Us Congress 2025-2026 Regular Session

Us Congress House Bill HB1331 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1	I
2	2	119THCONGRESS
3	3	1
4	4	STSESSION H. R. 1331
5	5	To amend the Higher Education Act of 1965 to enhance teacher and school
6	6	leader quality partnership grants.
7	7	IN THE HOUSE OF REPRESENTATIVES
8	8	FEBRUARY13, 2025
9	9	Ms. M
10	10	CCLELLAN(for herself and Mr. FITZPATRICK) introduced the following
11	11	bill; which was referred to the Committee on Education and Workforce
12	12	A BILL
13	13	To amend the Higher Education Act of 1965 to enhance
14	14	teacher and school leader quality partnership grants.
15	15	Be it enacted by the Senate and House of Representa-1
16	16	tives of the United States of America in Congress assembled, 2
17	17	SECTION 1. SHORT TITLE. 3
18	18	This Act may be cited as the ‘‘Teacher and School 4
19	19	Leader Quality Partnership Grants Act’’. 5
20	20	SEC. 2. DEFINITIONS. 6
21	21	Section 200 of the Higher Education Act of 1965 (20 7
22	22	U.S.C. 1021) is amended to read as follows: 8
23	23	‘‘SEC. 200. DEFINITIONS. 9
24	24	‘‘Except as otherwise provided, in this title: 10
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27	27	•HR 1331 IH
28	28	‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 1
29	29	sciences’ means— 2
30	30	‘‘(A) when referring to an organizational 3
31	31	unit of an institution of higher education, any 4
32	32	academic unit that offers one or more academic 5
33	33	majors in disciplines or content areas cor-6
34	34	responding to the academic subject matter 7
35	35	areas in which teachers provide instruction; and 8
36	36	‘‘(B) when referring to a specific academic 9
37	37	subject area, the disciplines or content areas in 10
38	38	which academic majors are offered by the arts 11
39	39	and sciences organizational unit. 12
40	40	‘‘(2) B
41	41	LENDED LEARNING .—The term ‘blended 13
42	42	learning’ has the meaning given the term in section 14
43	43	4102 of the Elementary and Secondary Education 15
44	44	Act of 1965 (20 U.S.C. 7112). 16
45	45	‘‘(3) C
46	46	HILDREN FROM LOW -INCOME FAMI-17
47	47	LIES.—The term ‘children from low-income families’ 18
48	48	means children described in section 1124(c)(1)(A) of 19
49	49	the Elementary and Secondary Education Act of 20
50	50	1965 (20 U.S.C. 6333(c)(1)(A)). 21
51	51	‘‘(4) C
52	52	OMPREHENSIVE LITERACY INSTRUC -22
53	53	TION.—The term ‘comprehensive literacy instruc-23
54	54	tion’ has the meaning given the term in section 24
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57	57	•HR 1331 IH
58	58	2221(b)(1) of the Elementary and Secondary Edu-1
59	59	cation Act of 1965 (20 U.S.C. 6641(b)(1)). 2
60	60	‘‘(5) D
61	61	IGITAL LEARNING.—The term ‘digital 3
62	62	learning’ has the meaning given the term in section 4
63	63	4102 of the Elementary and Secondary Education 5
64	64	Act of 1965 (20 U.S.C. 7112). 6
65	65	‘‘(6) D
66	66	IVERSE TEACHER CANDIDATES .—The 7
67	67	term ‘diverse teacher candidates’ means— 8
68	68	‘‘(A) teacher candidates from underrep-9
69	69	resented populations (as defined in section 10
70	70	3(17) of the Assistive Technology Act of 1998 11
71	71	(29 U.S.C. 3002(18))); and 12
72	72	‘‘(B) teacher candidates who are linguis-13
73	73	tically and culturally prepared to educate high- 14
74	74	need students. 15
75	75	‘‘(7) E
76	76	ARLY CHILDHOOD EDUCATOR .—The 16
77	77	term ‘early childhood educator’ means an individual 17
78	78	with primary responsibility for the education of chil-18
79	79	dren in an early childhood education program. 19
80	80	‘‘(8) E
81	81	DUCATIONAL SERVICE AGENCY .—The 20
82	82	term ‘educational service agency’ has the meaning 21
83	83	given the term in section 8101 of the Elementary 22
84	84	and Secondary Education Act of 1965 (20 U.S.C. 23
85	85	7801). 24
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88	88	•HR 1331 IH
89	89	‘‘(9) EDUCATOR.—The term ‘educator’ means a 1
90	90	teacher, principal or other school leader, specialized 2
91	91	instructional support personnel, or other staff mem-3
92	92	ber who provides or directly supports instruction at 4
93	93	an elementary school, secondary school, or an early 5
94	94	childhood education program (such as a school li-6
95	95	brarian, counselor, or paraprofessional). 7
96	96	‘‘(10) E
97	97	LIGIBLE PARTNERSHIP.—The term ‘eli-8
98	98	gible partnership’ means an entity that— 9
99	99	‘‘(A) shall include— 10
100	100	‘‘(i) a high-need local educational 11
101	101	agency; 12
102	102	‘‘(ii)(I) a high-need school or a con-13
103	103	sortium of high-need schools served by the 14
104	104	high-need local educational agency; or 15
105	105	‘‘(II) as applicable, a high-need early 16
106	106	childhood education program; 17
107	107	‘‘(iii) a partner institution; and 18
108	108	‘‘(iv) a school, department, or pro-19
109	109	gram of education within such partner in-20
110	110	stitution, which may include an existing 21
111	111	teacher professional development program 22
112	112	with proven outcomes within a four-year 23
113	113	institution of higher education that pro-24
114	114	vides intensive and sustained collaboration 25
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117	117	•HR 1331 IH
118	118	between faculty and local educational agen-1
119	119	cies consistent with the requirements of 2
120	120	this title; and 3
121	121	‘‘(B) may include any of the following: 4
122	122	‘‘(i) The Governor of the State. 5
123	123	‘‘(ii) The State educational agency. 6
124	124	‘‘(iii) The State board of education. 7
125	125	‘‘(iv) The State agency for higher edu-8
126	126	cation. 9
127	127	‘‘(v) A business. 10
128	128	‘‘(vi) A public or private nonprofit 11
129	129	educational organization. 12
130	130	‘‘(vii) An educational service agency. 13
131	131	‘‘(viii) A teacher, principal, or school 14
132	132	leader organization. 15
133	133	‘‘(ix) A high-performing local edu-16
134	134	cational agency, or a consortium of such 17
135	135	local educational agencies, that can serve 18
136	136	as a resource to the partnership. 19
137	137	‘‘(x) A charter school (as defined in 20
138	138	section 4310 of the Elementary and Sec-21
139	139	ondary Education Act of 1965 (20 U.S.C. 22
140	140	7221i)). 23
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144	144	‘‘(xi) A school or department within 1
145	145	the partner institution that focuses on psy-2
146	146	chology and human development. 3
147	147	‘‘(xii) A school or department within 4
148	148	the partner institution with comparable ex-5
149	149	pertise in the disciplines of teaching, learn-6
150	150	ing, and child and adolescent development. 7
151	151	‘‘(xiii) A school or department of arts 8
152	152	and sciences within the partner institution. 9
153	153	‘‘(xiv) An entity operating a program 10
154	154	that provides alternative routes to State 11
155	155	certification of teachers or principals. 12
156	156	‘‘(11) E
157	157	NGLISH LEARNER.—The term ‘English 13
158	158	learner’ has the meaning given the term in section 14
159	159	8101 of the Elementary and Secondary Education 15
160	160	Act of 1965 (20 U.S.C. 7801). 16
