Us Congress House Bill HB1331 Introduced / Bill

                    I 
119THCONGRESS 
1
STSESSION 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 
FEBRUARY13, 2025 
Ms. M
CCLELLAN(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 Representa-1
tives of the United States of America in Congress assembled, 2
SECTION 1. SHORT TITLE. 3
This Act may be cited as the ‘‘Teacher and School 4
Leader Quality Partnership Grants Act’’. 5
SEC. 2. DEFINITIONS. 6
Section 200 of the Higher Education Act of 1965 (20 7
U.S.C. 1021) is amended to read as follows: 8
‘‘SEC. 200. DEFINITIONS. 9
‘‘Except as otherwise provided, in this title: 10
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‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 1
sciences’ means— 2
‘‘(A) when referring to an organizational 3
unit of an institution of higher education, any 4
academic unit that offers one or more academic 5
majors in disciplines or content areas cor-6
responding to the academic subject matter 7
areas in which teachers provide instruction; and 8
‘‘(B) when referring to a specific academic 9
subject area, the disciplines or content areas in 10
which academic majors are offered by the arts 11
and sciences organizational unit. 12
‘‘(2) B
LENDED LEARNING .—The term ‘blended 13
learning’ has the meaning given the term in section 14
4102 of the Elementary and Secondary Education 15
Act of 1965 (20 U.S.C. 7112). 16
‘‘(3) C
HILDREN FROM LOW -INCOME FAMI-17
LIES.—The term ‘children from low-income families’ 18
means children described in section 1124(c)(1)(A) of 19
the Elementary and Secondary Education Act of 20
1965 (20 U.S.C. 6333(c)(1)(A)). 21
‘‘(4) C
OMPREHENSIVE LITERACY INSTRUC -22
TION.—The term ‘comprehensive literacy instruc-23
tion’ has the meaning given the term in section 24
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2221(b)(1) of the Elementary and Secondary Edu-1
cation Act of 1965 (20 U.S.C. 6641(b)(1)). 2
‘‘(5) D
IGITAL LEARNING.—The term ‘digital 3
learning’ has the meaning given the term in section 4
4102 of the Elementary and Secondary Education 5
Act of 1965 (20 U.S.C. 7112). 6
‘‘(6) D
IVERSE TEACHER CANDIDATES .—The 7
term ‘diverse teacher candidates’ means— 8
‘‘(A) teacher candidates from underrep-9
resented populations (as defined in section 10
3(17) of the Assistive Technology Act of 1998 11
(29 U.S.C. 3002(18))); and 12
‘‘(B) teacher candidates who are linguis-13
tically and culturally prepared to educate high- 14
need students. 15
‘‘(7) E
ARLY CHILDHOOD EDUCATOR .—The 16
term ‘early childhood educator’ means an individual 17
with primary responsibility for the education of chil-18
dren in an early childhood education program. 19
‘‘(8) E
DUCATIONAL SERVICE AGENCY .—The 20
term ‘educational service agency’ has the meaning 21
given the term in section 8101 of the Elementary 22
and Secondary Education Act of 1965 (20 U.S.C. 23
7801). 24
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‘‘(9) EDUCATOR.—The term ‘educator’ means a 1
teacher, principal or other school leader, specialized 2
instructional support personnel, or other staff mem-3
ber who provides or directly supports instruction at 4
an elementary school, secondary school, or an early 5
childhood education program (such as a school li-6
brarian, counselor, or paraprofessional). 7
‘‘(10) E
LIGIBLE PARTNERSHIP.—The term ‘eli-8
gible partnership’ means an entity that— 9
‘‘(A) shall include— 10
‘‘(i) a high-need local educational 11
agency; 12
‘‘(ii)(I) a high-need school or a con-13
sortium of high-need schools served by the 14
high-need local educational agency; or 15
‘‘(II) as applicable, a high-need early 16
childhood education program; 17
‘‘(iii) a partner institution; and 18
‘‘(iv) a school, department, or pro-19
gram of education within such partner in-20
stitution, which may include an existing 21
teacher professional development program 22
with proven outcomes within a four-year 23
institution of higher education that pro-24
vides intensive and sustained collaboration 25
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between faculty and local educational agen-1
cies consistent with the requirements of 2
this title; and 3
‘‘(B) may include any of the following: 4
‘‘(i) The Governor of the State. 5
‘‘(ii) The State educational agency. 6
‘‘(iii) The State board of education. 7
‘‘(iv) The State agency for higher edu-8
cation. 9
‘‘(v) A business. 10
‘‘(vi) A public or private nonprofit 11
educational organization. 12
‘‘(vii) An educational service agency. 13
‘‘(viii) A teacher, principal, or school 14
leader organization. 15
‘‘(ix) A high-performing local edu-16
cational agency, or a consortium of such 17
local educational agencies, that can serve 18
as a resource to the partnership. 19
‘‘(x) A charter school (as defined in 20
section 4310 of the Elementary and Sec-21
ondary Education Act of 1965 (20 U.S.C. 22
7221i)). 23
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‘‘(xi) A school or department within 1
the partner institution that focuses on psy-2
chology and human development. 3
‘‘(xii) A school or department within 4
the partner institution with comparable ex-5
pertise in the disciplines of teaching, learn-6
ing, and child and adolescent development. 7
‘‘(xiii) A school or department of arts 8
and sciences within the partner institution. 9
‘‘(xiv) An entity operating a program 10
that provides alternative routes to State 11
certification of teachers or principals. 12
‘‘(11) E
NGLISH LEARNER.—The term ‘English 13
learner’ has the meaning given the term in section 14
8101 of the Elementary and Secondary Education 15
Act of 1965 (20 U.S.C. 7801). 16
‘‘(12) E
VIDENCE-BASED.—The term ‘evidence- 17
based’ has the meaning given the term in subclauses 18
(I) and (II) of section 8101(21)(A)(i) of the Elemen-19
tary and Secondary Education Act of 1965 (20 20
U.S.C. 7801(21)(A)). 21
‘‘(13) E
VIDENCE OF STUDENT LEARNING .—The 22
term ‘evidence of student learning’ means multiple 23
measures of student learning that include the fol-24
lowing: 25
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‘‘(A) Valid and reliable student assessment 1
data, which may include data— 2
‘‘(i) based on— 3
‘‘(I) student learning gains on 4
statewide academic assessments under 5
section 1111(b)(2) of the Elementary 6
and Secondary Education Act of 7
1965; or 8
‘‘(II) student academic achieve-9
ment assessments used at the na-10
tional, State, or local levels, where 11
available and appropriate for the cur-12
riculum and students taught; 13
‘‘(ii) from classroom-based summative 14
assessments; and 15
‘‘(iii) from high-quality validated per-16
formance-based assessments that are 17
aligned with challenging State academic 18
standards adopted under section 19
1111(b)(1) of the Elementary and Sec-20
ondary Education Act of 1965 (20 U.S.C. 21
6311(b)(1)). 22
‘‘(B) Not less than one of the following ad-23
ditional measures: 24
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‘‘(i) Student work, including measures 1
of performance criteria and evidence of 2
student growth. 3
‘‘(ii) Teacher-generated information 4
about student goals and growth. 5
‘‘(iii) Parental feedback about student 6
goals and growth. 7
‘‘(iv) Student feedback about learning 8
and teaching supports. 9
‘‘(v) Assessments of affective engage-10
ment and self-efficacy. 11
‘‘(vi) Other appropriate measures, as 12
determined by the State. 13
‘‘(14) H
IGH-NEED EARLY CHILDHOOD EDU -14
CATION PROGRAM.—The term ‘high-need early child-15
hood education program’ means an early childhood 16
education program serving children from low-income 17
families that is located within the geographic area 18
served by a high-need local educational agency. 19
‘‘(15) H
IGH-NEED LOCAL EDUCATIONAL AGEN -20
CY.—The term ‘high-need local educational agency’ 21
means a local educational agency— 22
‘‘(A)(i) that serves not fewer than 10,000 23
low-income children; 24
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‘‘(ii) for which not less than 20 percent of 1
the children served by the agency are low-in-2
come children; 3
‘‘(iii) that meets the eligibility require-4
ments for funding under the Small, Rural 5
School Achievement Program under section 6
5211(b) of the Elementary and Secondary Edu-7
cation Act of 1965 or the Rural and Low-In-8
come School Program under section 6221(b) of 9
such Act; or 10
‘‘(iv) that has a percentage of low-income 11
children that is in the highest quartile among 12
such agencies in the State; and 13
‘‘(B)(i) for which one or more schools 14
served by the agency is identified by the State 15
for comprehensive supports and interventions 16
under section 1111(c)(4)(D)(i) of the Elemen-17
tary and Secondary Education Act of 1965; or 18
‘‘(ii) for which one or more schools served 19
by the agency has a high teacher turnover rate 20
or is experiencing a teacher shortage in a high- 21
needs field, as determined by the State. 22
‘‘(16) H
IGH-NEED SCHOOL.— 23
‘‘(A) I
N GENERAL.—The term ‘high-need 24
school’ means a school that, based on the most 25
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recent data available, meets one or both of the 1
following: 2
‘‘(i) The school is in the highest quar-3
tile of schools in a ranking of all schools 4
served by a local educational agency, 5
ranked in descending order by percentage 6
of students from low-income families en-7
rolled in such schools, as determined by 8
the local educational agency based on one 9
of the following measures of poverty: 10
‘‘(I) The percentage of students 11
aged 5 through 17 in poverty counted 12
in the most recent census data ap-13
proved by the Secretary. 14
‘‘(II) The percentage of students 15
eligible for a free or reduced price 16
school lunch under the Richard B. 17
Russell National School Lunch Act. 18
‘‘(III) The percentage of students 19
in families receiving assistance under 20
the State program funded under part 21
A of title IV of the Social Security 22
Act. 23
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‘‘(IV) The percentage of students 1
eligible to receive medical assistance 2
under the Medicaid program. 3
‘‘(V) A composite of two or more 4
of the measures described in sub-5
clauses (I) through (IV). 6
‘‘(ii) In the case of— 7
‘‘(I) an elementary school, the 8
school serves students not less than 9
60 percent of whom are eligible for a 10
free or reduced price school lunch 11
under the Richard B. Russell National 12
School Lunch Act; or 13
‘‘(II) any other school that is not 14
an elementary school, the other school 15
serves students not less than 45 per-16
cent of whom are eligible for a free or 17
reduced price school lunch under the 18
Richard B. Russell National School 19
Lunch Act. 20
‘‘(B) S
PECIAL RULE.— 21
‘‘(i) D
