Title: Teacher and School Leader Quality Partnership Grants Act
Policy area: Education

Summary:
Teacher and School Leader Quality Partnership Grants Act
This bill revises a program that awards grants to eligible partnerships to establish preparation or residency programs that prepare teachers, school leaders, and other educators for their profession.
Eligible partnerships must be comprised of (1) a high-need local educational agency; (2) a high-need school or early childhood education program; (3) a partner institution and certain schools, departments, or programs within such institution. In their preparation or residency programs, such partnerships must use evidence-based methods and adhere to an evaluation plan that includes measurable performance objectives.
The bill also establishes an advisory committee within the Department of Education to conduct a feasibility study that, among other things, compiles best practices for educating and training profession-ready teachers and school leaders.

[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[H.R. 4423 Introduced in House (IH)]

<DOC>






116th CONGRESS
  1st Session
                                H. R. 4423

To amend the Higher Education Act of 1965 to enhance teacher and school 
                   leader quality partnership grants.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                           September 19, 2019

   Mr. Rouda (for himself, Mrs. Davis of California, Mr. Sablan, Mr. 
  Trone, and Mr. Schneider) introduced the following bill; which was 
            referred to the Committee on Education and Labor

_______________________________________________________________________

                                 A BILL


 
To amend the Higher Education Act of 1965 to enhance teacher and school 
                   leader quality partnership grants.

    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 ``Teacher and School Leader Quality 
Partnership Grants Act''.

SEC. 2. DEFINITIONS.

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

``SEC. 200. DEFINITIONS.

