Title: PREP Act of 2019
Policy area: Education

Summary:
Preparing and Retaining Education Professionals Act of 2019 or the PREP Act of 2019
This bill reauthorizes and revises certain grant programs to address shortages of teachers and school leaders (e.g., principals) in elementary and secondary schools, including shortages in rural areas and related to specific positions (e.g., special education and English language instruction).
First, the bill makes permanent and otherwise revises the Teacher Quality Partnership program (which provides grants to improve the quality of teachers and enhance professional development activities). It revises the program to, among other things (1) expand the purpose of grants to include the recruitment of well-prepared individuals, including individuals from underrepresented populations, into the teacher and school leadership force; (2) include training and professional development opportunities for school leaders; and (3) establish a grant program to address workforce shortages or increase workforce diversity.
Next, the bill makes permanent and otherwise revises the Augustus F. Hawkins Centers of Excellence program (which provides grants to establish teacher preparation programs at minority-serving institutions). It allows grants to be used for school leader preparation programs.
Additionally, it aligns activities within teacher preparation programs at predominantly Black institutions and Native American-serving nontribal institutions with certain changes made to the Teacher Quality Partnership program.
It permanently reauthorizes the Minority Science and Engineering Improvement program (which provides grants to improve science and engineering education at predominantly minority institutions).
Finally, it provides annual funding beginning in FY2020 to historically Black colleges and universities and other minority-serving institutions for grant programs (e.g., teacher preparation).

[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[S. 752 Introduced in Senate (IS)]

<DOC>






116th CONGRESS
  1st Session
                                 S. 752

 To amend the Higher Education Act of 1965 to provide for teacher and 
  school leader quality enhancement and to enhance institutional aid.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                             March 12, 2019

Mr. Kaine (for himself and Ms. Collins) introduced the following bill; 
     which was read twice and referred to the Committee on Health, 
                     Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL


 
 To amend the Higher Education Act of 1965 to provide for teacher and 
  school leader quality enhancement and to enhance institutional aid.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Preparing and Retaining Education 
Professionals Act of 2019'' or the ``PREP Act of 2019''.

SEC. 2. TEACHER AND SCHOOL LEADER QUALITY ENHANCEMENT.

    Title II of the Higher Education Act of 1965 (20 U.S.C. 1021 et 
seq.) is amended to read as follows:

       ``TITLE II--TEACHER AND SCHOOL LEADER QUALITY ENHANCEMENT

``SEC. 200. DEFINITIONS.

