Title: Teachers and School LEADERS Act
Policy area: Education

Summary:
Teachers and School Leaders need Education And Development to be Empowered Resources in Schools Act or the Teachers and School LEADERS Act
This bill revises the Teacher Quality Partnership Grant Program, which provides training and professional development opportunities for prospective and new teachers through partnerships between (1) high-need school districts, schools, or early childhood education programs; and (2) institutions of higher education. The bill expands the grant program to include training and professional development opportunities for principals and other school leaders. In addition, the bill expands the types of entities that may join the partnerships and obtain grant funding to include entities that are nonprofit educational organizations or entities operating programs that provide alternative routes to state certification of teachers or school leaders.

[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[S. 468 Introduced in Senate (IS)]

<DOC>






116th CONGRESS
  1st Session
                                 S. 468

 To amend title II of the Higher Education Act of 1965 to provide for 
    teacher, principal, and other school leader quality enhancement.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                           February 13, 2019

 Mr. Cornyn (for himself, Mr. Warner, Mr. Scott of South Carolina, and 
  Mr. Bennet) introduced the following bill; which was read twice and 
  referred to the Committee on Health, Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL


 
 To amend title II of the Higher Education Act of 1965 to provide for 
    teacher, principal, and other school leader quality enhancement.

    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 ``Teachers and School Leaders need 
Education And Development to be Empowered Resources in Schools Act'' or 
the ``Teachers and School LEADERS Act''.

SEC. 2. TEACHER, PRINCIPAL, AND OTHER SCHOOL LEADER QUALITY 
              ENHANCEMENT.

    (a) Definitions.--Section 200 of the Higher Education Act of 1965 
(20 U.S.C. 1021) is amended to read as follows:

``SEC. 200. DEFINITIONS.