ESIGNATION BY THE SEC -22
RETARY.—The Secretary may, upon ap-23
proval of an application submitted by an 24
eligible partnership seeking a grant under 25
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this title, designate a school that does not 1
qualify as a high-need school under sub-2
paragraph (A) as a high-need school for 3
the purpose of this title. The Secretary 4
shall base the approval of an application 5
for designation of a school under this 6
clause on a consideration of the informa-7
tion required under clause (ii), and may 8
also take into account other information 9
submitted by the eligible partnership. 10
‘‘(ii) A
PPLICATION REQUIREMENTS .— 11
An application for designation of a school 12
under clause (i) shall include— 13
‘‘(I) the number and percentage 14
of students attending such school who 15
are— 16
‘‘(aa) aged 5 through 17 in 17
poverty counted in the most re-18
cent census data approved by the 19
Secretary; 20
‘‘(bb) eligible for a free or 21
reduced price school lunch under 22
the Richard B. Russell National 23
School Lunch Act; 24
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‘‘(cc) in families receiving 1
assistance under the State pro-2
gram funded under part A of 3
title IV of the Social Security 4
Act; or 5
‘‘(dd) eligible to receive med-6
ical assistance under the Med-7
icaid program; 8
‘‘(II) information about the stu-9
dent academic achievement of stu-10
dents at such school; and 11
‘‘(III) for a secondary school, the 12
four-year adjusted cohort graduation 13
rate for such school. 14
‘‘(17) H
IGHLY COMPETENT .—The term ‘highly 15
competent’, when used with respect to an early 16
childhood educator, means an educator— 17
‘‘(A) with specialized education and train-18
ing in development and education of young chil-19
dren from birth until entry into kindergarten or 20
a specialization in infants and toddlers or pre- 21
school children; 22
‘‘(B) with— 23
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‘‘(i) a baccalaureate degree in an aca-1
demic major in an early childhood or re-2
lated field; or 3
‘‘(ii) an associate’s degree in an early 4
childhood or related educational area; and 5
‘‘(C) who has demonstrated a high level of 6
knowledge and use of content and pedagogy in 7
the relevant areas associated with quality early 8
childhood education. 9
‘‘(18) I
NDUCTION PROGRAM .—The term ‘induc-10
tion program’ means a formalized program for new 11
teachers or school leaders, during not less than the 12
teachers’ or school leaders’ first 2 years of, respec-13
tively, teaching or leading, that is designed to pro-14
vide support for, and improve the professional per-15
formance and increase the retention in the education 16
field of, beginning teachers or school leaders. Such 17
program shall promote effective teaching or leader-18
ship skills and shall include the following compo-19
nents: 20
‘‘(A) High-quality mentoring. 21
‘‘(B) Periodic, structured time for collabo-22
ration, including with mentors, as well as time 23
for information-sharing among teachers, prin-24
cipals, other school leaders and administrators, 25
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other appropriate instructional staff, and par-1
ticipating faculty or program staff in the part-2
ner institution. 3
‘‘(C) The application of evidence-based in-4
structional practices. 5
‘‘(D) Opportunities for new teachers or 6
school leaders to draw directly on the expertise 7
of mentors, faculty or program staff, and re-8
searchers to support the integration of evidence- 9
based research with practice. 10
‘‘(E) The development of skills in evidence- 11
based instructional and behavioral interven-12
tions. 13
‘‘(F) Faculty or program staff who— 14
‘‘(i) model the integration of research 15
and practice in the classroom and school; 16
and 17
‘‘(ii) as appropriate, assist new teach-18
ers or school leaders with the effective use 19
and integration of educational technology 20
and the principles of universal design for 21
learning into the classroom or school. 22
‘‘(G) Interdisciplinary collaboration among 23
teacher leaders or school leaders, faculty or pro-24
gram staff, researchers, and other staff who 25
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prepare new teachers or school leaders with re-1
spect to, as applicable, the learning process, the 2
assessment of learning, or the leadership of a 3
school. 4
‘‘(H) As applicable to the role, assistance 5
with understanding of the effective use of data, 6
particularly student achievement data, and the 7
applicability of such data to inform and improve 8
classroom instruction and school leadership. 9
‘‘(I) Regular and structured observation 10
and evaluation of new teachers, principals, or 11
other school leaders that are based in part on 12
evidence of student learning, shall include mul-13
tiple measures of educator performance, and 14
shall provide clear, timely, and useful feedback 15
to teachers, principals, or other school leaders, 16
as applicable. 17
‘‘(J) The development of skills in improv-18
ing the school culture and climate related to 19
school leadership and the role of the principal, 20
including to— 21
‘‘(i) nurture teacher and staff develop-22
ment to strengthen classroom practice; 23
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‘‘(ii) build and sustain an inclusive 1
culture of learning among adults and chil-2
dren; 3
‘‘(iii) strengthen communications and 4
relationships with parents, caregivers, 5
paraprofessionals, and community stake-6
holders; 7
‘‘(iv) facilitate the sharing of knowl-8
edge, insight, and best practices in the 9
community served by the school, preschool 10
program, or early childhood education pro-11
gram, including with youth serving pro-12
grams (such as before- and after-school 13
and summer programs); and 14
‘‘(v) build relationships and commu-15
nicate effectively with State and local edu-16
cational agency officials. 17
‘‘(19) I
NFANT OR TODDLER WITH A DIS -18
ABILITY.—The term ‘infant or toddler with a dis-19
ability’ has the meaning given the term in section 20
632 of the Individuals with Disabilities Education 21
Act (20 U.S.C. 1432). 22
‘‘(20) M
ENTORING.—The term ‘mentoring’ 23
means the mentoring of new or prospective teachers 24
or school leaders through a program that— 25
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‘‘(A) includes clear criteria for the selec-1
tion of teacher or school leader mentors who 2
may be program staff and who will provide role 3
model relationships for mentees, which criteria 4
shall be developed by the eligible partnership 5
and based on measures of teacher or school 6
leader effectiveness; 7
‘‘(B) provides high-quality training for 8
such mentors, including instructional strategies 9
for literacy instruction and classroom manage-10
ment (including approaches that improve the 11
schoolwide climate for learning, create inclusive 12
classroom environments, and address the social 13
and emotional needs of students, which may in-14
clude positive behavioral interventions and sup-15
ports); 16
‘‘(C) provides regular and ongoing oppor-17
tunities for mentors and mentees to observe 18
each other’s teaching or leading methods in 19
classroom or school settings during the day in 20
a high-need school in the high-need local edu-21
cational agency in the eligible partnership; 22
‘‘(D) provides paid release time for men-23
tors; 24
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‘‘(E) in the case of mentees who are new 1
or prospective teachers, provides mentoring to 2
each mentee by a colleague who teaches in the 3
same field, grade, or subject as the mentee; 4
‘‘(F) in the case of mentees who are new 5
or prospective teachers, promotes empirically 6
based practice of, and evidence-based research 7
on, where applicable— 8
‘‘(i) teaching and learning; 9
‘‘(ii) assessment of student learning; 10
‘‘(iii) the development of teaching 11
skills through the use of instructional and 12
behavioral interventions; and 13
‘‘(iv) the improvement of the mentees’ 14
capacity to measurably advance student 15
learning; and 16
‘‘(G) includes— 17
‘‘(i) common planning time or regu-18
larly scheduled collaboration for the men-19
tor and mentee; and 20
‘‘(ii) as applicable, joint professional 21
development opportunities. 22
‘‘(21) P
ARENT.—The term ‘parent’ has the 23
meaning given the term in section 8101 of the Ele-24
mentary and Secondary Education Act of 1965. 25
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‘‘(22) PARTNER INSTITUTION.—The term ‘part-1
ner institution’ means an institution of higher edu-2
cation, which may include a 2-year institution of 3
higher education offering a dual program with a 4- 4
year institution of higher education, participating in 5
an eligible partnership that has a teacher prepara-6
tion program or school leader preparation program 7
that is accredited by the State— 8
‘‘(A) in the case of a teacher preparation 9
program— 10
‘‘(i) whose graduates exhibit strong 11
performance on State-determined quali-12
fying assessments for new teachers 13
through— 14
‘‘(I) demonstrating that 80 per-15
cent or more of the graduates of the 16
program who intend to enter the field 17
of teaching have passed all of the ap-18
plicable State qualification assess-19
ments for new teachers, which shall 20
include an assessment of each pro-21
spective teacher’s subject matter 22
knowledge in the content area in 23
which the teacher intends to teach; or 24
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‘‘(II) that is not designated as a 1
low-performing teacher preparation 2
program in the State as determined 3
by the State— 4
‘‘(aa) using criteria con-5
sistent with the requirements for 6
the State assessment under sec-7
tion 207(a) before the first publi-8
cation of such report card; and 9
‘‘(bb) using the State assess-10
ment required under section 11
207(a), after the first publication 12
of such report card and for every 13
year thereafter; and 14
‘‘(ii) that requires— 15
‘‘(I) each student in the program 16
to meet high academic standards or 17
demonstrate a record of success, as 18
determined by the institution (includ-19
ing prior to entering and being ac-20
cepted into a program), and partici-21
pate in intensive clinical experience; 22
‘‘(II) each student in the pro-23
gram preparing to become a teacher 24
who meets the applicable State certifi-25
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cation and licensure requirements, in-1
cluding any requirements for certifi-2
cation obtained through alternative 3
routes to certification, or, with regard 4
to special education teachers, the 5
qualifications described in section 6
612(a)(14)(C) of the Individuals with 7
Disabilities Education Act; and 8