    ``In this title:
            ``(1) 2+2 program.--The term `2+2 program' means a 
        partnership between a junior or community college, as defined 
        in section 312, and a 4-year degree-granting institution of 
        higher education in which teacher candidates can begin teacher 
        preparation in the junior or community college and fully 
        transfer their credits to the 4-year institution of higher 
        education, where the students complete their teacher 
        preparation.
            ``(2) Arts and sciences.--The term `arts and sciences' 
        means--
                    ``(A) when referring to an organizational unit of 
                an institution of higher education, any academic unit 
                that offers one or more academic majors in disciplines 
                or content areas corresponding to the academic subject 
                matter areas in which teachers provide instruction; and
                    ``(B) when referring to a specific academic subject 
                area, the disciplines or content areas in which 
                academic majors are offered by the arts and sciences 
                organizational unit.
            ``(3) Children from low-income families.--The term 
        `children from low-income families' means children described in 
        section 1124(c)(1)(A) of the Elementary and Secondary Education 
        Act of 1965.
            ``(4) Comprehensive literacy instruction.--The term 
        `comprehensive literacy instruction' has the meaning given the 
        term in section 2221(b)(1) of the Elementary and Secondary 
        Education Act of 1965.
            ``(5) Core academic subjects.--The term `core academic 
        subjects' means English, reading or language arts, mathematics, 
        science, foreign languages, civics and government, economics, 
        arts, history, career and technical education, and geography.
            ``(6) Early childhood educator.--The term `early childhood 
        educator' means an individual with primary responsibility for 
        teaching children in an early childhood education program.
            ``(7) Educational service agency.--The term `educational 
        service agency' has the meaning given the term in section 8101 
        of the Elementary and Secondary Education Act of 1965.
            ``(8) Effective early childhood educator.--The term 
        `effective childhood educator' means an educator--
                    ``(A) with specialized education, credentials, and 
                preparation in development and education of young 
                children from birth until entry into kindergarten;
                    ``(B) with--
                            ``(i) a baccalaureate degree with 
                        coursework in early childhood education; or
                            ``(ii) an associate's degree in a related 
                        educational area; and
                    ``(C) who has demonstrated a high level of 
                knowledge and use of content and pedagogy in the 
                relevant areas, as determined by the State and which 
                may be based on coursework or credit requirements, or 
                passage of an assessment associated with quality early 
                childhood education.
            ``(9) Eligible partnership.--The term `eligible 
        partnership' means an entity that--
                    ``(A) shall include--
                            ``(i) a State educational agency;
                            ``(ii) a high-need local educational 
                        agency, a high-need school or a consortium of 
                        high need schools served by a high-need local 
                        educational agency, or, as applicable, a high-
                        need early childhood education program; and
                            ``(iii) a partner institution, which may 
                        include a school, department, or program of 
                        education within such partner institution, 
                        including in a graduate level program, that is 
                        State-accredited and is eligible to receive 
                        Federal funds under title IV, which may include 
                        an existing teacher or school leader 
                        preparation program with proven outcomes within 
                        a 4-year institution of higher education that 
                        provides intensive and sustained collaboration 
                        between faculty and local educational agencies 
                        consistent with the requirements of this title; 
                        and
                    ``(B) may include any of the following:
                            ``(i) A school or department of arts and 
                        sciences within the partner institution.
                            ``(ii) The Governor of the State.
                            ``(iii) The State board of education.
                            ``(iv) The State agency for higher 
                        education.
                            ``(v) A business.
                            ``(vi) A public or private nonprofit 
                        educational organization.
                            ``(vii) An educational service agency.
                            ``(viii) A teacher or school leader 
                        organization.
                            ``(ix) A high-performing local educational 
                        agency, or a consortium of such local 
                        educational agencies, that can serve as a 
                        resource to the partnership.
                            ``(x) A charter school (as defined in 
                        section 4310 of the Elementary and Secondary 
                        Education Act of 1965).
                            ``(xi) A school or department within the 
                        partner institution that focuses on psychology 
                        and human development.
                            ``(xii) A school or department within the 
                        partner institution that focuses on 
                        comprehensive literacy instruction including 
                        child or adolescent literacy.
                            ``(xiii) A school or department within the 
                        partner institution with comparable expertise 
                        in the disciplines of teaching, learning, and 
                        child and adolescent development.
                            ``(xiv) A State accredited nonprofit entity 
                        that is eligible to receive funding under title 
                        IV operating a program that provides 
                        alternative routes to State certification of 
                        teachers or school leaders.
            ``(10) English learner.--The term `English learner' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(11) Evidence-based.--The term `evidence-based' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(12) High-need early childhood education program.--The 
        term `high-need early childhood education program' means an 
        early childhood education program serving children from low-
        income families that is located within the geographic area 
        served by a high-need local educational agency.
            ``(13) High-need local educational agency.--The term `high-
        need local educational agency' means a local educational 
        agency--
                    ``(A)(i) for which not less than 40 percent of the 
                children served by the agency are children from low-
                income families;
                    ``(ii) that serves not fewer than 10,000 children 
                from low-income families;
                    ``(iii) that meets the eligibility requirements for 
                funding under the Small, Rural School Achievement 
                Program under section 5211(b) of the Elementary and 
                Secondary Education Act of 1965; or
                    ``(iv) that meets the eligibility requirements for 
                funding under the Rural and Low-Income School Program 
                under section 5221(b) of the Elementary and Secondary 
                Education Act of 1965; and
                    ``(B)(i) for which there is a high percentage of 
                teachers not teaching in the academic subject areas or 
                grade levels in which the teachers were prepared or 
                fully certified to teach;
                    ``(ii) for which there is a high teacher turnover 
                rate or a high percentage of teachers with emergency, 
                provisional, or temporary certification or licensure;
                    ``(iii) for which there is a high percentage of 
                positions in State-identified areas of teacher or 
                school leader shortage, including in special education, 
                English language instruction, science, technology, 
                engineering, mathematics, and career and technical 
                education; or
                    ``(iv) for which a majority of schools are 
                identified for comprehensive support and improvement 
                under section 1111(c)(4)(D) of the Elementary and 
                Secondary Education Act of 1965, targeted support and 
                improvement under section 1111(d)(2) of the Elementary 
                and Secondary Education Act of 1965, or additional 
                targeted support under section 1111(d)(2)(C) of the 
                Elementary and Secondary Education Act of 1965.
            ``(14) High-need school.--The term `high-need school' means 
        a school that, based on the most recent data available, is--
                    ``(A) an elementary school in which not less than 
                50 percent of the enrolled students are from low-income 
                families;
                    ``(B) a secondary school in which not less than 40 
                percent of the enrolled students are from low-income 
                families; or
                    ``(C) identified for comprehensive support and 
                improvement under section 1111(c)(4)(D) of the 
                Elementary and Secondary Education Act of 1965, 
                targeted support and improvement under section 
                1111(d)(2) of the Elementary and Secondary Education 
                Act of 1965, or additional targeted support under 
                section 1111(d)(2)(C) of the Elementary and Secondary 
                Education Act of 1965.
            ``(15) Induction program.--The term `induction program' 
        means a formalized program for new teachers or school leaders 
        during not less than the teachers' or school leaders' first 2 
        years of, respectively, teaching or leading, that is designed 
        to provide support for, and improve the professional 
        performance and advance the retention in the teaching or 
        leading field of, beginning teachers or school leaders. Such 
        program shall promote effective teaching and leadership skills 
        and shall include the following components:
                    ``(A) High-quality and structured teacher or school 
                leader mentoring led by a trained and expert mentor who 
                has demonstrated high skill and effectiveness and who 
                teaches or leads, or has taught or led, in the same or 
                similar field, grade, or subject as the mentee.
                    ``(B) Periodic, structured time for collaboration 
                with teachers or leaders in the same department or 
                field, including mentor teachers or leaders, as well as 
                time for information-sharing among teachers, 
                principals, administrators, other appropriate 
                instructional staff, and participating faculty in the 
                partner institution.
                    ``(C) The application of evidence-based practice 
                and research on instructional practices.
                    ``(D) Opportunities for new teachers or school 
                leaders to draw directly on the expertise of teacher or 
                leader mentors, faculty, and researchers, including 
                through mentor observation and feedback, to support the 
                integration of evidence-based research and practice.
                    ``(E) The development of evidence-based skills in 
                instructional and behavioral supports and 
                interventions, including alignment with State standards 
                on teaching and school leadership.
                    ``(F) Faculty or program staff who--
                            ``(i) model the integration of research and 
                        practice in the classroom;
                            ``(ii) model personalized instruction; and
                            ``(iii) assist new teachers with the 
                        effective use and integration of technology in 
                        the classroom or school to support instruction.
                    ``(G) Interdisciplinary collaboration among 
                exemplary teachers, school leaders, faculty, 
                researchers, and other staff who prepare new teachers 
                or school leaders with respect to the learning process 
                and the assessment of learning, including the 
                development, analysis, and use of formative, interim, 
                and summative assessments.
                    ``(H) The development skills to implement and 
                support evidence-based practices that create a positive 
                school culture and climate.
                    ``(I) Assistance with the understanding of data, 
                particularly student achievement and classroom 
                engagement data (such as attendance and discipline 
                rates and other measures of school climate), and the 
                applicability of such data in classroom and school 
                instruction and design.
                    ``(J) Regular and structured observation and 
                assessment of new teachers and school leaders by 
                multiple assessors, using valid and reliable measures 
                of teaching and leadership skills in order to inform 
                efforts to support new teachers and school leaders and 
                improve their practice.
            ``(16) Parent.--The term `parent' has the meaning given the 
        term in section 8101 of the Elementary and Secondary Education 
        Act of 1965.
            ``(17) Partner institution.--The term `partner institution' 
        means a public or nonprofit institution of higher education 
        eligible to receive Federal funds under title IV, which may 
        include a 2-year State- or regionally accredited institution of 
        higher education offering a dual program with a 4-year State-
        accredited institution of higher education, participating in an 
        eligible partnership that has a State-accredited teacher, or, 
        where relevant, school leader, preparation program--
                    ``(A) whose graduates exhibit strong performance on 
                State-determined qualifying assessments for new 
                teachers, or school leaders, through--
                            ``(i) demonstrating that 80 percent or more 
                        of the graduates of the program who intend to 
                        enter the field of teaching or leading have 
                        passed all of the applicable State 
                        qualification assessments for new teachers or 
                        leaders, which shall include an assessment of 
                        each prospective teacher's subject matter 
                        knowledge and pedagogical skills in the content 
                        area in which the teacher intends to teach, or 
                        leadership skills; or
                            ``(ii) being ranked among the highest-
                        performing teacher or leader preparation 
                        programs in the State, as determined by the 
                        State--
                                    ``(I) based on the requirements for 
                                the State report card under section 
                                205(b) before the first publication of 
                                such report card; and
                                    ``(II) using the State report card 
                                on teacher preparation required under 
                                section 205(b), after the first 
                                publication of such report card and for 
                                every year thereafter; and
                    ``(B) that requires--
                            ``(i) each student in the program to meet 
                        high academic standards or demonstrate a record 
                        of success, as determined by the institution 
                        (including prior to entering and being accepted 
                        into a program), and participate in intensive 
                        clinical experience;
                            ``(ii) each student in the program to 
                        develop teaching skills, as described in 
                        paragraph (23), or school leadership skills, as 
                        described in paragraph (19); and
                            ``(iii) each student in the program 
                        preparing to become an early childhood educator 
                        to meet degree requirements, as established by 
                        the State, and become highly competent.
            ``(18) Professional development.--The term `professional 
        development' has the meaning given the term in section 8101 of 
        the Elementary and Secondary Education Act of 1965.
            ``(19) Rural area.--The term `rural area' has the meaning 
        given the term in section 343(a)(13)(A) of the Consolidated 
        Farm and Rural Development Act (7 U.S.C. 1991(a)(13)(A)).
            ``(20) Rural school district.--The term `rural school 
        district' means a school district that serves one or more 
        schools located in a rural area.
            ``(21) School leader.--The term `school leader' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(22) School leadership skills.--The term `school 
        leadership skills' means skills that enable a school leader 
        to--
                    ``(A) develop and effectively implement a shared 
                mission across a school that supports a rigorous and 
                coherent system of curriculum, instruction, and 
                assessment;
                    ``(B) develop the professional capacity and 
                practice of school personnel, including through the 
                fostering of a professional community of teachers and 
                other professional staff, in an effort to increase 
                student learning and achievement;
                    ``(C) create an inclusive and positive school 
                environment, including through the implementation of 
                culturally responsive and linguistically inclusive 
                practices;
                    ``(D) effectively communicate and work with parents 
                to support student achievement;
                    ``(E) effectively manage school operations and 
                resources; and
                    ``(F) support a system of continuous improvement.
            ``(23) Scientifically valid research.--The term 
        `scientifically valid research' includes applied research, 
        basic research, and field-initiated research in which the 
        rationale, design, and interpretation are soundly developed in 
        accordance with principles of scientific research.
            ``(24) Teacher or school leader mentoring.--The term 
        `teacher or school leader mentoring' means the mentoring of new 
        or prospective teachers or school leaders through a program 
        that--
                    ``(A) includes clear criteria for the selection of 
                teacher or school leader mentors who will provide role 
                model relationships for mentees, which criteria shall 
                be developed by the eligible partnership and based on 
                measures of teacher or school leader effectiveness;
                    ``(B) provides high-quality training for such 
                mentors, including instructional strategies for 
                comprehensive literacy instruction and creating 
                inclusive and supportive classroom environments 
                (including approaches that improve the schoolwide 
                climate for learning, which may include positive 
                behavioral interventions and supports, including 
                trauma-informed care and social and emotional 
                learning);
                    ``(C) provides regular and ongoing opportunities 
                for mentors and mentees to observe each other's 
                teaching or leadership methods in classroom and school 
                settings during the day in a high need school in the 
                high-need local educational agency in the eligible 
                partnership;
                    ``(D) provides paid release time for mentors, as 
                applicable;
                    ``(E) for teachers, provides mentoring to each 
                mentee by a colleague who teaches, or has taught, in 
                the same field, grade, or subject as the mentee;
                    ``(F) promotes empirically based practice of, and 
                evidence-based research on, where applicable--
                            ``(i) teaching and learning;
                            ``(ii) assessment of student learning;
                            ``(iii) the development of teaching skills 
                        through the use of instructional and behavioral 
                        interventions; and
                            ``(iv) the improvement of the mentees' 
                        capacity to measurably advance student 
                        learning; and
                    ``(G) includes--
                            ``(i) common planning time or regularly 
                        scheduled collaboration for the mentor and 
                        mentee; and
                            ``(ii) joint professional development 
                        opportunities.
            ``(25) Teaching or school leadership residency program.--
        The term `teaching or school leadership residency program' 
        means a school-based teacher or school leader preparation 
        program based upon models of effective teaching and leadership 
        residencies in which a prospective teacher or school leader--
                    ``(A) for not less than 1 academic year, teaches or 
                leads alongside an expert mentor teacher who is the 
                teacher of record or school leader;
                    ``(B) receives concurrent, aligned, and rigorous 
                graduate-level instruction during the year described in 
                subparagraph (A) from the partner institution, which 
                courses may be taught by local educational agency 
                personnel or residency program faculty, and in the case 
                of teachers, is in the teaching of the content area in 
                which the teacher will become certified or licensed;
                    ``(C) acquires effective teaching or school 
                leadership skills through the integration of pedagogy, 
                classroom or school practice, and teacher or leadership 
                mentoring; and
                    ``(D) prior to completion of the program, earns a 
                master's degree, attains full State teacher or school 
                leader certification or licensure, and demonstrates the 
                prerequisite skills to advance student learning, which 
                may be measured by a teacher or school leader 
                performance assessment.
            ``(26) Teaching skills.--The term `teaching skills' means 
        skills that enable a teacher to--
                    ``(A) increase student learning, achievement, and 
                the ability to apply knowledge;
                    ``(B) effectively convey, explain, and provide 
                opportunities for students to develop the skills 
                aligned with the full depth and breadth of the State 
                challenging academic standards, including the 
                application of academic subject matter;
                    ``(C) effectively teach higher-order analytical, 
                critical thinking, evaluation, problem-solving, and 
                communication skills;
                    ``(D) employ strategies grounded in the disciplines 
                of teaching and learning that--
                            ``(i) are based on empirically based 
                        practice and evidence-based research, where 
                        applicable, related to teaching and learning;
                            ``(ii) are specific to academic subject 
                        matter; and
                            ``(iii) focus on the identification of 
                        students' specific learning needs, particularly 
                        students with disabilities, students who are 
                        English learners, students who are gifted and 
                        talented, and students with low literacy 
                        levels, and the tailoring of academic 
                        instruction to such needs;
                    ``(E) design and conduct an ongoing assessment of 
                student learning, which may include the use of 
                formative assessments, performance-based assessments, 
                project-based assessments, or portfolio assessments, 
                that measures higher-order thinking skills (including 
                application, analysis, synthesis, and evaluation) and 
                use this information to inform and personalize 
                instruction;
                    ``(F) support the social, emotional, and academic 
                achievement of all students, including effectively 
                creating an inclusive classroom environment, including 
                the ability to implement positive behavioral 
                interventions, trauma-informed care, and other support 
                strategies;
                    ``(G) are culturally responsive and linguistically 
                inclusive;
                    ``(H) communicate and work with parents, and 
                involve parents in their children's education; and
                    ``(I) use age-appropriate and developmentally 
                appropriate strategies and practices for students in 
                early childhood education programs and elementary 
                schools and secondary schools.
            ``(27) Trauma-informed care.--The term `trauma-informed 
        care' means the evidence-based practices identified in section 
        4108(5)(B)(ii)(II)(aa) of the Elementary and Secondary 
        Education Act of 1965.

``SEC. 201. PURPOSES.

    ``The purposes of this title are to--
            ``(1) improve student achievement;
            ``(2) improve the skills and effectiveness of prospective 
        and new teachers and school leaders by improving the 
        preparation of prospective teachers and school leaders and 
        enhancing professional development activities for new teachers 
        and school leaders;
            ``(3) hold teacher and school leader preparation programs 
        accountable for preparing teachers with teaching skills, as 
        described in section 200(23), and school leaders with school 
        leadership skills, as described in section 200(19); and
            ``(4) recruit well-prepared individuals, including 
        individuals from underrepresented populations and individuals 
        from other occupations, into the teaching and school leadership 
        force with an emphasis on areas of State-identified teacher 
        shortage, and where available, school leader shortage.

``SEC. 202. PARTNERSHIP GRANTS.