161	161	‘‘(12) E
162	162	VIDENCE-BASED.—The term ‘evidence- 17
163	163	based’ has the meaning given the term in subclauses 18
164	164	(I) and (II) of section 8101(21)(A)(i) of the Elemen-19
165	165	tary and Secondary Education Act of 1965 (20 20
166	166	U.S.C. 7801(21)(A)). 21
167	167	‘‘(13) E
168	168	VIDENCE OF STUDENT LEARNING .—The 22
169	169	term ‘evidence of student learning’ means multiple 23
170	170	measures of student learning that include the fol-24
171	171	lowing: 25
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174	174	•HR 1331 IH
175	175	‘‘(A) Valid and reliable student assessment 1
176	176	data, which may include data— 2
177	177	‘‘(i) based on— 3
178	178	‘‘(I) student learning gains on 4
179	179	statewide academic assessments under 5
180	180	section 1111(b)(2) of the Elementary 6
181	181	and Secondary Education Act of 7
182	182	1965; or 8
183	183	‘‘(II) student academic achieve-9
184	184	ment assessments used at the na-10
185	185	tional, State, or local levels, where 11
186	186	available and appropriate for the cur-12
187	187	riculum and students taught; 13
188	188	‘‘(ii) from classroom-based summative 14
189	189	assessments; and 15
190	190	‘‘(iii) from high-quality validated per-16
191	191	formance-based assessments that are 17
192	192	aligned with challenging State academic 18
193	193	standards adopted under section 19
194	194	1111(b)(1) of the Elementary and Sec-20
195	195	ondary Education Act of 1965 (20 U.S.C. 21
196	196	6311(b)(1)). 22
197	197	‘‘(B) Not less than one of the following ad-23
198	198	ditional measures: 24
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201	201	•HR 1331 IH
202	202	‘‘(i) Student work, including measures 1
203	203	of performance criteria and evidence of 2
204	204	student growth. 3
205	205	‘‘(ii) Teacher-generated information 4
206	206	about student goals and growth. 5
207	207	‘‘(iii) Parental feedback about student 6
208	208	goals and growth. 7
209	209	‘‘(iv) Student feedback about learning 8
210	210	and teaching supports. 9
211	211	‘‘(v) Assessments of affective engage-10
212	212	ment and self-efficacy. 11
213	213	‘‘(vi) Other appropriate measures, as 12
214	214	determined by the State. 13
215	215	‘‘(14) H
216	216	IGH-NEED EARLY CHILDHOOD EDU -14
217	217	CATION PROGRAM.—The term ‘high-need early child-15
218	218	hood education program’ means an early childhood 16
219	219	education program serving children from low-income 17
220	220	families that is located within the geographic area 18
221	221	served by a high-need local educational agency. 19
222	222	‘‘(15) H
223	223	IGH-NEED LOCAL EDUCATIONAL AGEN -20
224	224	CY.—The term ‘high-need local educational agency’ 21
225	225	means a local educational agency— 22
226	226	‘‘(A)(i) that serves not fewer than 10,000 23
227	227	low-income children; 24
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230	230	•HR 1331 IH
231	231	‘‘(ii) for which not less than 20 percent of 1
232	232	the children served by the agency are low-in-2
233	233	come children; 3
234	234	‘‘(iii) that meets the eligibility require-4
235	235	ments for funding under the Small, Rural 5
236	236	School Achievement Program under section 6
237	237	5211(b) of the Elementary and Secondary Edu-7
238	238	cation Act of 1965 or the Rural and Low-In-8
239	239	come School Program under section 6221(b) of 9
240	240	such Act; or 10
241	241	‘‘(iv) that has a percentage of low-income 11
242	242	children that is in the highest quartile among 12
243	243	such agencies in the State; and 13
244	244	‘‘(B)(i) for which one or more schools 14
245	245	served by the agency is identified by the State 15
246	246	for comprehensive supports and interventions 16
247	247	under section 1111(c)(4)(D)(i) of the Elemen-17
248	248	tary and Secondary Education Act of 1965; or 18
249	249	‘‘(ii) for which one or more schools served 19
250	250	by the agency has a high teacher turnover rate 20
251	251	or is experiencing a teacher shortage in a high- 21
252	252	needs field, as determined by the State. 22
253	253	‘‘(16) H
254	254	IGH-NEED SCHOOL.— 23
255	255	‘‘(A) I
256	256	N GENERAL.—The term ‘high-need 24
257	257	school’ means a school that, based on the most 25
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260	260	•HR 1331 IH
261	261	recent data available, meets one or both of the 1
262	262	following: 2
263	263	‘‘(i) The school is in the highest quar-3
264	264	tile of schools in a ranking of all schools 4
265	265	served by a local educational agency, 5
266	266	ranked in descending order by percentage 6
267	267	of students from low-income families en-7
268	268	rolled in such schools, as determined by 8
269	269	the local educational agency based on one 9
270	270	of the following measures of poverty: 10
271	271	‘‘(I) The percentage of students 11
272	272	aged 5 through 17 in poverty counted 12
273	273	in the most recent census data ap-13
274	274	proved by the Secretary. 14
275	275	‘‘(II) The percentage of students 15
276	276	eligible for a free or reduced price 16
277	277	school lunch under the Richard B. 17
278	278	Russell National School Lunch Act. 18
279	279	‘‘(III) The percentage of students 19
280	280	in families receiving assistance under 20
281	281	the State program funded under part 21
282	282	A of title IV of the Social Security 22
283	283	Act. 23
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287	287	‘‘(IV) The percentage of students 1
288	288	eligible to receive medical assistance 2
289	289	under the Medicaid program. 3
290	290	‘‘(V) A composite of two or more 4
291	291	of the measures described in sub-5
292	292	clauses (I) through (IV). 6
293	293	‘‘(ii) In the case of— 7
294	294	‘‘(I) an elementary school, the 8
295	295	school serves students not less than 9
296	296	60 percent of whom are eligible for a 10
297	297	free or reduced price school lunch 11
298	298	under the Richard B. Russell National 12
299	299	School Lunch Act; or 13
300	300	‘‘(II) any other school that is not 14
301	301	an elementary school, the other school 15
302	302	serves students not less than 45 per-16
303	303	cent of whom are eligible for a free or 17
304	304	reduced price school lunch under the 18
305	305	Richard B. Russell National School 19
306	306	Lunch Act. 20
307	307	‘‘(B) S
308	308	PECIAL RULE.— 21
309	309	‘‘(i) D
310	310	ESIGNATION BY THE SEC -22
311	311	RETARY.—The Secretary may, upon ap-23
312	312	proval of an application submitted by an 24
313	313	eligible partnership seeking a grant under 25
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316	316	•HR 1331 IH
317	317	this title, designate a school that does not 1
318	318	qualify as a high-need school under sub-2
319	319	paragraph (A) as a high-need school for 3
320	320	the purpose of this title. The Secretary 4
321	321	shall base the approval of an application 5
322	322	for designation of a school under this 6
323	323	clause on a consideration of the informa-7
324	324	tion required under clause (ii), and may 8
325	325	also take into account other information 9
326	326	submitted by the eligible partnership. 10