    ``In this title:
            ``(1) 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.
            ``(2) 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.
            ``(3) Comprehensive literacy instruction.--The term 
        `comprehensive literacy instruction' has the meaning given the 
        term in section 2221(b) of the Elementary and Secondary 
        Education Act of 1965.
            ``(4) Early childhood educator.--The term `early childhood 
        educator' means an individual with primary responsibility for 
        the education of children in an early childhood education 
        program.
            ``(5) 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.
            ``(6) Eligible partnership.--
                    ``(A) Eligible entity.--In this paragraph, the term 
                `eligible entity' means an entity that shall include--
                            ``(i) a high-need local educational agency; 
                        and
                            ``(ii)(I) a high-need school or a 
                        consortium of high-need schools served by the 
                        high-need local educational agency; or
                            ``(II) as applicable, a high-need early 
                        childhood education program.
                    ``(B) In general.--Except as otherwise provided in 
                section 251, the term `eligible partnership' means an 
                eligible entity that is in partnership with at least 
                one of the following entities whose practices have a 
                demonstrated record of success with high-need local 
                educational agencies (including in addressing the 
                eligible entity's human capital needs):
                            ``(i) A partner institution.
                            ``(ii) A school, department, or program of 
                        education within such partner institution, 
                        which may include an existing teacher or school 
                        leader professional development program with 
                        proven outcomes that provides intensive and 
                        sustained collaboration between faculty, or 
                        program staff, and local educational agencies 
                        consistent with the requirements of this title.
                            ``(iii) A school or department of arts and 
                        sciences within such partner institution.
                            ``(iv) An entity operating a program that 
                        provides alternative routes to State 
                        certification of teachers or school leaders.
                            ``(v) A public or private nonprofit 
                        educational organization.
                            ``(vi) An educational service agency.
                    ``(C) Permissive partners.--An `eligible 
                partnership' may include any of the following:
                            ``(i) The Governor of the State.
                            ``(ii) The State educational agency.
                            ``(iii) The State board of education.
                            ``(iv) The State agency for higher 
                        education.
                            ``(v) A business.
                            ``(vi) A teacher organization.
                            ``(vii) A high-performing local educational 
                        agency, or a consortium of such local 
                        educational agencies, that can serve as a 
                        resource to the partnership.
                            ``(viii) A charter school (as defined in 
                        section 4310 of the Elementary and Secondary 
                        Education Act of 1965).
                            ``(ix) A school or department within the 
                        partner institution that focuses on psychology 
                        and human development.
                            ``(x) A school or department within the 
                        partner institution with comparable expertise 
                        in the disciplines of teaching, learning, and 
                        child and adolescent development.
            ``(7) English learner.--The term `English learner' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(8) Evidence-based.--The term `evidence-based' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(9) Exemplary teacher.--The term `exemplary teacher' has 
        the meaning given the term in section 9101 of the Elementary 
        and Secondary Education Act of 1965 as such section was in 
        effect on the day before the enactment of the Every Student 
        Succeeds Act.
            ``(10) 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.
            ``(11) High-need local educational agency.--The term `high-
        need local educational agency' means a local educational 
        agency--
                    ``(A) for which not less than 20 percent of the 
                children served by the agency are children from low-
                income families;
                    ``(B) that serves not fewer than 10,000 children 
                from low-income families;
                    ``(C) 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
                    ``(D) 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.
            ``(12) High-need school.--
                    ``(A) In general.--The term `high-need school' has 
                the meaning given the term in section 2221(b) of the 
                Elementary and Secondary Education Act of 1965.
                    ``(B) Special rule.--
                            ``(i) Designation by the secretary.--The 
                        Secretary may, upon approval of an application 
                        submitted by an eligible partnership seeking a 
                        grant under this title, designate a school that 
                        does not qualify as a high-need school under 
                        subparagraph (A) as a high-need school for the 
                        purpose of this title. The Secretary shall base 
                        the approval of an application for designation 
                        of a school under this clause on a 
                        consideration of the information required under 
                        clause (ii), and may also take into account 
                        other information submitted by the eligible 
                        partnership.
                            ``(ii) Application requirements.--An 
                        application for designation of a school under 
                        clause (i) shall include--
                                    ``(I) the number and percentage of 
                                students attending such school who 
                                are--
                                            ``(aa) age 5 through 17 in 
                                        poverty counted in the most 
                                        recent census data approved by 
                                        the Secretary;
                                            ``(bb) eligible for a free 
                                        or reduced price school lunch 
                                        under the Richard B. Russell 
                                        National School Lunch Act;
                                            ``(cc) in families 
                                        receiving assistance under the 
                                        State program funded under part 
                                        A of title IV of the Social 
                                        Security Act; or
                                            ``(dd) eligible to receive 
                                        medical assistance under the 
                                        Medicaid program;
                                    ``(II) information about the 
                                student academic achievement of 
                                students at such school; and
                                    ``(III) for a secondary school, the 
                                graduation rate for such school.
            ``(13) Highly competent.--The term `highly competent', when 
        used with respect to an early childhood educator, means an 
        educator--
                    ``(A) with specialized education and training in 
                development and education of young children from birth 
                until entry into kindergarten;
                    ``(B) with--
                            ``(i) a baccalaureate degree in an academic 
                        major in the arts and sciences; 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 associated with quality early childhood 
                education.
            ``(14) 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 education field 
        of, new teachers or school leaders. Such program shall promote 
        effective teaching or leadership skills and shall include the 
        following components:
                    ``(A) High-quality mentoring.
                    ``(B) Periodic, structured time for collaboration, 
                including with mentors, as well as time for 
                information-sharing among teachers, principals, other 
                school leaders and administrators, other appropriate 
                instructional staff, and participating faculty or 
                program staff in the partner institution.
                    ``(C) The application of evidence-based 
                instructional practices.
                    ``(D) Opportunities for new teachers or school 
                leaders to draw directly on the expertise of mentors, 
                faculty or program staff, and researchers to support 
                the integration of evidence-based research with 
                practice.
                    ``(E) The development of skills in evidence-based 
                instructional and behavioral interventions.
                    ``(F) Faculty or program staff who--
                            ``(i) model the integration of research and 
                        practice in the classroom and school; and
                            ``(ii) as appropriate, assist new teachers 
                        or school leaders with the effective use and 
                        integration of technology into the classroom or 
                        school.
                    ``(G) Interdisciplinary collaboration among 
                exemplary teachers or school leaders, faculty or 
                program staff, researchers, and other staff who prepare 
                new teachers or school leaders with respect to, as 
                applicable, the learning process, the assessment of 
                learning, or the leadership of a school.
                    ``(H) As applicable to the role of the teacher or 
                school leader, assistance with the understanding of 
                data, particularly student achievement data, and the 
                applicability of such data in classroom instruction and 
                school leadership.
                    ``(I) Regular and structured observation and 
                evaluation of new teachers by multiple evaluators, 
                including principals or other school leaders, using 
                valid and reliable measures of teaching skills.
            ``(15) Mentoring.--The term `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 may be program 
                staff and who will provide role model relationships for 
                mentees, which criteria shall be developed by the 
                eligible partnership and based on evidence-based 
                measures of teacher or school leader effectiveness;
                    ``(B) as applicable, provides high-quality training 
                for such mentors, including instructional strategies 
                for literacy instruction and classroom management 
                (including approaches that improve the schoolwide 
                climate for learning, which may include positive 
                behavioral interventions and supports);
                    ``(C) as applicable, provides regular and ongoing 
                opportunities for mentors and mentees to observe each 
                other's teaching or leading methods in classroom or 
                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 in the same field, 
                grade, or subject as the mentee;
                    ``(F) for teachers, 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) as applicable, joint professional 
                        development opportunities.
            ``(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 an institution of higher education (which may be a 2-year 
        institution of higher education offering a dual program with a 
        4-year institution of higher education), a local educational 
        agency, or a private nonprofit organization that is 
        participating in an eligible partnership and has a teacher or 
        school leader preparation program that--
                    ``(A) in the case of a teacher preparation 
                program--
                            ``(i) graduates prospective teachers who 
                        exhibit strong performance on State-determined 
                        qualifying assessments for new teachers as 
                        demonstrated by--
                                    ``(I) 80 percent or more of such 
                                graduates of the program who intend to 
                                enter the field of teaching having 
                                passed all of the applicable State 
                                qualification assessments for new 
                                teachers, which shall include an 
                                assessment of each prospective 
                                teacher's subject matter knowledge in 
                                the content area in which the teacher 
                                intends to teach; or
                                    ``(II) being ranked among the 
                                highest-performing teacher preparation 
                                programs in the State as determined by 
                                the State using the State report card 
                                on teacher preparation required under 
                                section 205(b); and
                            ``(ii) requires each student in the 
                        program--
                                    ``(I) 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) preparing to become a 
                                teacher to meet the applicable State 
                                certification and licensure 
                                requirements, including any 
                                requirements for certification obtained 
                                through alternative routes to 
                                certification, or, with regard to 
                                special education teachers, to meet the 
                                qualifications described in section 
                                612(a)(14)(C) of the Individuals with 
                                Disabilities Education Act; and
                                    ``(III) preparing to become an 
                                early childhood educator to meet degree 
                                requirements, as established by the 
                                State, and become highly competent; and
                    ``(B) in the case of a school leader preparation 
                program--
                            ``(i) graduates prospective principals and 
                        other school leaders who exhibit a strong 
                        record of successful school leadership as 
                        demonstrated by--
                                    ``(I) a high percentage of such 
                                graduates taking positions as school 
                                leaders, particularly in high-need 
                                schools, within 3 years of completing 
                                the program; and
                                    ``(II) a high percentage of such 
                                graduates rated effective or above in 
                                State school leader evaluation and 
                                support systems (as described in 
                                section 2101(c)(4)(B)(ii) of the 
                                Elementary and Secondary Education Act 
                                of 1965) or, if no such ratings are 
                                available, other, comparable indicators 
                                of performance;
                            ``(ii) requires each student in the program 
                        to demonstrate strong potential to improve 
                        student academic achievement, based on a 
                        rigorous selection process that reviews a 
                        candidate's prior academic achievement or 
                        record of professional accomplishment 
                        (including, as applicable, a demonstrated 
                        record of increasing student academic 
                        achievement for all students and for the 
                        subgroups of students defined in section 
                        1111(c)(2) of the Elementary and Secondary 
                        Education Act of 1965 prior to a student's 
                        being accepted into and entering a program); 
                        and
                            ``(iii) requires each student in the 
                        program to participate in intensive clinical 
                        experience in a school-based setting (including 
                        by assuming substantial leadership 
                        responsibilities) where the student can be 
                        evaluated on leadership skills and on his or 
                        her effect on student outcomes as part of 
                        program completion.
            ``(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) School leader.--The term `school leader' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(20) Teaching residency program.--The term `teaching 
        residency program' means a school-based teacher preparation 
        program in which a prospective teacher--
                    ``(A) for one academic year, teaches alongside a 
                mentor teacher, who is the teacher of record;
                    ``(B) receives concurrent instruction during the 
                year described in subparagraph (A) from an eligible 
                partner described in any of clauses (i) through (vi) of 
                paragraph (6)(B), which courses may be taught by local 
                educational agency personnel or residency program 
                faculty, in the teaching of the content area in which 
                the teacher will become certified or licensed;
                    ``(C) acquires effective teaching skills; and
                    ``(D) prior to completion of the program, attains 
                full State teacher certification or licensure, and, 
                with respect to special education teachers, meets the 
                qualifications described in section 612(a)(14)(C) of 
                the Individuals with Disabilities Education Act.
            ``(21) Teaching skills.--The term `teaching skills' means 
        skills that enable a teacher to--
                    ``(A) increase student learning, achievement, and 
                the ability to apply knowledge, which may include 
                through the use of data, including data from interim, 
                formative, and summative assessments, and student 
                growth data, attendance, behavior, course grades, and 
                other measures of school quality or student success to 
                improve student achievement and to improve classroom 
                instruction;
                    ``(B) effectively convey and explain academic 
                subject matter;
                    ``(C) effectively teach higher-order analytical, 
                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) 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);
                    ``(F) effectively manage a classroom, including the 
                ability to implement positive behavioral interventions 
                and support strategies;
                    ``(G) communicate and work with parents, and 
                involve parents in their children's education;
                    ``(H) use, in the case of an early childhood 
                educator, age-appropriate and developmentally 
                appropriate strategies and practices for children in 
                early childhood education programs; and
                    ``(I) effectively use data to support teaching and 
                learning, while safeguarding each student's personally 
                identifiable information, in accordance with section 
                444 of the General Education Provisions Act (20 U.S.C. 
                1232g, commonly known as the `Family Educational Rights 
                and Privacy Act of 1974') and related best practice.
            ``(22) Well-rounded education.--The term `well-rounded 
        education' has the meaning given the term in section 8101 of 
        the Elementary and Secondary Education Act of 1965.''.
    (b) Teacher and School Leader Quality Partnership Grants.--Part A 
of title II of the Higher Education Act of 1965 (20 U.S.C. 1022 et 
seq.) is amended to read as follows:

