20 U.S.C. § 9813 (EDUCATION)
§ 9813. Programs for baccalaureate degrees in science, technology, engineering, mathematics, or critical foreign languages, with concurrent teacher certification
(a) Program authorized
From the amounts made available to carry out this section under section 9816(1) of this title and not reserved under section 9815(d) of this title for a fiscal year, the Secretary is authorized to award grants, on a competitive basis, to eligible recipients to enable partnerships served by the eligible recipients to develop and implement programs to provide courses of study in science, technology, engineering, mathematics, or critical foreign languages that—
(1) are integrated with teacher education; and
(2) lead to a baccalaureate degree in science, technology, engineering, mathematics, or a critical foreign language with concurrent teacher certification.
(b) Application
Each eligible recipient desiring a grant under this section shall submit an application to the Secretary at such time and in such manner as the Secretary may require. Each application shall—
(1) describe the program for which assistance is sought;
(2) describe how a department of science, technology, engineering, mathematics, or a critical foreign language participating in the partnership will ensure significant collaboration with a teacher preparation program in the development of undergraduate degrees in science, technology, engineering, mathematics, or a critical foreign language, with concurrent teacher certification, including providing student teaching and other clinical classroom experiences or how a department or school participating in the partnership with a competency-based degree program has ensured, in the development of a baccalaureate degree program in science, technology, engineering, mathematics, or a critical foreign language, the provision of concurrent teacher certification, including providing student teaching and other clinical classroom experiences;
(3) describe the high-quality research, laboratory, or internship experiences, integrated with coursework, that will be provided under the program;
(4) describe how members of groups that are underrepresented in the teaching of science, technology, engineering, mathematics, or critical foreign languages will be encouraged to participate in the program;
(5) describe how program participants will be encouraged to teach in schools determined by the partnership to be most in need, and the assistance in finding employment in such schools that will be provided;
(6) describe the ongoing activities and services that will be provided to graduates of the program;
(7) describe how the activities of the partnership will be coordinated with any activities funded through other Federal grants, and how the partnership will continue the activities assisted under the program when the grant period ends;
(8) describe how the partnership will assess the content knowledge and teaching skills of the program participants; and
(9) provide any other information the Secretary may reasonably require.
(c) Priority
Priority shall be given to applications whose primary focus is on placing participants in high-need local educational agencies.
(d) Authorized activities
(1) In general
Each eligible recipient receiving a grant under this section shall use the grant funds to enable a partnership to develop and implement a program to provide courses of study in science, technology, engineering, mathematics, or a critical foreign language that—
(A) are integrated with teacher education programs that promote effective teaching skills; and
(B) lead to a baccalaureate degree in science, technology, engineering, mathematics, or a critical foreign language with concurrent teacher certification.
(2) Program requirements
The program shall—
(A) provide high-quality research, laboratory, or internship experiences for program participants;
(B) provide student teaching or other clinical classroom experiences that—
(i) are integrated with coursework; and
(ii) lead to the participants’ ability to demonstrate effective teaching skills;
(C) if implementing a program in which program participants are prepared to teach science, technology, engineering, mathematics, or critical foreign language courses, include strategies for improving student literacy;
(D) encourage the participation of individuals who are members of groups that are underrepresented in the teaching of science, technology, engineering, mathematics, or critical foreign languages;
(E) encourage participants to teach in schools determined by the partnership to be most in need, and actively assist the participants in finding employment in such schools;
(F) offer training in the use of and integration of educational technology;
(G) collect data regarding and evaluate, using measurable objectives and benchmarks, the extent to which the program succeeded in—
(i) increasing the percentage of highly qualified mathematics, science, or critical foreign language teachers, including increasing the percentage of such teachers teaching in those schools determined by the partnership to be most in need;
(ii) improving student academic achievement in mathematics, science, and where applicable, technology and engineering;
(iii) increasing the number of students in secondary schools enrolled in upper level mathematics, science, and, where available, technology and engineering courses; and
(iv) increasing the numbers of elementary school and secondary school students enrolled in and continuing in critical foreign language courses;
(H) collect data on the employment placement and retention of all graduates of the program, including information on how many graduates are teaching and in what kinds of schools;
(I) provide ongoing activities and services to graduates of the program who teach elementary school or secondary school, by—
(i) keeping the graduates informed of the latest developments in their respective academic fields; and
(ii) supporting the graduates of the program who are employed in schools in the local educational agency participating in the partnership during the initial years of teaching through—
(I) induction programs;
(II) promotion of effective teaching skills; and
(III) providing opportunities for regular professional development; and
(J) develop recommendations to improve the school, department, or program of education participating in the partnership.
(e) Annual report
Each eligible recipient receiving a grant under this section shall collect and report to the Secretary annually such information as the Secretary may reasonably require, including—
(1) the number of participants in the program;
(2) information on the academic majors of participating students;
(3) the race, gender, income, and disability status of program participants;
(4) the placement of program participants as teachers in schools determined by the partnership to be most in need;
(5) the extent to which the program succeeded in meeting the objectives and benchmarks described in subsection (d)(2)(G); and
(6) the data collected under subparagraphs (G) and (H) of subsection (d)(2).
(f) Technical assistance
From the funds made available under section 9816(1) of this title, the Secretary may provide technical assistance to an eligible recipient developing a baccalaureate degree program with concurrent teacher certification, including technical assistance provided through a grant or contract awarded on a competitive basis to an institution of higher education or a technical assistance center.
(g) Compliance with FERPA
Any activity under this section shall be carried out in compliance with section 1232g of this title (commonly known as the Family Educational Rights and Privacy Act of 1974).
(h) Induction program defined
In this section, the term “induction program” means a formalized program for new teachers during not less than the teachers’ first 2 years of teaching that is designed to provide support for, and improve the professional performance and advance the retention in the teaching field of, beginning teachers. Such program shall promote effective teaching skills and shall include the following components:
(1) High-quality teacher mentoring.
(2) Periodic, structured time for collaboration with teachers in the same department or field, as well as time for information-sharing among teachers, principals, administrators, and participating faculty in the partner institution.
(3) The application of empirically based practice and scientifically valid research on instructional practices.
(4) Opportunities for new teachers to draw directly upon the expertise of teacher mentors, faculty, and researchers to support the integration of empirically based practice and scientifically valid research with practice.
(5) The development of skills in instructional and behavioral interventions derived from empirically based practice and, where applicable, scientifically valid research.
(6) Faculty who—
(A) model the integration of research and practice in the classroom; and
(B) assist new teachers with the effective use and integration of technology in the classroom.
(7) Interdisciplinary collaboration among exemplary teachers, faculty, researchers, and other staff who prepare new teachers on the learning process and the assessment of learning.
(8) Assistance with the understanding of data, particularly student achievement data, and the data’s applicability in classroom instruction.
(9) Regular evaluation of the new teacher.
(Pub. L. 110–69, title VI, § 6113, Aug. 9, 2007, 121 Stat. 628.)