327	327	‘‘(ii) A
328	328	PPLICATION REQUIREMENTS .— 11
329	329	An application for designation of a school 12
330	330	under clause (i) shall include— 13
331	331	‘‘(I) the number and percentage 14
332	332	of students attending such school who 15
333	333	are— 16
334	334	‘‘(aa) aged 5 through 17 in 17
335	335	poverty counted in the most re-18
336	336	cent census data approved by the 19
337	337	Secretary; 20
338	338	‘‘(bb) eligible for a free or 21
339	339	reduced price school lunch under 22
340	340	the Richard B. Russell National 23
341	341	School Lunch Act; 24
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344	344	•HR 1331 IH
345	345	‘‘(cc) in families receiving 1
346	346	assistance under the State pro-2
347	347	gram funded under part A of 3
348	348	title IV of the Social Security 4
349	349	Act; or 5
350	350	‘‘(dd) eligible to receive med-6
351	351	ical assistance under the Med-7
352	352	icaid program; 8
353	353	‘‘(II) information about the stu-9
354	354	dent academic achievement of stu-10
355	355	dents at such school; and 11
356	356	‘‘(III) for a secondary school, the 12
357	357	four-year adjusted cohort graduation 13
358	358	rate for such school. 14
359	359	‘‘(17) H
360	360	IGHLY COMPETENT .—The term ‘highly 15
361	361	competent’, when used with respect to an early 16
362	362	childhood educator, means an educator— 17
363	363	‘‘(A) with specialized education and train-18
364	364	ing in development and education of young chil-19
365	365	dren from birth until entry into kindergarten or 20
366	366	a specialization in infants and toddlers or pre- 21
367	367	school children; 22
368	368	‘‘(B) with— 23
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371	371	•HR 1331 IH
372	372	‘‘(i) a baccalaureate degree in an aca-1
373	373	demic major in an early childhood or re-2
374	374	lated field; or 3
375	375	‘‘(ii) an associate’s degree in an early 4
376	376	childhood or related educational area; and 5
377	377	‘‘(C) who has demonstrated a high level of 6
378	378	knowledge and use of content and pedagogy in 7
379	379	the relevant areas associated with quality early 8
380	380	childhood education. 9
381	381	‘‘(18) I
382	382	NDUCTION PROGRAM .—The term ‘induc-10
383	383	tion program’ means a formalized program for new 11
384	384	teachers or school leaders, during not less than the 12
385	385	teachers’ or school leaders’ first 2 years of, respec-13
386	386	tively, teaching or leading, that is designed to pro-14
387	387	vide support for, and improve the professional per-15
388	388	formance and increase the retention in the education 16
389	389	field of, beginning teachers or school leaders. Such 17
390	390	program shall promote effective teaching or leader-18
391	391	ship skills and shall include the following compo-19
392	392	nents: 20
393	393	‘‘(A) High-quality mentoring. 21
394	394	‘‘(B) Periodic, structured time for collabo-22
395	395	ration, including with mentors, as well as time 23
396	396	for information-sharing among teachers, prin-24
397	397	cipals, other school leaders and administrators, 25
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401	401	other appropriate instructional staff, and par-1
402	402	ticipating faculty or program staff in the part-2
403	403	ner institution. 3
404	404	‘‘(C) The application of evidence-based in-4
405	405	structional practices. 5
406	406	‘‘(D) Opportunities for new teachers or 6
407	407	school leaders to draw directly on the expertise 7
408	408	of mentors, faculty or program staff, and re-8
409	409	searchers to support the integration of evidence- 9
410	410	based research with practice. 10
411	411	‘‘(E) The development of skills in evidence- 11
412	412	based instructional and behavioral interven-12
413	413	tions. 13
414	414	‘‘(F) Faculty or program staff who— 14
415	415	‘‘(i) model the integration of research 15
416	416	and practice in the classroom and school; 16
417	417	and 17
418	418	‘‘(ii) as appropriate, assist new teach-18
419	419	ers or school leaders with the effective use 19
420	420	and integration of educational technology 20
421	421	and the principles of universal design for 21
422	422	learning into the classroom or school. 22
423	423	‘‘(G) Interdisciplinary collaboration among 23
424	424	teacher leaders or school leaders, faculty or pro-24
425	425	gram staff, researchers, and other staff who 25
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428	428	•HR 1331 IH
429	429	prepare new teachers or school leaders with re-1
430	430	spect to, as applicable, the learning process, the 2
431	431	assessment of learning, or the leadership of a 3
432	432	school. 4
433	433	‘‘(H) As applicable to the role, assistance 5
434	434	with understanding of the effective use of data, 6
435	435	particularly student achievement data, and the 7
436	436	applicability of such data to inform and improve 8
437	437	classroom instruction and school leadership. 9
438	438	‘‘(I) Regular and structured observation 10
439	439	and evaluation of new teachers, principals, or 11
440	440	other school leaders that are based in part on 12
441	441	evidence of student learning, shall include mul-13
442	442	tiple measures of educator performance, and 14
443	443	shall provide clear, timely, and useful feedback 15
444	444	to teachers, principals, or other school leaders, 16
445	445	as applicable. 17
446	446	‘‘(J) The development of skills in improv-18
447	447	ing the school culture and climate related to 19
448	448	school leadership and the role of the principal, 20
449	449	including to— 21
450	450	‘‘(i) nurture teacher and staff develop-22
451	451	ment to strengthen classroom practice; 23
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455	455	‘‘(ii) build and sustain an inclusive 1
456	456	culture of learning among adults and chil-2
457	457	dren; 3
458	458	‘‘(iii) strengthen communications and 4
459	459	relationships with parents, caregivers, 5
460	460	paraprofessionals, and community stake-6
461	461	holders; 7
462	462	‘‘(iv) facilitate the sharing of knowl-8
463	463	edge, insight, and best practices in the 9
464	464	community served by the school, preschool 10
465	465	program, or early childhood education pro-11
466	466	gram, including with youth serving pro-12
467	467	grams (such as before- and after-school 13
468	468	and summer programs); and 14
469	469	‘‘(v) build relationships and commu-15
470	470	nicate effectively with State and local edu-16
471	471	cational agency officials. 17
472	472	‘‘(19) I
473	473	NFANT OR TODDLER WITH A DIS -18
474	474	ABILITY.—The term ‘infant or toddler with a dis-19
475	475	ability’ has the meaning given the term in section 20
476	476	632 of the Individuals with Disabilities Education 21
477	477	Act (20 U.S.C. 1432). 22
478	478	‘‘(20) M
479	479	ENTORING.—The term ‘mentoring’ 23
480	480	means the mentoring of new or prospective teachers 24
481	481	or school leaders through a program that— 25
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484	484	•HR 1331 IH
485	485	‘‘(A) includes clear criteria for the selec-1
486	486	tion of teacher or school leader mentors who 2
