Teacher and School Leader Quality Partnership Grants Act
This bill reauthorizes through FY2031 and expands the Teacher Quality Partnership program (which provides grants to improve the quality of teachers and enhance professional development activities).
Specifically, the bill expands the program to include training and professional development opportunities for principals and other school leaders.
Currently under the program, 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 (4) certain schools, departments, or programs within a partner institution. The bill requires these partnerships, in their preparation or residency programs, to use evidence-based methods and adhere to an evaluation plan that includes comprehensive performance objectives.
Additionally, the bill authorizes grants for the establishment of professional development programs for teachers who remain in the classroom while also carrying out formalized leadership responsibilities.
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 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1331 Introduced in House (IH)]
<DOC>
119th CONGRESS
1st Session
H. R. 1331
To amend the Higher Education Act of 1965 to enhance teacher and school
leader quality partnership grants.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
February 13, 2025
Ms. McClellan (for herself and Mr. Fitzpatrick) introduced the
following bill; which was referred to the Committee on Education and
Workforce
_______________________________________________________________________
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--
``(A) teacher candidates from underrepresented
populations (as defined in section 3(17) of the
Assistive Technology Act of 1998 (29 U.S.C. 3002(18)));
and
``(B) teacher candidates 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 at an elementary school,
secondary school, or an early childhood education program (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; and
``(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
``(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) A school or department of arts and
sciences within the partner institution.
``(xiv) 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) 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.
``(15) 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.
``(16) 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.
``(17) 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.
``(18) 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.
``(19) 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).
``(20) 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) in the case of mentees who are new or
prospective teachers, provides mentoring to each mentee
by a colleague who teaches in the same field, grade, or
subject as the mentee;
``(F) in the case of mentees who are new or
prospective 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.
``(21) Parent.--The term `parent' has the meaning given the
term in section 8101 of the Elementary and Secondary Education
Act of 1965.
``(22) 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 preparation program
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.
``(23) Professional development.--The term `professional
development' has the meaning given the term in section 8101 of
the Elementary and Secondary Education Act of 1965.
``(24) Profession-ready.--The term `profession-ready'--
``(A) when used with respect to a principal or
other school leader, 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.
``(25) School leader.--The term `school leader' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(26) 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.
``(27) 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.
``(28) Teacher leader.--The term `teacher leader' means a
highly effective teacher 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.
``(29) 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.
``(30) 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.
``(31) 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.
``(32) 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.
``(33) 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 preparation programs and school leader
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 a 5th
year initial licensing program preparation of teachers
described in subsection (d);
``(B) teaching residency program or principal or
other school leader residency program 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 coursework undergraduate-level
coursework or graduate-level coursework,
which--
``(I) may include courses taught by
local educational agency personnel or
residency program faculty, in--
``(aa) the teaching of the
content area in which the
teacher will become certified
or licensed; and
``(bb) pedagogical
practices; and
``(II) shall lead to the attainment
of a bachelor's or master's degree,
respectively, and full State teacher
certification or licensure.
``(v) Experience and learning opportunities
alongside a trained and experienced mentor
teacher for not less than 1 academic year--
``(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, which--
``(I) may be courses taught by
local educational agency personnel or
residency program faculty, in
leadership, management, organizational,
and instructional skills necessary to
serve as a principal or other school
leader; and
``(II) lead to the attainment of
appropriate advanced credentials and
full State principal, or school leader
certification or licensure.
``(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 for not less than 1 academic year--
``(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 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 residency program or principal or
other school leader 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 5 years of service as
an educator;
``(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 ``2009'' and inserting ``2026'';
and
(B) by striking ``two succeeding'' and inserting
``5 succeeding''.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and Workforce.
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