     ``PART A--TEACHER AND SCHOOL LEADER QUALITY PARTNERSHIP GRANTS

``SEC. 201. PURPOSES.

    ``The purposes of this part are to--
            ``(1) improve student achievement;
            ``(2) improve the quality of prospective and new teachers, 
        principals, and other school leaders by improving the 
        preparation of prospective teachers, principals, and other 
        school leaders and enhancing professional development 
        activities for new teachers, principals, and other school 
        leaders;
            ``(3) hold teacher, principal, and other school leader 
        preparation programs accountable for preparing effective 
        teachers, principals, and other school leaders and for 
        preparing teachers who meet the applicable State certification 
        and licensure requirements, including any requirements for 
        certification obtained through alternative routes to 
        certification or, with regard to special education teachers, 
        who meet the qualifications described in section 612(a)(14)(C) 
        of the Individuals with Disabilities Education Act; and
            ``(4) recruit highly qualified individuals, including 
        minorities and individuals from other occupations, into the 
        educator workforce.

``SEC. 202. PARTNERSHIP GRANTS.

    ``(a) Program Authorized.--From amounts made available under 
section 209, 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--
                    ``(A) the preparation, ongoing training, 
                professional development, and retention of, as 
                applicable to the role, general education and special 
                education teachers, teacher leaders, principals, other 
                school leaders, and early childhood educators; and
                    ``(B) the placement of such individuals in areas of 
                high need, including rural and geographically isolated 
                communities and school leader shortage areas;
            ``(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 strong 
        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, or both, to 
        understand and use research and data to modify and improve 
        classroom instruction or support instructional leadership;
            ``(4) a description of--
                    ``(A) how the eligible partnership will coordinate 
                strategies and activities assisted under the grant with 
                other teacher and school leader preparation or 
                professional development programs, including programs 
                funded under title II and other provisions of the 
                Elementary and Secondary Education Act of 1965 and the 
                Individuals with Disabilities Education Act, and 
                through the National Science Foundation; and
                    ``(B) how the activities of the partnership will be 
                consistent with State, local, and other education 
                reform activities that promote teacher or school leader 
                quality and student academic achievement;
            ``(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 or 
                program staff 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 part;
                    ``(B) how the partnership will carry out the 
                activities required under subsection (d), (e), or (f) 
                based on the needs identified in paragraph (1), with 
                the goal of improving student academic achievement;
                    ``(C) if the partnership chooses to use funds under 
                this section for a project or activities under 
                subsection (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;
                    ``(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--
                            ``(i) as applicable, State early learning 
                        standards for early childhood education 
                        programs and the relevant domains of early 
                        childhood development; and
                            ``(ii) challenging State academic 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;
                    ``(F) with respect to a grant for a teacher 
                preparation program or school leadership preparation 
                program, how the partnership will prepare or support 
                general education teachers to teach students with 
                disabilities, including training 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;
                    ``(G) with respect to a grant for a teacher 
                preparation program or school leadership preparation 
                program, how the partnership will prepare or support 
                general education and special education teachers to 
                teach students who are English learners;
                    ``(H) with respect to a grant for a teacher 
                preparation program, how faculty at the partner 
                institution will work, during the term of the grant, 
                with teachers to meet the applicable State 
                certification and licensure requirements, including any 
                requirements for certification obtained through 
                alternative routes to certification, or, with regard to 
                special education teachers, who meet the qualifications 
                described in section 612(a)(14)(C) of the Individuals 
                with Disabilities Education Act, in the classrooms of 
                high-need schools served by the high-need local 
                educational agency in the partnership to--
                            ``(i) provide high-quality professional 
                        development activities to strengthen the 
                        content knowledge and teaching skills of 
                        elementary school and secondary school 
                        teachers; and
                            ``(ii) train other classroom teachers to 
                        provide comprehensive literacy instruction;
                    ``(I) with respect to a grant for a teacher 
                preparation program, how the partnership will design, 
                implement, or enhance a year-long and rigorous teaching 
                preservice clinical program component;
                    ``(J) how the partnership will support in-service 
                professional development strategies and activities;
                    ``(K) how the partnership will recruit program 
                participants, including, as practicable, how it will 
                ensure that individuals who enter principal or other 
                school leader preparation programs have prior teaching 
                or other appropriate experience; and
                    ``(L) how the partnership will collect, analyze, 
                and use data on the retention of, as applicable, 
                teachers, principals, other school leaders, and early 
                childhood educators 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 school leader support 
                system;
            ``(7) with respect to an induction program carried out 
        pursuant to paragraph (1)(B)(iv) or (3) of subsection (d)--
                    ``(A) as applicable, 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, as 
                appropriate;
                    ``(B) a demonstration of the eligible partnership's 
                capability and commitment to, and the accessibility to 
                and involvement of faculty or program staff in, the use 
                of evidence-based practice and 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; and
            ``(8) with respect to a school leadership residency program 
        carried out under subsection (f), a description of how the 
        program will address the school leadership needs of the 
        geographic area to be served.
    ``(c) Use of Grant Funds.--
            ``(1) In general.--An eligible partnership that receives a 
        grant under this section shall use the grant funds to carry out 
        a program for the pre-baccalaureate preparation of teachers, 
        the post-baccalaureate preparation of teachers, school leaders, 
        or teacher leaders under subsection (d), a teaching residency 
        program under subsection (e), a school leadership residency 
        program under subsection (f), or a combination of such 
        programs.
            ``(2) Clinical experiences and interactions.--An eligible 
        partnership that receives a grant under this section may use 
        not more than 10 percent of the grant funds to--
                    ``(A) encourage the preservice and inservice 
                clinical experiences and interactions of prospective 
                and resident teachers or school leaders to inform the 
                design of high-quality professional development, as 
                described in section 8101(42) of the Elementary and 
                Secondary Education Act of 1965, and induction programs 
                for new teachers, if the student teaching or teaching 
                residency program school and the placement school of 
                such teachers are served by the same local educational 
                agency;
                    ``(B) improve teacher or school leader preparation 
                programs' clinical experiences, interactions, and 
                curricula to identify skill deficiencies of prospective 
                teachers or school leaders; and
                    ``(C) create a feedback loop using data between 
                teacher or school leader preparation programs and local 
                educational agencies' professional development for new 
                teachers or school leaders.
    ``(d) Partnership Grants for Pre-Baccalaureate Preparation of 
Teachers, Post-Baccalaureate Preparation of Teachers, Teacher Leaders, 
or School Leaders.--An eligible partnership that receives a grant to 
carry out an effective program for the pre-baccalaureate preparation of 
teachers or post-baccalaureate preparation of teachers, teacher 
leaders, or school leaders 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 education programs, of the eligible 
                partnership that is assisted under this section, to 
                hold each program accountable for--
                            ``(i) preparing, as applicable--
                                    ``(I) new or prospective teachers 
                                to meet the applicable State 
                                certification and licensure 
                                requirements, including any 
                                requirements for certification obtained 
                                through alternative routes to 
                                certification or, with regard to 
                                special education teachers, who meet 
                                the qualifications described in section 
                                612(a)(14)(C) of the Individuals with 