487	487	may be program staff and who will provide role 3
488	488	model relationships for mentees, which criteria 4
489	489	shall be developed by the eligible partnership 5
490	490	and based on measures of teacher or school 6
491	491	leader effectiveness; 7
492	492	‘‘(B) provides high-quality training for 8
493	493	such mentors, including instructional strategies 9
494	494	for literacy instruction and classroom manage-10
495	495	ment (including approaches that improve the 11
496	496	schoolwide climate for learning, create inclusive 12
497	497	classroom environments, and address the social 13
498	498	and emotional needs of students, which may in-14
499	499	clude positive behavioral interventions and sup-15
500	500	ports); 16
501	501	‘‘(C) provides regular and ongoing oppor-17
502	502	tunities for mentors and mentees to observe 18
503	503	each other’s teaching or leading methods in 19
504	504	classroom or school settings during the day in 20
505	505	a high-need school in the high-need local edu-21
506	506	cational agency in the eligible partnership; 22
507	507	‘‘(D) provides paid release time for men-23
508	508	tors; 24
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511	511	•HR 1331 IH
512	512	‘‘(E) in the case of mentees who are new 1
513	513	or prospective teachers, provides mentoring to 2
514	514	each mentee by a colleague who teaches in the 3
515	515	same field, grade, or subject as the mentee; 4
516	516	‘‘(F) in the case of mentees who are new 5
517	517	or prospective teachers, promotes empirically 6
518	518	based practice of, and evidence-based research 7
519	519	on, where applicable— 8
520	520	‘‘(i) teaching and learning; 9
521	521	‘‘(ii) assessment of student learning; 10
522	522	‘‘(iii) the development of teaching 11
523	523	skills through the use of instructional and 12
524	524	behavioral interventions; and 13
525	525	‘‘(iv) the improvement of the mentees’ 14
526	526	capacity to measurably advance student 15
527	527	learning; and 16
528	528	‘‘(G) includes— 17
529	529	‘‘(i) common planning time or regu-18
530	530	larly scheduled collaboration for the men-19
531	531	tor and mentee; and 20
532	532	‘‘(ii) as applicable, joint professional 21
533	533	development opportunities. 22
534	534	‘‘(21) P
535	535	ARENT.—The term ‘parent’ has the 23
536	536	meaning given the term in section 8101 of the Ele-24
537	537	mentary and Secondary Education Act of 1965. 25
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540	540	•HR 1331 IH
541	541	‘‘(22) PARTNER INSTITUTION.—The term ‘part-1
542	542	ner institution’ means an institution of higher edu-2
543	543	cation, which may include a 2-year institution of 3
544	544	higher education offering a dual program with a 4- 4
545	545	year institution of higher education, participating in 5
546	546	an eligible partnership that has a teacher prepara-6
547	547	tion program or school leader preparation program 7
548	548	that is accredited by the State— 8
549	549	‘‘(A) in the case of a teacher preparation 9
550	550	program— 10
551	551	‘‘(i) whose graduates exhibit strong 11
552	552	performance on State-determined quali-12
553	553	fying assessments for new teachers 13
554	554	through— 14
555	555	‘‘(I) demonstrating that 80 per-15
556	556	cent or more of the graduates of the 16
557	557	program who intend to enter the field 17
558	558	of teaching have passed all of the ap-18
559	559	plicable State qualification assess-19
560	560	ments for new teachers, which shall 20
561	561	include an assessment of each pro-21
562	562	spective teacher’s subject matter 22
563	563	knowledge in the content area in 23
564	564	which the teacher intends to teach; or 24
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567	567	•HR 1331 IH
568	568	‘‘(II) that is not designated as a 1
569	569	low-performing teacher preparation 2
570	570	program in the State as determined 3
571	571	by the State— 4
572	572	‘‘(aa) using criteria con-5
573	573	sistent with the requirements for 6
574	574	the State assessment under sec-7
575	575	tion 207(a) before the first publi-8
576	576	cation of such report card; and 9
577	577	‘‘(bb) using the State assess-10
578	578	ment required under section 11
579	579	207(a), after the first publication 12
580	580	of such report card and for every 13
581	581	year thereafter; and 14
582	582	‘‘(ii) that requires— 15
583	583	‘‘(I) each student in the program 16
584	584	to meet high academic standards or 17
585	585	demonstrate a record of success, as 18
586	586	determined by the institution (includ-19
587	587	ing prior to entering and being ac-20
588	588	cepted into a program), and partici-21
589	589	pate in intensive clinical experience; 22
590	590	‘‘(II) each student in the pro-23
591	591	gram preparing to become a teacher 24
592	592	who meets the applicable State certifi-25
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594	594	ssavage on LAPJG3WLY3PROD with BILLS 22
595	595	•HR 1331 IH
596	596	cation and licensure requirements, in-1
597	597	cluding any requirements for certifi-2
598	598	cation obtained through alternative 3
599	599	routes to certification, or, with regard 4
600	600	to special education teachers, the 5
601	601	qualifications described in section 6
602	602	612(a)(14)(C) of the Individuals with 7
603	603	Disabilities Education Act; and 8
604	604	‘‘(III) each student in the pro-9
605	605	gram preparing to become an early 10
606	606	childhood educator to meet degree re-11
607	607	quirements, as established by the 12
608	608	State, and become highly competent; 13
609	609	and 14
610	610	‘‘(B) in the case of a school leader prepa-15
611	611	ration program— 16
612	612	‘‘(i) whose graduates exhibit a strong 17
613	613	record of successful school leadership as 18
614	614	demonstrated by— 19
615	615	‘‘(I) a high percentage of such 20
616	616	graduates taking positions as assist-21
617	617	ant principals and principals within 3 22
618	618	years of completing the program; and 23
619	619	‘‘(II) a high percentage of such 24
620	620	graduates rated effective or above in 25
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623	623	•HR 1331 IH
624	624	State school leader evaluation and 1
625	625	support systems (as described in sec-2
626	626	tion 2101(c)(4)(B)(ii) of the Elemen-3
627	627	tary and Secondary Education Act of 4
628	628	1965) or, if no such ratings are avail-5
629	629	able, other, comparable indicators of 6
630	630	performance; and 7
631	631	‘‘(ii) that requires each student in the 8
632	632	program to participate in intensive clinical 9
633	633	experience in an authentic setting (includ-10
634	634	ing by assuming substantial leadership re-11
635	635	sponsibilities) in which the student can be 12
636	636	evaluated on leadership skills and the stu-13
637	637	dent’s effect on student outcomes as part 14
638	638	of program completion. 15
639	639	‘‘(23) P
640	640	ROFESSIONAL DEVELOPMENT .—The 16
641	641	term ‘professional development’ has the meaning 17
642	642	given the term in section 8101 of the Elementary 18
643	643	and Secondary Education Act of 1965. 19