    ``Except as otherwise provided, 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) Blended learning.--The term `blended learning' has 
        the meaning given the term in section 4102 of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 7112).
            ``(3) Children from low-income families.--The term 
        `children from low-income families' means children described in 
        section 1124(c)(1)(A) of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 6333(c)(1)(A)).
            ``(4) Comprehensive literacy instruction.--The term 
        `comprehensive literacy instruction' has the meaning given the 
        term in section 2221(b)(1) of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 6641(b)(1)).
            ``(5) Digital learning.--The term `digital learning' has 
        the meaning given the term in section 4102 of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 7112).
            ``(6) Diverse teacher candidates.--The term `diverse 
        teacher candidates' means teacher candidates from--
                    ``(A) underrepresented groups; or
                    ``(B) teachers who are linguistically and 
                culturally prepared to educate high-need students.
            ``(7) 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.
            ``(8) 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 (20 
        U.S.C. 7801).
            ``(9) Educator.--The term `educator' means a teacher, 
        principal or other school leader, specialized instructional 
        support personnel, or other staff member who provides or 
        directly supports instruction, such as a school librarian, 
        counselor, or paraprofessional.
            ``(10) Eligible partnership.--The term `eligible 
        partnership' means an entity that--
                    ``(A) shall include--
                            ``(i) a high-need local educational agency;
                            ``(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;
                            ``(iii) a partner institution;
                            ``(iv) a school, department, or program of 
                        education within such partner institution, 
                        which may include an existing teacher 
                        professional development program with proven 
                        outcomes within a four-year institution of 
                        higher education that provides intensive and 
                        sustained collaboration between faculty and 
                        local educational agencies consistent with the 
                        requirements of this title; and
                            ``(v) a school or department of arts and 
                        sciences within such partner institution; and
                    ``(B) 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 public or private nonprofit 
                        educational organization.
                            ``(vii) An educational service agency.
                            ``(viii) A teacher, principal, or school 
                        leader organization.
                            ``(ix) A high-performing local educational 
                        agency, or a consortium of such local 
                        educational agencies, that can serve as a 
                        resource to the partnership.
                            ``(x) A charter school (as defined in 
                        section 4310 of the Elementary and Secondary 
                        Education Act of 1965 (20 U.S.C. 7221i)).
                            ``(xi) A school or department within the 
                        partner institution that focuses on psychology 
                        and human development.
                            ``(xii) A school or department within the 
                        partner institution with comparable expertise 
                        in the disciplines of teaching, learning, and 
                        child and adolescent development.
                            ``(xiii) An entity operating a program that 
                        provides alternative routes to State 
                        certification of teachers or principals.
            ``(11) English learner.--The term `English learner' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7801).
            ``(12) Evidence-based.--The term `evidence-based' has the 
        meaning given the term in subclauses (I) and (II) of section 
        8101(21)(A)(i) of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 7801(21)(A)).
            ``(13) Evidence of student learning.--The term `evidence of 
        student learning' means multiple measures of student learning 
        that include the following:
                    ``(A) Valid and reliable student assessment data, 
                which may include data--
                            ``(i) based on--
                                    ``(I) student learning gains on 
                                statewide academic assessments under 
                                section 1111(b)(2) of the Elementary 
                                and Secondary Education Act of 1965; or
                                    ``(II) student academic achievement 
                                assessments used at the national, 
                                State, or local levels, where available 
                                and appropriate for the curriculum and 
                                students taught;
                            ``(ii) from classroom-based summative 
                        assessments; and
                            ``(iii) from high-quality validated 
                        performance-based assessments that are aligned 
                        with challenging State academic standards 
                        adopted under section 1111(b)(1) of the 
                        Elementary and Secondary Education Act of 1965 
                        (20 U.S.C. 6311(b)(1)).
                    ``(B) Not less than one of the following additional 
                measures:
                            ``(i) Student work, including measures of 
                        performance criteria and evidence of student 
                        growth.
                            ``(ii) Teacher-generated information about 
                        student goals and growth.
                            ``(iii) Parental feedback about student 
                        goals and growth.
                            ``(iv) Student feedback about learning and 
                        teaching supports.
                            ``(v) Assessments of affective engagement 
                        and self-efficacy.
                            ``(vi) Other appropriate measures, as 
                        determined by the State.
            ``(14) Foster care.--
                    ``(A) In general.--The term `foster care' means 24-
                hour substitute care for a child placed away from the 
                child's parents or guardians and for whom the State 
                agency has placement and care responsibility. The term 
                includes care through a placement in a foster family 
                home, a foster home of a relative, a group home, an 
                emergency shelter, a residential facility, a child care 
                institution, or a pre-adoptive home.
                    ``(B) Rule.--A child shall be considered to be in 
                foster care under subparagraph (A) without regard to 
                whether--
                            ``(i) the foster care facility is licensed 
                        and payments are made by the State or local 
                        agency for the care of the child;
                            ``(ii) adoption subsidy payments are being 
                        made prior to the finalization of an adoption; 
                        or
                            ``(iii) Federal matching funds for any 
                        payments described in clause (i) or (ii) are 
                        being made.
            ``(15) 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.
            ``(16) High-need local educational agency.--The term `high-
        need local educational agency' means a local educational 
        agency--
                    ``(A)(i) that serves not fewer than 10,000 low-
                income children;
                    ``(ii) for which not less than 20 percent of the 
                children served by the agency are low-income children;
                    ``(iii) that meets the eligibility requirements for 
                funding under the Small, Rural School Achievement 
                Program under section 5211(b) of the Elementary and 
                Secondary Education Act of 1965 or the Rural and Low-
                Income School Program under section 6221(b) of such 
                Act; or
                    ``(iv) that has a percentage of low-income children 
                that is in the highest quartile among such agencies in 
                the State; and
                    ``(B)(i) for which one or more schools served by 
                the agency is identified by the State for comprehensive 
                supports and interventions under section 
                1111(c)(4)(D)(i) of the Elementary and Secondary 
                Education Act of 1965; or
                    ``(ii) for which one or more schools served by the 
                agency has a high teacher turnover rate or is 
                experiencing a teacher shortage in a high-needs field, 
                as determined by the State.
            ``(17) High-need school.--
                    ``(A) In general.--The term `high-need school' 
                means a school that, based on the most recent data 
                available, meets one or both of the following:
                            ``(i) The school is in the highest quartile 
                        of schools in a ranking of all schools served 
                        by a local educational agency, ranked in 
                        descending order by percentage of students from 
                        low-income families enrolled in such schools, 
                        as determined by the local educational agency 
                        based on one of the following measures of 
                        poverty:
                                    ``(I) The percentage of students 
                                aged 5 through 17 in poverty counted in 
                                the most recent census data approved by 
                                the Secretary.
                                    ``(II) The percentage of students 
                                eligible for a free or reduced price 
                                school lunch under the Richard B. 
                                Russell National School Lunch Act.
                                    ``(III) The percentage of students 
                                in families receiving assistance under 
                                the State program funded under part A 
                                of title IV of the Social Security Act.
                                    ``(IV) The percentage of students 
                                eligible to receive medical assistance 
                                under the Medicaid program.
                                    ``(V) A composite of two or more of 
                                the measures described in subclauses 
                                (I) through (IV).
                            ``(ii) In the case of--
                                    ``(I) an elementary school, the 
                                school serves students not less than 60 
                                percent of whom are eligible for a free 
                                or reduced price school lunch under the 
                                Richard B. Russell National School 
                                Lunch Act; or
                                    ``(II) any other school that is not 
                                an elementary school, the other school 
                                serves students not less than 45 
                                percent of whom are eligible for a free 
                                or reduced price school lunch under the 
                                Richard B. Russell National School 
                                Lunch Act.
                    ``(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) aged 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 
                                four-year adjusted cohort graduation 
                                rate for such school.
            ``(18) 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 or a specialization in 
                infants and toddlers or pre-school children;
                    ``(B) with--
                            ``(i) a baccalaureate degree in an academic 
                        major in an early childhood or related field; 
                        or
                            ``(ii) an associate's degree in an early 
                        childhood or 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.
            ``(19) Homeless child.--The term `homeless child' means an 
        individual who is a homeless child or youth under section 725 
        of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 
        11434).
            ``(20) 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 increase the retention in the education field 
        of, beginning 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 educational technology and the 
                        principles of universal design for learning 
                        into the classroom or school.
                    ``(G) Interdisciplinary collaboration among teacher 
                leaders 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, assistance with 
                understanding of the effective use of data, 
                particularly student achievement data, and the 
                applicability of such data to inform and improve 
                classroom instruction and school leadership.
                    ``(I) Regular and structured observation and 
                evaluation of new teachers, principals, or other school 
                leaders that are based in part on evidence of student 
                learning, shall include multiple measures of educator 
                performance, and shall provide clear, timely, and 
                useful feedback to teachers, principals, or other 
                school leaders, as applicable.
                    ``(J) The development of skills in improving the 
                school culture and climate related to school leadership 
                and the role of the principal, including to--
                            ``(i) nurture teacher and staff development 
                        to strengthen classroom practice;
                            ``(ii) build and sustain an inclusive 
                        culture of learning among adults and children;
                            ``(iii) strengthen communications and 
                        relationships with parents, caregivers, 
                        paraprofessionals, and community stakeholders;
                            ``(iv) facilitate the sharing of knowledge, 
                        insight, and best practices in the community 
                        served by the school, preschool program, or 
                        early childhood education program, including 
                        with youth serving programs (such as before- 
                        and after-school and summer programs); and
                            ``(v) build relationships and communicate 
                        effectively with State and local educational 
                        agency officials.
            ``(21) Infant or toddler with a disability.--The term 
        `infant or toddler with a disability' has the meaning given the 
        term in section 632 of the Individuals with Disabilities 
        Education Act (20 U.S.C. 1432).
            ``(22) 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 measures of teacher 
                or school leader effectiveness;
                    ``(B) 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, create inclusive classroom 
                environments, and address the social and emotional 
                needs of students, which may include positive 
                behavioral interventions and supports);
                    ``(C) 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;
                    ``(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.
            ``(23) Parent.--The term `parent' has the meaning given the 
        term in section 8101 of the Elementary and Secondary Education 