‘‘(III) each student in the pro-9
gram preparing to become an early 10
childhood educator to meet degree re-11
quirements, as established by the 12
State, and become highly competent; 13
and 14
‘‘(B) in the case of a school leader prepa-15
ration program— 16
‘‘(i) whose graduates exhibit a strong 17
record of successful school leadership as 18
demonstrated by— 19
‘‘(I) a high percentage of such 20
graduates taking positions as assist-21
ant principals and principals within 3 22
years of completing the program; and 23
‘‘(II) a high percentage of such 24
graduates rated effective or above in 25
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State school leader evaluation and 1
support systems (as described in sec-2
tion 2101(c)(4)(B)(ii) of the Elemen-3
tary and Secondary Education Act of 4
1965) or, if no such ratings are avail-5
able, other, comparable indicators of 6
performance; and 7
‘‘(ii) that requires each student in the 8
program to participate in intensive clinical 9
experience in an authentic setting (includ-10
ing by assuming substantial leadership re-11
sponsibilities) in which the student can be 12
evaluated on leadership skills and the stu-13
dent’s effect on student outcomes as part 14
of program completion. 15
‘‘(23) P
ROFESSIONAL DEVELOPMENT .—The 16
term ‘professional development’ has the meaning 17
given the term in section 8101 of the Elementary 18
and Secondary Education Act of 1965. 19
‘‘(24) P
ROFESSION-READY.—The term ‘profes-20
sion-ready’— 21
‘‘(A) when used with respect to a principal 22
or other school leader, means a principal or 23
other school leader who— 24
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‘‘(i) has an advanced degree, or other 1
appropriate credential; 2
‘‘(ii) has completed a principal or 3
other school leader preparation process and 4
is fully certified and licensed by the State 5
in which the principal or other school lead-6
er is employed; 7
‘‘(iii) has demonstrated instructional 8
leadership, including the ability to collect, 9
analyze, and utilize data on evidence of 10
student learning and evidence of classroom 11
practice; 12
‘‘(iv) has demonstrated proficiency in 13
professionally recognized leadership stand-14
ards, such as through— 15
‘‘(I) a performance assessment; 16
‘‘(II) completion of a residency 17
program; or 18
‘‘(III) other measures of leader-19
ship effectiveness, as determined by 20
the State; and 21
‘‘(v) has demonstrated the ability to 22
work with students who are culturally and 23
linguistically diverse; 24
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‘‘(B) when used with respect to a teacher, 1
means a teacher who— 2
‘‘(i) has completed a teacher prepara-3
tion program and is fully certified and li-4
censed to teach by the State in which the 5
teacher is employed; 6
‘‘(ii) has demonstrated content knowl-7
edge in the subject or subjects the teacher 8
teaches; 9
‘‘(iii) has demonstrated the ability to 10
work with students who are culturally and 11
linguistically diverse; 12
‘‘(iv) has demonstrated teaching skills, 13
such as through— 14
‘‘(I) a teacher performance as-15
sessment; or 16
‘‘(II) other measures of teaching 17
skills, as determined by the State; and 18
‘‘(v) has demonstrated proficiency 19
with the use of educational technology; and 20
‘‘(C) when used with respect to any other 21
educator not described in subparagraph (A) or 22
(B), means an educator who has completed an 23
appropriate preparation program and is fully 24
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certified or licensed by the State in which the 1
educator is employed. 2
‘‘(25) S
CHOOL LEADER .—The term ‘school 3
leader’ has the meaning given the term in section 4
8101 of the Elementary and Secondary Education 5
Act of 1965. 6
‘‘(26) S
CHOOL LEADER PREPARATION ENTI -7
TY.—The term ‘school leader preparation entity’ 8
means an institution of higher education or a non-9
profit organization, including those institutions or 10
organizations that provide alternative routes to cer-11
tification, that is approved by the State to prepare 12
school leaders to be effective. 13
‘‘(27) S
CHOOL LEADER PREPARATION PRO -14
GRAM.—The term ‘school leader preparation pro-15
gram’ means a program offered by a school leader 16
preparation entity, whether a traditional or alter-17
native route, that is approved by the State to pre-18
pare school leaders to be effective and that leads to 19
a specific State certification to be a school leader. 20
‘‘(28) T
EACHER LEADER .—The term ‘teacher 21
leader’ means a highly effective teacher who carries 22
out formalized leadership responsibilities based on 23
the demonstrated needs of the elementary school or 24
secondary school in which the teacher is employed, 25
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while maintaining a role as a classroom instructor 1
who— 2
‘‘(A) is trained in and practices teacher 3
leadership; and 4
‘‘(B) fosters a collaborative culture to— 5
‘‘(i) support educator development, ef-6
fectiveness, and student learning; 7
‘‘(ii) support access and use research 8
to improve practice and student learning; 9
‘‘(iii) promote professional learning 10
for continuous improvement; 11
‘‘(iv) facilitate improvements in in-12
struction and student learning; promote 13
the appropriate use of assessments and 14
data for school and district improvement; 15
‘‘(v) improve outreach and collabora-16
tion with families and community; 17
‘‘(vi) advance the profession by shap-18
ing and implementing policy; and 19
‘‘(vii) advocate for increased access to 20
great teaching and learning for all stu-21
dents. 22
‘‘(29) T
EACHING SKILLS.—The term ‘teaching 23
skills’ means skills that enable a teacher to— 24
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‘‘(A) increase student learning, achieve-1
ment, and the ability to apply knowledge; 2
‘‘(B) effectively convey, and explain, and 3
provide opportunities for students to apply aca-4
demic subject matter; 5
‘‘(C) effectively teach higher-order analyt-6
ical, evaluation, problem-solving, critical think-7
ing, social and emotional, collaboration, and 8
communication skills; 9
‘‘(D) employ strategies grounded in the 10
disciplines of teaching and learning that— 11
‘‘(i) are based on empirically based 12
practice and evidence-based research, 13
where applicable, related to teaching and 14
learning; 15
‘‘(ii) are specific to academic subject 16
matter; and 17
‘‘(iii) focus on the identification of 18
students’ specific learning needs, particu-19
larly students with disabilities, students 20
who are English-learners, students who are 21
gifted and talented, and students with low 22
literacy levels, and the tailoring of aca-23
demic instruction to such needs; 24
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‘‘(E) design and conduct an ongoing as-1
sessments of student learning, which may in-2
clude the use of formative assessments, per-3
formance-based assessments, project-based as-4
sessments, or portfolio assessments, that meas-5
ures higher-order thinking skills (including ap-6
plication, analysis, synthesis, and evaluation) 7
and use this information to inform and person-8
alize instruction; 9
‘‘(F) support the social, emotional, and 10
academic achievement of all students including 11
effectively manage a classroom creating a posi-12
tive and inclusive classroom environment, in-13
cluding the ability to implement positive behav-14
ioral interventions and support strategies; 15
‘‘(G) support technology-rich instruction, 16
assessment and learning management in con-17
tent areas, technology literacy, and under-18
standing of the principles of universal design; 19
‘‘(H) demonstrate proficiency with the use 20
of educational technology; 21
‘‘(I) communicate and work with families, 22
and involve families in their children’s edu-23
cation; and 24
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‘‘(J) use, in the case of an early childhood 1
educator or an educator at the elementary 2
school or secondary school level, age-appropriate 3
and developmentally appropriate strategies and 4
practices for children and youth in early child-5
hood education and elementary school or sec-6
ondary school programs, respectively. 7
‘‘(30) T
EACHER PERFORMANCE ASSESSMENT .— 8
The term ‘teacher performance assessment’ means a 9
pre-service assessment used to measure teacher per-10
formance that is approved by the State and is— 11
‘‘(A) based on professional teaching stand-12
ards; 13
‘‘(B) used to measure the effectiveness of 14
a teacher’s— 15
‘‘(i) curriculum planning; 16
‘‘(ii) instruction of students, including 17
appropriate plans and modifications for 18
students who are limited English proficient 19
and students who are children with disabil-20
ities; 21
‘‘(iii) assessment of students, includ-22
ing analysis of evidence of student learn-23
ing; and 24
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•HR 1331 IH
‘‘(iv) ability to advance student learn-1
ing; 2
‘‘(C) validated based on professional as-3
sessment standards; 4
‘‘(D) reliably scored by trained evaluators, 5
with appropriate oversight of the process to en-6
sure consistency; and 7
‘‘(E) used to support continuous improve-8
ment of educator practice. 9
‘‘(31) T
EACHER PREPARATION ENTITY .—The 10
term ‘teacher preparation entity’ means an institu-11
tion of higher education, a nonprofit organization, or 12
other organization that is approved by a State to 13
prepare teachers to be effective in the classroom. 14
‘‘(32) T
EACHER PREPARATION PROGRAM .—The 15
term ‘teacher preparation program’ means a pro-16
gram offered by a teacher preparation entity that 17
leads to a specific State teacher certification. 18
‘‘(33) T
RAUMA-INFORMED CARE .—The term 19
‘trauma-informed care’ is defined as the evidence- 20
based practices outlined in section 4108(B)(II)(aa) 21
of the Elementary and Secondary Education Act of 22
1965.’’. 23
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SEC. 3. PURPOSES. 1
Section 201 of the Higher Education Act of 1965 (20 2
U.S.C. 1022) is amended— 3
(1) in paragraph (2), by striking ‘‘by improving 4
the preparation of prospective teachers and enhanc-5
ing professional development activities for new 6
teachers’’ and inserting ‘‘, school leaders, including 7
teacher leaders, and other educators by improving 8
the preparation of prospective teachers, school lead-9
ers, and other educators and enhancing professional 10
development activities for new teachers, school lead-11
ers, and other educators’’; 12
(2) in paragraph (3), by striking ‘‘; and’’ and 13
inserting a semicolon; and 14
(3) by striking paragraph (4) and inserting the 15
following new paragraphs: 16
‘‘(4) hold teacher preparation programs and 17