644	644	‘‘(24) P
645	645	ROFESSION-READY.—The term ‘profes-20
646	646	sion-ready’— 21
647	647	‘‘(A) when used with respect to a principal 22
648	648	or other school leader, means a principal or 23
649	649	other school leader who— 24
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651	651	ssavage on LAPJG3WLY3PROD with BILLS 24
652	652	•HR 1331 IH
653	653	‘‘(i) has an advanced degree, or other 1
654	654	appropriate credential; 2
655	655	‘‘(ii) has completed a principal or 3
656	656	other school leader preparation process and 4
657	657	is fully certified and licensed by the State 5
658	658	in which the principal or other school lead-6
659	659	er is employed; 7
660	660	‘‘(iii) has demonstrated instructional 8
661	661	leadership, including the ability to collect, 9
662	662	analyze, and utilize data on evidence of 10
663	663	student learning and evidence of classroom 11
664	664	practice; 12
665	665	‘‘(iv) has demonstrated proficiency in 13
666	666	professionally recognized leadership stand-14
667	667	ards, such as through— 15
668	668	‘‘(I) a performance assessment; 16
669	669	‘‘(II) completion of a residency 17
670	670	program; or 18
671	671	‘‘(III) other measures of leader-19
672	672	ship effectiveness, as determined by 20
673	673	the State; and 21
674	674	‘‘(v) has demonstrated the ability to 22
675	675	work with students who are culturally and 23
676	676	linguistically diverse; 24
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679	679	•HR 1331 IH
680	680	‘‘(B) when used with respect to a teacher, 1
681	681	means a teacher who— 2
682	682	‘‘(i) has completed a teacher prepara-3
683	683	tion program and is fully certified and li-4
684	684	censed to teach by the State in which the 5
685	685	teacher is employed; 6
686	686	‘‘(ii) has demonstrated content knowl-7
687	687	edge in the subject or subjects the teacher 8
688	688	teaches; 9
689	689	‘‘(iii) has demonstrated the ability to 10
690	690	work with students who are culturally and 11
691	691	linguistically diverse; 12
692	692	‘‘(iv) has demonstrated teaching skills, 13
693	693	such as through— 14
694	694	‘‘(I) a teacher performance as-15
695	695	sessment; or 16
696	696	‘‘(II) other measures of teaching 17
697	697	skills, as determined by the State; and 18
698	698	‘‘(v) has demonstrated proficiency 19
699	699	with the use of educational technology; and 20
700	700	‘‘(C) when used with respect to any other 21
701	701	educator not described in subparagraph (A) or 22
702	702	(B), means an educator who has completed an 23
703	703	appropriate preparation program and is fully 24
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706	706	•HR 1331 IH
707	707	certified or licensed by the State in which the 1
708	708	educator is employed. 2
709	709	‘‘(25) S
710	710	CHOOL LEADER .—The term ‘school 3
711	711	leader’ has the meaning given the term in section 4
712	712	8101 of the Elementary and Secondary Education 5
713	713	Act of 1965. 6
714	714	‘‘(26) S
715	715	CHOOL LEADER PREPARATION ENTI -7
716	716	TY.—The term ‘school leader preparation entity’ 8
717	717	means an institution of higher education or a non-9
718	718	profit organization, including those institutions or 10
719	719	organizations that provide alternative routes to cer-11
720	720	tification, that is approved by the State to prepare 12
721	721	school leaders to be effective. 13
722	722	‘‘(27) S
723	723	CHOOL LEADER PREPARATION PRO -14
724	724	GRAM.—The term ‘school leader preparation pro-15
725	725	gram’ means a program offered by a school leader 16
726	726	preparation entity, whether a traditional or alter-17
727	727	native route, that is approved by the State to pre-18
728	728	pare school leaders to be effective and that leads to 19
729	729	a specific State certification to be a school leader. 20
730	730	‘‘(28) T
731	731	EACHER LEADER .—The term ‘teacher 21
732	732	leader’ means a highly effective teacher who carries 22
733	733	out formalized leadership responsibilities based on 23
734	734	the demonstrated needs of the elementary school or 24
735	735	secondary school in which the teacher is employed, 25
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738	738	•HR 1331 IH
739	739	while maintaining a role as a classroom instructor 1
740	740	who— 2
741	741	‘‘(A) is trained in and practices teacher 3
742	742	leadership; and 4
743	743	‘‘(B) fosters a collaborative culture to— 5
744	744	‘‘(i) support educator development, ef-6
745	745	fectiveness, and student learning; 7
746	746	‘‘(ii) support access and use research 8
747	747	to improve practice and student learning; 9
748	748	‘‘(iii) promote professional learning 10
749	749	for continuous improvement; 11
750	750	‘‘(iv) facilitate improvements in in-12
751	751	struction and student learning; promote 13
752	752	the appropriate use of assessments and 14
753	753	data for school and district improvement; 15
754	754	‘‘(v) improve outreach and collabora-16
755	755	tion with families and community; 17
756	756	‘‘(vi) advance the profession by shap-18
757	757	ing and implementing policy; and 19
758	758	‘‘(vii) advocate for increased access to 20
759	759	great teaching and learning for all stu-21
760	760	dents. 22
761	761	‘‘(29) T
762	762	EACHING SKILLS.—The term ‘teaching 23
763	763	skills’ means skills that enable a teacher to— 24
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766	766	•HR 1331 IH
767	767	‘‘(A) increase student learning, achieve-1
768	768	ment, and the ability to apply knowledge; 2
769	769	‘‘(B) effectively convey, and explain, and 3
770	770	provide opportunities for students to apply aca-4
771	771	demic subject matter; 5
772	772	‘‘(C) effectively teach higher-order analyt-6
773	773	ical, evaluation, problem-solving, critical think-7
774	774	ing, social and emotional, collaboration, and 8
775	775	communication skills; 9
776	776	‘‘(D) employ strategies grounded in the 10
777	777	disciplines of teaching and learning that— 11
778	778	‘‘(i) are based on empirically based 12
779	779	practice and evidence-based research, 13
780	780	where applicable, related to teaching and 14
781	781	learning; 15
782	782	‘‘(ii) are specific to academic subject 16
783	783	matter; and 17
784	784	‘‘(iii) focus on the identification of 18
785	785	students’ specific learning needs, particu-19
786	786	larly students with disabilities, students 20
787	787	who are English-learners, students who are 21
788	788	gifted and talented, and students with low 22
789	789	literacy levels, and the tailoring of aca-23
790	790	demic instruction to such needs; 24
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793	793	•HR 1331 IH
794	794	‘‘(E) design and conduct an ongoing as-1
795	795	sessments of student learning, which may in-2
796	796	clude the use of formative assessments, per-3
797	797	formance-based assessments, project-based as-4
798	798	sessments, or portfolio assessments, that meas-5
799	799	ures higher-order thinking skills (including ap-6
800	800	plication, analysis, synthesis, and evaluation) 7
801	801	and use this information to inform and person-8