        Act of 1965.
            ``(24) Partner institution.--The term `partner institution' 
        means an institution of higher education, which may include a 
        2-year institution of higher education offering a dual program 
        with a 4-year institution of higher education, participating in 
        an eligible partnership that has a teacher or school leader 
        preparation program that is accredited by the State--
                    ``(A) in the case of a teacher preparation 
                program--
                            ``(i) whose graduates exhibit strong 
                        performance on State-determined qualifying 
                        assessments for new teachers through--
                                    ``(I) demonstrating that 80 percent 
                                or more of the graduates of the program 
                                who intend to enter the field of 
                                teaching have 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) that is not designated as a 
                                low-performing teacher preparation 
                                program in the State as determined by 
                                the State--
                                            ``(aa) using criteria 
                                        consistent with the 
                                        requirements for the State 
                                        assessment under section 207(a) 
                                        before the first publication of 
                                        such report card; and
                                            ``(bb) using the State 
                                        assessment required under 
                                        section 207(a), after the first 
                                        publication of such report card 
                                        and for every year thereafter; 
                                        and
                            ``(ii) that requires--
                                    ``(I) each student in the program 
                                to meet high academic standards or 
                                demonstrate a record of success, as 
                                determined by the institution 
                                (including prior to entering and being 
                                accepted into a program), and 
                                participate in intensive clinical 
                                experience;
                                    ``(II) each student in the program 
                                preparing to become a teacher who meets 
                                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, the 
                                qualifications described in section 
                                612(a)(14)(C) of the Individuals with 
                                Disabilities Education Act; and
                                    ``(III) each student in the program 
                                preparing to become an early childhood 
                                educator to meet degree requirements, 
                                as established by the State, and become 
                                highly competent; and
                    ``(B) in the case of a school leader preparation 
                program--
                            ``(i) whose graduates exhibit a strong 
                        record of successful school leadership as 
                        demonstrated by--
                                    ``(I) a high percentage of such 
                                graduates taking positions as assistant 
                                principals and principals 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; and
                            ``(ii) that requires each student in the 
                        program to participate in intensive clinical 
                        experience in an authentic setting (including 
                        by assuming substantial leadership 
                        responsibilities) in which the student can be 
                        evaluated on leadership skills and the 
                        student's effect on student outcomes as part of 
                        program completion.
            ``(25) Professional development.--The term `professional 
        development' has the meaning given the term in section 8101 of 
        the Elementary and Secondary Education Act of 1965.
            ``(26) Profession-ready.--The term `profession-ready'--
                    ``(A) when used with respect to a principal, means 
                a principal or other school leader who--
                            ``(i) has an advanced degree, or other 
                        appropriate credential;
                            ``(ii) has completed a principal or other 
                        school leader preparation process and is fully 
                        certified and licensed by the State in which 
                        the principal or other school leader is 
                        employed;
                            ``(iii) has demonstrated instructional 
                        leadership, including the ability to collect, 
                        analyze, and utilize data on evidence of 
                        student learning and evidence of classroom 
                        practice;
                            ``(iv) has demonstrated proficiency in 
                        professionally recognized leadership standards, 
                        such as through--
                                    ``(I) a performance assessment;
                                    ``(II) completion of a residency 
                                program; or
                                    ``(III) other measures of 
                                leadership effectiveness, as determined 
                                by the State; and
                            ``(v) has demonstrated the ability to work 
                        with students who are culturally and 
                        linguistically diverse;
                    ``(B) when used with respect to a teacher, means a 
                teacher who--
                            ``(i) has completed a teacher preparation 
                        program and is fully certified and licensed to 
                        teach by the State in which the teacher is 
                        employed;
                            ``(ii) has demonstrated content knowledge 
                        in the subject or subjects the teacher teaches;
                            ``(iii) has demonstrated the ability to 
                        work with students who are culturally and 
                        linguistically diverse;
                            ``(iv) has demonstrated teaching skills, 
                        such as through--
                                    ``(I) a teacher performance 
                                assessment; or
                                    ``(II) other measures of teaching 
                                skills, as determined by the State; and
                            ``(v) has demonstrated proficiency with the 
                        use of educational technology; and
                    ``(C) when used with respect to any other educator 
                not described in subparagraph (A) or (B), means an 
                educator who has completed an appropriate preparation 
                program and is fully certified or licensed by the State 
                in which the educator is employed.
            ``(27) Residency program.--The term `residency program' 
        means a school-based educator preparation program in which a 
        prospective teacher, principal or other school leader, or other 
        educator--
                    ``(A) for 1 academic year, works alongside a mentor 
                teacher, principal or other school leader, or other 
                educator who is the educator of record;
                    ``(B) receives concurrent instruction during the 
                year described in subparagraph (A) from the partner 
                institution, which may be courses taught by local 
                educational agency personnel or residency program 
                faculty, in--
                            ``(i) the teaching of the content area in 
                        which the teacher will become certified or 
                        licensed;
                            ``(ii) pedagogical practices; and
                            ``(iii) leadership, management, 
                        organizational, and instructional skills 
                        necessary to serve as a principal or other 
                        school leader;
                    ``(C) acquires effective teaching or leadership 
                skills; and
                    ``(D) prior to completion of the program, earns a 
                master's degree or other appropriate advanced 
                credential, attains full State teacher, principal, or 
                school leader certification or licensure, and becomes 
                profession-ready.
            ``(28) School leader.--The term `school leader' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(29) School leader preparation entity.--The term `school 
        leader preparation entity' means an institution of higher 
        education or a nonprofit organization, including those 
        institutions or organizations that provide alternative routes 
        to certification, that is approved by the State to prepare 
        school leaders to be effective.
            ``(30) School leader preparation program.--The term `school 
        leader preparation program' means a program offered by a school 
        leader preparation entity, whether a traditional or alternative 
        route, that is approved by the State to prepare school leaders 
        to be effective and that leads to a specific State 
        certification to be a school leader.
            ``(31) Teacher leader.--The term `teacher leader' means a 
        highly effective educator who carries out formalized leadership 
        responsibilities based on the demonstrated needs of the 
        elementary school or secondary school in which the teacher is 
        employed, while maintaining a role as a classroom instructor 
        who--
                    ``(A) is trained in and practices teacher 
                leadership; and
                    ``(B) fosters a collaborative culture to--
                            ``(i) support educator development, 
                        effectiveness, and student learning;
                            ``(ii) support access and use research to 
                        improve practice and student learning;
                            ``(iii) promote professional learning for 
                        continuous improvement;
                            ``(iv) facilitate improvements in 
                        instruction and student learning; promote the 
                        appropriate use of assessments and data for 
                        school and district improvement;
                            ``(v) improve outreach and collaboration 
                        with families and community;
                            ``(vi) advance the profession by shaping 
                        and implementing policy; and
                            ``(vii) advocate for increased access to 
                        great teaching and learning for all students.
            ``(32) Teaching skills.--The term `teaching skills' means 
        skills that enable a teacher to--
                    ``(A) increase student learning, achievement, and 
                the ability to apply knowledge;
                    ``(B) effectively convey, and explain, and provide 
                opportunities for students to apply academic subject 
                matter;
                    ``(C) effectively teach higher-order analytical, 
                evaluation, problem-solving, critical thinking, social 
                and emotional, collaboration, and communication skills;
                    ``(D) employ strategies grounded in the disciplines 
                of teaching and learning that--
                            ``(i) are based on empirically based 
                        practice and evidence-based research, where 
                        applicable, related to teaching and learning;
                            ``(ii) are specific to academic subject 
                        matter; and
                            ``(iii) focus on the identification of 
                        students' specific learning needs, particularly 
                        students with disabilities, students who are 
                        English-learners, students who are gifted and 
                        talented, and students with low literacy 
                        levels, and the tailoring of academic 
                        instruction to such needs;
                    ``(E) design and conduct an ongoing assessments of 
                student learning, which may include the use of 
                formative assessments, performance-based assessments, 
                project-based assessments, or portfolio assessments, 
                that measures higher-order thinking skills (including 
                application, analysis, synthesis, and evaluation) and 
                use this information to inform and personalize 
                instruction;
                    ``(F) support the social, emotional, and academic 
                achievement of all students including effectively 
                manage a classroom creating a positive and inclusive 
                classroom environment, including the ability to 
                implement positive behavioral interventions and support 
                strategies;
                    ``(G) support technology-rich instruction, 
                assessment and learning management in content areas, 
                technology literacy, and understanding of the 
                principles of universal design;
                    ``(H) demonstrate proficiency with the use of 
                educational technology;
                    ``(I) communicate and work with families, and 
                involve families in their children's education; and
                    ``(J) use, in the case of an early childhood 
                educator or an educator at the elementary school or 
                secondary school level, age-appropriate and 
                developmentally appropriate strategies and practices 
                for children and youth in early childhood education and 
                elementary school or secondary school programs, 
                respectively.
            ``(33) Teacher performance assessment.--The term `teacher 
        performance assessment' means a pre-service assessment used to 
        measure teacher performance that is approved by the State and 
        is--
                    ``(A) based on professional teaching standards;
                    ``(B) used to measure the effectiveness of a 
                teacher's--
                            ``(i) curriculum planning;
                            ``(ii) instruction of students, including 
                        appropriate plans and modifications for 
                        students who are limited English proficient and 
                        students who are children with disabilities;
                            ``(iii) assessment of students, including 
                        analysis of evidence of student learning; and
                            ``(iv) ability to advance student learning;
                    ``(C) validated based on professional assessment 
                standards;
                    ``(D) reliably scored by trained evaluators, with 
                appropriate oversight of the process to ensure 
                consistency; and
                    ``(E) used to support continuous improvement of 
                educator practice.
            ``(34) Teacher preparation entity.--The term `teacher 
        preparation entity' means an institution of higher education, a 
        nonprofit organization, or other organization that is approved 
        by a State to prepare teachers to be effective in the 
        classroom.
            ``(35) Teacher preparation program.--The term `teacher 
        preparation program' means a program offered by a teacher 
        preparation entity that leads to a specific State teacher 
        certification.
            ``(36) Trauma-informed care.--The term `trauma-informed 
        care' is defined as the evidence-based practices outlined in 
        section 4108(B)(II)(aa) of the Elementary and Secondary 
        Education Act of 1965.''.