    ``(a) Program Authorized.--From amounts made available under 
section 210, excluding amounts reserved under subsection (k), the 
Secretary is authorized to award grants, on a competitive basis, to 
eligible partnerships, to enable the eligible partnerships to carry out 
the activities described in subsection (c).
    ``(b) Application.--Each eligible partnership desiring a grant 
under this section shall submit an application to the Secretary at such 
time, in such manner, and accompanied by such information as the 
Secretary may require. Each such application shall contain--
            ``(1) a needs assessment of the partners in the eligible 
        partnership with respect to the preparation, ongoing 
        professional development, and retention of general education, 
        English language, and special education teachers, principals, 
        and other school leaders, and, as applicable, early childhood 
        educators, including any information provided by the State or 
        local educational agency regarding teacher and school leader 
        shortage areas, including in special education, English 
        language, science, technology, engineering, mathematics, and 
        career and technical education, and areas of inequitable 
        distribution of certified, experienced, and effective teachers 
        and school leaders;
            ``(2) a description of the extent to which the program to 
        be carried out with grant funds, as described in subsection 
        (c), will prepare prospective and new teachers with effective 
        teaching skills or prepare prospective and new school leaders 
        with strong school leadership skills;
            ``(3) a description of how such program will prepare 
        prospective and new teachers or school leaders to understand 
        and use research and data to modify and improve classroom or 
        schoolwide instruction and student engagement;
            ``(4) a description of--
                    ``(A) how the eligible partnership will coordinate 
                strategies and activities assisted under the grant with 
                other teacher or school leader preparation or 
                professional development programs, including programs 
                funded under the Elementary and Secondary Education Act 
                of 1965 and the Individuals with Disabilities Education 
                Act, and through the National Science Foundation;
                    ``(B) how the activities of the partnership will be 
                consistent with and support State, local, and other 
                education reform activities that promote teacher and 
                school leader effectiveness and student academic 
                achievement;
                    ``(C) how the eligible partnership will support the 
                development and assessment of all teaching candidates 
                in effectively teaching subject matter and supporting 
                the academic achievement and nonacademic needs of all 
                students, such as--
                            ``(i) effectively managing a classroom to 
                        create a positive and inclusive classroom 
                        environment;
                            ``(ii) developing interpersonal and 
                        intrapersonal skills that contribute to 
                        academic success;
                            ``(iii) designing and conducting ongoing 
                        assessments of student learning, which may 
                        include the use of formative, performance-
                        based, project-based, or portfolio assessments 
                        that measure higher order thinking skills;
                            ``(iv) learning how to use this information 
                        to inform and personalize instruction and 
                        differentiate instruction, including working 
                        with students with special needs;
                            ``(v) effectively using and integrating 
                        technology in the classroom to support 
                        evidence-based instruction; and
                            ``(vi) where appropriate, the skills 
                        necessary to implement advanced coursework 
                        programs, such as dual or concurrent enrollment 
                        programs, early college high school, Advanced 
                        Placement, International Baccalaureate, and 
                        talented and gifted;
                    ``(D) how the eligible partnership will develop and 
                implement a competitive and comprehensive selection and 
                screening process intended to recruit high-ability, 
                diverse candidates; and
                    ``(E) how the eligible partnership will develop 
                strong local educational agency-institution 
                partnerships (which may include collaboration with 
                teacher and school leader representatives within the 
                local educational agency) that co-design the coursework 
                and residency or clinical-placement program to ensure 
                candidates develop an understanding of the students and 
                families in the communities in which they will be 
                teaching, prepare candidates to teach in those 
                communities, and understand school contexts to address 
                needs in the local educational agency;
            ``(5) an assessment that describes the resources available 
        to the eligible partnership, including--
                    ``(A) the integration of funds from other related 
                sources;
                    ``(B) the intended use of the grant funds; and
                    ``(C) the commitment of the resources of the 
                partnership to the activities assisted under this 
                section, including financial support, faculty 
                participation, and time commitments, and to the 
                continuation of the activities when the grant ends;
            ``(6) a description of--
                    ``(A) how the eligible partnership will meet the 
                purposes of this title;
                    ``(B) how the partnership will carry out the 
                activities required under subsection (d) or (e), based 
                on the needs identified in paragraph (1), with the goal 
                of improving student academic achievement and closing 
                achievement gaps in student performance across 
                subgroups of students, as described in section 
                1111(c)(2) of the Elementary and Secondary Education 
                Act of 1965;
                    ``(C) if the partnership chooses to use funds under 
                this section for a project or activities under 
                subsection (f) or (g), how the partnership will carry 
                out such project or required activities based on the 
                needs identified in paragraph (1), with the goal of 
                improving student academic achievement and closing 
                achievement gaps in student performance across 
                subgroups of students, as described in section 
                1111(c)(2) of the Elementary and Secondary Education 
                Act of 1965;
                    ``(D) the partnership's evaluation plan under 
                section 204(a);
                    ``(E) how the partnership will align the teacher or 
                school leader preparation program under subsection (c) 
                with the--
                            ``(i) as applicable, State early learning 
                        standards for early childhood education 
                        programs, as appropriate, and with the relevant 
                        domains of early childhood development;
                            ``(ii) student academic achievement 
                        standards and academic content standards under 
                        section 1111(b)(2) of the Elementary and 
                        Secondary Education Act of 1965, established by 
                        the State in which the partnership is located; 
                        and
                            ``(iii) professional development activities 
                        identified under section 2101 and section 2103 
                        of the Elementary and Secondary Education Act 
                        of 1965 and where applicable, the school 
                        improvement activities identified under section 
                        1111(d) of the Elementary and Secondary 
                        Education Act of 1965;
                    ``(F) for a teacher preparation program, how the 
                partnership will prepare general education teachers to 
                teach students with disabilities, including preparation 
                related to participation as a member of individualized 
                education program teams, as defined in section 
                614(d)(1)(B) of the Individuals with Disabilities 
                Education Act and for a school leadership preparation 
                program, how the partnership will prepare prospective 
                school leaders to ensure that students with 
                disabilities receive special education and related 
                services, consistent with the requirements of the 
                Individuals with Disabilities Education Act, that are 
                needed for those students to meet the challenging State 
                academic standards;
                    ``(G) how the partnership will prepare general 
                education and special education teachers to teach 
                students who are English learners, including how to 
                ensure that students who are English learners receive 
                the services needed to meet the challenging State 
                academic standards;
                    ``(H) how faculty at the partner institution will 
                work, during the term of the grant, with effective 
                teachers in the classrooms of high-need schools served 
                by the high-need local educational agency in the 
                partnership to--
                            ``(i) provide high-quality, evidence-based 
                        professional development activities to 
                        strengthen the content knowledge and teaching 
                        skills of elementary school and secondary 
                        school teachers; and
                            ``(ii) develop other classroom teachers, 
                        and other educators as appropriate, to 
                        implement the elements of comprehensive 
                        literacy instruction;
                    ``(I) how the partnership will design, implement, 
                or enhance a year-long and rigorous teaching preservice 
                residency or clinical program component;
                    ``(J) how the partnership will support in-service 
                professional development strategies and activities; and
                    ``(K) how the partnership will collect, analyze, 
                and use data on the retention of all teachers, school 
                leaders, and early childhood educators, including where 
                available, data on working conditions and school 
                climate, in schools and early childhood education 
                programs located in the geographic area served by the 
                partnership to evaluate the effectiveness of the 
                partnership's teacher and educator support system; and
            ``(7) with respect to the induction program required as 
        part of the activities carried out under this section--
                    ``(A) a demonstration that the schools and 
                departments within the institution of higher education 
                that are part of the induction program will effectively 
                prepare teachers, including providing content expertise 
                and expertise in teaching, including in creating 
                inclusive and culturally responsive learning 
                environments, as appropriate;
                    ``(B) a demonstration of the eligible partnership's 
                capability and commitment to, and the accessibility to 
                and involvement of faculty in, the use of evidence-
                based practice and scientifically valid research on 
                teaching and learning;
                    ``(C) a description of how the teacher preparation 
                program will design and implement an induction program 
                to support, through not less than the first 2 years of 
                teaching, all new teachers who are prepared by the 
                teacher preparation program in the partnership and who 
                teach in the high-need local educational agency in the 
                partnership, and, to the extent practicable, all new 
                teachers who teach in such high-need local educational 
                agency, in the further development of the new teachers' 
                teaching skills, including the use of mentors who are 
                trained and compensated by such program for the 
                mentors' work with new teachers; and
                    ``(D) a description of how faculty involved in the 
                induction program will be able to substantially 
                participate in an early childhood education program or 
                an elementary school or secondary school classroom 
                setting, as applicable, including release time and 
                receiving workload credit for such participation.
    ``(c) Use of Grant Funds.--An eligible partnership that receives a 
grant under this section shall use grant funds to carry out programs 
identified under subsections (d) through (g), or a combination of such 
programs.
    ``(d) Partnership Grants for Pre-Baccalaureate 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 reforms, described 
                in subparagraph (B), within each teacher preparation 
                program and, as applicable, each preparation program 
                for early childhood educator programs, of the eligible 
                partnership that is assisted under this section, to 
                hold each program accountable for--
                            ``(i) preparing--
                                    ``(I) new or prospective teachers 
                                to develop teaching skills, as 
                                described in section 200(23), including 
                                teachers in rural school districts who 
                                may teach multiple subjects, special 
                                educators, and teachers of students who 
                                are English learners who may also teach 
                                multiple subjects;
                                    ``(II) such teachers and, as 
                                applicable, early childhood educators, 
                                to understand empirically based 
                                practice and scientifically valid 
                                research related to teaching and 
                                learning and the applicability of such 
                                practice and research, including 
                                through the effective use of 
                                technology, instructional techniques, 
                                and strategies consistent with the 
                                principles of universal design for 
                                learning, and through positive 
                                behavioral interventions and support 
                                strategies to improve student 
                                achievement and engagement; and
                                    ``(III) as applicable, early 
                                childhood educators to be highly 
                                effective; and
                            ``(ii) promoting effective teaching skills 
                        and techniques to improve children's 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 prospective 
                        and new teachers develop teaching skills and 
                        are prepared to provide classroom instruction 
                        aligned to the full depth and breadth of the 
                        State's challenging academic standards;
                            ``(ii) using empirically based practice and 
                        evidence-based research, where applicable, 
                        about teaching and learning so that all 
                        prospective teachers and, as applicable, early 
                        childhood educators--
                                    ``(I) understand and can implement 
                                research based teaching practices in 
                                classroom instruction;
                                    ``(II) have knowledge of student 
                                learning methods;
                                    ``(III) possess skills to analyze 
                                student academic achievement and 
                                engagement data and other measures of 
                                student learning, and use such data and 
                                measures to improve classroom 
                                instruction and engagement;
                                    ``(IV) possess teaching skills and 
                                an understanding of effective 
                                instructional strategies across all 
                                applicable content areas that enable 
                                general education and special education 
                                teachers and early childhood educators 
                                to--
                                            ``(aa) meet the specific 
                                        learning needs of all students, 
                                        including students with 
                                        disabilities, with a focus on 
                                        the skills necessary to support 
                                        students with high-incidence 
                                        disabilities such as attention 
                                        deficit/hyperactivity disorder, 
                                        dyslexia, and dyscalculia/
                                        dysgraphia, students who are 
                                        English learners, students who 
                                        are gifted and talented, 
                                        students with low literacy 
                                        levels and, as applicable, 
                                        children in early childhood 
                                        education programs and students 
                                        who are significantly overage 
                                        and high school credit 
                                        deficient; and
                                            ``(bb) differentiate 
                                        instruction for such students;
                                    ``(V) can effectively participate 
                                as a member of the individualized 
                                education program team, as defined in 
                                section 614(d)(1)(B) of the Individuals 
                                with Disabilities Education Act;
                                    ``(VI) possess the skills to meet 
                                the academic, social, and emotional 
                                needs of students and create inclusive 
                                and culturally responsive learning 
                                environments; and
                                    ``(VII) can successfully employ 
                                effective strategies for comprehensive 
                                literacy instruction;
                            ``(iii) ensuring collaboration with 
                        departments, programs, or units of a partner 
                        institution outside of the teacher preparation 
                        program in all academic content areas to ensure 
                        that prospective teachers receive preparation 
                        in both teaching and relevant content areas in 
                        order to develop teaching skills, as described 
                        in section 200(23), and become fully certified 
                        in the grade and content areas in which they 
                        will be teaching, which may include preparation 
                        in multiple subjects to teach multiple grade 
                        levels as may be needed for individuals 
                        preparing to teach in rural communities and for 
                        individuals preparing to teach students with 
                        disabilities as described in section 602(10)(D) 
                        of the Individuals with Disabilities Education 
                        Act;
                            ``(iv) developing and implementing an 
                        induction program;
                            ``(v) developing admissions goals and 
                        priorities aligned with the hiring objectives 
                        of the high-need local educational agency in 
                        the eligible partnership; and
                            ``(vi) implementing program and curriculum 
                        changes, as applicable, to ensure that 
                        prospective teachers have the requisite content 
                        knowledge, preparation, and degree to teach 
                        Advanced Placement or International 
                        Baccalaureate courses successfully.
            ``(2) Clinical experience and interaction.--Developing and 
        improving a sustained and high-quality preservice clinical 
        education program to further develop the teaching skills of all 
        prospective teachers and, as applicable, early childhood 
        educators, involved in the program. Such program shall do the 
        following:
                    ``(A) Incorporate year-long opportunities for 
                enrichment, 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 
                        between prospective teachers and assigned 
                        faculty, experienced and effective teachers, 
                        principals, other administrators, and school 
                        leaders at early childhood education programs, 
                        elementary schools, or secondary schools, and 
                        providing support for such interaction.
                    ``(B) Integrate pedagogy and classroom practice and 
                promote effective teaching skills in academic content 
                areas.
                    ``(C) Provide high-quality teacher mentoring.
                    ``(D) Be offered over the course of a program of 
                teacher preparation.
                    ``(E) Be tightly aligned with coursework (and may 
                be developed as a fifth year of a teacher preparation 
                program).
                    ``(F) Where feasible, allow prospective teachers to 
                learn to teach in the same local educational agency in 
                which the teachers will work, learning the 
                instructional initiatives and curriculum of that local 
                educational agency.
                    ``(G) As applicable, provide preparation and 
                experience to enhance the teaching skills of 
                prospective teachers to better prepare such teachers to 
                meet the unique needs of teaching in rural or urban 
                communities.
                    ``(H) Provide support and preparation for 
                individuals participating in an activity for 
                prospective or new teachers described in this paragraph 
                or paragraph (1) or (3), and for individuals who serve 
                as mentors for such teachers, based on 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 
                        compensation for time teaching in the eligible 
                        partnership's activities; and
                            ``(iii) with respect to a mentor, a 
                        stipend, which may include bonus, differential, 
                        incentive, or performance pay, based on the 
                        mentor's extra skills and responsibilities.
            ``(3) Induction programs for new teachers.--Creating an 
        induction program for new teachers or, in the case of an early 
        childhood education program, providing mentoring or coaching 
        for new early childhood educators.
            ``(4) Support and preparation for participants in early 
        childhood education programs.--In the case of an eligible 
        partnership focusing on early childhood educator preparation, 
        implementing initiatives that increase compensation for early 
        childhood educators who attain associate or baccalaureate 
        degrees in early childhood education.
            ``(5) Teacher or school leader recruitment.--Developing and 
        implementing effective mechanisms (which may include State-
        accredited alternative routes to full State certification of 
        teachers) to ensure that the eligible partnership is able to 
        recruit qualified individuals with teaching skills, as 
        described in section 200(23), or school leadership skills, as 
        described in section 200(19), through the activities of the 
        eligible partnership, which may include an emphasis on 
        recruiting into the teaching or school leadership profession--
                    ``(A) individuals from under represented 
                populations;
                    ``(B) individuals to teach or lead in rural 
                communities in school leader or teacher shortage areas, 
                including mathematics, science, special education, and 
                the instruction of students who are English learners; 
                and
                    ``(C) mid-career professionals from other 
                occupations, former military personnel, and recent 
                college graduates with a record of academic 
                distinction.
            ``(6) Comprehensive literacy training.--Strengthening the 
        literacy teaching skills of prospective and, as applicable, new 
        elementary school and secondary school teachers to provide the 
        elements of comprehensive literacy instruction.
    ``(e) Partnership Grants for the Establishment of Teaching 
Residency Programs.--
            ``(1) In general.--An eligible partnership receiving a 
        grant to carry out an effective teaching residency program 
        shall carry out a program as follows:
                    ``(A) The effective teaching residency program 
                shall include all of the following activities:
                            ``(i) Supporting a teaching residency 
                        program 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 in which the teacher 
                        resident teaches alongside an effective teacher 
                        of record for at least 1 academic year while 
                        engaging in initial preparation coursework.
                            ``(ii) Placing 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 mentor teachers in 
                        the receiving school.
                            ``(iii) Ensuring that teaching residents 
                        who participate in the teaching residency 
                        program receive--
                                    ``(I) effective preservice 
                                preparation as described in paragraph 
                                (2), with an emphasis on--
                                            ``(aa) developing 
                                        instructional strategies in the 
                                        teaching of the content area in 
                                        which the teacher will become 
                                        certified to teach;
                                            ``(bb) planning, curriculum 
                                        development, and assessment;
                                            ``(cc) child and adolescent 
                                        learning and development;
                                            ``(dd) creating an 
                                        inclusive and supportive 
                                        classroom environment;
                                            ``(ee) supports for 
                                        language development;
                                            ``(ff) supports for serving 
                                        students with disabilities; and
                                            ``(gg) developing 