802	802	alize instruction; 9
803	803	‘‘(F) support the social, emotional, and 10
804	804	academic achievement of all students including 11
805	805	effectively manage a classroom creating a posi-12
806	806	tive and inclusive classroom environment, in-13
807	807	cluding the ability to implement positive behav-14
808	808	ioral interventions and support strategies; 15
809	809	‘‘(G) support technology-rich instruction, 16
810	810	assessment and learning management in con-17
811	811	tent areas, technology literacy, and under-18
812	812	standing of the principles of universal design; 19
813	813	‘‘(H) demonstrate proficiency with the use 20
814	814	of educational technology; 21
815	815	‘‘(I) communicate and work with families, 22
816	816	and involve families in their children’s edu-23
817	817	cation; and 24
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820	820	•HR 1331 IH
821	821	‘‘(J) use, in the case of an early childhood 1
822	822	educator or an educator at the elementary 2
823	823	school or secondary school level, age-appropriate 3
824	824	and developmentally appropriate strategies and 4
825	825	practices for children and youth in early child-5
826	826	hood education and elementary school or sec-6
827	827	ondary school programs, respectively. 7
828	828	‘‘(30) T
829	829	EACHER PERFORMANCE ASSESSMENT .— 8
830	830	The term ‘teacher performance assessment’ means a 9
831	831	pre-service assessment used to measure teacher per-10
832	832	formance that is approved by the State and is— 11
833	833	‘‘(A) based on professional teaching stand-12
834	834	ards; 13
835	835	‘‘(B) used to measure the effectiveness of 14
836	836	a teacher’s— 15
837	837	‘‘(i) curriculum planning; 16
838	838	‘‘(ii) instruction of students, including 17
839	839	appropriate plans and modifications for 18
840	840	students who are limited English proficient 19
841	841	and students who are children with disabil-20
842	842	ities; 21
843	843	‘‘(iii) assessment of students, includ-22
844	844	ing analysis of evidence of student learn-23
845	845	ing; and 24
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848	848	•HR 1331 IH
849	849	‘‘(iv) ability to advance student learn-1
850	850	ing; 2
851	851	‘‘(C) validated based on professional as-3
852	852	sessment standards; 4
853	853	‘‘(D) reliably scored by trained evaluators, 5
854	854	with appropriate oversight of the process to en-6
855	855	sure consistency; and 7
856	856	‘‘(E) used to support continuous improve-8
857	857	ment of educator practice. 9
858	858	‘‘(31) T
859	859	EACHER PREPARATION ENTITY .—The 10
860	860	term ‘teacher preparation entity’ means an institu-11
861	861	tion of higher education, a nonprofit organization, or 12
862	862	other organization that is approved by a State to 13
863	863	prepare teachers to be effective in the classroom. 14
864	864	‘‘(32) T
865	865	EACHER PREPARATION PROGRAM .—The 15
866	866	term ‘teacher preparation program’ means a pro-16
867	867	gram offered by a teacher preparation entity that 17
868	868	leads to a specific State teacher certification. 18
869	869	‘‘(33) T
870	870	RAUMA-INFORMED CARE .—The term 19
871	871	‘trauma-informed care’ is defined as the evidence- 20
872	872	based practices outlined in section 4108(B)(II)(aa) 21
873	873	of the Elementary and Secondary Education Act of 22
874	874	1965.’’. 23
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877	877	•HR 1331 IH
878	878	SEC. 3. PURPOSES. 1
879	879	Section 201 of the Higher Education Act of 1965 (20 2
880	880	U.S.C. 1022) is amended— 3
881	881	(1) in paragraph (2), by striking ‘‘by improving 4
882	882	the preparation of prospective teachers and enhanc-5
883	883	ing professional development activities for new 6
884	884	teachers’’ and inserting ‘‘, school leaders, including 7
885	885	teacher leaders, and other educators by improving 8
886	886	the preparation of prospective teachers, school lead-9
887	887	ers, and other educators and enhancing professional 10
888	888	development activities for new teachers, school lead-11
889	889	ers, and other educators’’; 12
890	890	(2) in paragraph (3), by striking ‘‘; and’’ and 13
891	891	inserting a semicolon; and 14
892	892	(3) by striking paragraph (4) and inserting the 15
893	893	following new paragraphs: 16
894	894	‘‘(4) hold teacher preparation programs and 17
895	895	school leader preparation programs accountable for 18
896	896	preparing effective teachers, principals and school 19
897	897	leaders, and other educators; 20
898	898	‘‘(5) recruit profession-ready individuals, includ-21
899	899	ing underrepresented groups and individuals from 22
900	900	other occupations (including informal education and 23
901	901	youth development fields), as teachers and other 24
902	902	educators; and 25
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905	905	•HR 1331 IH
906	906	‘‘(6) meet the staffing needs of high-need local 1
907	907	educational agencies and high-need schools through 2
908	908	close partnerships with educator preparation pro-3
909	909	grams within institutions of higher education.’’. 4
910	910	SEC. 4. PARTNERSHIP GRANTS. 5
911	911	Section 202 of the Higher Education Act of 1965 (20 6
912	912	U.S.C. 1022a) is amended— 7
913	913	(1) in subsection (b)— 8
914	914	(A) in paragraph (1), by inserting ‘‘equi-9
915	915	table distribution,’’ after ‘‘professional develop-10
916	916	ment,’’; 11
917	917	(B) by amending paragraph (2) to read as 12
918	918	follows: 13
919	919	‘‘(2) a description of the extent to which the 14
920	920	program to be carried out with grant funds, as de-15
921	921	scribed in subsection (c), will prepare prospective 16
922	922	teachers, school leaders, and new educators with 17
923	923	strong teaching, leadership, and other professional 18
924	924	skills necessary to increase learning and academic 19
925	925	achievement;’’; 20
926	926	(C) in paragraph (3), by inserting ‘‘, 21
927	927	school leaders, and other educators,’’ after 22
928	928	‘‘new teachers’’; 23
929	929	(D) in paragraph (4)— 24
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932	932	•HR 1331 IH
933	933	(i) in subparagraph (A), by inserting 1
934	934	‘‘, school leader, and other educator’’ after 2
935	935	‘‘other teacher’’; and 3
936	936	(ii) in subparagraph (B), by inserting 4
937	937	‘‘, school leader, and other educator’’ after 5
938	938	‘‘promote teacher’’; 6
939	939	(E) in paragraph (6)— 7
940	940	(i) by striking subparagraphs (F), 8
941	941	(G), and (H) and inserting the following: 9
942	942	‘‘(F) how the partnership will prepare edu-10
943	943	cators to teach and work with students with 11
944	944	disabilities, including training related to early 12
945	945	identification of students with disabilities and 13
946	946	participation as a member of individualized edu-14
947	947	cation program teams, as defined in section 15
948	948	614(d)(1)(B) of the Individuals with Disabil-16
949	949	ities Education Act to ensure that students with 17
950	950	disabilities receive effective services, consistent 18
951	951	with the requirements of the Individuals with 19