SEC. 3. PURPOSES.

    Section 201 of the Higher Education Act of 1965 (20 U.S.C. 1022) is 
amended--
            (1) in paragraph (2), by striking ``by improving the 
        preparation of prospective teachers and enhancing professional 
        development activities for new teachers'' and inserting ``, 
        school leaders, including teacher leaders, and other educators 
        by improving the preparation of prospective teachers, school 
        leaders, and other educators and enhancing professional 
        development activities for new teachers, school leaders, and 
        other educators'';
            (2) in paragraph (3), by striking ``; and'' and inserting a 
        semicolon; and
            (3) by striking paragraph (4) and inserting the following 
        new paragraphs:
            ``(4) hold teacher, principal and school leader, and other 
        educator preparation programs accountable for preparing 
        effective teachers, principals and school leaders, and other 
        educators;
            ``(5) recruit profession-ready individuals, including 
        underrepresented groups and individuals from other occupations 
        (including informal education and youth development fields), as 
        teachers and other educators; and
            ``(6) meet the staffing needs of high-need local 
        educational agencies and high-need schools through close 
        partnerships with educator preparation programs within 
        institutions of higher education.''.

SEC. 4. PARTNERSHIP GRANTS.

    Section 202 of the Higher Education Act of 1965 (20 U.S.C. 1022a) 
is amended--
            (1) in subsection (b)--
                    (A) in paragraph (1), by inserting ``equitable 
                distribution,'' after ``professional development,'';
                    (B) by amending paragraph (2) to read as follows:
            ``(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 teachers, school leaders, and new 
        educators with strong teaching, leadership, and other 
        professional skills necessary to increase learning and academic 
        achievement;'';
                    (C) in paragraph (3), by inserting ``, school 
                leaders, and other educators,'' after ``new teachers'';
                    (D) in paragraph (4)--
                            (i) in subparagraph (A), by inserting ``, 
                        school leader, and other educator'' after 
                        ``other teacher''; and
                            (ii) in subparagraph (B), by inserting ``, 
                        school leader, and other educator'' after 
                        ``promote teacher'';
                    (E) in paragraph (6)--
                            (i) by striking subparagraphs (F), (G), and 
                        (H) and inserting the following:
                    ``(F) how the partnership will prepare educators to 
                teach and work with students with disabilities, 
                including training related to early identification of 
                students with disabilities and participation as a 
                member of individualized education program teams, as 
                defined in section 614(d)(1)(B) of the Individuals with 
                Disabilities Education Act to ensure that students with 
                disabilities receive effective services, consistent 
                with the requirements of the Individuals with 
                Disabilities Education Act, that are needed for such 
                students to achieve to challenging State academic 
                standards;
                    ``(G) how the partnership will prepare educators to 
                teach and work with students who are English learners 
                to ensure that students who are English learners 
                receive the services that are needed for such students 
                to achieve to challenging State academic standards;
                    ``(H) how faculty at the partner institution will 
                work, during the term of the grant, with mentor 
                educators in the classrooms and administrators 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 other educators, including multi-tiered 
                        systems of support and universal design for 
                        learning;
                            ``(ii) train other classroom teachers, 
                        principals or other school leaders, school 
                        librarians, and other educators to implement 
                        literacy programs that incorporate the 
                        components of comprehensive literacy 
                        instruction; and
                            ``(iii) provide evidence-based, high-
                        quality professional development activities to 
                        strengthen the instructional and leadership 
                        skills of elementary school and secondary 
                        school principals or other school leaders and 
                        district superintendents, if the partner 
                        institution has a principal or school leader 
                        preparation program;'';
                            (ii) in subparagraph (I), by inserting ``as 
                        applicable'' before ``how the partnership''; 
                        and
                            (iii) in subparagraph (K)--
                                    (I) by inserting ``, principals or 
                                other school leaders'' after 
                                ``teachers''; and
                                    (II) by striking ``; and'' and 
                                inserting a semicolon; and
                    (F) in paragraph (7)--
                            (i) in the matter before subparagraph (A), 
                        by striking ``under this section'' and 
                        inserting ``under paragraphs (1)(B)(iv) and (3) 
                        of subsection (d)'';
                            (ii) in subparagraph (A), by inserting ``as 
                        applicable,'' before ``a demonstration'';
                            (iii) in subparagraph (B), by striking 
                        ``scientifically valid'' and inserting 
                        ``evidence-based''; and
                            (iv) in subparagraph (D), by striking the 
                        period at the end and inserting ``; and'';
            (2) by amending subsection (c) to read as follows:
    ``(c) Use of Grant Funds.--An eligible partnership that receives a 
grant under this section--
            ``(1) shall use such grant to carry out--
                    ``(A) a program for the pre-baccalaureate or post-
                baccalaureate preparation of teachers described in 
                subsection (d);
                    ``(B) a teaching or principal or other school 
                leader residency program described in subsection (e); 
                or
                    ``(C) a combination of such programs; and
            ``(2) may use such grant to carry out other educator 
        development programs under subsection (f), based upon the 
        results of the needs assessment in subsection (b)(1).'';
            (3) in subsection (d)--
                    (A) in paragraph (1)--
                            (i) by striking ``limited English 
                        proficient'' both places it appears and 
                        inserting ``English learners'';
                            (ii) by striking ``scientifically valid'' 
                        both places it appears and inserting 
                        ``evidence-based''; and
                            (iii) in subparagraph (B)(ii)(VI), by 
                        striking ``reading instruction'' both places it 
                        appears and inserting ``comprehensive literacy 
                        instruction'';
                    (B) in paragraph (5)(B), by striking ``limited 
                English proficient'' and inserting ``English 
                learners''; and
                    (C) in paragraph (6)(A), by striking ``reading 
                instruction'' and inserting ``comprehensive literacy 
                instruction'';
            (4) by amending subsection (e) to read as follows:
    ``(e) Partnership Grants for the Establishment of Teaching and 
Principal or Other School Leader Residency Programs.--
            ``(1) In general.--An eligible partnership receiving a 
        grant to carry out an effective teaching residency program or 
        principal or other school leader residency program that meets 
        the following requirements:
                    ``(A) Teaching residency program.--An eligible 
                partnership carrying out a teaching residency program 
                shall--
                            ``(i) support a teaching residency program 
                        described in paragraph (2) for high-need 
                        schools, as determined by the needs of high-
                        need local educational agency in the 
                        partnership, and in high-need subjects and 
                        areas, as defined by such local educational 
                        agency; and
                            ``(ii) place graduates of the teaching 
                        residency program in cohorts that facilitate 
                        professional collaboration, both among 
                        graduates of the residency program and between 
                        such graduates and mentor teachers in the 
                        receiving school.
                    ``(B) Principal or school leader residency 
                program.--An eligible partnership carrying out a 
                principal or school leader residency program shall 
                support a program described in paragraph (3) for high-
                need schools, as determined by the needs of the high-
                need local educational agency in the partnership.
            ``(2) Teaching residency program.--
                    ``(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 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) The exposure to principles of child 
                        and youth development, and understanding and 
                        applying principles of learning, behavior, and 
                        community and family engagement.
                            ``(iii) The exposure to principles of 
                        universal design for learning and multi-tiered 
                        systems of support.
                            ``(iv) Engagement of teaching residents in 
                        rigorous graduate-level coursework to earn a 
                        master's degree while undertaking a guided 
                        teaching clinical experience.
                            ``(v) Experience and learning opportunities 
                        alongside a trained and experienced mentor 
                        teacher--
                                    ``(I) whose teaching shall 
                                complement the residency program so 
                                that school-based clinical practice is 
                                tightly aligned and integrated 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 or may be offered a 
                                stipend as a result of such additional 
                                responsibilities.
                            ``(vi) The establishment of clear criteria 
                        for the selection of mentor teachers based on 
                        the appropriate subject area knowledge and 
                        measures of teacher effectiveness, which 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, 
                                summative, and diagnostic assessments 
                                to inform instruction and improve 
                                student learning.
                                    ``(II) Appropriate instruction that 
                                engages all students.
                                    ``(III) Collaboration with 
                                colleagues to improve instruction.
                                    ``(IV) Analysis of evidence of 
                                student learning.
                                    ``(V) Collaboration and the 
                                cultivation of relationships with 
                                external stakeholders (which may 
                                include professional disciplinary 
                                organizations and nonprofit advocacy 
                                organizations) to foster the sharing of 
                                evidence-based resources to promote 
                                high-quality, effective practices.
                            ``(vii) 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 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.
                            ``(viii) Continued support for residents 
                        once such residents are hired as the teachers 
                        of record, through an induction program, 
                        evidence-based 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 teacher 
                        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 possessing 
                                strong content knowledge or a record of 
                                professional accomplishment; and
                                    ``(II) submit an application to the 
                                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 assessments.
                                    ``(III) Other attributes linked to 
                                effective teaching, which may be 
                                determined by interviews or performance 
                                assessments, as specified by the 
                                eligible partnership.
            ``(3) Partnership grants for the development of principal 
        and other school leader residency programs.--
                    ``(A) Establishment and design.--A principal or 
                other school leader residency program under this 
                paragraph shall be a program based upon models of 
                successful principal or other school leader residencies 
                that serve as a mechanism to prepare principals and 
                other school leaders for success in high-need schools 
                in the eligible partnership and shall be designed to 
                include the following characteristics of successful 
                programs:
                            ``(i) Engagement of principal or other 
                        school leader residents in rigorous graduate-
                        level coursework to earn an appropriate 
                        advanced credential while undertaking a guided 
                        principal or other school leader clinical 
                        experience.
                            ``(ii) Experience and learning 
                        opportunities, including those that provide 
                        continuous feedback throughout the program on a 
                        participants' progress, alongside a trained and 
                        experienced mentor principal or other school 
                        leader--
                                    ``(I) whose mentoring shall be 
                                based on standards of effective 
                                mentoring practice and shall complement 
                                the residence program so that school-
                                based clinical practice is tightly 
                                aligned with coursework; and
                                    ``(II) who may be relieved from 
                                some portion of principal or other 
                                school leader duties or may be offered 
                                a stipend as a result of such 
                                additional responsibilities.
                            ``(iii) The establishment of clear criteria 
                        for the selection of mentor principals or other 
                        school leaders, which may be based on 
                        observations of the following:
                                    ``(I) Demonstrating awareness of, 
                                and having experience with, the 
                                knowledge, skills, and attitudes to--
                                            ``(aa) establish and 
                                        maintain a professional 
                                        learning community that 
                                        effectively extracts 
                                        information from data to 
                                        improve the school culture and 
                                        climate, and personalize 
                                        instruction for all students to 
                                        result in improved student 
                                        achievement;
                                            ``(bb) create and maintain 
                                        a learning culture within the 
                                        school that provides an 
                                        inclusive climate conducive to 
                                        the development of all members 
                                        of the school community, 
                                        including one of continuous 
                                        improvement and learning for 
                                        adults tied to student learning 
                                        and other school goals;
                                            ``(cc) develop the 
                                        professional capacity and 
                                        practice of school personnel 
                                        and foster a professional 
                                        community of teachers and other 
                                        professional staff;
                                            ``(dd) engage in continuous 
                                        professional development, 
                                        utilizing a combination of 
                                        academic study, developmental 
                                        simulation exercises, self-
                                        reflection, mentorship, and 
                                        internship;
                                            ``(ee) understand youth 
                                        development appropriate to the 
                                        age level served by the school, 
                                        and use this knowledge to set 
                                        high expectations and standards 
                                        for the academic, social, 
                                        emotional, and physical 
                                        development of all students; 
                                        and
                                            ``(ff) actively engage with 
                                        families and the community to 
                                        create shared responsibility 
                                        for student academic 
                                        performance and successful 
                                        development.
                                    ``(II) Planning and articulating a 