school leader preparation programs accountable for 18
preparing effective teachers, principals and school 19
leaders, and other educators; 20
‘‘(5) recruit profession-ready individuals, includ-21
ing underrepresented groups and individuals from 22
other occupations (including informal education and 23
youth development fields), as teachers and other 24
educators; and 25
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•HR 1331 IH
‘‘(6) meet the staffing needs of high-need local 1
educational agencies and high-need schools through 2
close partnerships with educator preparation pro-3
grams within institutions of higher education.’’. 4
SEC. 4. PARTNERSHIP GRANTS. 5
Section 202 of the Higher Education Act of 1965 (20 6
U.S.C. 1022a) is amended— 7
(1) in subsection (b)— 8
(A) in paragraph (1), by inserting ‘‘equi-9
table distribution,’’ after ‘‘professional develop-10
ment,’’; 11
(B) by amending paragraph (2) to read as 12
follows: 13
‘‘(2) a description of the extent to which the 14
program to be carried out with grant funds, as de-15
scribed in subsection (c), will prepare prospective 16
teachers, school leaders, and new educators with 17
strong teaching, leadership, and other professional 18
skills necessary to increase learning and academic 19
achievement;’’; 20
(C) in paragraph (3), by inserting ‘‘, 21
school leaders, and other educators,’’ after 22
‘‘new teachers’’; 23
(D) in paragraph (4)— 24
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•HR 1331 IH
(i) in subparagraph (A), by inserting 1
‘‘, school leader, and other educator’’ after 2
‘‘other teacher’’; and 3
(ii) in subparagraph (B), by inserting 4
‘‘, school leader, and other educator’’ after 5
‘‘promote teacher’’; 6
(E) in paragraph (6)— 7
(i) by striking subparagraphs (F), 8
(G), and (H) and inserting the following: 9
‘‘(F) how the partnership will prepare edu-10
cators to teach and work with students with 11
disabilities, including training related to early 12
identification of students with disabilities and 13
participation as a member of individualized edu-14
cation program teams, as defined in section 15
614(d)(1)(B) of the Individuals with Disabil-16
ities Education Act to ensure that students with 17
disabilities receive effective services, consistent 18
with the requirements of the Individuals with 19
Disabilities Education Act, that are needed for 20
such students to achieve to challenging State 21
academic standards; 22
‘‘(G) how the partnership will prepare edu-23
cators to teach and work with students who are 24
English learners to ensure that students who 25
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•HR 1331 IH
are English learners receive the services that 1
are needed for such students to achieve to chal-2
lenging State academic standards; 3
‘‘(H) how faculty at the partner institution 4
will work, during the term of the grant, with 5
mentor educators in the classrooms and admin-6
istrators of high-need schools served by the 7
high-need local educational agency in the part-8
nership to— 9
‘‘(i) provide high-quality professional 10
development activities to strengthen the 11
content knowledge and teaching skills of 12
elementary school and secondary school 13
teachers and other educators, including 14
multi-tiered systems of support and uni-15
versal design for learning; 16
‘‘(ii) train other classroom teachers, 17
principals or other school leaders, school li-18
brarians, and other educators to implement 19
literacy programs that incorporate the 20
components of comprehensive literacy in-21
struction; and 22
‘‘(iii) provide evidence-based, high- 23
quality professional development activities 24
to strengthen the instructional and leader-25
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•HR 1331 IH
ship skills of elementary school and sec-1
ondary school principals or other school 2
leaders and district superintendents, if the 3
partner institution has a principal or 4
school leader preparation program;’’; 5
(ii) in subparagraph (I), by inserting 6
‘‘as applicable’’ before ‘‘how the partner-7
ship’’; and 8
(iii) in subparagraph (K)— 9
(I) by inserting ‘‘, principals or 10
other school leaders’’ after ‘‘teachers’’; 11
and 12
(II) by striking ‘‘; and’’ and in-13
serting a semicolon; and 14
(F) in paragraph (7)— 15
(i) in the matter before subparagraph 16
(A), by striking ‘‘under this section’’ and 17
inserting ‘‘under paragraphs (1)(B)(iv) 18
and (3) of subsection (d)’’; 19
(ii) in subparagraph (A), by inserting 20
‘‘as applicable,’’ before ‘‘a demonstration’’; 21
(iii) in subparagraph (B), by striking 22
‘‘scientifically valid’’ and inserting ‘‘evi-23
dence-based’’; and 24
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•HR 1331 IH
(iv) in subparagraph (D), by striking 1
the period at the end and inserting ‘‘; 2
and’’; 3
(2) by amending subsection (c) to read as fol-4
lows: 5
‘‘(c) U
SE OFGRANTFUNDS.—An eligible partner-6
ship that receives a grant under this section— 7
‘‘(1) shall use such grant to carry out— 8
‘‘(A) a program for the pre-baccalaureate 9
or a 5th year initial licensing program prepara-10
tion of teachers described in subsection (d); 11
‘‘(B) teaching residency program or prin-12
cipal or other school leader residency program 13
program described in subsection (e); or 14
‘‘(C) a combination of such programs; and 15
‘‘(2) may use such grant to carry out other edu-16
cator development programs under subsection (f), 17
based upon the results of the needs assessment in 18
subsection (b)(1).’’; 19
(3) in subsection (d)— 20
(A) in paragraph (1)— 21
(i) by striking ‘‘limited English pro-22
ficient’’ both places it appears and insert-23
ing ‘‘English learners’’; 24
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•HR 1331 IH
(ii) by striking ‘‘scientifically valid’’ 1
both places it appears and inserting ‘‘evi-2
dence-based’’; and 3
(iii) in subparagraph (B)(ii)(VI), by 4
striking ‘‘reading instruction’’ both places 5
it appears and inserting ‘‘comprehensive 6
literacy instruction’’; 7
(B) in paragraph (5)(B), by striking ‘‘lim-8
ited English proficient’’ and inserting ‘‘English 9
learners’’; and 10
(C) in paragraph (6)(A), by striking ‘‘read-11
ing instruction’’ and inserting ‘‘comprehensive 12
literacy instruction’’; 13
(4) by amending subsection (e) to read as fol-14
lows: 15
‘‘(e) P
ARTNERSHIPGRANTS FOR THE ESTABLISH-16
MENT OFTEACHING ANDPRINCIPAL OROTHERSCHOOL 17
L
EADERRESIDENCYPROGRAMS.— 18
‘‘(1) I
N GENERAL.—An eligible partnership re-19
ceiving a grant to carry out an effective teaching 20
residency program or principal or other school leader 21
residency program that meets the following require-22
ments: 23
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‘‘(A) TEACHING RESIDENCY PROGRAM .— 1
An eligible partnership carrying out a teaching 2
residency program shall— 3
‘‘(i) support a teaching residency pro-4
gram described in paragraph (2) for high- 5
need schools, as determined by the needs 6
of high-need local educational agency in 7
the partnership, and in high-need subjects 8
and areas, as defined by such local edu-9
cational agency; and 10
‘‘(ii) place graduates of the teaching 11
residency program in cohorts that facilitate 12
professional collaboration, both among 13
graduates of the residency program and 14
between such graduates and mentor teach-15
ers in the receiving school. 16
‘‘(B) P
RINCIPAL OR SCHOOL LEADER RESI -17
DENCY PROGRAM.—An eligible partnership car-18
rying out a principal or school leader residency 19
program shall support a program described in 20
paragraph (3) for high-need schools, as deter-21
mined by the needs of the high-need local edu-22
cational agency in the partnership. 23
‘‘(2) T
EACHING RESIDENCY PROGRAM .— 24
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‘‘(A) ESTABLISHMENT AND DESIGN .—A 1
teaching residency program under this para-2
graph shall be a program based upon models of 3
successful teaching residencies that serves as a 4
mechanism to prepare teachers for success in 5
high-need schools in the eligible partnership and 6
shall be designed to include the following char-7
acteristics of successful programs: 8
‘‘(i) The integration of pedagogy, 9
classroom practice, and teacher mentoring. 10
‘‘(ii) The exposure to principles of 11
child and youth development, and under-12
standing and applying principles of learn-13
ing, behavior, and community and family 14
engagement. 15
‘‘(iii) The exposure to principles of 16
universal design for learning and multi- 17
tiered systems of support. 18
‘‘(iv) Engagement of teaching resi-19
dents in rigorous coursework under-20
graduate-level coursework or graduate-level 21
coursework, which— 22
‘‘(I) may include courses taught 23
by local educational agency personnel 24
or residency program faculty, in— 25
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•HR 1331 IH
‘‘(aa) the teaching of the 1
content area in which the teacher 2
will become certified or licensed; 3
and 4
‘‘(bb) pedagogical practices; 5
and 6
‘‘(II) shall lead to the attainment 7
of a bachelor’s or master’s degree, re-8
spectively, and full State teacher cer-9
tification or licensure. 10
‘‘(v) Experience and learning opportu-11
nities alongside a trained and experienced 12
mentor teacher for not less than 1 aca-13
demic year— 14
‘‘(I) whose teaching shall com-15
plement the residency program so that 16
school-based clinical practice is tightly 17
aligned and integrated with 18
coursework; 19
‘‘(II) who shall have extra re-20
sponsibilities as a teacher leader of 21
the teaching residency program, as a 22
mentor for residents, and as a teacher 23
coach during the induction program 24
for new teachers, and for establishing, 25
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•HR 1331 IH
within the program, a learning com-1
munity in which all individuals are ex-2
pected to continually improve their ca-3
pacity to advance student learning; 4
and 5
‘‘(III) who may be relieved from 6
teaching duties or may be offered a 7
stipend as a result of such additional 8
responsibilities. 9
‘‘(vi) The establishment of clear cri-10
teria for the selection of mentor teachers 11
based on the appropriate subject area 12
knowledge and measures of teacher effec-13
tiveness, which shall be based on, but not 14
limited to, observations of the following: 15
‘‘(I) Planning and preparation, 16
including demonstrated knowledge of 17
content, pedagogy, and assessment, 18
including the use of formative, 19
summative, and diagnostic assess-20
ments to inform instruction and im-21
prove student learning. 22
‘‘(II) Appropriate instruction 23
that engages all students. 24
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‘‘(III) Collaboration with col-1
leagues to improve instruction. 2