                                Disabilities Education Act (including 
                                teachers in rural school districts who 
                                may teach multiple subjects, special 
                                educators, and teachers of students who 
                                are English learners);
                                    ``(II) such teachers, school 
                                leaders, and early childhood educators, 
                                to understand empirically based 
                                practice and evidence-based 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
                                    ``(III) as applicable, early 
                                childhood educators to be highly 
                                competent; and
                            ``(ii) promoting strong teaching and 
                        leading skills and techniques for early 
                        childhood educators to improve children's 
                        cognitive, social, emotional, and physical 
                        development.
                    ``(B) Required reforms.--The reforms described in 
                subparagraph (A) shall include, as applicable--
                            ``(i) implementing teacher preparation 
                        program curriculum changes that improve, 
                        evaluate, and assess how well all prospective 
                        and new teachers develop teaching skills;
                            ``(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 data and 
                                other measures of student learning, and 
                                use such data and measures to improve 
                                classroom instruction;
                                    ``(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, 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
                                            ``(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; and
                                    ``(VI) can effectively provide 
                                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 training in 
                        both teaching and relevant content areas in 
                        order to meet the applicable State 
                        certification and licensure requirements, 
                        including any requirements for certification 
                        obtained through alternative routes to 
                        certification or, with regard to special 
                        education teachers, who meet the qualifications 
                        described in section 612(a)(14)(C) of the 
                        Individuals with Disabilities Education Act, 
                        which may include training 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;
                            ``(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 faculty or 
                        program staff, experienced teachers, 
                        principals, other administrators, and other 
                        school leaders at early childhood education 
                        programs (as applicable), 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 training 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 training 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 or school 
        leaders.--Creating an induction program for new teachers or 
        school leaders, or, in the case of an early childhood education 
        program, providing mentoring or coaching for new early 
        childhood educators.
            ``(4) Support and training 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 
        alternative routes to State certification of teachers) to 
        ensure that the eligible partnership is able to recruit 
        qualified individuals to meet the applicable State 
        certification and licensure requirements, including any 
        requirements for certification obtained through alternative 
        routes to certification or, with regard to special education 
        teachers, who meet the qualifications described in section 
        612(a)(14)(C) of the Individuals with Disabilities Education 
        Act, or to become school leaders, through the activities of the 
        eligible partnership, which may include an emphasis on 
        recruiting into the teaching or school leadership professions--
                    ``(A) individuals from underrepresented 
                populations;
                    ``(B) individuals to teach or lead in rural 
                communities or high-need schools and teach in 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) Literacy training.--Strengthening the literacy 
        teaching skills of prospective and, as applicable, new 
        elementary school and secondary school teachers--
                    ``(A) to implement programs of comprehensive 
                literacy instruction;
                    ``(B) to use screening, diagnostic, formative, and 
                summative assessments to determine students' literacy 
                levels, difficulties, and growth in order to improve 
                classroom instruction and improve student reading and 
                writing skills;
                    ``(C) to provide individualized, intensive, and 
                targeted literacy instruction for students with 
                deficiencies in literacy skills; and
                    ``(D) to integrate literacy skills in the classroom 
                across subject areas.
            ``(7) Support and training for teacher leaders.--In the 
        case of an eligible partnership focusing on teacher leader 
        preparation, providing activities designed to enable 
        experienced teachers to serve effectively as teacher leaders.
            ``(8) Support and training for school leaders.--In the case 
        of an eligible partnership focusing on school leader 
        preparation, providing high-quality, differentiated, school-
        level support services and training, to the extent feasible, to 
        enable current principals and instructional leadership teams to 
        support teachers, teacher leaders, and other school staff.
    ``(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 that includes all of the following 
        activities:
                    ``(A) 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.
                    ``(B) 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.
                    ``(C) Ensuring that teaching residents who 
                participate in the teaching residency program receive--
                            ``(i) effective preservice preparation as 
                        described in paragraph (2);
                            ``(ii) teacher mentoring;
                            ``(iii) support required through the 
                        induction program as the teaching residents 
                        enter the classroom as new teachers; and
                            ``(iv) the preparation described in 
                        subparagraphs (A), (B), and (C) of subsection 
                        (d)(2).
            ``(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 coursework to earn a 
                        master's degree while undertaking a guided 
                        teaching apprenticeship.
                            ``(iii) Experience and learning 
                        opportunities alongside a trained 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 comprehensive literacy 
                                instruction, teacher training in 
                                comprehensive literacy strategies to 
                                ensure students receive a well-rounded 
                                education, 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 2 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 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 one-year living stipend or salary to 
                        teaching residents during the one-year teaching 
                        residency program.
                            ``(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 one-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 applicable State 
                                licensure requirements, including any 
                                requirements for certification obtained 
                                through alternative routes to 
                                certification, or with regard to 
                                special education teachers, who meet 
                                the qualifications described in section 
                                612(a)(14)(C) of the Individuals with 
                                Disabilities Education Act, 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 School Leadership 
Residency Programs.--
            ``(1) In general.--An eligible partnership that receives a 
        grant under this section may carry out an effective school 
        leadership residency program, which may be carried out in 
        partnership with a local educational agency located in a rural 
        area.
            ``(2) School leadership residency program described.--A 
        school leadership residency program under this subsection shall 
        be a school-based preparation program for principals, other 
        school leaders, early childhood education program directors, or 
        a combination of those individuals in which a participant--
                    ``(A) for 1 academic year, engages in sustained and 
                rigorous clinical learning with substantial leadership 
                responsibilities and opportunity to practice and be 
                evaluated in an authentic school or early childhood 
                education program setting; and
                    ``(B) during that academic year--
                            ``(i) participates in evidence-based 
                        coursework that is aligned with leadership 
                        standards and includes evaluation of candidates 
                        throughout the program and that is integrated 
                        with clinical residency experience; and
                            ``(ii) receives support from a mentor 
                        principal or other effective school leader or 
                        early childhood education director.
            ``(3) Program activities.--A school leadership residency 
        program under this subsection shall include all of the 
        following activities:
                    ``(A) Preparing individuals enrolled or preparing 
                to enroll in school leadership programs for careers as 
                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 evidence-based coursework that is 
                aligned with school leadership standards (defined by 
                the eligible partnership) and includes embedded 
                participant assessments to evaluate candidates before 
                program completion, training prospective principals and 