                                shared and coherent schoolwide 
                                direction and policy for achieving high 
                                standards of student performance, and 
                                closing gaps in achievement among 
                                subgroups of students.
                                    ``(III) Identifying and 
                                implementing the activities and 
                                rigorous curriculum necessary for 
                                achieving such standards of student 
                                performance.
                                    ``(IV) Supporting a culture of 
                                learning, collaboration, and 
                                professional behavior and ensuring 
                                quality measures of instructional 
                                practice.
                                    ``(V) Communicating and engaging 
                                parents, families, and other external 
                                communities.
                                    ``(VI) Cultivating relationships 
                                and collaborating with external 
                                stakeholders, which may include 
                                professional disciplinary organizations 
                                and nonprofit advocacy organizations, 
                                to foster the sharing of evidence-based 
                                resources to promote high-quality, 
                                effective practices.
                                    ``(VII) Collecting, analyzing, and 
                                utilizing data and other evidence of 
                                student learning and evidence of 
                                classroom practice to guide decisions 
                                and actions for continuous improvement 
                                and to ensure performance 
                                accountability.
                            ``(iv) 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 to hire qualified graduates from 
                                the principal residency program; and
                                    ``(II) which may include 
                                consideration of applicants who reflect 
                                the communities in which they will 
                                serve and consideration of individuals 
                                from underrepresented populations in 
                                school leadership positions.
                            ``(v) Continued support for residents once 
                        such residents are hired as principals or other 
                        school leaders, through an induction program, 
                        evidence-based professional development to 
                        support the knowledge and skills of the 
                        principal or other school leader in a continuum 
                        of learning and content expertise in 
                        developmentally appropriate or age-appropriate 
                        educational practices, and networking 
                        opportunities to support the residents through 
                        not less than the residents' first 2 years of 
                        serving as principal or other school leader of 
                        a school.
                    ``(B) Selection of individuals as principal or 
                other school leader residents.--
                            ``(i) Eligible individual.--In order to be 
                        eligible to be a principal or other school 
                        leader resident in a principal or other school 
                        leader residency program under this paragraph, 
                        an individual shall--
                                    ``(I) have prior prekindergarten 
                                through grade 12 teaching experience;
                                    ``(II) have experience as an 
                                effective leader, manager, and written 
                                and oral communicator; and
                                    ``(III) submit an application to 
                                the residency program.
                            ``(ii) Selection criteria.--An eligible 
                        partnership carrying out a principal or other 
                        school leader residency program under this 
                        subsection shall establish criteria for the 
                        selection of eligible individuals to 
                        participate in the principal residency program 
                        based on the following characteristics:
                                    ``(I) Strong instructional 
                                leadership skills in an elementary 
                                school or secondary school setting.
                                    ``(II) Strong verbal and written 
                                communication skills, which may be 
                                demonstrated by performance on 
                                appropriate assessments.
                                    ``(III) Other attributes linked to 
                                effective leadership, such as sound 
                                judgment, organizational capacity, 
                                collaboration, commitment to equity and 
                                inclusiveness, and openness to 
                                continuous learning, which may be 
                                determined by interviews or performance 
                                assessment, as specified by the 
                                eligible partnership.
            ``(4) Stipends or salaries; applications; agreements; and 
        repayments.--
                    ``(A) Stipends or salaries.--A teaching residency 
                program, or principal or other school leader residency 
                program, under this subsection--
                            ``(i) shall provide a 1-year living stipend 
                        or salary to teaching or principal or other 
                        school leader residents during the teaching 
                        residency program or principal residency 
                        program; and
                            ``(ii) may provide a stipend to a mentor 
                        teacher or mentor principal.
                    ``(B) Applications.--
                            ``(i) In general.--Each teaching, 
                        principal, or other school residency candidate 
                        desiring a stipend or salary during the period 
                        of residency shall submit an application to the 
                        eligible partnership at such time, in such 
                        manner, and containing such information and 
                        assurances, as the eligible partnership may 
                        require, and which shall include an agreement 
                        to serve described in clause (ii).
                            ``(ii) Agreements to serve.--Each 
                        application submitted under clause (i) shall 
                        contain or be accompanied by an agreement that 
                        the applicant will--
                                    ``(I) upon successfully completing 
                                the 1-year teaching, principal, or 
                                other school leader residency program, 
                                serve as a full-time teacher, 
                                principal, or other school leader for a 
                                total of not less than 3 school years 
                                at--
                                            ``(aa) a high-need school 
                                        served by the high-need local 
                                        educational agency in the 
                                        eligible partnership and, in 
                                        the case of a teacher, teach a 
                                        subject or area that is 
                                        designated as high-need by the 
                                        partnership; or
                                            ``(bb) in a case in which 
                                        no appropriate position is 
                                        available in a high-need school 
                                        served by the high-need local 
                                        educational agency in the 
                                        eligible partnership, any other 
                                        high-need school;
                                    ``(II) provide to the eligible 
                                partnership a certificate, from the 
                                chief administrative officer of the 
                                local educational agency in which the 
                                teacher or principal, or other school 
                                leader is employed, of the employment 
                                required under subclause (I) at the 
                                beginning of, and upon completion of, 
                                each year or partial year of service;
                                    ``(III) in the case of a teacher 
                                resident, meet the requirements to be a 
                                profession-ready teacher; and
                                    ``(IV) comply with the requirements 
                                set by the eligible partnership under 
                                subparagraph (C) if the applicant is 
                                unable or unwilling to complete the 
                                service obligation required by this 
                                subparagraph.
                    ``(C) Repayments.--
                            ``(i) In general.--An eligible partnership 
                        carrying out a teaching or principal, or other 
                        school leader, residency program under this 
                        subsection shall require a recipient of a 
                        stipend or salary under subparagraph (A) who 
                        does not complete, or who notifies the 
                        partnership that the recipient intends not to 
                        complete, the service obligation required by 
                        subparagraph (B) 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 prorate repayment of the stipend 
                        or salary described in subparagraph (A) or for 
                        deferral of a teaching or principal, or other 
                        school leader, resident's service obligation 
                        required by subparagraph (B), 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 subparagraph to carry out additional 
                        activities that are consistent with the 
                        purposes of this section.''; and
            (5) by striking subsection (f) and inserting the following:
    ``(f) Teacher Leader Development Program.--
            ``(1) In general.--A teacher leader development program 
        carried out with a grant awarded under this section shall 
        involve the professional development of teachers, as described 
        in paragraph (2), who maintain their roles as classroom 
        teachers and who also carry out formalized leadership 
        responsibilities to increase the academic achievement of 
        students and promote data-driven instructional practices that 
        address the demonstrated needs at the elementary schools and 
        secondary schools in which the teachers are employed, such as--
                    ``(A) development of curriculum and curricular 
                resources;
                    ``(B) facilitating the work of committees and 
                teams;
                    ``(C) family and community engagement;
                    ``(D) school discipline and culture;
                    ``(E) peer observations and coaching; or
                    ``(F) dual enrollment instruction.
            ``(2) Professional development.--The professional 
        development of teachers in a teacher leader development program 
        carried out with a grant awarded under this section shall 
        include--
                    ``(A) one year of professional development, 
                training, and support that may--
                            ``(i) include--
                                    ``(I) the engagement of teachers in 
                                rigorous coursework and fieldwork 
                                relevant to their role as a teacher 
                                leader, including available teacher 
                                leader standards; and
                                    ``(II) regular observations and 
                                professional support from--
                                            ``(aa) a principal, vice 
                                        principal, or a designated 
                                        instructional leader of the 
                                        school;
                                            ``(bb) a representative 
                                        from the institution of higher 
                                        education that is a partner in 
                                        the eligible partnership;
                                            ``(cc) a representative 
                                        from another entity that is a 
                                        partner in the eligible 
                                        partnership; and
                                            ``(dd) another member of 
                                        the teacher leader cohort, if 
                                        applicable, or a peer teacher; 
                                        and
                            ``(ii) result in the awarding of a 
                        credential in teacher leadership; and
                    ``(B) one or two additional years of support from a 
                principal, vice principal, or a designated 
                instructional leader of the school, a representative 
                from the institution of higher education that is a 
                partner in the eligible partnership, and a 
                representative from another entity that is a partner in 
                the eligible partnership.
            ``(3) Teacher leader development program plan.--In carrying 
        out a teacher leader development program under this section, an 
        eligible partnership shall develop a plan that shall describe--
                    ``(A) how the work hours of teacher leaders will be 
                allocated between their classroom responsibilities and 
                responsibilities as a teacher leader, which may include 
                a description of whether the teacher leader will be 
                relieved from teaching duties during their 
                participation in the teacher leader development 
                program;
                    ``(B) how the partnership will support teacher 
                leaders after the first year of professional 
                development in the program; and
                    ``(C) how teacher leader activities could be 
                sustained by the eligible partnership after the program 
                concludes, which may include a description of 
                opportunities for the teacher leaders to assist in the 
                educator preparation program at the institution of 
                higher education in the partnership.
            ``(4) Selection of teacher leaders; use of funds.--In 
        carrying out a teacher leader development program under this 
        section, an eligible partnership--
                    ``(A) shall select a teacher for participation in 
                the program--
                            ``(i) who--
                                    ``(I) is fully certified to teach 
                                in the State of the high-need local 
                                educational agency that is a partner in 
                                the eligible partnership;
                                    ``(II) is employed by such high-
                                need local educational agency;
                                    ``(III) has not less than 3 years 
                                of teaching experience; and
                                    ``(IV) submits an application for 
                                participation to the eligible 
                                partnership; and
                            ``(ii) based on selection criteria that 
                        includes--
                                    ``(I) demonstration of strong 
                                content knowledge or a record of 
                                accomplishment in the field or subject 
                                area the teacher will support as a 
                                teacher leader; and
                                    ``(II) demonstration of attributes 
                                linked to effective teaching that is 
                                determined through interviews, 
                                observations, artifacts, student 
                                achievement, or performance 
                                assessments, such as those leading to 
                                an advanced credential;
                    ``(B) may develop admissions goals and priorities 
                for the teacher leader development program that--
                            ``(i) are aligned with the demonstrated 
                        needs of the school or high-need local 
                        educational agency in which the teacher is 
                        employed;
                            ``(ii) considers cultural competencies that 
                        would make the applicant effective in the 
                        applicant's teacher leader role; and
                            ``(iii) considers whether the teacher has 
                        substantial teaching experience in the school 
                        in which the teacher is employed or in a school 
                        that is similar to the school in which the 
                        teacher is employed;
                    ``(C) shall use the grant funds to pay for costs of 
                training and supporting teacher leaders for not less 
                than 2 years and not more than 3 years;
                    ``(D) may use the grant funds to pay for a portion 
                of a stipend for teacher leaders if such grant funds 
                are matched by additional non-Federal public or private 
                funds as follows:
                            ``(i) during each of the first and second 
                        years of the grant period, grant funds may pay 
                        not more than 50 percent of such stipend; and
                            ``(ii) during the third year of the grant 
                        period, grant funds may pay not more than 33 
                        percent of such stipend; and
                    ``(E) may require teacher leaders to pay back the 
                cost of attaining the credential described in paragraph 
                (2)(A)(ii) if they do not complete their term of 
                service in the teacher leader development program.''.