‘‘(IV) Analysis of evidence of stu-3
dent learning. 4
‘‘(V) Collaboration and the cul-5
tivation of relationships with external 6
stakeholders (which may include pro-7
fessional disciplinary organizations 8
and nonprofit advocacy organizations) 9
to foster the sharing of evidence-based 10
resources to promote high-quality, ef-11
fective practices. 12
‘‘(vii) The development of admissions 13
goals and priorities— 14
‘‘(I) that are aligned with the 15
hiring objectives of the local edu-16
cational agency partnering with the 17
program, as well as the instructional 18
initiatives and curriculum of such 19
agency to hire qualified graduates 20
from the teaching residency program; 21
and 22
‘‘(II) which may include consider-23
ation of applicants who reflect the 24
communities in which they will teach 25
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•HR 1331 IH
as well as consideration of individuals 1
from underrepresented populations in 2
the teaching profession. 3
‘‘(viii) Continued support for residents 4
once such residents are hired as the teach-5
ers of record, through an induction pro-6
gram, evidence-based professional develop-7
ment, and networking opportunities to sup-8
port the residents through not less than 9
the residents’ first 2 years of teaching. 10
‘‘(B) S
ELECTION OF INDIVIDUALS AS 11
TEACHER RESIDENTS .— 12
‘‘(i) E
LIGIBLE INDIVIDUAL.—In order 13
to be eligible to be a teacher resident in a 14
teacher residency program under this para-15
graph, an individual shall— 16
‘‘(I) be a recent graduate of a 4- 17
year institution of higher education or 18
a mid-career professional possessing 19
strong content knowledge or a record 20
of professional accomplishment; and 21
‘‘(II) submit an application to 22
the residency program. 23
‘‘(ii) S
ELECTION CRITERIA.—An eligi-24
ble partnership carrying out a teaching 25
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•HR 1331 IH
residency program under this subsection 1
shall establish criteria for the selection of 2
eligible individuals to participate in the 3
teaching residency program based on the 4
following characteristics: 5
‘‘(I) Strong content knowledge or 6
record of accomplishment in the field 7
or subject area to be taught. 8
‘‘(II) Strong verbal and written 9
communication skills, which may be 10
demonstrated by performance on ap-11
propriate assessments. 12
‘‘(III) Other attributes linked to 13
effective teaching, which may be de-14
termined by interviews or performance 15
assessments, as specified by the eligi-16
ble partnership. 17
‘‘(3) P
ARTNERSHIP GRANTS FOR THE DEVEL -18
OPMENT OF PRINCIPAL AND OTHER SCHOOL LEADER 19
RESIDENCY PROGRAMS .— 20
‘‘(A) E
STABLISHMENT AND DESIGN .—A 21
principal or other school leader residency pro-22
gram under this paragraph shall be a program 23
based upon models of successful principal or 24
other school leader residencies that serve as a 25
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mechanism to prepare principals and other 1
school leaders for success in high-need schools 2
in the eligible partnership and shall be designed 3
to include the following characteristics of suc-4
cessful programs: 5
‘‘(i) Engagement of principal or other 6
school leader residents in rigorous grad-7
uate-level coursework, which— 8
‘‘(I) may be courses taught by 9
local educational agency personnel or 10
residency program faculty, in leader-11
ship, management, organizational, and 12
instructional skills necessary to serve 13
as a principal or other school leader; 14
and 15
‘‘(II) lead to the attainment of 16
appropriate advanced credentials and 17
full State principal, or school leader 18
certification or licensure. 19
‘‘(ii) Experience and learning opportu-20
nities, including those that provide contin-21
uous feedback throughout the program on 22
a participants’ progress, alongside a 23
trained and experienced mentor principal 24
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or other school leader for not less than 1 1
academic year— 2
‘‘(I) whose mentoring shall be 3
based on standards of effective men-4
toring practice and shall complement 5
the residence program so that school- 6
based clinical practice is tightly 7
aligned with coursework; and 8
‘‘(II) who may be relieved from 9
some portion of principal or other 10
school leader duties or may be offered 11
a stipend as a result of such addi-12
tional responsibilities. 13
‘‘(iii) The establishment of clear cri-14
teria for the selection of mentor principals 15
or other school leaders, which may be 16
based on observations of the following: 17
‘‘(I) Demonstrating awareness of, 18
and having experience with, the 19
knowledge, skills, and attitudes to— 20
‘‘(aa) establish and maintain 21
a professional learning commu-22
nity that effectively extracts in-23
formation from data to improve 24
the school culture and climate, 25
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and personalize instruction for all 1
students to result in improved 2
student achievement; 3
‘‘(bb) create and maintain a 4
learning culture within the school 5
that provides an inclusive climate 6
conducive to the development of 7
all members of the school com-8
munity, including one of contin-9
uous improvement and learning 10
for adults tied to student learn-11
ing and other school goals; 12
‘‘(cc) develop the profes-13
sional capacity and practice of 14
school personnel and foster a 15
professional community of teach-16
ers and other professional staff; 17
‘‘(dd) engage in continuous 18
professional development, uti-19
lizing a combination of academic 20
study, developmental simulation 21
exercises, self-reflection, mentor-22
ship, and internship; 23
‘‘(ee) understand youth de-24
velopment appropriate to the age 25
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level served by the school, and 1
use this knowledge to set high ex-2
pectations and standards for the 3
academic, social, emotional, and 4
physical development of all stu-5
dents; and 6
‘‘(ff) actively engage with 7
families and the community to 8
create shared responsibility for 9
student academic performance 10
and successful development. 11
‘‘(II) Planning and articulating a 12
shared and coherent schoolwide direc-13
tion and policy for achieving high 14
standards of student performance, 15
and closing gaps in achievement 16
among subgroups of students. 17
‘‘(III) Identifying and imple-18
menting the activities and rigorous 19
curriculum necessary for achieving 20
such standards of student perform-21
ance. 22
‘‘(IV) Supporting a culture of 23
learning, collaboration, and profes-24
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sional behavior and ensuring quality 1
measures of instructional practice. 2
‘‘(V) Communicating and engag-3
ing parents, families, and other exter-4
nal communities. 5
‘‘(VI) Cultivating relationships 6
and collaborating with external stake-7
holders, which may include profes-8
sional disciplinary organizations and 9
nonprofit advocacy organizations, to 10
foster the sharing of evidence-based 11
resources to promote high-quality, ef-12
fective practices. 13
‘‘(VII) Collecting, analyzing, and 14
utilizing data and other evidence of 15
student learning and evidence of class-16
room practice to guide decisions and 17
actions for continuous improvement 18
and to ensure performance account-19
ability. 20
‘‘(iv) The development of admissions 21
goals and priorities— 22
‘‘(I) that are aligned with the 23
hiring objectives of the local edu-24
cational agency partnering with the 25
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program, as well as the instructional 1
initiatives and curriculum of such 2
agency to hire qualified graduates 3
from the principal residency program; 4
and 5
‘‘(II) which may include consider-6
ation of applicants who reflect the 7
communities in which they will serve 8
and consideration of individuals from 9
underrepresented populations in 10
school leadership positions. 11
‘‘(v) Continued support for residents 12
once such residents are hired as principals 13
or other school leaders, through an induc-14
tion program, evidence-based professional 15
development to support the knowledge and 16
skills of the principal or other school leader 17
in a continuum of learning and content ex-18
pertise in developmentally appropriate or 19
age-appropriate educational practices, and 20
networking opportunities to support the 21
residents through not less than the resi-22
dents’ first 2 years of serving as principal 23
or other school leader of a school. 24
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‘‘(B) SELECTION OF INDIVIDUALS AS 1
PRINCIPAL OR OTHER SCHOOL LEADER RESI -2
DENTS.— 3
‘‘(i) E
LIGIBLE INDIVIDUAL.—In order 4
to be eligible to be a principal or other 5
school leader resident in a principal or 6
other school leader residency program 7
under this paragraph, an individual shall— 8
‘‘(I) have prior prekindergarten 9
through grade 12 teaching experience; 10
‘‘(II) have experience as an effec-11
tive leader, manager, and written and 12
oral communicator; and 13
‘‘(III) submit an application to 14
the residency program. 15
‘‘(ii) S
ELECTION CRITERIA.—An eligi-16
ble partnership carrying out a principal or 17
other school leader residency program 18
under this subsection shall establish cri-19
teria for the selection of eligible individuals 20
to participate in the principal residency 21
program based on the following character-22
istics: 23
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‘‘(I) Strong instructional leader-1
ship skills in an elementary school or 2
secondary school setting. 3
‘‘(II) Strong verbal and written 4
communication skills, which may be 5
demonstrated by performance on ap-6
propriate assessments. 7
‘‘(III) Other attributes linked to 8
effective leadership, such as sound 9
judgment, organizational capacity, col-10
laboration, commitment to equity and 11
inclusiveness, and openness to contin-12
uous learning, which may be deter-13
mined by interviews or performance 14
assessment, as specified by the eligible 15
partnership. 16
‘‘(4) S
TIPENDS OR SALARIES ; APPLICATIONS; 17
AGREEMENTS; AND REPAYMENTS.— 18
‘‘(A) S
TIPENDS OR SALARIES .—A resi-19
dency program under this subsection— 20
‘‘(i) shall provide a 1-year living sti-21
pend or salary to teaching or principal or 22
other school leader residents during the 23
teaching residency program or principal 24
residency program; and 25
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•HR 1331 IH
‘‘(ii) may provide a stipend to a men-1
tor teacher or mentor principal. 2
‘‘(B) A
PPLICATIONS.— 3
‘‘(i) I
N GENERAL.—Each teaching, 4
principal, or other school residency can-5
didate desiring a stipend or salary during 6