                                        professional responsibilities, 
                                        including interaction with 
                                        families and colleagues;
                                    ``(II) teacher mentoring;
                                    ``(III) the opportunity to meet the 
                                requirements to earn an initial 
                                teaching credential; and
                                    ``(IV) the preparation described in 
                                subparagraphs (A), (B), and (C) of 
                                subsection (d)(2).
                    ``(B) The effective teaching residency program may 
                include implementing an induction program as the 
                teaching residents enter the classroom as new teachers, 
                including tuition assistance and a living stipend.
            ``(2) Teaching residency programs.--
                    ``(A) Establishment and design.--A teaching 
                residency program under this paragraph 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 partnership, and shall be designed to include 
                the following characteristics of successful programs:
                            ``(i) The integration of pedagogy, 
                        classroom practice, and teacher mentoring.
                            ``(ii) Engagement of teaching residents in 
                        rigorous graduate-level course work to earn a 
                        master's degree while undertaking a guided 
                        teaching apprenticeship.
                            ``(iii) Experience and learning 
                        opportunities alongside a well-prepared and 
                        experienced mentor teacher--
                                    ``(I) whose teaching shall 
                                complement the residency program so 
                                that classroom clinical practice is 
                                tightly aligned with coursework;
                                    ``(II) who shall have extra 
                                responsibilities as a teacher leader of 
                                the teaching residency program, as a 
                                mentor for residents, and as a teacher 
                                coach during the induction program for 
                                new teachers, and for establishing, 
                                within the program, a learning 
                                community in which all individuals are 
                                expected to continually improve their 
                                capacity to advance student learning; 
                                and
                                    ``(III) who may be relieved from 
                                teaching duties as a result of such 
                                additional responsibilities.
                            ``(iv) The establishment of clear criteria 
                        for the selection of mentor teachers based on 
                        measures of teacher effectiveness and the 
                        appropriate subject area knowledge. Evaluation 
                        of teacher effectiveness shall be based on, but 
                        not limited to, observations of the following:
                                    ``(I) Planning and preparation, 
                                including demonstrated knowledge of 
                                content, pedagogy, and assessment, 
                                including the use of formative and 
                                diagnostic assessments to improve 
                                student learning.
                                    ``(II) Appropriate instruction that 
                                engages students with different 
                                learning styles.
                                    ``(III) Collaboration with 
                                colleagues to improve instruction.
                                    ``(IV) Analysis of gains in student 
                                learning, based on multiple measures 
                                that are valid and reliable and that, 
                                when feasible, may include valid, 
                                reliable, and objective measures of the 
                                influence of teachers on the rate of 
                                student academic progress.
                                    ``(V) In the case of mentor 
                                candidates who will be mentoring new or 
                                prospective literacy and mathematics 
                                coaches or instructors, appropriate 
                                skills in the elements of comprehensive 
                                literacy instruction, teacher training 
                                in literacy instructional strategies 
                                across core subject areas, and teacher 
                                training in mathematics instructional 
                                strategies, as appropriate.
                            ``(v) Grouping of teaching residents in 
                        cohorts to facilitate professional 
                        collaboration among such residents.
                            ``(vi) The development of admissions goals 
                        and priorities--
                                    ``(I) that are aligned with the 
                                hiring objectives of the local 
                                educational agency partnering with the 
                                program, as well as the instructional 
                                initiatives and curriculum of such 
                                agency, in exchange for a commitment by 
                                such agency to hire qualified graduates 
                                from the teaching residency program; 
                                and
                                    ``(II) which may include 
                                consideration of applicants who reflect 
                                the communities in which they will 
                                teach as well as consideration of 
                                individuals from underrepresented 
                                populations in the teaching profession.
                            ``(vii) Support for residents, once the 
                        teaching residents are hired as teachers of 
                        record, through an induction program, 
                        professional development, and networking 
                        opportunities to support the residents through 
                        not less than the residents' first two years of 
                        teaching.
                    ``(B) Selection of individuals as teacher 
                residents.--
                            ``(i) Eligible individual.--In order to be 
                        eligible to be a teacher resident in a teaching 
                        residency program under this paragraph, an 
                        individual shall--
                                    ``(I) be a recent graduate of a 2-
                                year or enrolled in a 4-year 
                                institution of higher education or a 
                                mid-career professional from outside 
                                the field of education possessing 
                                strong content knowledge or a record of 
                                professional accomplishment; and
                                    ``(II) submit an application to the 
                                teaching residency program.
                            ``(ii) Selection criteria.--An eligible 
                        partnership carrying out a teaching residency 
                        program under this subsection shall establish 
                        criteria for the selection of eligible 
                        individuals to participate in the teaching 
                        residency program based on the following 
                        characteristics:
                                    ``(I) Strong content knowledge or 
                                record of accomplishment in the field 
                                or subject area to be taught.
                                    ``(II) Strong verbal and written 
                                communication skills, which may be 
                                demonstrated by performance on 
                                appropriate tests.
                                    ``(III) Other attributes linked to 
                                effective teaching, which may be 
                                determined by interviews or performance 
                                assessments, as specified by the 
                                eligible partnership.
                    ``(C) Stipends or salaries; applications; 
                agreements; repayments.--
                            ``(i) Stipends or salaries.--A teaching 
                        residency program under this subsection shall 
                        provide a 1-year living stipend or salary to 
                        teaching residents during the 1-year teaching 
                        residency program, which may include the use of 
                        funding provided under an AmeriCorps position 
                        assisted by the Corporation for National and 
                        Community Service towards such stipends or 
                        salaries.
                            ``(ii) Applications for stipends or 
                        salaries.--Each teacher residency candidate 
                        desiring a stipend or salary during the period 
                        of residency shall submit an application to the 
                        eligible partnership at such time, and 
                        containing such information and assurances, as 
                        the eligible partnership may require.
                            ``(iii) Agreements to serve.--Each 
                        application submitted under clause (ii) shall 
                        contain or be accompanied by an agreement that 
                        the applicant will--
                                    ``(I) serve as a full-time teacher 
                                for a total of not less than 3 academic 
                                years immediately after successfully 
                                completing the 1-year teaching 
                                residency program;
                                    ``(II) fulfill the requirement 
                                under subclause (I) by teaching in a 
                                high-need school served by the high-
                                need local educational agency in the 
                                eligible partnership and teach a 
                                subject or area that is designated as 
                                high need by the partnership;
                                    ``(III) provide to the eligible 
                                partnership a certificate, from the 
                                chief administrative officer of the 
                                local educational agency in which the 
                                resident is employed, of the employment 
                                required in subclauses (I) and (II) at 
                                the beginning of, and upon completion 
                                of, each year or partial year of 
                                service;
                                    ``(IV) meet the requirements to be 
                                a fully State-certified teacher, when 
                                the applicant begins to fulfill the 
                                service obligation under this clause; 
                                and
                                    ``(V) comply with the requirements 
                                set by the eligible partnership under 
                                clause (iv) if the applicant is unable 
                                or unwilling to complete the service 
                                obligation required by this clause.
                            ``(iv) Repayments.--
                                    ``(I) In general.--A grantee 
                                carrying out a teaching residency 
                                program under this paragraph shall 
                                require a recipient of a stipend or 
                                salary under clause (i) who does not 
                                complete, or who notifies the 
                                partnership that the recipient intends 
                                not to complete, the service obligation 
                                required by clause (iii) to repay such 
                                stipend or salary to the eligible 
                                partnership, together with interest, at 
                                a rate specified by the partnership in 
                                the agreement, and in accordance with 
                                such other terms and conditions 
                                specified by the eligible partnership, 
                                as necessary.
                                    ``(II) Other terms and 
                                conditions.--Any other terms and 
                                conditions specified by the eligible 
                                partnership may include reasonable 
                                provisions for pro-rata repayment of 
                                the stipend or salary described in 
                                clause (i) or for deferral of a 
                                teaching resident's service obligation 
                                required by clause (iii), on grounds of 
                                health, incapacitation, inability to 
                                secure employment in a school served by 
                                the eligible partnership, being called 
                                to active duty in the Armed Forces of 
                                the United States, or other 
                                extraordinary circumstances.
                                    ``(III) Use of repayments.--An 
                                eligible partnership shall use any 
                                repayment received under this clause to 
                                carry out additional activities that 
                                are consistent with the purposes of 
                                this subsection.
    ``(f) Partnership Grants for the Establishment of `Grow Your Own' 
Programs.--
            ``(1) In general.--An eligible partnership that receives a 
        grant under this section may carry out an effective `Grow Your 
        Own' program to address subject or geographic areas of teacher 
        or school leader shortages or increase the diversity of the 
        teacher or school leader workforce.
            ``(2) Elements of a grow your own program.--A Grow Your Own 
        program carried out under this subsection shall--
                    ``(A) integrate career-focused courses on education 
                topics with school-based learning experience;
                    ``(B) provide opportunities for candidates to 
                practice and develop the skills and dispositions 
                described in paragraphs (19) and (23) of section 200;
                    ``(C) support candidates as they complete their 
                associate, baccalaureate, or master's degree and earn 
                their teaching or school leadership credential and may 
                include a 2+2 program; and
                    ``(D) offer financial aid, in addition to financial 
                assistance that may be received under title IV, to 
                candidates and work in partnership with members of the 
                eligible partnership to provide academic, counseling, 
                and programmatic supports.
            ``(3) Establishment and design.--To create and enhance 
        multiple pathways to enter the educator and leadership 
        workforce, an eligible partnership carrying out a Grow Your Own 
        program under this subsection, in collaboration with 
        organizations representing educators and leaders and additional 
        stakeholders shall--
                    ``(A) establish an advisory group to review 
                barriers impacting underrepresented populations 
                entering the teaching and school leadership profession, 
                identify local teacher and leader workforce needs, 
                develop policies on the creation or expansion of Grow 
                Your Own programs, and provide guidance and oversight 
                on the implementation of such programs;
                    ``(B) track and evaluate the effectiveness of the 
                program, including, at a minimum, using the data 
                required under section 204(a)(1);
                    ``(C) require candidates to complete all State 
                requirements to become fully certified;
                    ``(D) provide academic and testing supports, 
                including advising and financial assistance, to 
                candidates for admission and completion of education 
                preparation programs as well as State licensure 
                assessments;
                    ``(E) include efforts, to the extent feasible, to 
                recruit current paraprofessionals, as defined under 
                section 8101 of the Elementary and Secondary Education 
                Act of 1965, instructional assistants, district 
                employees not certified to teach or lead (such as long-
                term substitute teachers), after school and summer 
                program staff, parent school volunteers, retired 
                military personnel, and other career changers with 
                experience in hard to staff areas who are not currently 
                certified to teach or lead with a specific focus on 
                recruiting individuals who are reflective of the race, 
                ethnicity, and native language of the existing 
                community's student population; and
                    ``(F) provide a year-long clinical experience or 
                teaching or school leadership residency with a stipend 
                to cover living expenses.
    ``(g) Partnership Grants for the Development of School Leadership 
Programs.--
            ``(1) In general.--An eligible partnership that receives a 
        grant under this section may carry out an effective school 
        leadership program that shall include all of the following 
        activities:
                    ``(A) Preparing individuals enrolled or preparing 
                to enroll in school leadership programs for careers as 
                superintendents, principals, early childhood education 
                program directors, or other school leaders (including 
                individuals preparing to work in local educational 
                agencies located in rural areas who may perform 
                multiple duties in addition to the role of a school 
                leader).
                    ``(B) Using a research-based curriculum that is 
                aligned with developing leadership skills and, as 
                applicable, techniques for school leaders to 
                effectively--
                            ``(i) provide instructional leadership, 
                        including by creating and maintaining a data-
                        driven, professional learning community within 
                        the leader's school where teachers, early 
                        childhood educators, staff, and students engage 
                        in continual learning and improvement;
                            ``(ii) provide a climate conducive to the 
                        professional development of teachers and early 
                        childhood educators, with a focus on improving 
                        student academic achievement and engagement and 
                        the development of effective instructional 
                        leadership skills, including coaching, 
                        providing constructive feedback and support, 
                        and opportunities for teacher leadership;
                            ``(iii) understand the teaching and 
                        assessment skills needed to support successful 
                        classroom instruction and to use data to 
                        evaluate teacher and early childhood educator 
                        instruction and drive teacher, early childhood 
                        educator, and student learning, including how 
                        to use data and collective inquiry to identify 
                        problems and address needs, in collaboration 
                        with staff, parents, and community 
                        organizations;
                            ``(iv) manage resources, including 
                        staffing, and school time to improve student 
                        academic achievement and engagement and ensure 
                        the school environment is safe and inclusive;
                            ``(v) engage and involve parents, community 
                        members, the local educational agency, 
                        businesses, and other community leaders, to 
                        leverage additional resources to improve 
                        student academic achievement;
                            ``(vi) understand how students learn and 
                        develop in order to create a positive and 
                        inclusive learning environment and increase 
                        academic achievement for all students; and
                            ``(vii) understand how to support a 
                        curriculum aligned with the full breadth and 
                        depth of the State's challenging academic 
                        standards and lead continuous school 
                        improvement efforts.
                    ``(C) Ensuring that individuals who participate in 
                the school leadership program receive--
                            ``(i) effective preservice preparation as 
                        described in subparagraph (D);
                            ``(ii) mentoring that provides ongoing and 
                        consistent feedback and support;
                            ``(iii) structured learning and courses 
                        carried out in collaboration with a small group 
                        of peers, including opportunities to 
                        participate in professional learning 
                        communities; and
                            ``(iv) if applicable, full State 
                        certification or licensure to become a school 
                        leader.
                    ``(D) Developing and improving a sustained and 
                high-quality preservice clinical education program to 
                further develop the leadership skills of all 
                prospective school leaders involved in the program. 
                Such clinical education program shall do the following:
                            ``(i) Incorporate year-long opportunities 
                        for enrichment, including--
                                    ``(I) clinical learning in high-
                                need schools served by the high-need 
                                local educational agency or a local 
                                educational agency located in a rural 
                                area in the eligible partnership and 
                                identified by the eligible partnership; 
                                and
                                    ``(II) closely supervised 
                                interaction and opportunities for 
                                feedback between prospective school 
                                leaders and faculty, new and 
                                experienced teachers, and new and 
                                experienced school leaders, in such 
                                high-need schools.
                            ``(ii) Integrate pedagogy and practice and 
                        promote effective leadership skills, meeting 
                        the unique needs of urban, rural, or 
                        geographically isolated communities, as 
                        applicable.
                            ``(iii) Use context-specific problems to 
                        connect coursework and practice to enrich new 
                        school leaders' skill development.
                            ``(iv) Provide for mentoring of new school 
                        leaders.
                    ``(E) Creating an induction program for new school 
                leaders.
                    ``(F) Developing and implementing effective 
                mechanisms to ensure that the eligible partnership is 
                able to recruit qualified individuals to become school 
                leaders through the activities of the eligible 
                partnership, which may include an emphasis on 
                recruiting into school leadership professions--
                            ``(i) individuals from underrepresented 
                        populations;
                            ``(ii) individuals to serve as 
                        superintendents, principals, or other school 
                        administrators in rural and geographically 
                        isolated communities and school leader shortage 
                        areas; and
                            ``(iii) individuals from the communities in 
                        which they plan to serve.
            ``(2) Selection of individuals for the leadership 
        program.--In order to be eligible for the school leadership 
        program under this subsection, an individual shall be enrolled 
        in or preparing to enroll in an institution of higher 
        education, and shall--
                    ``(A) be a--
                            ``(i) recent graduate of an institution of 
                        higher education;
                            ``(ii) mid-career professional from outside 
                        the field of education with strong content 
                        knowledge or a record of professional 
                        accomplishment;
                            ``(iii) current teacher who is interested 
                        in becoming a school leader; or
                            ``(iv) school leader who is interested in 
                        becoming a superintendent; and
                    ``(B) submit an application to the leadership 
                program.
    ``(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, including the high-need local educational agency. 
        Such communication shall continue throughout the implementation 
        of the grant and the 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 the 
        eligible partnership submits to the Secretary a written consent 
        of 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) State Administrative and Leadership Activities.--
            ``(1) Reservation.--The Secretary shall reserve 10 percent 
        of the amount appropriated under section 210 for a fiscal year 
        for State leadership and administrative activities.
            ``(2) Allocation.--From the funds reserved under paragraph 
        (1) for a fiscal year, the Secretary shall provide each State 
        educational agency with an allocation. Such allocation shall be 
        the same for each State educational agency.
            ``(3) Uses of funds.--Funds allocated to each State 
        educational agency under paragraph (2) shall be used for--
                    ``(A) administrative expenses required under this 
                title, including expenses related to administering 
                sections 205, 207, and 208; and
                    ``(B) State leadership activities that are 
                consistent with the purposes of this title, such as--
                            ``(i) increasing the diversity of teachers 
                        and school leaders being prepared by 
                        institutions and programs in the State;
                            ``(ii) ensuring that all graduates of 
                        teacher and school leader preparation programs 
                        in the State are well prepared to provide and 
                        support classroom instruction;
                            ``(iii) identifying and addressing teacher 
                        and school leader shortages in the State; and
                            ``(iv) other activities identified by the 
                        State educational agency that advance and 
                        improve teacher and school leader preparation.
    ``(l) 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.