952	952	Disabilities Education Act, that are needed for 20
953	953	such students to achieve to challenging State 21
954	954	academic standards; 22
955	955	‘‘(G) how the partnership will prepare edu-23
956	956	cators to teach and work with students who are 24
957	957	English learners to ensure that students who 25
958	958	VerDate Sep 11 2014 20:51 Mar 10, 2025 Jkt 059200 PO 00000 Frm 00034 Fmt 6652 Sfmt 6201 E:\BILLS\H1331.IH H1331
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960	960	•HR 1331 IH
961	961	are English learners receive the services that 1
962	962	are needed for such students to achieve to chal-2
963	963	lenging State academic standards; 3
964	964	‘‘(H) how faculty at the partner institution 4
965	965	will work, during the term of the grant, with 5
966	966	mentor educators in the classrooms and admin-6
967	967	istrators of high-need schools served by the 7
968	968	high-need local educational agency in the part-8
969	969	nership to— 9
970	970	‘‘(i) provide high-quality professional 10
971	971	development activities to strengthen the 11
972	972	content knowledge and teaching skills of 12
973	973	elementary school and secondary school 13
974	974	teachers and other educators, including 14
975	975	multi-tiered systems of support and uni-15
976	976	versal design for learning; 16
977	977	‘‘(ii) train other classroom teachers, 17
978	978	principals or other school leaders, school li-18
979	979	brarians, and other educators to implement 19
980	980	literacy programs that incorporate the 20
981	981	components of comprehensive literacy in-21
982	982	struction; and 22
983	983	‘‘(iii) provide evidence-based, high- 23
984	984	quality professional development activities 24
985	985	to strengthen the instructional and leader-25
986	986	VerDate Sep 11 2014 20:51 Mar 10, 2025 Jkt 059200 PO 00000 Frm 00035 Fmt 6652 Sfmt 6201 E:\BILLS\H1331.IH H1331
987	987	ssavage on LAPJG3WLY3PROD with BILLS 36
988	988	•HR 1331 IH
989	989	ship skills of elementary school and sec-1
990	990	ondary school principals or other school 2
991	991	leaders and district superintendents, if the 3
992	992	partner institution has a principal or 4
993	993	school leader preparation program;’’; 5
994	994	(ii) in subparagraph (I), by inserting 6
995	995	‘‘as applicable’’ before ‘‘how the partner-7
996	996	ship’’; and 8
997	997	(iii) in subparagraph (K)— 9
998	998	(I) by inserting ‘‘, principals or 10
999	999	other school leaders’’ after ‘‘teachers’’; 11
1000	1000	and 12
1001	1001	(II) by striking ‘‘; and’’ and in-13
1002	1002	serting a semicolon; and 14
1003	1003	(F) in paragraph (7)— 15
1004	1004	(i) in the matter before subparagraph 16
1005	1005	(A), by striking ‘‘under this section’’ and 17
1006	1006	inserting ‘‘under paragraphs (1)(B)(iv) 18
1007	1007	and (3) of subsection (d)’’; 19
1008	1008	(ii) in subparagraph (A), by inserting 20
1009	1009	‘‘as applicable,’’ before ‘‘a demonstration’’; 21
1010	1010	(iii) in subparagraph (B), by striking 22
1011	1011	‘‘scientifically valid’’ and inserting ‘‘evi-23
1012	1012	dence-based’’; and 24
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1014	1014	ssavage on LAPJG3WLY3PROD with BILLS 37
1015	1015	•HR 1331 IH
1016	1016	(iv) in subparagraph (D), by striking 1
1017	1017	the period at the end and inserting ‘‘; 2
1018	1018	and’’; 3
1019	1019	(2) by amending subsection (c) to read as fol-4
1020	1020	lows: 5
1021	1021	‘‘(c) U
1022	1022	SE OFGRANTFUNDS.—An eligible partner-6
1023	1023	ship that receives a grant under this section— 7
1024	1024	‘‘(1) shall use such grant to carry out— 8
1025	1025	‘‘(A) a program for the pre-baccalaureate 9
1026	1026	or a 5th year initial licensing program prepara-10
1027	1027	tion of teachers described in subsection (d); 11
1028	1028	‘‘(B) teaching residency program or prin-12
1029	1029	cipal or other school leader residency program 13
1030	1030	program described in subsection (e); or 14
1031	1031	‘‘(C) a combination of such programs; and 15
1032	1032	‘‘(2) may use such grant to carry out other edu-16
1033	1033	cator development programs under subsection (f), 17
1034	1034	based upon the results of the needs assessment in 18
1035	1035	subsection (b)(1).’’; 19
1036	1036	(3) in subsection (d)— 20
1037	1037	(A) in paragraph (1)— 21
1038	1038	(i) by striking ‘‘limited English pro-22
1039	1039	ficient’’ both places it appears and insert-23
1040	1040	ing ‘‘English learners’’; 24
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1042	1042	ssavage on LAPJG3WLY3PROD with BILLS 38
1043	1043	•HR 1331 IH
1044	1044	(ii) by striking ‘‘scientifically valid’’ 1
1045	1045	both places it appears and inserting ‘‘evi-2
1046	1046	dence-based’’; and 3
1047	1047	(iii) in subparagraph (B)(ii)(VI), by 4
1048	1048	striking ‘‘reading instruction’’ both places 5
1049	1049	it appears and inserting ‘‘comprehensive 6
1050	1050	literacy instruction’’; 7
1051	1051	(B) in paragraph (5)(B), by striking ‘‘lim-8
1052	1052	ited English proficient’’ and inserting ‘‘English 9
1053	1053	learners’’; and 10
1054	1054	(C) in paragraph (6)(A), by striking ‘‘read-11
1055	1055	ing instruction’’ and inserting ‘‘comprehensive 12
1056	1056	literacy instruction’’; 13
1057	1057	(4) by amending subsection (e) to read as fol-14
1058	1058	lows: 15
1059	1059	‘‘(e) P
1060	1060	ARTNERSHIPGRANTS FOR THE ESTABLISH-16
1061	1061	MENT OFTEACHING ANDPRINCIPAL OROTHERSCHOOL 17
1062	1062	L
1063	1063	EADERRESIDENCYPROGRAMS.— 18
1064	1064	‘‘(1) I
1065	1065	N GENERAL.—An eligible partnership re-19
1066	1066	ceiving a grant to carry out an effective teaching 20
1067	1067	residency program or principal or other school leader 21
1068	1068	residency program that meets the following require-22
1069	1069	ments: 23
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1072	1072	•HR 1331 IH
1073	1073	‘‘(A) TEACHING RESIDENCY PROGRAM .— 1
1074	1074	An eligible partnership carrying out a teaching 2
1075	1075	residency program shall— 3
1076	1076	‘‘(i) support a teaching residency pro-4
1077	1077	gram described in paragraph (2) for high- 5
1078	1078	need schools, as determined by the needs 6
1079	1079	of high-need local educational agency in 7
1080	1080	the partnership, and in high-need subjects 8
1081	1081	and areas, as defined by such local edu-9
1082	1082	cational agency; and 10
1083	1083	‘‘(ii) place graduates of the teaching 11
1084	1084	residency program in cohorts that facilitate 12
1085	1085	professional collaboration, both among 13
1086	1086	graduates of the residency program and 14
1087	1087	between such graduates and mentor teach-15
1088	1088	ers in the receiving school. 16
1089	1089	‘‘(B) P
1090	1090	RINCIPAL OR SCHOOL LEADER RESI -17
1091	1091	DENCY PROGRAM.—An eligible partnership car-18
1092	1092	rying out a principal or school leader residency 19
1093	1093	program shall support a program described in 20
1094	1094	paragraph (3) for high-need schools, as deter-21
1095	1095	mined by the needs of the high-need local edu-22
1096	1096	cational agency in the partnership. 23
1097	1097	‘‘(2) T
1098	1098	EACHING RESIDENCY PROGRAM .— 24