the period of residency shall submit an ap-7
plication to the eligible partnership at such 8
time, in such manner, and containing such 9
information and assurances, as the eligible 10
partnership may require, and which shall 11
include an agreement to serve described in 12
clause (ii). 13
‘‘(ii) A
GREEMENTS TO SERVE .—Each 14
application submitted under clause (i) shall 15
contain or be accompanied by an agree-16
ment that the applicant will— 17
‘‘(I) upon successfully completing 18
the 1-year teaching, principal, or 19
other school leader residency program, 20
serve as a full-time teacher, principal, 21
or other school leader for a total of 22
not less than 3 school years at— 23
‘‘(aa) a high-need school 24
served by the high-need local 25
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educational agency in the eligible 1
partnership and, in the case of a 2
teacher, teach a subject or area 3
that is designated as high-need 4
by the partnership; or 5
‘‘(bb) in a case in which no 6
appropriate position is available 7
in a high-need school served by 8
the high-need local educational 9
agency in the eligible partner-10
ship, any other high-need school; 11
‘‘(II) provide to the eligible part-12
nership a certificate, from the chief 13
administrative officer of the local edu-14
cational agency in which the teacher 15
or principal, or other school leader is 16
employed, of the employment required 17
under subclause (I) at the beginning 18
of, and upon completion of, each year 19
or partial year of service; 20
‘‘(III) in the case of a teacher 21
resident, meet the requirements to be 22
a profession-ready teacher; and 23
‘‘(IV) comply with the require-24
ments set by the eligible partnership 25
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under subparagraph (C) if the appli-1
cant is unable or unwilling to com-2
plete the service obligation required by 3
this subparagraph. 4
‘‘(C) R
EPAYMENTS.— 5
‘‘(i) I
N GENERAL.—An eligible part-6
nership carrying out a teaching or prin-7
cipal, or other school leader, residency pro-8
gram under this subsection shall require a 9
recipient of a stipend or salary under sub-10
paragraph (A) who does not complete, or 11
who notifies the partnership that the re-12
cipient intends not to complete, the service 13
obligation required by subparagraph (B) to 14
repay such stipend or salary to the eligible 15
partnership, together with interest, at a 16
rate specified by the partnership in the 17
agreement, and in accordance with such 18
other terms and conditions specified by the 19
eligible partnership, as necessary. 20
‘‘(ii) O
THER TERMS AND CONDI -21
TIONS.—Any other terms and conditions 22
specified by the eligible partnership may 23
include reasonable provisions for prorate 24
repayment of the stipend or salary de-25
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scribed in subparagraph (A) or for deferral 1
of a teaching or principal, or other school 2
leader, resident’s service obligation re-3
quired by subparagraph (B), on grounds of 4
health, incapacitation, inability to secure 5
employment in a school served by the eligi-6
ble partnership, being called to active duty 7
in the Armed Forces of the United States, 8
or other extraordinary circumstances. 9
‘‘(iii) U
SE OF REPAYMENTS .—An eli-10
gible partnership shall use any repayment 11
received under this subparagraph to carry 12
out additional activities that are consistent 13
with the purposes of this section.’’; and 14
(5) by striking subsection (f) and inserting the 15
following: 16
‘‘(f) T
EACHERLEADERDEVELOPMENTPROGRAM.— 17
‘‘(1) I
N GENERAL.—A teacher leader develop-18
ment program carried out with a grant awarded 19
under this section shall involve the professional de-20
velopment of teachers, as described in paragraph 21
(2), who maintain their roles as classroom teachers 22
and who also carry out formalized leadership respon-23
sibilities to increase the academic achievement of 24
students and promote data-driven instructional prac-25
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•HR 1331 IH
tices that address the demonstrated needs at the ele-1
mentary schools and secondary schools in which the 2
teachers are employed, such as— 3
‘‘(A) development of curriculum and cur-4
ricular resources; 5
‘‘(B) facilitating the work of committees 6
and teams; 7
‘‘(C) family and community engagement; 8
‘‘(D) school discipline and culture; 9
‘‘(E) peer observations and coaching; or 10
‘‘(F) dual enrollment instruction. 11
‘‘(2) P
ROFESSIONAL DEVELOPMENT .—The pro-12
fessional development of teachers in a teacher leader 13
development program carried out with a grant 14
awarded under this section shall include— 15
‘‘(A) one year of professional development, 16
training, and support that may— 17
‘‘(i) include— 18
‘‘(I) the engagement of teachers 19
in rigorous coursework and fieldwork 20
relevant to their role as a teacher 21
leader, including available teacher 22
leader standards; and 23
‘‘(II) regular observations and 24
professional support from— 25
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‘‘(aa) a principal, vice prin-1
cipal, or a designated instruc-2
tional leader of the school; 3
‘‘(bb) a representative from 4
the institution of higher edu-5
cation that is a partner in the eli-6
gible partnership; 7
‘‘(cc) a representative from 8
another entity that is a partner 9
in the eligible partnership; and 10
‘‘(dd) another member of 11
the teacher leader cohort, if ap-12
plicable, or a peer teacher; and 13
‘‘(ii) result in the awarding of a cre-14
dential in teacher leadership; and 15
‘‘(B) one or two additional years of sup-16
port from a principal, vice principal, or a des-17
ignated instructional leader of the school, a rep-18
resentative from the institution of higher edu-19
cation that is a partner in the eligible partner-20
ship, and a representative from another entity 21
that is a partner in the eligible partnership. 22
‘‘(3) T
EACHER LEADER DEVELOPMENT PRO -23
GRAM PLAN.—In carrying out a teacher leader devel-24
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opment program under this section, an eligible part-1
nership shall develop a plan that shall describe— 2
‘‘(A) how the work hours of teacher leaders 3
will be allocated between their classroom re-4
sponsibilities and responsibilities as a teacher 5
leader, which may include a description of 6
whether the teacher leader will be relieved from 7
teaching duties during their participation in the 8
teacher leader development program; 9
‘‘(B) how the partnership will support 10
teacher leaders after the first year of profes-11
sional development in the program; and 12
‘‘(C) how teacher leader activities could be 13
sustained by the eligible partnership after the 14
program concludes, which may include a de-15
scription of opportunities for the teacher lead-16
ers to assist in the educator preparation pro-17
gram at the institution of higher education in 18
the partnership. 19
‘‘(4) S
ELECTION OF TEACHER LEADERS ; USE 20
OF FUNDS.—In carrying out a teacher leader devel-21
opment program under this section, an eligible part-22
nership— 23
‘‘(A) shall select a teacher for participation 24
in the program— 25
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‘‘(i) who— 1
‘‘(I) is fully certified to teach in 2
the State of the high-need local edu-3
cational agency that is a partner in 4
the eligible partnership; 5
‘‘(II) is employed by such high- 6
need local educational agency; 7
‘‘(III) has not less than 3 years 8
of teaching experience; and 9
‘‘(IV) submits an application for 10
participation to the eligible partner-11
ship; and 12
‘‘(ii) based on selection criteria that 13
includes— 14
‘‘(I) demonstration of strong con-15
tent knowledge or a record of accom-16
plishment in the field or subject area 17
the teacher will support as a teacher 18
leader; and 19
‘‘(II) demonstration of attributes 20
linked to effective teaching that is de-21
termined through interviews, observa-22
tions, artifacts, student achievement, 23
or performance assessments, such as 24
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those leading to an advanced creden-1
tial; 2
‘‘(B) may develop admissions goals and 3
priorities for the teacher leader development 4
program that— 5
‘‘(i) are aligned with the demonstrated 6
needs of the school or high-need local edu-7
cational agency in which the teacher is em-8
ployed; 9
‘‘(ii) considers cultural competencies 10
that would make the applicant effective in 11
the applicant’s teacher leader role; and 12
‘‘(iii) considers whether the teacher 13
has substantial teaching experience in the 14
school in which the teacher is employed or 15
in a school that is similar to the school in 16
which the teacher is employed; 17
‘‘(C) shall use the grant funds to pay for 18
costs of training and supporting teacher leaders 19
for not less than 2 years and not more than 3 20
years; 21
‘‘(D) may use the grant funds to pay for 22
a portion of a stipend for teacher leaders if 23
such grant funds are matched by additional 24
non-Federal public or private funds as follows: 25
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‘‘(i) during each of the first and sec-1
ond years of the grant period, grant funds 2
may pay not more than 50 percent of such 3
stipend; and 4
‘‘(ii) during the third year of the 5
grant period, grant funds may pay not 6
more than 33 percent of such stipend; and 7
‘‘(E) may require teacher leaders to pay 8
back the cost of attaining the credential de-9
scribed in paragraph (2)(A)(ii) if they do not 10
complete their term of service in the teacher 11
leader development program.’’. 12
SEC. 5. ADMINISTRATIVE PROVISIONS. 13
Section 203 of the Higher Education Act of 1965 (20 14
U.S.C. 1022b) is amended— 15
(1) in subsection (a)(2), by striking ‘‘five-year 16
period’’ and inserting ‘‘five-year period, except such 17
partnership may receive an additional grant during 18
such period if such grant is used to establish a 19
teacher residency program or principal or other 20
school leader residency program if such residency 21
program was not established with the prior grant’’; 22
and 23
(2) in subsection (b)(2)(A), by striking ‘‘teacher 24
preparation program’’ and inserting ‘‘teacher edu-25
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cation, school leader preparation, or educator devel-1
opment program’’. 2
SEC. 6. ACCOUNTABILITY AND EVALUATION. 3
Section 204(a) of the Higher Education Act of 1965 4
(20 U.S.C. 1022c(a)) is amended to read as follows: 5
‘‘(a) E
LIGIBLEPARTNERSHIPEVALUATION.—Each 6
eligible partnership submitting an application for a grant 7
under this part shall establish, and include in such appli-8
cation, an evaluation plan that includes rigorous, com-9