                other school leaders to effectively--
                            ``(i) provide instructional leadership, 
                        including by creating and maintaining a data-
                        driven, professional learning community, within 
                        the leader's school;
                            ``(ii) provide a climate conducive to the 
                        professional development of teachers, with a 
                        focus on improving student academic achievement 
                        and the development of effective instructional 
                        leadership skills;
                            ``(iii) understand the teaching and 
                        assessment skills needed to support successful 
                        classroom instruction and to use data to 
                        evaluate teacher instruction and drive teacher 
                        and student learning;
                            ``(iv) manage resources and school time to 
                        improve student academic achievement and ensure 
                        the school environment is safe;
                            ``(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; and
                            ``(vi) understand how students learn and 
                        develop in order to increase academic 
                        achievement for all students and provide a 
                        well-rounded education.
                    ``(C) Ensuring that individuals who participate in 
                the school leadership residency program receive--
                            ``(i) effective preservice preparation as 
                        described in subparagraphs (B) and (D);
                            ``(ii) mentoring;
                            ``(iii) continuous feedback throughout the 
                        program on their progress; 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 sustained, intensive, collaborative, and 
                        high-quality job-embedded practice, 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;
                                    ``(II) closely supervised 
                                interaction between prospective school 
                                leaders and faculty or program staff, 
                                new and experienced teachers, and new 
                                and experienced school leaders, in such 
                                high-need schools; and
                                    ``(III) substantial school 
                                leadership responsibilities where a 
                                program participant is responsible for 
                                improving the practice and performance 
                                of a subset of teachers or an interim 
                                school leader, and receives ongoing 
                                evaluation and feedback.
                            ``(ii) Integrate pedagogy and practice and 
                        promote effective leadership skills, meeting 
                        the unique needs of urban, rural, or 
                        geographically isolated communities, as 
                        applicable.
                            ``(iii) Provide for mentoring of new school 
                        leaders.
                    ``(E) Creating a new induction program or aligning 
                with existing induction programs 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--
                            ``(i) may include recruitment that is 
                        informed by the needs of the geographic area to 
                        be served and a rigorous selection process that 
                        is based on competencies that are predictive of 
                        success as a school leader; and
                            ``(ii) may include an emphasis on 
                        recruiting into school leadership professions--
                                    ``(I) individuals from 
                                underrepresented populations;
                                    ``(II) individuals to serve as 
                                principals or other school leaders in 
                                areas of high need, including rural and 
                                geographically isolated communities and 
                                school leader shortage areas;
                                    ``(III) mid-career professionals 
                                from other occupations;
                                    ``(IV) former military personnel; 
                                and
                                    ``(V) recent college graduates with 
                                past teaching experience and a record 
                                of academic distinction.
                    ``(G) Ongoing review and improvement of the 
                program.
    ``(g) Partnership With Digital Education Content Developer.--An 
eligible partnership that receives a grant under this section may use 
grant funds provided to carry out the activities described in 
subsection (d) or (e), or both, to partner with a television public 
broadcast station, as defined in section 397(6) of the Communications 
Act of 1934 (47 U.S.C. 397(6)), or another entity that develops digital 
educational content, for the purpose of improving the quality of 
teacher or school leader preparation programs or to enhance the quality 
of preservice training for prospective teachers or school leaders.
    ``(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) 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 part shall be 
        awarded for a period of 5 years.
            ``(2) Number of awards.--An eligible partnership may not 
        receive more than 1 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 part 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 part, shall give priority--
                    ``(A) to eligible partnerships that include a 
                partner institution whose teacher or school leader 
                preparation program has a rigorous selection process to 
                ensure the highest quality of students entering such 
                program;
                    ``(B) to high-quality applicants, including those 
                whose practices have the strongest evidence of 
                effectiveness in preparing teachers, teacher leaders, 
                principals, or other school leaders;
                    ``(C) to the equitable geographic distribution of 
                grants among rural and urban areas; and
                    ``(D) to applicants from a broad base of eligible 
                partnerships that involve businesses and community 
                organizations.
            ``(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 part 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 part shall provide, from non-Federal sources, 
        an amount equal to 50 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 part.
    ``(d) Limitation on Administrative Expenses.--An eligible 
partnership that receives a grant under this part 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 part 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 the following:
            ``(1) For teacher preparation programs, each of the 
        following:
                    ``(A) Achievement for all prospective and new 
                teachers, as measured by the eligible partnership.
                    ``(B) Teacher retention in the first 3 years of a 
                teacher's career.
                    ``(C) Improvement in the pass rates and scaled 
                scores for initial State certification or licensure of 
                teachers.
                    ``(D) The percentage of teachers who meet the 
                applicable State certification and licensure 
                requirements, including any requirements for 
                certification obtained through alternative routes to 
                certification, or, with regard to special education 
                teachers, who meet the qualifications described in 
                section 612(a)(14)(C) of the Individuals with 
                Disabilities Education Act hired by the high-need local 
                educational agency with respect to each of the 
                following:
                            ``(i) Participating in the eligible 
                        partnership.
                            ``(ii) Who are members of underrepresented 
                        groups.
                            ``(iii) Who teach high-need academic 
                        subject areas, as determined by the State, 
                        which may include reading, mathematics, 
                        science, and foreign language, including less 
                        commonly taught languages and critical foreign 
                        languages.
                            ``(iv) Who teach in high-need areas, as 
                        determined by the State, which may include 
                        special education, language instruction 
                        educational programs for students who are 
                        English learners, and early childhood 
                        education.
                            ``(v) Who teach in high-need schools, 
                        disaggregated by the elementary school and 
                        secondary school levels.
                    ``(E) 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.
                    ``(F) As applicable, the percentage of teachers 
                trained--
                            ``(i) to integrate technology effectively 
                        into curricula and instruction, including 
                        technology consistent with the principles of 
                        universal design for learning; and
                            ``(ii) to use technology effectively to 
                        collect, manage, and analyze data to improve 
                        teaching and learning for the purpose of 
                        improving student academic achievement.
            ``(2) For school leader preparation programs, each of the 
        following:
                    ``(A) The percentage of program participants who 
                complete the program.
                    ``(B) The percentage of program participants who, 
                subsequent to completing the program, receive full 
                State licensure for positions in school leadership.
                    ``(C) The percentage of program completers who 
                subsequently take school leadership positions in the 
                high-need local educational agencies participating in 
                the eligible partnership.
                    ``(D) The percentage of program completers who 
                subsequently take school leadership positions in the 
                high-need schools served by the high-need local 