SEC. 5. ADMINISTRATIVE PROVISIONS.

    Section 203 of the Higher Education Act of 1965 (20 U.S.C. 1022b) 
is amended--
            (1) in subsection (a)(2), by striking ``five-year period'' 
        and inserting ``five-year period, except such partnership may 
        receive an additional grant during such period if such grant is 
        used to establish a teacher or principal residency program if 
        such residency program was not established with the prior 
        grant''; and
            (2) in subsection (b)(2)(A), by striking ``teacher 
        preparation program'' and inserting ``teacher education, school 
        leader preparation, or educator development program''.

SEC. 6. ACCOUNTABILITY AND EVALUATION.

    Section 204(a) of the Higher Education Act of 1965 (20 U.S.C. 
1022c(a)) is amended to read as follows:
    ``(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 
rigorous, comprehensive, and measurable performance objectives. The 
plan shall include objectives and measures for--
            ``(1) achievement for all prospective and new educators as 
        measured by the eligible partnership;
            ``(2) educator retention in the first 3 years;
            ``(3) as applicable, pass rates and scaled scores for 
        initial State certification or licensure of teachers or pass 
        rates and average scores on valid and reliable teacher 
        performance assessments; and
            ``(4)(A) the percentage of profession-ready teachers, 
        principals or other school leaders, and other educators hired 
        by the high-need local educational agency participating in the 
        eligible partnership;
            ``(B) the percentage of profession-ready teachers, 
        principals, and other educators hired by the high-need local 
        educational agency who are members of underrepresented groups;
            ``(C) as applicable, the percentage of profession-ready 
        teachers hired by the high-need local educational agency who 
        teach high-need academic subject areas, such as reading, 
        science, technology, engineering, mathematics, computer 
        science, and foreign language (including less commonly taught 
        languages and critical foreign languages);
            ``(D) as applicable, the percentage of profession-ready 
        teachers hired by the high-need local educational agency who 
        teach in high-need areas, including special education, 
        bilingual education, language instruction educational programs 
        for English language learners, and early childhood education;
            ``(E) the percentage of profession-ready teachers, 
        principals or other school leaders, and other educators hired 
        by the high-need local educational agency who teach in high-
        need schools, disaggregated by the elementary school and 
        secondary school levels;
            ``(F) 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;
            ``(G) as applicable, the percentage of educators able to--
                    ``(i) integrate technology effectively into 
                curricula and instruction, including technology 
                consistent with the principles of universal design for 
                learning; and
                    ``(ii) use technology effectively to collect, 
                manage, and analyze data to improve teaching and 
                learning for the purpose of improving student learning 
                outcomes; and
            ``(H) as applicable, the percentage of educators taking 
        school leadership positions who, after 3 years in the role, 
        receive ratings of effective or above in State school leader 
        evaluation and support systems (as described in section 
        2014(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.''.