``SEC. 203. ADMINISTRATIVE PROVISIONS.

    ``(a) Duration; Number of Awards; Payments.--
            ``(1) Duration.--A grant awarded under this title shall be 
        awarded for a period of 5 years.
            ``(2) Number of awards.--An eligible partnership may not 
        receive more than one grant during a 5-year period. Nothing in 
        this title 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 consisting of new members and receiving a 
        grant with such other eligible partnership before the 5-year 
        period described in the preceding sentence applicable to the 
        eligible partnership with which the individual member has first 
        partnered has expired.
    ``(b) Peer Review.--
            ``(1) Panel.--The Secretary shall provide the applications 
        submitted under this title to a peer review panel for 
        evaluation. With respect to each application, the peer review 
        panel shall initially recommend the application for funding or 
        for disapproval.
            ``(2) Priority.--The Secretary, in funding applications 
        under this title, shall--
                    ``(A) give priority to eligible partnerships that--
                            ``(i) support a State-accredited teacher or 
                        school leader preparation program that has a 
                        rigorous selection process and demonstrated 
                        success in having a diverse set of candidates 
                        complete the program, and entering and 
                        remaining in the profession;
                            ``(ii) provide a 1-year preservice clinical 
                        or residency experience that includes the 
                        integration of coursework and clinical practice 
                        and offers cohorts of candidates the 
                        opportunity to learn to teach or lead in 
                        partner schools or teaching academies; and
                            ``(iii) address rural teacher and leader 
                        shortages or increase the diversity of the 
                        teacher and leader workforce (including through 
                        supporting Grow Your Own models and 
                        partnerships between community colleges and 4-
                        year institutions of higher education); and
                    ``(B) provide for an equitable geographic 
                distribution 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 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 title 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 title 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 
        activities supported by the grant.
            ``(2) Waiver.--The Secretary may waive all or part of the 
        matching requirement described in paragraph (1) for any fiscal 
        year for an eligible partnership 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 title.
    ``(d) Limitation on Administrative Expenses.--An eligible 
partnership that receives a grant under this title may use not more 
than 2 percent of the funds provided to administer the grant.