                educational agencies participating in the eligible 
                partnership.
                    ``(E) The percentage of program completers retained 
                in school leadership positions in the high-need local 
                educational agencies participating in the eligible 
                partnership and in the high-need schools served by such 
                agencies for 3 or more years.
    ``(b) Information.--An eligible partnership receiving a grant under 
this part shall ensure that teachers, principals, other school leaders, 
principal supervisors, school superintendents, faculty, program staff, 
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 part.
    ``(c) Revised Application.--If the Secretary determines that an 
eligible partnership receiving a grant under this part 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 part, 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 part; 
                or
                    ``(B) award new grants to other eligible 
                partnerships under this part.
    ``(d) Evaluation, Research, and Dissemination.--From amounts 
appropriated under section 209, the Secretary, acting through the 
Director of the Institute of Education Sciences shall--
            ``(1) carry out an independent evaluation to measure the 
        effectiveness of the programs operated by partnerships assisted 
        under this part;
            ``(2) carry out research to identify effective teacher and 
        school leader preparation practices;
            ``(3) report the findings regarding such evaluation and 
        research to the authorizing committees; and
            ``(4) broadly disseminate information--
                    ``(A) on effective practices, including on 
                successful practices developed by eligible partnerships 
                under this part; and
                    ``(B) 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 an alternative route to State teacher or 
        school leader certification or licensure program and that 
        enrolls students receiving Federal assistance under this Act, 
        and each additional entity within the State that conducts an 
        alternative route to a State teacher or school leader 
        certification program and receives funds under this title, 
        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 or other entity--
                                    ``(I) whether the goals and 
                                objectives set under section 206 or 
                                204(a)(2), as applicable, have been 
                                met; and
                                    ``(II) a description of the 
                                activities the institution or entity 
                                implemented to achieve such goals or 
                                objectives.
                            ``(ii) A description of the steps the 
                        institution or entity is taking to improve its 
                        performance in meeting the annual goals set 
                        under section 206.
                            ``(iii) A description of the activities the 
                        institution or entity 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 teacher or school 
                leader State certification or licensure program during 
                the 2-year period preceding such year, for each of such 
                assessments--
                            ``(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;
                            ``(iii) the percentage of students who have 
                        taken such assessment who enrolled in and 
                        completed the traditional teacher 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 and outcomes.--A 
                description of--
                            ``(i) the criteria for admission into the 
                        program and the program's admission rate;
                            ``(ii) the number of students in the 
                        program, disaggregated by race, ethnicity, and 
                        gender;
                            ``(iii) the average number of hours of 
                        clinical experience required for those in the 
                        program;
                            ``(iv) the total number and percentage of 
                        program entrants who complete the program;
                            ``(v) the total number and percentage of 
                        program completers who become certified or 
                        licensed as teachers or school leaders and the 
                        total number and the percentage of program 
                        completers who are hired as teachers, 
                        disaggregated by subject and area of 
                        certification or licensure, or as school 
                        leaders within 3 years; and
                            ``(vi) if valid and reliable data are 
                        available, the total number and percentage of 
                        program completers placed as principals who are 
                        rated effective or above on school leader 
                        evaluation and support systems after 3 years of 
                        leading a school.
                    ``(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).
                    ``(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 training.--A description of the 
                activities that prepare general education and special 
                education teachers to teach students with disabilities 
                effectively, including training 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 part 
        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 or other entity 
        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 
        teacher or school leader certification or licensure program and 
        has fewer than 10 scores reported on any single initial teacher 
        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 and easily accessible 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 teacher or school leader certification or licensure 
        programs, which shall include not less than the following:
                    ``(A) A description of the reliability and validity 
                of the teacher and school leader certification and 
                licensure assessments, and any other certification and 
                licensure requirements, used by the State.
                    ``(B) The standards and criteria that prospective 
                teachers must meet to attain initial teacher 
                certification or licensure and to be certified or 
                licensed to teach particular academic subjects, areas, 
                or grades within the State.
                    ``(C) A description of how the assessments and 
                requirements described in subparagraph (A) are aligned 
                with the challenging State academic 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 institution of higher education 
                located in the State and each other entity located in 
                the State that operates a teacher or school leader 
                preparation program, including those that offer an 
                alternative route for teacher or school leader 
                certification or licensure, including for each of the 
                assessments used by the State for teacher or school 
                leader certification or licensure--
                            ``(i) the percentage of students at such 
                        institution or entity who take and pass the 
                        assessment; and
                            ``(ii) 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 certification or licensure in the State 
                (including any such routes operated by entities that 
                are not institutions of higher education), if any, 
                including, for each of the assessments used by the 
                State for teacher certification or licensure--
                            ``(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 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.
                    ``(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 average number of hours of 
                        supervised clinical experience required for 
                        those in the program; and
                            ``(iv) the number of full-time equivalent 
                        faculty, adjunct faculty, and students in 
                        supervised clinical experience.
                    ``(H) If valid and reliable data are available, for 
                each school leader preparation program in the State, 
                the total number and percentage of program completers 
                placed as principals who are rated effective or above 
                on school leader evaluation and support systems after 3 
                years of leading a school.
                    ``(I) For the State as a whole, and for each 
                teacher preparation program in the State, the number of 
                teachers prepared, in the aggregate and reported 
                separately by--
                            ``(i) area of certification or licensure;
                            ``(ii) academic major; and
                            ``(iii) subject area for which the teacher 
                        has been prepared to teach.
                    ``(J) A description of the extent to which teacher 
                and school leader preparation programs are addressing 
                shortages of teachers who meet the applicable State 
                certification and licensure requirements, including any 
                requirements for certification obtained through 
                alternative routes to teacher certification, or, with 
                regard to special education teachers, the 
                qualifications described in section 612(a)(14)(C) of 
                the Individuals with Disabilities Education Act, by 
                area of certification and licensures, subject, and 
                specialty, in the State's public schools, as well as 
                shortages of effective school leaders.
            ``(2) 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 (I) 
        of subsection (b)(1). Such report shall identify States for 
        which eligible partnerships received a grant under this part.
            ``(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 educator 
                workforce.
                    ``(B) A comparison of eligible partnerships' 
                efforts to improve the quality of the current and 
                future educator workforce.
                    ``(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 or school leader 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 
part among States for individuals who took State teacher or school 
leader 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 DEVELOPMENT.

