4137 EH2S 
program shall carry out a program that includes all 
of the following activities: 
‘‘(A) Preparing students currently enrolled 
or preparing to enroll in education administra-
tion programs in preparation for careers as su-
perintendents, principals, or other school ad-
ministrators (including students preparing to 
work in rural local educational agencies (as 
such term is defined in section 872 of this Act) 
who may perform multiple duties in addition to 
the role of administrator). 
‘‘(B) 
Promoting 
strong 
administrative 
skills and, as applicable, techniques for edu-
cation administrators to improve the school en-
vironment and effectively manage schools. 
‘‘(C) Ensuring that students who partici-
pate in the leadership program receive— 
‘‘(i) effective pre-service preparation 
as described in subparagraph (D); and 
‘‘(ii) mentoring by educational admin-
istrators. 
‘‘(D) Developing and improving a sus-
tained and high-quality pre-service clinical edu-
cation program to further develop the leader-
ship skills of all prospective educational admin-
155 
•HR 4137 EH2S 
istrators involved in the program. Such pro-
gram shall do the following: 
‘‘(i) Incorporate year-long opportuni-
ties for enrichment activity or a combina-
tion of activities, including— 
‘‘(I) clinical learning in high-need 
schools served by the high-need local 
educational agency in the eligible 
partnership and identified by the eligi-
ble partnership; and 
‘‘(II) closely supervised inter-
action between faculty and new and 
experienced teachers, principals, and 
other administrators in high-need 
schools served by the high-need local 
educational agency in the eligible 
partnership and identified by the eligi-
ble partnership. 
‘‘(ii) Integrate pedagogy and practice 
and promote effective administrative skills 
for meeting the unique needs of rural and 
geographically isolated communities. 
‘‘(iii) Educational administrator men-
toring.
156 
•HR 4137 EH2S 
‘‘(E) Creating an induction program for 
new administrators. 
‘‘(F) Developing and implementing effec-
tive mechanisms to ensure that the eligible 
partnership is able to recruit qualified individ-
uals to become educational administrators 
through the activities of the eligible partner-
ship, which may include an emphasis on recruit-
ing into the education administration profes-
sion— 
‘‘(i) underrepresented populations; 
‘‘(ii) individuals to serve as super-
intendents, principals, or other school ad-
ministrators in rural and geographically 
isolated communities and shortage areas; 
or 
‘‘(iii) mid-career professionals from 
other occupations, former military per-
sonnel, and recent college graduates with 
proven records of academic distinction. 
‘‘(2) SELECTION
OF
INDIVIDUALS
FOR
THE 
LEADERSHIP PROGRAM.—In order to be eligible for 
the leadership program under this subsection, an in-
dividual shall—
157 
•HR 4137 EH2S 
‘‘(A) be enrolled in or preparing to enroll 
in an institution of higher education, or a re-
cent graduate of an institution of higher edu-
cation, or a mid-career professional from out-
side the field of education possessing strong 
content knowledge or a record of professional 
accomplishment; 
‘‘(B) be current teachers who would like to 
become principals or principals who would like 
to be superintendents; and 
‘‘(C) submit an application to the leader-
ship program. 
‘‘(g) 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 under this section. 
‘‘(2) REGULAR
COMMUNICATION.—To ensure 
timely and meaningful consultation, regular commu-
nication shall occur among all members of the eligi-
ble partnership, including the high-need local edu-
cational agency. Such communication shall continue 
throughout the implementation of the grant and the
158 
•HR 4137 EH2S 
assessment of programs and activities under this 
section. 
‘‘(3) WRITTEN CONSENT.—The Secretary may 
approve changes in grant activities of a grant under 
this section only if a written consent signed by all 
members of the eligible partnership is submitted to 
the Secretary. 
‘‘(h) 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. 
‘‘(i) SUPPLEMENT, NOT SUPPLANT.—Funds made 
available to carry out this section shall be used to supple-
ment, and not supplant, other Federal, State, and local 
funds that would otherwise be expended to carry out ac-
tivities under this section. 
‘‘SEC. 203. ADMINISTRATIVE PROVISIONS. 
‘‘(a) DURATION; NUMBER
OF
AWARDS; PAY-
MENTS.— 
‘‘(1) DURATION.—A grant awarded under this 
part shall be awarded for a period of 5 years.
159 
•HR 4137 EH2S 
‘‘(2) NUMBER OF AWARDS.—An eligible part-
nership may not receive more than 1 grant during 
a 5-year period. Nothing in this title shall be con-
strued to prohibit an individual member, that can 
demonstrate need, of an eligible partnership that re-
ceives a grant under this title from entering into an-
other eligible partnership consisting of new members 
and receiving a grant with such other eligible part-
nership before the 5-year period described in the 
preceding sentence applicable to the eligible partner-
ship with which the individual member has first 
partnered has expired. 
‘‘(3) PAYMENTS.—The Secretary shall make 
annual payments of grant funds awarded under this 
part. 
‘‘(b) PEER REVIEW.— 
‘‘(1) PANEL.—The Secretary shall provide the 
applications submitted under this part to a peer re-
view 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.—In recommending applications 
to the Secretary for funding under this part, the 
panel shall give priority—