``SEC. 204. ACCOUNTABILITY AND EVALUATION.

    ``(a) Eligible Partnership Evaluation.--Each eligible partnership 
submitting an application for a grant under this title shall establish, 
and include in such application, an evaluation plan that includes 
strong and measurable performance objectives. The plan shall include 
objectives and measures for increasing--
            ``(1) achievement for all prospective and new teachers and 
        school leaders, as measured by the eligible partnership, which 
        includes at a minimum--
                    ``(A) teacher or school leader retention in the 
                first 3 years and the first 5 years of a teacher's or 
                school leader's career after completion of the program 
                and attainment of State certification;
                    ``(B) improvement in the pass rates and scaled 
                scores for initial State certification or licensure of 
                teachers or school leaders, including performance on a 
                teacher or school leader performance assessment where 
                applicable;
            ``(2) the percentage of teachers hired by the high-need 
        local educational agency who are fully certified in the grade 
        and content area in which they are assigned, or school leaders 
        hired, where applicable--
                    ``(A) participating in the eligible partnership;
                    ``(B) who are members of underrepresented groups;
                    ``(C) who teach high-need academic subject areas 
                (such as reading, mathematics, science, and foreign 
                language, including less commonly taught languages and 
                critical foreign languages);
                    ``(D) who teach in high-need areas (including 
                special education, language instruction educational 
                programs for English learners, and early childhood 
                education); and
                    ``(E) who teach or lead in high-need schools, 
                disaggregated by the elementary school and secondary 
                school levels;
            ``(3) where available, data on teacher or school leader 
        effectiveness, as defined by the State in which the teacher or 
        school leader is placed;
            ``(4) where available, data from the high-need local 
        education agency, consortium, or early childhood program 
        obtained through mechanisms such as a survey and other 
        district-level data, including data related to satisfaction 
        with the partner institution, including strengths and 
        weaknesses of teacher or school leader candidates, that would 
        inform improvements in the partner institution's program; and
            ``(5) as applicable, the percentage of early childhood 
        education program classes in the geographic area served by the 
        eligible partnership taught by early childhood educators who 
        are highly competent.
    ``(b) Information.--An eligible partnership receiving a grant under 
this title shall ensure that teachers, principals, school 
superintendents, and other school leaders, faculty, and leadership at 
institutions of higher education located in the geographic areas served 
by the eligible partnership are provided information, including through 
electronic means, about the activities carried out with funds under 
this title.
    ``(c) Revised Application.--If the Secretary determines that an 
eligible partnership receiving a grant under this title 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 
a grant under this title, then the Secretary--
            ``(1) shall cancel the grant; and
            ``(2) may use any funds returned or available because of 
        such cancellation under paragraph (1) to--
                    ``(A) increase other grant awards under this title; 
                or
                    ``(B) award new grants to other eligible 
                partnerships under this title.
    ``(d) Evaluation and Dissemination.--The Secretary shall evaluate 
the activities funded under this title and report the findings 
regarding the evaluation of such activities to the authorizing 
committees. The Secretary shall broadly disseminate--
            ``(1) successful practices developed by eligible 
        partnerships under this title; and
            ``(2) information regarding such practices that were found 
        to be ineffective.

``SEC. 205. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS AND 
              SCHOOL LEADERS.