    ``(a) Annual Goals.--Each institution of higher education that 
conducts a traditional teacher 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 trained in teacher shortage areas designated by 
the Secretary or by the State educational agency, including 
mathematics, science, special education, and instruction of students 
who are English learners.
    ``(b) Assurances.--Each institution described in subsection (a) 
shall provide assurances to the Secretary that--
            ``(1) training provided to prospective teachers responds to 
        the identified needs of the local educational agencies or 
        States where the institution's graduates are likely to teach, 
        based on past hiring and recruitment trends;
            ``(2) training provided to prospective teachers is closely 
        linked with the needs of schools and the instructional 
        decisions new teachers face in the classroom;
            ``(3) prospective special education teachers receive 
        coursework and training to ensure students receive a well-
        rounded education;
            ``(4) general education teachers receive training in 
        providing instruction to diverse populations, including 
        children with disabilities, students who are English learners, 
        and children from low-income families; and
            ``(5) prospective teachers receive training on how to 
        effectively teach 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 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 using multiple indicators 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 
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--
            ``(1) for school leader preparation programs, criteria 
        based on data on placement and retention, school leader 
        effectiveness, and student outcomes; and
            ``(2) for teacher and school leader preparation programs, 
        criteria based on information collected pursuant to this part, 
        including progress in meeting the goals of--
                    ``(A) increasing the percentage of teachers who 
                meet the applicable State certification and licensure 
                requirements, including any requirements for 
                certification obtained through alternative routes to 
                certification, or, with regard to special education 
                teachers, who meet the qualifications described in 
                section 612(a)(14)(C) of the Individuals with 
                Disabilities Education Act in the State, including 
                increasing professional development opportunities;
                    ``(B) if valid and reliable data are available, 
                increasing the percentage of principals and other 
                school leaders who receive ratings of effective or 
                above in State school leader evaluation and support 
                systems (as described in section 2101(c)(4)(B)(ii) of 
                the Elementary and Secondary Education Act of 1965);
                    ``(C) improving student academic achievement for 
                elementary and secondary students; and
                    ``(D) raising the standards for entry into teaching 
                and school leadership.
    ``(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) may not be permitted to accept or enroll any student 
        who receives aid under title IV in the institution's teacher 
        preparation program;
            ``(3) 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
            ``(4) 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.