prehensive, and measurable performance objectives. The 10
plan shall include objectives and measures for— 11
‘‘(1) achievement for all prospective and new 12
educators as measured by the eligible partnership; 13
‘‘(2) educator retention in the first 5 years of 14
service as an educator; 15
‘‘(3) as applicable, pass rates and scaled scores 16
for initial State certification or licensure of teachers 17
or pass rates and average scores on valid and reli-18
able teacher performance assessments; and 19
‘‘(4)(A) the percentage of profession-ready 20
teachers, principals or other school leaders, and 21
other educators hired by the high-need local edu-22
cational agency participating in the eligible partner-23
ship; 24
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‘‘(B) the percentage of profession-ready teach-1
ers, principals, and other educators hired by the 2
high-need local educational agency who are members 3
of underrepresented groups; 4
‘‘(C) as applicable, the percentage of profession- 5
ready teachers hired by the high-need local edu-6
cational agency who teach high-need academic sub-7
ject areas, such as reading, science, technology, engi-8
neering, mathematics, computer science, and foreign 9
language (including less commonly taught languages 10
and critical foreign languages); 11
‘‘(D) as applicable, the percentage of profes-12
sion-ready teachers hired by the high-need local edu-13
cational agency who teach in high-need areas, in-14
cluding special education, bilingual education, lan-15
guage instruction educational programs for English 16
language learners, and early childhood education; 17
‘‘(E) the percentage of profession-ready teach-18
ers, principals or other school leaders, and other 19
educators hired by the high-need local educational 20
agency who teach in high-need schools, 21
disaggregated by the elementary school and sec-22
ondary school levels; 23
‘‘(F) as applicable, the percentage of early 24
childhood education program classes in the geo-25
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graphic area served by the eligible partnership 1
taught by early childhood educators who are highly 2
competent; 3
‘‘(G) as applicable, the percentage of educators 4
able to— 5
‘‘(i) integrate technology effectively into 6
curricula and instruction, including technology 7
consistent with the principles of universal de-8
sign for learning; and 9
‘‘(ii) use technology effectively to collect, 10
manage, and analyze data to improve teaching 11
and learning for the purpose of improving stu-12
dent learning outcomes; and 13
‘‘(H) as applicable, the percentage of educators 14
taking school leadership positions who, after 3 years 15
in the role, receive ratings of effective or above in 16
State school leader evaluation and support systems 17
(as described in section 2014(c)(4)(B)(ii) of the Ele-18
mentary and Secondary Education Act of 1965) or, 19
if no such ratings are available, other comparable in-20
dicators of performance.’’. 21
SEC. 7. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE 22
TEACHERS OR OTHER SCHOOL LEADERS. 23
Section 205 of the Higher Education Act of 1965 (20 24
U.S.C. 1022d)— 25
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(1) by amending subsection (a)(1) to read as 1
follows: 2
‘‘(1) R
EPORT CARD.—Each teacher preparation 3
or school leader preparation entity approved to oper-4
ate teacher preparation or school leader preparation 5
programs in the State and that receives or enrolls 6
students receiving Federal assistance shall report 7
annually to the State and the general public, in a 8
uniform and comprehensive manner that conforms 9
with the definitions and methods established by the 10
Secretary, the following: 11
‘‘(A) P
ASS RATES AND SCALED SCORES .— 12
For the most recent year for which the informa-13
tion is available for each teacher or school lead-14
er preparation program offered by the teacher 15
preparation or school leader preparation entity 16
the following: 17
‘‘(i) Except as provided in clause (ii), 18
for those students who took the assess-19
ments used for teacher or school leader 20
certification or licensure by the State in 21
which the entity is located and are enrolled 22
in the teacher or school leader preparation 23
program or, and for those who have taken 24
such assessments and have completed the 25
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teacher or school preparation program dur-1
ing the 2-year period preceding such year, 2
for each of such assessments— 3
‘‘(I) the percentage of all stu-4
dents who passed such assessment; 5
‘‘(II) the percentage of students 6
who have taken such assessment who 7
enrolled in and completed the teacher 8
or school leader preparation program; 9
and 10
‘‘(III) the average scaled score 11
for all students who took such assess-12
ment. 13
‘‘(ii) In the case of an entity that re-14
quires a valid and reliable teacher perform-15
ance assessment in order to complete the 16
preparation program, the entity may sub-17
mit in lieu of the information described in 18
clause (i) the pass rate and average score 19
of students taking the teacher performance 20
assessment. 21
‘‘(B) E
NTITY INFORMATION .—A descrip-22
tion of the following: 23
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‘‘(i) The median grade point average 1
and range of grade point averages for ad-2
mitted students. 3
‘‘(ii) The number of students in the 4
entity disaggregated by race (as defined in 5
section 153(a)(3) of the Education 6
Sciences Reform Act of 2002 (20 U.S.C. 7
9543(a)(3))), ethnicity, and gender. 8
‘‘(iii) The number of hours and types 9
of supervised clinical preparation required 10
for each program. 11
‘‘(iv) The total number of students 12
who have completed programs for certifi-13
cation or licensure disaggregated by sub-14
ject area and by race (as defined in section 15
153(a)(3) of the Education Sciences Re-16
form Act of 2002 (20 U.S.C. 9543(a)(3))), 17
ethnicity, and gender, except that such 18
disaggregation shall not be required in a 19
case in which the result would reveal per-20
sonally identifiable information about an 21
individual student. 22
‘‘(C) A
CCREDITATION.—Whether the pro-23
gram or entity is accredited by a specialized ac-24
crediting agency recognized by the Secretary for 25
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accreditation of professional teacher or school 1
leader education programs. 2
‘‘(D) D
ESIGNATION AS LOW -PER-3
FORMING.—Which programs (if any) offered by 4
the entity have been designated as low-per-5
forming by the State under section 207(a).’’; 6
(2) in subsection (b)— 7
(A) in paragraph (1)— 8
(i) in subparagraph (A)— 9
(I) by inserting ‘‘and school lead-10
er’’ after ‘‘teacher’’; and 11
(II) by inserting ‘‘, including 12
teacher performance assessments’’ 13
after ‘‘the State’’; 14
(ii) by amending subparagraph (D) to 15
read as follows: 16
‘‘(D)(i) Except as provided in clause (ii), 17
for each of the assessments used by the State 18
for teacher or school leader certification or li-19
censure, disaggregated by subject area, race (as 20
defined in section 153(a)(3) of the Education 21
Sciences Reform Act of 2002 (20 U.S.C. 22
9543(a)(3))), ethnicity, and gender, except that 23
such disaggregation shall not be required in a 24
case in which the result would reveal personally 25
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identifiable information about an individual stu-1
dent— 2
‘‘(I) for each entity located in the 3
State, the percentage of students at such 4
entities who have completed 100 percent of 5
the nonclinical coursework and taken the 6
assessment who pass such assessment; 7
‘‘(II) the percentage of all such stu-8
dents in all such programs and entities 9
who have taken the assessment who pass 10
such assessment; 11
‘‘(III) the percentage of students who 12
have taken the assessment and who en-13
rolled in and completed a teacher or school 14
leader preparation program; and 15
‘‘(IV) the average scaled score of indi-16
viduals participating in such a program, or 17
who have completed such a program dur-18
ing the 2-year period preceding the first 19
year for which the annual State report 20
card is provided, who took each such as-21
sessment. 22
‘‘(ii) In the case of a State that has imple-23
mented a valid and reliable teacher performance 24
assessment, the State may submit in lieu of the 25
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information described in clause (i) the pass rate 1
and average score of students taking the teach-2
er performance assessment, disaggregated by 3
subject area, race (as defined in section 4
153(a)(3) of the Education Sciences Reform 5
Act of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, 6
and gender, except that such disaggregation 7
shall not be required in a case in which the re-8
sult would reveal personally identifiable infor-9
mation about an individual student.’’; and 10
(iii) by striking subparagraphs (G) 11
through (L) and inserting the following: 12
‘‘(G) For each teacher and school leader 13
preparation program in the State the following: 14
‘‘(i) The programs’ admission rate 15
and median grade point average and range 16
of grade point averages for admitted stu-17
dents. 18
‘‘(ii) The number of students in the 19
program disaggregated by race (as defined 20
in section 153(a)(3) of the Education 21
Sciences Reform Act of 2002 (20 U.S.C. 22
9543(a)(3))), ethnicity, and gender. 23
‘‘(iii) The number of hours and types 24
of supervised clinical preparation required. 25
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‘‘(iv) Whether such program has been 1
identified as low-performing, as designated 2
by the State under section 207(a). 3
‘‘(v) For each school leader prepara-4
tion program in the State, the total num-5
ber and percentage of program completers 6
placed as principals who are rated as effec-7
tive or above on the State school leader 8
evaluation and support systems (as de-9
scribed in section 2101(c)(4)(B)(2) of the 10
Elementary and Secondary Education Act 11
of 1965) or, if no such ratings are avail-12
able, other comparable indicators of per-13
formance after three years of leading a 14
school. 15
‘‘(H) For the State as a whole, and for 16
each teacher preparation entity in the State, 17
the number of teachers prepared, in the aggre-18
gate and reported separately by the following: 19
‘‘(i) Area of certification or licensure. 20
‘‘(ii) Academic major. 21
‘‘(iii) Subject area for which the 22
teacher has been prepared to teach. 23
‘‘(iv) The relationship of the subject 24
area and grade span of teachers graduated 25
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by the teacher preparation entity to the 1