SEC. 7. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS OR OTHER 
              SCHOOL LEADERS.

    Section 205 of the Higher Education Act of 1965 (20 U.S.C. 1022d)--
            (1) by amending subsection (a)(1) to read as follows:
            ``(1) Report card.--Each teacher preparation or school 
        leader preparation entity approved to operate teacher 
        preparation or school leader preparation programs in the State 
        and that receives or enrolls students receiving Federal 
        assistance shall report annually to the State and the general 
        public, in a uniform and comprehensive manner that conforms 
        with the definitions and methods established by the Secretary, 
        the following:
                    ``(A) Pass rates and scaled scores.--For the most 
                recent year for which the information is available for 
                each teacher or school leader preparation program 
                offered by the teacher preparation or school leader 
                preparation entity the following:
                            ``(i) Except as provided in clause (ii), 
                        for those students who took the assessments 
                        used for teacher or school leader certification 
                        or licensure by the State in which the entity 
                        is located and are enrolled in the teacher or 
                        school leader preparation program or, and for 
                        those who have taken such assessments and have 
                        completed the teacher or school preparation 
                        program during the 2-year period preceding such 
                        year, for each of such assessments--
                                    ``(I) the percentage of all 
                                students who passed such assessment;
                                    ``(II) the percentage of students 
                                who have taken such assessment who 
                                enrolled in and completed the teacher 
                                or school leader preparation program; 
                                and
                                    ``(III) the average scaled score 
                                for all students who took such 
                                assessment.
                            ``(ii) In the case of an entity that 
                        requires a valid and reliable teacher 
                        performance assessment in order to complete the 
                        preparation program, the entity may submit in 
                        lieu of the information described in clause (i) 
                        the pass rate and average score of students 
                        taking the teacher performance assessment.
                    ``(B) Entity information.--A description of the 
                following:
                            ``(i) The median grade point average and 
                        range of grade point averages for admitted 
                        students.
                            ``(ii) The number of students in the entity 
                        disaggregated by race (as defined in section 
                        153(a)(3) of the Education Sciences Reform Act 
                        of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, and 
                        gender.
                            ``(iii) The number of hours and types of 
                        supervised clinical preparation required for 
                        each program.
                            ``(iv) The total number of students who 
                        have completed programs for certification or 
                        licensure disaggregated by subject area and by 
                        race (as defined in section 153(a)(3) of the 
                        Education Sciences Reform Act of 2002 (20 
                        U.S.C. 9543(a)(3))), ethnicity, and gender, 
                        except that such disaggregation shall not be 
                        required in a case in which the result would 
                        reveal personally identifiable information 
                        about an individual student.
                    ``(C) Accreditation.--Whether the program or entity 
                is accredited by a specialized accrediting agency 
                recognized by the Secretary for accreditation of 
                professional teacher or school leader education 
                programs.
                    ``(D) Designation as low-performing.--Which 
                programs (if any) offered by the entity have been 
                designated as low-performing by the State under section 
                207(a).'';
            (2) in subsection (b)--
                    (A) in paragraph (1)--
                            (i) in subparagraph (A)--
                                    (I) by inserting ``and school 
                                leader'' after ``teacher''; and
                                    (II) by inserting ``, including 
                                teacher performance assessments'' after 
                                ``the State'';
                            (ii) by amending subparagraph (D) to read 
                        as follows:
                    ``(D)(i) Except as provided in clause (ii), for 
                each of the assessments used by the State for teacher 
                or school leader certification or licensure, 
                disaggregated by subject area, race (as defined in 
                section 153(a)(3) of the Education Sciences Reform Act 
                of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, and gender, 
                except that such disaggregation shall not be required 
                in a case in which the result would reveal personally 
                identifiable information about an individual student--
                            ``(I) for each entity located in the State, 
                        the percentage of students at such entities who 
                        have completed 100 percent of the nonclinical 
                        coursework and taken the assessment who pass 
                        such assessment;
                            ``(II) the percentage of all such students 
                        in all such programs and entities who have 
                        taken the assessment who pass such assessment;
                            ``(III) the percentage of students who have 
                        taken the assessment and who enrolled in and 
                        completed a teacher or school leader 
                        preparation program; and
                            ``(IV) the average scaled score of 
                        individuals participating in such a program, or 
                        who have completed such a program during the 2-
                        year period preceding the first year for which 
                        the annual State report card is provided, who 
                        took each such assessment.
                    ``(ii) In the case of a State that has implemented 
                a valid and reliable teacher performance assessment, 
                the State may submit in lieu of the information 
                described in clause (i) the pass rate and average score 
                of students taking the teacher performance assessment, 
                disaggregated by subject area, race (as defined in 
                section 153(a)(3) of the Education Sciences Reform Act 
                of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, and gender, 
                except that such disaggregation shall not be required 
                in a case in which the result would reveal personally 
                identifiable information about an individual 
                student.''; and
                            (iii) by striking subparagraphs (G) through 
                        (L) and inserting the following:
                    ``(G) For each teacher and school leader 
                preparation program in the State the following:
                            ``(i) The programs' admission rate and 
                        median grade point average and range of grade 
                        point averages for admitted students.
                            ``(ii) The number of students in the 
                        program disaggregated by race (as defined in 
                        section 153(a)(3) of the Education Sciences 
                        Reform Act of 2002 (20 U.S.C. 9543(a)(3))), 
                        ethnicity, and gender.
                            ``(iii) The number of hours and types of 
                        supervised clinical preparation required.
                            ``(iv) Whether such program has been 
                        identified as low-performing, as designated by 
                        the State under section 207(a).
                            ``(v) For each school leader preparation 
                        program in the State, the total number and 
                        percentage of program completers placed as 
                        principals who are rated as effective or above 
                        on the State school leader evaluation and 
                        support systems (as described in section 
                        2101(c)(4)(B)(2) of the Elementary and 
                        Secondary Education Act of 1965) or, if no such 
                        ratings are available, other comparable 
                        indicators of performance after three years of 
                        leading a school.
                    ``(H) For the State as a whole, and for each 
                teacher preparation entity in the State, the number of 
                teachers prepared, in the aggregate and reported 
                separately by the following:
                            ``(i) Area of certification or licensure.
                            ``(ii) Academic major.
                            ``(iii) Subject area for which the teacher 
                        has been prepared to teach.
                            ``(iv) The relationship of the subject area 
                        and grade span of teachers graduated by the 
                        teacher preparation entity to the teacher 
                        workforce needs of the State.
                            ``(v) The percentage of teachers graduated 
                        teaching in high-need schools.
                            ``(vi) Race (as defined in section 
                        153(a)(3) of the Education Sciences Reform Act 
                        of 2002 (20 U.S.C. 9543(a)(3))), gender, and 
                        ethnicity.''; and
                    (B) by adding at the end the following:
            ``(3) No requirement for reporting on students not residing 
        in the state.--Nothing in this section shall require a State to 
        report data on program completers who do not reside in such 
        State.''; and
            (3) in subsection (d)(2), by adding at the end the 
        following:
                    ``(D) The relationship of the subject area and 
                grade span of teachers graduated by teacher preparation 
                entities across the States to identified teacher 
                shortage areas.
                    ``(E) The number and percentages of such graduates 
                teaching in high-need schools.''.

SEC. 8. TEACHER DEVELOPMENT.