``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) Special Rule.--For each State that does not use content 
assessments as a means of ensuring that all teachers teaching the 
subjects that are part of a well-rounded education within the State 
meet the applicable State certification and licensure requirements, 
including requirements for certification obtained through alternative 
routes to certification, in accordance with the State plan submitted or 
revised under section 1111 of such Act, and that each person employed 
as a special education teacher in the State who teaches elementary 
school or secondary school meets the qualifications described in 
section 612(a)(14)(C) of the Individuals with Disabilities Education 
Act, the Secretary shall--
            ``(1) to the extent practicable, collect data comparable to 
        the data required under this part from States, local 
        educational agencies, institutions of higher education, or 
        other entities that administer such assessments to teachers or 
        prospective teachers; and
            ``(2) notwithstanding any other provision of this part, use 
        such data to carry out requirements of this part related to 
        assessments, pass rates, and scaled scores.
    ``(c) Release of Information to Teacher and School Leader 
Preparation Programs for Program Improvement.--
            ``(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 regularly provide to a 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; and
                            ``(ii) teacher or school leader 
                        effectiveness evaluations for teachers or 
                        school leaders who graduated from the teacher 
                        or school leader preparation program.

``SEC. 209. AUTHORIZATION OF APPROPRIATIONS.

    ``(a) In General.--There are authorized to be appropriated to carry 
out this part such sums as may be necessary for fiscal year 2020 and 
each of the 5 succeeding fiscal years.
    ``(b) Evaluation, Research, and Dissemination.--From the amount 
appropriated in a fiscal year under subsection (a), the Secretary may 
reserve up to 5 percent for evaluation, research, and dissemination 
activities carried out pursuant to section 204(d), such as investments 
in programs for the collection and analysis of outcomes-based data 
beyond those data required by section 205(b).''.
                                 <all>