teacher workforce needs of the State. 2
‘‘(v) The percentage of teachers grad-3
uated teaching in high-need schools. 4
‘‘(vi) Race (as defined in section 5
153(a)(3) of the Education Sciences Re-6
form Act of 2002 (20 U.S.C. 9543(a)(3))), 7
gender, and ethnicity.’’; and 8
(B) by adding at the end the following: 9
‘‘(3) N
O REQUIREMENT FOR REPORTING ON 10
STUDENTS NOT RESIDING IN THE STATE .—Nothing 11
in this section shall require a State to report data 12
on program completers who do not reside in such 13
State.’’; and 14
(3) in subsection (d)(2), by adding at the end 15
the following: 16
‘‘(D) The relationship of the subject area 17
and grade span of teachers graduated by teach-18
er preparation entities across the States to 19
identified teacher shortage areas. 20
‘‘(E) The number and percentages of such 21
graduates teaching in high-need schools.’’. 22
SEC. 8. TEACHER DEVELOPMENT. 23
Section 206 of the Higher Education Act of 1965 (20 24
U.S.C. 1022e) is amended by striking ‘‘limited English 25
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proficient’’ both places it appears and inserting ‘‘English 1
learner’’. 2
SEC. 9. STATE FUNCTIONS. 3
Section 207 of the Higher Education Act of 1965 (20 4
U.S.C. 1022f) is amended to read as follows: 5
‘‘SEC. 207. STATE FUNCTIONS. 6
‘‘(a) S
TATEASSESSMENT.— 7
‘‘(1) I
N GENERAL.—In order to receive funds 8
under this Act or under title II of the Elementary 9
and Secondary Education Act of 1965 (20 U.S.C. 10
6601 et seq.), a State shall conduct an assessment 11
to identify at-risk and low-performing teacher and 12
school leader preparation programs in the State and 13
to assist such programs through the provision of 14
technical assistance. 15
‘‘(2) P
ROVISION OF LOW-PERFORMING LIST.— 16
Each State described in paragraph (1) shall— 17
‘‘(A) provide the Secretary and the general 18
public an annual list of low-performing teacher 19
and school leader preparation programs and an 20
identification of those programs at risk of being 21
placed on such list, as applicable; 22
‘‘(B) report any teacher and school leader 23
preparation program that has been closed and 24
the reasons for such closure; and 25
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‘‘(C) describe the assessment, described in 1
paragraph (1), in the report under section 2
205(b). 3
‘‘(3) D
ETERMINATION OF AT -RISK AND LOW- 4
PERFORMING PROGRAMS .—The levels of perform-5
ance and the criteria for meeting those levels for 6
purposes of the assessment under paragraph (1) 7
shall be determined by the State in consultation with 8
a representative group of community stakeholders, 9
including, at a minimum, representatives of leaders 10
and faculty of traditional and alternative route 11
teacher and school leader preparation programs, pre-12
kindergarten through 12th grade leaders and in-13
structional staff, current teacher and school leader 14
candidates participating in traditional and alter-15
native route teacher or school leader preparation 16
programs, the State’s standards board or other ap-17
propriate standards body, and other stakeholders 18
identified by the State. In making such determina-19
tion, the State shall consider multiple measures and 20
the information reported by teacher preparation en-21
tities under section 205. 22
‘‘(b) R
EPORTING AND IMPROVEMENT.—In order to 23
receive funds under this Act or under title II of the Ele-24
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mentary and Secondary Education Act of 1965 (20 U.S.C. 1
6601 et seq.), a State shall— 2
‘‘(1) report to the Secretary and the general 3
public any programs described in subsection (a); 4
‘‘(2) establish a period of improvement and re-5
design (as established by the State) for programs 6
identified as at-risk under subsection (a); 7
‘‘(3) provide programs identified as at-risk 8
under subsection (a) with technical assistance for a 9
period of not longer than 3 years; 10
‘‘(4) identify at-risk programs as low-per-11
forming if there is not sufficient improvement fol-12
lowing the period of technical assistance provided by 13
the State; and 14
‘‘(5) subject low-performing programs to the 15
provisions described in subsection (c) (as determined 16
by the State) not later than 1 year after the date 17
of such identification as a low-performing program. 18
‘‘(c) T
ERMINATION OFELIGIBILITY.—Any teacher or 19
school leader preparation program that is projected to 20
close— 21
‘‘(1) shall be ineligible for any funding for pro-22
fessional development activities awarded by the De-23
partment; 24
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‘‘(2) may not be permitted to provide new 1
awards under subpart 9 of part A of title IV; and 2
‘‘(3) shall provide transitional support, includ-3
ing remedial services if necessary, for students en-4
rolled in the program in the year prior to such clo-5
sure. 6
‘‘(d) A
PPLICATION OF THE REQUIREMENTS.—The 7
requirements of this section shall apply to both traditional 8
teacher preparation programs and alternative routes to 9
State certification and licensure programs.’’. 10
SEC. 10. GENERAL PROVISIONS. 11
Section 208(a) of the Higher Education Act of 1965 12
(20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 13
205 and 206’’ and inserting ‘‘section 205’’. 14
SEC. 11. ELEVATION OF THE EDUCATION PROFESSION 15
STUDY. 16
Part A of title II of the Higher Education Act of 17
1965 (20 U.S.C. 1022 et seq.) is amended by inserting 18
after section 208 the following: 19
‘‘SEC. 209. ELEVATION OF THE EDUCATION PROFESSION 20
STUDY. 21
‘‘(a) P
URPOSE.—The purpose of the elevation of the 22
profession feasibility study is to examine State policies re-23
lated to teacher and school leader education and certifi-24
cation, produce a comprehensive set of expectations that 25
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sets a high bar for entry into the profession and ensures 1
that all entering teachers and school leaders are profes-2
sion-ready, and develop recommendations to Congress on 3
best practices with respect to elevating the education pro-4
fession that are evidence-based, reliable, and verified by 5
the field. 6
‘‘(b) E
STABLISHMENT.— 7
‘‘(1) I
N GENERAL.—The Secretary of Education 8
shall establish an Advisory Committee to carry out 9
the elevation of the education profession study de-10
scribed in subsection (c) and make recommendations 11
to Congress on the findings. 12
‘‘(2) M
EMBERSHIP OF THE ADVISORY COM -13
MITTEE.—The Advisory Committee shall include 14
representatives or advocates from the following cat-15
egories: 16
‘‘(A) Teacher unions. 17
‘‘(B) School leader organizations. 18
‘‘(C) State and local officials. 19
‘‘(D) State educational agencies and local 20
educational agencies. 21
‘‘(E) Teacher and school leader advocacy 22
organizations. 23
‘‘(F) School administrator organizations. 24
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‘‘(G) Institutions of higher education, in-1
cluding colleges of teacher education. 2
‘‘(H) Civil rights organizations. 3
‘‘(I) Organizations representing students 4
with disabilities. 5
‘‘(J) Organizations representing English 6
learners. 7
‘‘(K) Nonprofit organizations representing 8
subject-fields, such as STEM Educator organi-9
zations, comprehensive literacy Educator orga-10
nizations, and arts and humanities educator or-11
ganizations. 12
‘‘(L) Professional development organiza-13
tions. 14
‘‘(M) Educational technology organiza-15
tions. 16
‘‘(N) Nonprofit research organizations. 17
‘‘(O) Organizations representing nontradi-18
tional pathways into teacher and school leader 19
education. 20
‘‘(P) Organizations representing parents. 21
‘‘(c) D
UTIES OF THEADVISORYCOMMITTEE.— 22
‘‘(1) F
EASIBILITY STUDY.—The Advisory Com-23
mittee shall conduct a feasibility study to— 24
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‘‘(A) assess the state of policies and prac-1
tices related to teacher and school leader edu-2
cation and entry into the profession including 3
barriers to achieving certification and licensure, 4
best practices in producing profession-ready 5
teachers and school leaders, and recruitment 6
and retention of teachers and school leaders in 7
schools; 8
‘‘(B) compile best practices for educating 9
and training profession-ready teachers and 10
school leaders including evidence-based prac-11
tices for training teachers and school leaders to 12
support diverse learners, developing teacher and 13
school leaders, and successful pre-service and 14
in-service educational activities; 15
‘‘(C) review certification and credentialing 16
practices throughout the Nation including min-17
imum standards in each State, differences in 18
types of credentials, and impact of different 19
certification processes in each State for teach-20
ers and school leaders who relocate; and 21
‘‘(D) recommend a comprehensive set of 22
rigorous expectations for States standards to 23
elevate the profession of teaching and to 24
produce profession-ready teachers and school 25
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leaders prepared to educate diverse learners in 1
inclusive educational settings. 2
‘‘(2) R
EPORTS.— 3
‘‘(A) Not later than 1 year after the Advi-4
sory Committee’s first meeting, the Committee 5
shall submit an interim report to the Secretary 6
and to the authorizing committees detailing the 7
methods of the study and progress in devel-8
oping the set of comprehensive and rigorous ex-9
pectations. 10
‘‘(B) Not later than 3 years after the Advi-11
sory Committee’s first meeting, the Committee 12
shall submit a final report to the Secretary and 13
to the authorizing committees detailing the 14
findings, recommendations, and suggested set 15
of comprehensive and rigorous expectations. 16
‘‘(3) D
ISSEMINATION OF INFORMATION .—In 17
carrying out the study under paragraph (1), the Sec-18
retary shall disseminate information found in the 19
study in an accessible format to all stakeholders. 20
‘‘(4) D
ATABASE.—Not later than 180 days 21
after the date of the enactment of this subsection, 22
the Secretary shall produce an electronically acces-23
sible clearinghouse of State certification procedures 24
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and best State practices for producing and retaining 1
profession-ready teachers and school leaders.’’. 2
SEC. 12. AUTHORIZATION OF APPROPRIATIONS. 3
Part A of title II of the Higher Education Act of 4
1965 (20 U.S.C. 1022 et seq.) is amended— 5
(1) by redesignating section 209 as section 210; 6
and 7
(2) in section 210, as so redesignated— 8
(A) by striking ‘‘2009’’ and inserting 9
‘‘2026’’; and 10
(B) by striking ‘‘two succeeding’’ and in-11
serting ‘‘5 succeeding’’. 12
Æ 
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