    Section 206 of the Higher Education Act of 1965 (20 U.S.C. 1022e) 
is amended by striking ``limited English proficient'' both places it 
appears and inserting ``English learner''.

SEC. 9. STATE FUNCTIONS.

    Section 207 of the Higher Education Act of 1965 (20 U.S.C. 1022f) 
is amended to read as follows:

``SEC. 207. STATE FUNCTIONS.

    ``(a) State Assessment.--
            ``(1) In general.--In order to receive funds under this Act 
        or under title II of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 6601 et seq.), a State shall conduct an 
        assessment to identify at-risk and low-performing teacher and 
        school leader preparation programs in the State and to assist 
        such programs through the provision of technical assistance.
            ``(2) Provision of low-performing list.--Each State 
        described in paragraph (1) shall--
                    ``(A) provide the Secretary and the general public 
                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;
                    ``(B) report any teacher and school leader 
                preparation program that has been closed and the 
                reasons for such closure; and
                    ``(C) describe the assessment, described in 
                paragraph (1), in the report under section 205(b).
            ``(3) Determination of at-risk and low-performing 
        programs.--The levels of performance and the criteria for 
        meeting those levels for purposes of the assessment under 
        paragraph (1) shall be determined by the State in consultation 
        with a representative group of community stakeholders, 
        including, at a minimum, representatives of leaders and faculty 
        of traditional and alternative route teacher and school leader 
        preparation programs, prekindergarten through 12th grade 
        leaders and instructional staff, current teacher and school 
        leader candidates participating in traditional and alternative 
        route teacher or school leader preparation programs, the 
        State's standards board or other appropriate standards body, 
        and other stakeholders identified by the State. In making such 
        determination, the State shall consider multiple measures and 
        the information reported by teacher preparation entities under 
        section 205.
    ``(b) Reporting and Improvement.--In order to receive funds under 
this Act or under title II of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6601 et seq.), a State shall--
            ``(1) report to the Secretary and the general public any 
        programs described in subsection (a);
            ``(2) establish a period of improvement and redesign (as 
        established by the State) for programs identified as at-risk 
        under subsection (a);
            ``(3) provide programs identified as at-risk under 
        subsection (a) with technical assistance for a period of not 
        longer than 3 years;
            ``(4) identify at-risk programs as low-performing if there 
        is not sufficient improvement following the period of technical 
        assistance provided by the State; and
            ``(5) subject low-performing programs to the provisions 
        described in subsection (c) (as determined by the State) not 
        later than 1 year after the date of such identification as a 
        low-performing program.
    ``(c) Termination of Eligibility.--Any teacher or school leader 
preparation program that is projected to close--
            ``(1) shall be ineligible for any funding for professional 
        development activities awarded by the Department;
            ``(2) may not be permitted to provide new awards under 
        subpart 9 of part A of title IV; and
            ``(3) shall provide transitional support, including 
        remedial services if necessary, for students enrolled in the 
        program in the year prior to such closure.
    ``(d) Application of the Requirements.--The requirements of this 
section shall apply to both traditional teacher preparation programs 
and alternative routes to State certification and licensure 
programs.''.

SEC. 10. GENERAL PROVISIONS.

    Section 208(a) of the Higher Education Act of 1965 (20 U.S.C. 
1022g(a)) is amended by striking ``sections 205 and 206'' and inserting 
``section 205''.

SEC. 11. ELEVATION OF THE EDUCATION PROFESSION STUDY.

    Part A of title II of the Higher Education Act of 1965 (20 U.S.C. 
1022 et seq.) is amended by inserting after section 208 the following:

``SEC. 209. ELEVATION OF THE EDUCATION PROFESSION STUDY.

    ``(a) Purpose.--The purpose of the elevation of the profession 
feasibility study is to examine State policies related to teacher and 
school leader education and certification, produce a comprehensive set 
of expectations that sets a high bar for entry into the profession and 
ensures that all entering teachers and school leaders are profession-
ready, and develop recommendations to Congress on best practices with 
respect to elevating the education profession that are evidence-based, 
reliable, and verified by the field.
    ``(b) Establishment.--
            ``(1) In general.--The Secretary of Education shall 
        establish an Advisory Committee to carry out the elevation of 
        the education profession study described in subsection (c) and 
        make recommendations to Congress on the findings.
            ``(2) Membership of the advisory committee.--The Advisory 
        Committee shall include representatives or advocates from the 
        following categories:
                    ``(A) Teacher unions.
                    ``(B) School leader organizations.
                    ``(C) State and local officials.
                    ``(D) State educational agencies and local 
                educational agencies.
                    ``(E) Teacher and school leader advocacy 
                organizations.
                    ``(F) School administrator organizations.
                    ``(G) Institutions of higher education, including 
                colleges of teacher education.
                    ``(H) Civil rights organizations.
                    ``(I) Organizations representing students with 
                disabilities.
                    ``(J) Organizations representing English learners.
                    ``(K) Nonprofit organizations representing subject-
                fields, such as STEM Educator organizations, 
                comprehensive literacy Educator organizations, and arts 
                and humanities educator organizations.
                    ``(L) Professional development organizations.
                    ``(M) Educational technology organizations.
                    ``(N) Nonprofit research organizations.
                    ``(O) Organizations representing nontraditional 
                pathways into teacher and school leader education.
                    ``(P) Organizations representing parents.
    ``(c) Duties of the Advisory Committee.--
            ``(1) Feasibility study.--The Advisory Committee shall 
        conduct a feasibility study to--
                    ``(A) assess the state of policies and practices 
                related to teacher and school leader education and 
                entry into the profession including barriers to 
                achieving certification and licensure, best practices 
                in producing profession-ready teachers and school 
                leaders, and recruitment and retention of teachers and 
                school leaders in schools;
                    ``(B) compile best practices for educating and 
                training profession-ready teachers and school leaders 
                including evidence-based practices for training 
                teachers and school leaders to support diverse 
                learners, developing teacher and school leaders, and 
                successful pre-service and in-service educational 
                activities;
                    ``(C) review certification and credentialing 
                practices throughout the Nation including minimum 
                standards in each State, differences in types of 
                credentials, and impact of different certification 
                processes in each State for teachers and school leaders 
                who relocate; and
                    ``(D) recommend a comprehensive set of rigorous 
                expectations for States standards to elevate the 
                profession of teaching and to produce profession-ready 
                teachers and school leaders prepared to educate diverse 
                learners in inclusive educational settings.
            ``(2) Reports.--
                    ``(A) Not later than 1 year after the Advisory 
                Committee's first meeting, the Committee shall submit 
                an interim report to the Secretary and to the 
                authorizing committees detailing the methods of the 
                study and progress in developing the set of 
                comprehensive and rigorous expectations.
                    ``(B) Not later than 3 years after the Advisory 
                Committee's first meeting, the Committee shall submit a 
                final report to the Secretary and to the authorizing 
                committees detailing the findings, recommendations, and 
                suggested set of comprehensive and rigorous 
                expectations.
            ``(3) Dissemination of information.--In carrying out the 
        study under paragraph (1), the Secretary shall disseminate 
        information found in the study in an accessible format to all 
        stakeholders.
            ``(4) Database.--Not later than 180 days after the date of 
        the enactment of this subsection, the Secretary shall produce 
        an electronically accessible clearinghouse of State 
        certification procedures and best State practices for producing 
        and retaining profession-ready teachers and school leaders.''.

SEC. 12. AUTHORIZATION OF APPROPRIATIONS.

    Part A of title II of the Higher Education Act of 1965 (20 U.S.C. 
1022 et seq.) is amended--
            (1) by redesignating section 209 as section 210; and
            (2) in section 210, as so redesignated--
                    (A) by striking ``$300,000,000'' and inserting 
                ``$500,000,000'';
                    (B) by striking ``2009'' and inserting ``2019''; 
                and
                    (C) by striking ``two succeeding'' and inserting 
                ``5 succeeding''.
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