    ``(a) Institutional and Program Report Cards on the Quality of 
Teacher and School Leader Preparation.--
            ``(1) Report card.--Each institution of higher education 
        that conducts a traditional teacher or school leader 
        preparation program or alternative routes to State 
        certification or licensure program and that enrolls students 
        receiving Federal assistance under this Act shall report 
        annually to the State and the general public, in a uniform and 
        comprehensible manner that conforms with the definitions and 
        methods established by the Secretary, the following:
                    ``(A) Goals and assurances.--
                            ``(i) For the most recent year for which 
                        the information is available for the 
                        institution--
                                    ``(I) whether the goals set under 
                                section 206 have been met; and
                                    ``(II) a description of the 
                                activities the institution implemented 
                                to achieve such goals.
                            ``(ii) A description of the steps the 
                        institution is taking to improve its 
                        performance in meeting the annual goals set 
                        under section 206.
                            ``(iii) A description of the activities the 
                        institution has implemented to meet the 
                        assurances provided under section 206.
                    ``(B) Pass rates and scaled scores.--For the most 
                recent year for which the information is available for 
                those students who took the assessments used for 
                teacher or school leader certification or licensure by 
                the State in which the program is located and are 
                enrolled in the traditional teacher or school leader 
                preparation program or alternative routes to State 
                certification or licensure program, and for those who 
                have taken such assessments and have completed the 
                traditional teacher or school leader preparation 
                program or alternative routes to State certification or 
                licensure program during the 2-year period preceding 
                such year, for each of such assessments (disaggregated 
                by race, ethnicity, and gender)--
                            ``(i) the percentage of students who have 
                        completed 100 percent of the nonclinical 
                        coursework and taken the assessment who pass 
                        such assessment;
                            ``(ii) the percentage of all students who 
                        passed such assessment, including the 
                        percentage of students who passed the 
                        assessment after taking the assessment for the 
                        first time;
                            ``(iii) the percentage of students who have 
                        taken such assessment who enrolled in and 
                        completed the traditional teacher or school 
                        leader preparation program or alternative 
                        routes to State certification or licensure 
                        program, as applicable;
                            ``(iv) the average scaled score for all 
                        students who took such assessment;
                            ``(v) a comparison of the program's pass 
                        rates with the average pass rates for programs 
                        in the State; and
                            ``(vi) a comparison of the program's 
                        average scaled scores with the average scaled 
                        scores for programs in the State.
                    ``(C) Program information.--A description of--
                            ``(i) the criteria for admission into the 
                        program;
                            ``(ii) the number of students in the 
                        program (disaggregated by race, ethnicity, and 
                        gender);
                            ``(iii) the range and average number of 
                        hours of supervised clinical experience 
                        required for those in the program;
                            ``(iv) the number of full-time equivalent 
                        faculty and students in the supervised clinical 
                        experience;
                            ``(v) the percentage and total number of 
                        program entrants who have completed the program 
                        (disaggregated by race, ethnicity, and gender, 
                        except that such disaggregation shall not be 
                        required in a case in which the number of 
                        students in a category is insufficient to yield 
                        statistically reliable information or the 
                        results would reveal personally identifiable 
                        information about an individual student);
                            ``(vi) the percentage and total number of 
                        program completers who have been certified or 
                        licensed as teachers or school leaders 
                        (disaggregated by subject and area of 
                        certification or licensure and by race, 
                        ethnicity, and gender, except that such 
                        disaggregation shall not be required in a case 
                        in which the number of students in a category 
                        is insufficient to yield statistically reliable 
                        information or the results would reveal 
                        personally identifiable information about an 
                        individual student); and
                            ``(vii) the 3- and 5-year teacher or school 
                        leader retention rates, including, at a 
                        minimum, in the same school and local 
                        educational agency, and within the profession 
                        (disaggregated by race, ethnicity, and gender, 
                        except that such disaggregation shall not be 
                        required in a case in which the number of 
                        students in a category is insufficient to yield 
                        statistically reliable information or the 
                        results would reveal personally identifiable 
                        information about an individual student).
                    ``(D) Statement.--In States that require approval 
                or accreditation of teacher or school leader 
                preparation programs, a statement of whether the 
                institution's program is so approved or accredited, and 
                by whom.
                    ``(E) Designation as low-performing.--Whether the 
                program has been designated as low-performing by the 
                State under section 207(a) and the years for which it 
                has received that designation.
                    ``(F) Use of technology.--A description of the 
                activities, including activities consistent with the 
                principles of universal design for learning, that 
                prepare teachers to integrate technology effectively 
                into curricula and instruction, and to use technology 
                effectively to collect, manage, and analyze data in 
                order to improve teaching and learning for the purpose 
                of increasing student academic achievement.
                    ``(G) Teacher preparation.--A description of the 
                activities that prepare general education and special 
                education teachers to teach students with disabilities 
                effectively, including training on high-incidence 
                disabilities, related to participation as a member of 
                individualized education program teams, as defined in 
                section 614(d)(1)(B) of the Individuals with 
                Disabilities Education Act, and to effectively teach 
                students who are English learners.
            ``(2) Report.--Each eligible partnership receiving a grant 
        under section 202 shall report annually on the progress of the 
        eligible partnership toward meeting the purposes of this title 
        and the objectives and measures described in section 204(a).
            ``(3) Fines.--The Secretary may impose a fine not to exceed 
        $27,500 on an institution of higher education for failure to 
        provide the information described in this subsection in a 
        timely or accurate manner.
            ``(4) Special rule.--In the case of an institution of 
        higher education that conducts a traditional teacher or school 
        leader preparation program or alternative routes to State 
        certification or licensure program and has fewer than 10 scores 
        reported on any single initial teacher or school leader 
        certification or licensure assessment during an academic year, 
        the institution shall collect and publish information, as 
        required under paragraph (1)(B), with respect to an average 
        pass rate and scaled score on each State certification or 
        licensure assessment taken over a 3-year period.
    ``(b) State Report Card on the Quality of Teacher and School Leader 
Preparation.--
            ``(1) In general.--Each State that receives funds under 
        this Act shall provide to the Secretary, and make widely 
        available to the general public, in a uniform and 
        comprehensible manner that conforms with the definitions and 
        methods established by the Secretary, an annual State report 
        card on the quality of teacher and school leader preparation in 
        the State, both for traditional teacher and school leader 
        preparation programs and for alternative routes to State 
        certification or licensure programs, which shall include not 
        less than the following:
                    ``(A) A description of the reliability and validity 
                of the teacher or school leader certification and 
                licensure assessments, and any other certification and 
                licensure requirements, including whether a teacher or 
                school leader performance assessment is used by the 
                State.
                    ``(B) The standards and criteria that prospective 
                teachers or school leaders must meet to attain initial 
                teacher or school leader certification or licensure and 
                to be certified or licensed to teach particular 
                academic subjects, areas, or grades or lead within the 
                State.
                    ``(C) A description of how the assessments and 
                requirements described in subparagraph (A) are aligned 
                with the State's challenging academic content standards 
                required under section 1111(b)(1) of the Elementary and 
                Secondary Education Act of 1965 and, as applicable, 
                State early learning standards for early childhood 
                education programs.
                    ``(D) For each of the assessments used by the State 
                for teacher or school leader certification or licensure 
                (disaggregated by race, ethnicity, and gender, except 
                that such disaggregation shall not be required in a 
                case in which the number of students in a category is 
                insufficient to yield statistically reliable 
                information or the results would reveal personally 
                identifiable information about an individual student)--
                            ``(i) for each institution of higher 
                        education located in the State and each entity 
                        located in the State, including those that 
                        offer an alternative route for teacher or 
                        school leader certification or licensure, the 
                        percentage of students at such institution or 
                        entity who have completed 100 percent of the 
                        nonclinical coursework and taken the assessment 
                        who pass such assessment;
                            ``(ii) the percentage of all such students 
                        at all such institutions and entities who have 
                        taken the assessment who pass such assessment;
                            ``(iii) the percentage of students who have 
                        taken the assessment who enrolled in and 
                        completed a teacher or school leader 
                        preparation program; and
                            ``(iv) the average scaled score of 
                        individuals participating in such a program, or 
                        who have completed such a program during the 2-
                        year period preceding the first year for which 
                        the annual State report card is provided, who 
                        took each such assessment.
                    ``(E) A description of alternative routes to 
                teacher or school leader certification or licensure in 
                the State (including any such routes operated by 
                entities that are not institutions of higher education 
                and whether such entities are nonprofit and State-
                accredited), if any, including, for each of the 
                assessments used by the State for teacher or school 
                leader certification or licensure (disaggregated by 
                race, ethnicity, and gender, except that such 
                disaggregation shall not be required in a case in which 
                the number of students in a category is insufficient to 
                yield statistically reliable information or the results 
                would reveal personally identifiable information about 
                an individual student)--
                            ``(i) the percentage of individuals 
                        participating in such routes, or who have 
                        completed such routes during the 2-year period 
                        preceding the date for which the determination 
                        is made, who passed each such assessment; and
                            ``(ii) the average scaled score of 
                        individuals participating in such routes, or 
                        who have completed such routes during the 2-
                        year period preceding the first year for which 
                        the annual State report card is provided, who 
                        took each such assessment.
                    ``(F) A description of the State's criteria for 
                assessing the performance of teacher or school leader 
                preparation programs within institutions of higher 
                education in the State. Such criteria shall include 
                indicators of the academic content knowledge and 
                teaching skills of students enrolled in such programs 
                and the items identified in subparagraph (D) and 
                relevant school leadership skills.
                    ``(G) For each teacher and school leader 
                preparation program in the State--
                            ``(i) the criteria for admission into the 
                        program;
                            ``(ii) the number of students in the 
                        program, disaggregated by race, ethnicity, and 
                        gender (except that such disaggregation shall 
                        not be required in a case in which the number 
                        of students in a category is insufficient to 
                        yield statistically reliable information or the 
                        results would reveal personally identifiable 
                        information about an individual student);
                            ``(iii) the range and average number of 
                        hours of supervised clinical experience 
                        required for those in the program;
                            ``(iv) whether the program is designated as 
                        low performing under section 207(a) and for 
                        which years; and
                            ``(v) the number of full-time equivalent 
                        faculty, adjunct faculty, and students in 
                        supervised clinical experience.
                    ``(H) For the State as a whole, and for each 
                teacher and school leader preparation program in the 
                State, the number of teachers and school leaders 
                prepared, in the aggregate and disaggregate by race, 
                ethnicity, and gender (except that such disaggregation 
                shall not be required in a case in which the number of 
                students in a category is insufficient to yield 
                statistically reliable information or the results would 
                reveal personally identifiable information about an 
                individual student), and reported separately by--
                            ``(i) area of certification or licensure;
                            ``(ii) academic major;
                            ``(iii) for teachers, subject area for 
                        which the teacher has been prepared to teach;
                            ``(iv) placement in a teaching or school 
                        leadership position within six months of 
                        program completion; and
                            ``(v) rates of 3- and 5-year teacher or 
                        school leadership retention including, at a 
                        minimum, in the same school and local 
                        educational agency, and within the profession.
                    ``(I) Information on State-identified areas of 
                teacher or school leader shortage, including a 
                description of the extent to which teacher or school 
                leader preparation programs are addressing such 
                shortages and a lack of student access to experienced, 
                fully certified, and effective teachers and school 
                leaders.
                    ``(J) The extent to which teacher preparation 
                programs prepare teachers, including general education 
                and special education teachers, to teach students with 
                disabilities effectively, including training on high-
                incidence disabilities and related to participation as 
                a member of individualized education program teams, as 
                defined in section 614(d)(1)(B) of the Individuals with 
                Disabilities Education Act.
                    ``(K) A description of the activities that prepare 
                teachers to--
                            ``(i) integrate technology effectively into 
                        curricula and instruction, including activities 
                        consistent with the principles of universal 
                        design for learning; and
                            ``(ii) use technology effectively to 
                        collect, manage, and analyze data to improve 
                        teaching and learning for the purpose of 
                        increasing student academic achievement.
                    ``(L) The extent to which teacher preparation 
                programs prepare teachers, including general education 
                and special education teachers, to effectively teach 
                students who are English learners.
            ``(2) Prohibition against additional reporting 
        requirements.--Nothing in paragraph (1) shall be construed as 
        authorizing, requiring, or allowing any additional reporting 
        requirements to be requested by the Secretary under this title 
        unless explicitly authorized under this Act.
            ``(3) Prohibition against creating a national list.--The 
        Secretary shall not create a national list or ranking of 
        States, institutions, or schools using the scaled scores 
        provided under this subsection.
    ``(c) Data Quality.--The Secretary shall prescribe regulations to 
ensure the reliability, validity, integrity, and accuracy of the data 
submitted pursuant to this section.
    ``(d) Report of the Secretary on the Quality of Teacher and School 
Leader Preparation.--
            ``(1) Report card.--The Secretary shall annually provide to 
        the authorizing committees, and publish and make widely 
        available, a report card on teacher and school leader 
        qualifications and preparation in the United States, including 
        all the information reported in subparagraphs (A) through (L) 
        of subsection (b)(1). Such report shall identify States for 
        which eligible partnerships received a grant under this title.
            ``(2) Report to congress.--The Secretary shall prepare and 
        submit a report to the authorizing committees that contains the 
        following:
                    ``(A) A comparison of States' efforts to improve 
                the quality of the current and future teaching and 
                school leadership force.
                    ``(B) A comparison of eligible partnerships' 
                efforts to improve the quality of the current and 
                future teaching and school leadership force.
                    ``(C) The national mean and median scaled scores 
                and pass rate on any standardized test that is used in 
                more than one State for teacher or school leader 
                certification or licensure.
            ``(3) Special rule.--In the case of a teacher or school 
        leader preparation program with fewer than 10 scores reported 
        on any single initial teacher certification or licensure 
        assessment during an academic year, the Secretary shall collect 
        and publish, and make publicly available, information with 
        respect to an average pass rate and scaled score on each State 
        certification or licensure assessment taken over a 3-year 
        period.
    ``(e) Coordination.--The Secretary, to the extent practicable, 
shall coordinate the information collected and published under this 
title among States for individuals who took State teacher certification 
or licensure assessments in a State other than the State in which the 
individual received the individual's most recent degree.

``SEC. 206. TEACHER AND SCHOOL LEADER DEVELOPMENT.

    ``(a) Annual Goals.--Each institution of higher education that 
conducts a traditional teacher or school leader preparation program 
(including programs that offer any ongoing professional development 
programs) or alternative routes to State certification or licensure 
program, and that enrolls students receiving Federal assistance under 
this Act, shall set annual quantifiable goals for increasing the number 
of prospective teachers prepared in teacher shortage areas designated 
by the Secretary or by the State educational agency, including 
mathematics, science, special education, and instruction of English 
learners and any shortages in school leaders.
    ``(b) Assurances.--Each institution described in subsection (a) 
shall provide assurances to the Secretary that--
            ``(1) preparation provided to prospective teachers or 
        school leaders responds to the identified needs of the local 
        educational agencies or States where the institution's 
        graduates are likely to teach or lead, based on past hiring and 
        recruitment trends and State-identified shortage areas;
            ``(2) preparation provided to prospective teachers or 
        school leaders is aligned with the needs of schools and the 
        instructional decisions new teachers or school leaders face in 
        the classroom and which may be informed by data included in the 
        statewide accountability system under section 1111(c) of the 
        Elementary and Secondary Education Act of 1965, including a 
        focus on addressing the data identifying low performance or 
        gaps in student subgroup performance;
            ``(3) prospective special education teachers receive course 
        work in core academic subjects and receive preparation in 
        providing instruction in core academic subjects;
            ``(4) general education teachers and school leaders receive 
        preparation in providing culturally responsive instruction and 
        climate to diverse populations, including children with 
        disabilities, English learners, and children from low-income 
        families; and
            ``(5) prospective teachers or school leaders receive 
        preparation on how to effectively teach or lead in urban and 
        rural schools, as applicable.
    ``(c) Rule of Construction.--Nothing in this section shall be 
construed to require an institution to create a new teacher or school 
leader preparation area of concentration or degree program or adopt a 
specific curriculum in complying with this section.

``SEC. 207. STATE FUNCTIONS.

    ``(a) State Assessment.--In order to receive funds under this Act, 
a State shall conduct an assessment to identify low-performing teacher 
and school leader preparation programs in the State and to assist such 
programs through the provision of technical assistance. Each such State 
shall provide the Secretary with, and make publicly available, an 
annual list of low-performing teacher and school leader preparation 
programs and an identification of those programs at risk of being 
placed on such list, as applicable. Such assessment shall be described 
in the report under section 205(b). Levels of performance shall be 
determined solely by the State and may include criteria based on 
information collected pursuant to this title, including progress in 
meeting the goals of--
            ``(1) increasing the percentage of effective teachers or 
        school leaders in the State, including increasing professional 
        development opportunities;
            ``(2) improving student academic achievement for elementary 
        and secondary students; and
            ``(3) raising the standards for entry into the teaching 
        profession.
    ``(b) Termination of Eligibility.--Any teacher or school leader 
preparation program from which the State has withdrawn the State's 
approval, or terminated the State's financial support, due to the low 
performance of the program based upon the State assessment described in 
subsection (a)--
            ``(1) shall be ineligible for any funding for professional 
        development activities awarded by the Department;
            ``(2) shall notify enrolled students and students 
        submitting an application for enrollment of such status;
            ``(3) may not be permitted to accept or enroll any student 
        who receives aid under title IV in the institution's teacher or 
        school leader preparation program;
            ``(4) shall provide transitional support, including 
        remedial services if necessary, for students enrolled at the 
        institution at the time of termination of financial support or 
        withdrawal of approval; and
            ``(5) shall be reinstated upon demonstration of improved 
        performance, as determined by the State.
    ``(c) Negotiated Rulemaking.--If the Secretary develops any 
regulations implementing subsection (b)(2), the Secretary shall submit 
such proposed regulations to a negotiated rulemaking process, which 
shall include representatives of States, institutions of higher 
education, and educational and student organizations.
    ``(d) Application of the Requirements.--The requirements of this 
section shall apply to both traditional teacher and school leader 
preparation programs and alternative routes to State certification and 
licensure programs.
    ``(e) Prohibition Against Requiring a Specific Methodology.--
Nothing in this section shall be construed to authorize or permit the 
Secretary to prescribe the specific methodology a State uses to 
identify low-performing teacher and school leader preparation programs.

``SEC. 208. GENERAL PROVISIONS.

    ``(a) Methods.--In complying with sections 205 and 206, the 
Secretary shall ensure that States and institutions of higher education 
use fair and equitable methods in reporting and that the reporting 
methods do not reveal personally identifiable information.
    ``(b) Release of Information to Teacher and School Leader 
Preparation Programs.--
            ``(1) In general.--For the purpose of improving teacher and 
        school leader preparation programs, a State that receives funds 
        under this Act, or that participates as a member of a 
        partnership, consortium, or other entity that receives such 
        funds, shall provide to a teacher or school leader preparation 
        program, upon the request of the teacher or school leader 
        preparation program, any and all pertinent education related 
        information that--
                    ``(A) may enable the teacher or school leader 
                preparation program to evaluate the effectiveness of 
                the program's graduates or the program itself; and
                    ``(B) is possessed, controlled, or accessible by 
                the State.
            ``(2) Content of information.--The information described in 
        paragraph (1)--
                    ``(A) shall include an identification of specific 
                individuals who graduated from the teacher or school 
                leader preparation program to enable the teacher or 
                school leader preparation program to evaluate the 
                information provided to the program from the State with 
                the program's own data about the specific courses taken 
                by, and field experiences of, the individual graduates; 
                and
                    ``(B) may include--
                            ``(i) kindergarten through grade 12 
                        academic achievement and demographic data, 
                        without revealing personally identifiable 
                        information about an individual student, for 
                        students who have been taught by graduates of 
                        the teacher preparation program;
                            ``(ii) teacher or school leader 
                        effectiveness evaluations for graduates of the 
                        preparation program; and
                            ``(iii) survey data on program quality as 
                        it relates to the preparedness on different 
                        aspects of teaching or school leadership from 
                        preparation program completers and principals 
                        in schools or superintendents in local 
                        educational agencies where completers are 
                        placed.

``SEC. 209. HONORABLE AUGUSTUS F. HAWKINS CENTERS OF EXCELLENCE.

    ``(a) Eligible Institution.--In this section, the term `eligible 
institution' means--
            ``(1) a public or nonprofit institution of higher education 
        that has a State-accredited teacher or school leader 
        preparation program and that is--
                    ``(A) a part B institution (as defined in section 
                322);
                    ``(B) a Hispanic-serving institution (as defined in 
                section 502);
                    ``(C) a Tribal College or University (as defined in 
                section 316);
                    ``(D) an Alaska Native-serving institution (as 
                defined in section 317(b));
                    ``(E) a Native Hawaiian-serving institution (as 
                defined in section 317(b));
                    ``(F) a Predominantly Black Institution (as defined 
                in section 318);
                    ``(G) an Asian American and Native American Pacific 
                Islander-serving institution (as defined in section 
                320(b)); or
                    ``(H) a Native American-serving, nontribal 
                institution (as defined in section 319);
            ``(2) a consortium of institutions described in paragraph 
        (1); or
            ``(3) an institution described in paragraph (1), or a 
        consortium described in paragraph (2), in partnership with any 
        other institution of higher education, but only if the center 
        of excellence established under subsection (b) is located at an 
        institution described in paragraph (1).
    ``(b) Program Authorized.--From the amounts appropriated to carry 
out this section for a fiscal year, the Secretary is authorized to 
award competitive grants to eligible institutions to establish centers 
of excellence.
    ``(c) Use of Funds.--Grants provided by the Secretary under this 
section shall be used to ensure that current and future teachers and 
school leaders develop the skills described in paragraphs (19) and (23) 
of section 200 by carrying out one or more of the following activities:
            ``(1) Implementing evidence-based reforms within teacher or 
        school leader preparation programs to ensure that such programs 
        are preparing teachers and school leaders to develop the skills 
        described in paragraphs (19) and (23) of section 200, are able 
        to understand and use evidence-based research, and are able to 
        use or support advanced technology effectively in the 
        classroom, including use of, or support of, instructional 
        techniques to improve student academic achievement, by--
                    ``(A) recruiting and preparing new and experienced 
                faculty; and
                    ``(B) designing (or redesigning) teacher or school 
                leader preparation programs that--
                            ``(i) prepare teachers or school leaders to 
                        serve in low-performing schools and close 
                        student achievement gaps, and that are based on 
                        rigorous academic content, evidence-based 
                        research, and challenging State academic 
                        content standards and student academic 
                        achievement standards; and
                            ``(ii) promote effective teaching or school 
                        leadership skills.
            ``(2) Providing sustained and high-quality preservice 
        clinical or residency experience, including the mentoring of 
        prospective teachers or school leaders by effective teachers or 
        school leaders, substantially increasing interaction between 
        faculty at institutions of higher education and effective 
        teachers, principals, and other school leaders at elementary 
        schools or secondary schools, and providing support, including 
        preparation time, for such interaction.
            ``(3) Developing and implementing initiatives to promote 
        retention of effective teachers and principals, including 
        teachers and principals from underrepresented populations, 
        including programs that provide--
                    ``(A) teacher or principal mentoring from effective 
                teachers or principals, respectively; or
                    ``(B) induction and support for teachers and 
                principals during their first 3 years of employment as 
                teachers or principals, respectively.
            ``(4) Awarding scholarships based on financial need to help 
        students pay the costs of tuition, room, board, licensing, 
        books, and other expenses of completing a teacher preparation 
        program, not to exceed the cost of attendance.
            ``(5) Disseminating information on evidence-based effective 
        practices for teacher preparation and successful teacher 
        certification and licensure assessment preparation strategies.
            ``(6) Activities authorized under section 202.
    ``(d) Application.--Any eligible institution desiring a grant under 
this section shall submit an application to the Secretary at such a 
time, in such a manner, and accompanied by such information as the 
Secretary may require.
    ``(e) Minimum Grant Amount.--The minimum amount of each grant under 
this section shall be $500,000.
    ``(f) Limitation on Administrative Expenses.--An eligible 
institution that receives a grant under this section may use not more 
than 2 percent of the funds provided to administer the grant.
    ``(g) Report.--Each eligible institution that receives a grant 
under this section and is a partner in an eligible partnership 
receiving a grant under section 202 shall report annually on the 
progress of the eligible partnership toward meeting the purposes of 
this title and the objectives and measures described in section 204(a).
    ``(h) Regulations.--The Secretary shall prescribe such regulations 
as may be necessary to carry out this section.
    ``(i) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section such sums as may be necessary 
for each fiscal year.

``SEC. 210. AUTHORIZATION OF APPROPRIATIONS.

    ``(a) In General.--There are authorized to be appropriated to carry 
out this title, except section 209, $300,000,000 for each fiscal year.
    ``(b) Increase in Grant Awards.--If the amount appropriated to 
carry out this title, except section 209, for a fiscal year is equal to 
or more than $100,000,000, the Secretary is authorized to significantly 
increase from a year when there was less amounts appropriated the award 
amounts under this title to support the scaling up of effective 
practices.''.

SEC. 3. INSTITUTIONAL AID.

    (a) Predominantly Black Institutions.--Section 318 of the Higher 
Education Act of 1965 (20 U.S.C. 1059e) is amended--
            (1) in subsection (b)(1)(E), by striking ``training'' and 
        inserting ``preparation''; and
            (2) in subsection (d)(2), by striking subparagraph (C) and 
        inserting the following:
                    ``(C) Establishing or enhancing a program of 
                teacher or school leader education that--
                            ``(i) is aligned with the elements 
                        identified under clauses (i) through (vi) of 
                        section 202(b)(4)(C) and subparagraph (A)(i) 
                        and clauses (i) and (ii) of subparagraph (B) of 
                        section 202(d)(1);
                            ``(ii) is designed to develop teaching or 
                        school leadership skills and the skills 
                        identified in section 202(g)(1)(B) and qualify 
                        students to teach in a public elementary school 
                        or secondary school in the State; and
                            ``(iii) shall include, as part of such 
                        program, preparation for teacher or school 
                        leader certification or licensure.''.
    (b) Native American-Serving, Nontribal Institutions.--Section 
319(c)(2) of the Higher Education Act of 1965 (20 U.S.C. 1059f(c)(2)) 
is amended--
            (1) in subparagraph (H), by striking ``and'' after the 
        semicolon;
            (2) by redesignating subparagraph (I) as subparagraph (J); 
        and
            (3) by inserting after subparagraph (H) the following:
                    ``(I) establishing or enhancing a program of 
                teacher and school leader education that is--
                            ``(i) aligned with the elements identified 
                        under clauses (i) through (vi) of section 
                        202(b)(4)(C) and subparagraph (A)(i) and 
                        clauses (i) and (ii) of subparagraph (B) of 
                        section 202(d)(1); and
                            ``(ii) designed to develop teaching skills, 
                        as defined in section 200, to qualify students 
                        to teach or lead in elementary schools and 
                        secondary schools; and''.
    (c) Minority Science and Engineering Improvement Programs.--Section 
399(a)(5) of the Higher Education Act of 1965 (20 U.S.C. 1068h(a)(5)) 
is amended to read as follows:
            ``(5) Part e.--There are authorized to be appropriated to 
        carry out part E, $30,000,000 for each fiscal year.''.
    (d) Strengthening Historically Black Colleges and Universities and 
Other Minority-Serving Institutions.--Section 371(b) of the Higher 
Education Act of 1965 (20 U.S.C. 1067q) is amended--
            (1) in paragraph (1)(A), by striking ``$255,000,000 for 
        each of the fiscal years 2008 through 2019. The authority to 
        award grants under this section shall expire at the end of 
        fiscal year 2019.'' and inserting ``$265,000,000 for each 
        fiscal year.''; and
            (2) in paragraph (2)--
                    (A) in subparagraph (A)(ii), by striking 
                ``$100,000,000'' and inserting ``$110,000,000''; and
                    (B) in subparagraph (C)(ii), by striking 
                ``$600,000'' and inserting ``$660,000''.
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