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1101	1101	•HR 1331 IH
1102	1102	‘‘(A) ESTABLISHMENT AND DESIGN .—A 1
1103	1103	teaching residency program under this para-2
1104	1104	graph shall be a program based upon models of 3
1105	1105	successful teaching residencies that serves as a 4
1106	1106	mechanism to prepare teachers for success in 5
1107	1107	high-need schools in the eligible partnership and 6
1108	1108	shall be designed to include the following char-7
1109	1109	acteristics of successful programs: 8
1110	1110	‘‘(i) The integration of pedagogy, 9
1111	1111	classroom practice, and teacher mentoring. 10
1112	1112	‘‘(ii) The exposure to principles of 11
1113	1113	child and youth development, and under-12
1114	1114	standing and applying principles of learn-13
1115	1115	ing, behavior, and community and family 14
1116	1116	engagement. 15
1117	1117	‘‘(iii) The exposure to principles of 16
1118	1118	universal design for learning and multi- 17
1119	1119	tiered systems of support. 18
1120	1120	‘‘(iv) Engagement of teaching resi-19
1121	1121	dents in rigorous coursework under-20
1122	1122	graduate-level coursework or graduate-level 21
1123	1123	coursework, which— 22
1124	1124	‘‘(I) may include courses taught 23
1125	1125	by local educational agency personnel 24
1126	1126	or residency program faculty, in— 25
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1129	1129	•HR 1331 IH
1130	1130	‘‘(aa) the teaching of the 1
1131	1131	content area in which the teacher 2
1132	1132	will become certified or licensed; 3
1133	1133	and 4
1134	1134	‘‘(bb) pedagogical practices; 5
1135	1135	and 6
1136	1136	‘‘(II) shall lead to the attainment 7
1137	1137	of a bachelor’s or master’s degree, re-8
1138	1138	spectively, and full State teacher cer-9
1139	1139	tification or licensure. 10
1140	1140	‘‘(v) Experience and learning opportu-11
1141	1141	nities alongside a trained and experienced 12
1142	1142	mentor teacher for not less than 1 aca-13
1143	1143	demic year— 14
1144	1144	‘‘(I) whose teaching shall com-15
1145	1145	plement the residency program so that 16
1146	1146	school-based clinical practice is tightly 17
1147	1147	aligned and integrated with 18
1148	1148	coursework; 19
1149	1149	‘‘(II) who shall have extra re-20
1150	1150	sponsibilities as a teacher leader of 21
1151	1151	the teaching residency program, as a 22
1152	1152	mentor for residents, and as a teacher 23
1153	1153	coach during the induction program 24
1154	1154	for new teachers, and for establishing, 25
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1157	1157	•HR 1331 IH
1158	1158	within the program, a learning com-1
1159	1159	munity in which all individuals are ex-2
1160	1160	pected to continually improve their ca-3
1161	1161	pacity to advance student learning; 4
1162	1162	and 5
1163	1163	‘‘(III) who may be relieved from 6
1164	1164	teaching duties or may be offered a 7
1165	1165	stipend as a result of such additional 8
1166	1166	responsibilities. 9
1167	1167	‘‘(vi) The establishment of clear cri-10
1168	1168	teria for the selection of mentor teachers 11
1169	1169	based on the appropriate subject area 12
1170	1170	knowledge and measures of teacher effec-13
1171	1171	tiveness, which shall be based on, but not 14
1172	1172	limited to, observations of the following: 15
1173	1173	‘‘(I) Planning and preparation, 16
1174	1174	including demonstrated knowledge of 17
1175	1175	content, pedagogy, and assessment, 18
1176	1176	including the use of formative, 19
1177	1177	summative, and diagnostic assess-20
1178	1178	ments to inform instruction and im-21
1179	1179	prove student learning. 22
1180	1180	‘‘(II) Appropriate instruction 23
1181	1181	that engages all students. 24
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1184	1184	•HR 1331 IH
1185	1185	‘‘(III) Collaboration with col-1
1186	1186	leagues to improve instruction. 2
1187	1187	‘‘(IV) Analysis of evidence of stu-3
1188	1188	dent learning. 4
1189	1189	‘‘(V) Collaboration and the cul-5
1190	1190	tivation of relationships with external 6
1191	1191	stakeholders (which may include pro-7
1192	1192	fessional disciplinary organizations 8
1193	1193	and nonprofit advocacy organizations) 9
1194	1194	to foster the sharing of evidence-based 10
1195	1195	resources to promote high-quality, ef-11
1196	1196	fective practices. 12
1197	1197	‘‘(vii) The development of admissions 13
1198	1198	goals and priorities— 14
1199	1199	‘‘(I) that are aligned with the 15
1200	1200	hiring objectives of the local edu-16
1201	1201	cational agency partnering with the 17
1202	1202	program, as well as the instructional 18
1203	1203	initiatives and curriculum of such 19
1204	1204	agency to hire qualified graduates 20
1205	1205	from the teaching residency program; 21
1206	1206	and 22
1207	1207	‘‘(II) which may include consider-23
1208	1208	ation of applicants who reflect the 24
1209	1209	communities in which they will teach 25
1210	1210	VerDate Sep 11 2014 20:51 Mar 10, 2025 Jkt 059200 PO 00000 Frm 00043 Fmt 6652 Sfmt 6201 E:\BILLS\H1331.IH H1331
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1212	1212	•HR 1331 IH
1213	1213	as well as consideration of individuals 1
1214	1214	from underrepresented populations in 2
1215	1215	the teaching profession. 3
1216	1216	‘‘(viii) Continued support for residents 4
1217	1217	once such residents are hired as the teach-5
1218	1218	ers of record, through an induction pro-6
1219	1219	gram, evidence-based professional develop-7
1220	1220	ment, and networking opportunities to sup-8
1221	1221	port the residents through not less than 9
1222	1222	the residents’ first 2 years of teaching. 10
1223	1223	‘‘(B) S
1224	1224	ELECTION OF INDIVIDUALS AS 11
1225	1225	TEACHER RESIDENTS .— 12
1226	1226	‘‘(i) E
1227	1227	LIGIBLE INDIVIDUAL.—In order 13
1228	1228	to be eligible to be a teacher resident in a 14
1229	1229	teacher residency program under this para-15
1230	1230	graph, an individual shall— 16
1231	1231	‘‘(I) be a recent graduate of a 4- 17
1232	1232	year institution of higher education or 18
1233	1233	a mid-career professional possessing 19
1234	1234	strong content knowledge or a record 20
1235	1235	of professional accomplishment; and 21
1236	1236	‘‘(II) submit an application to 22
1237	1237	the residency program. 23
1238	1238	‘‘(ii) S
1239	1239	ELECTION CRITERIA.—An eligi-24
1240	1240	ble partnership carrying out a teaching 25
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1242	1242	ssavage on LAPJG3WLY3PROD with BILLS 45
1243	1243	•HR 1331 IH
1244	1244	residency program under this subsection 1
1245	1245	shall establish criteria for the selection of 2
1246	1246	eligible individuals to participate in the 3
1247	1247	teaching residency program based on the 4
1248	1248	following characteristics: 5
1249	1249	‘‘(I) Strong content knowledge or 6
1250	1250	record of accomplishment in the field 7
1251	1251	or subject area to be taught. 8
1252	1252	‘‘(II) Strong verbal and written 9
1253	1253	communication skills, which may be 10
1254	1254	demonstrated by performance on ap-11
1255	1255	propriate assessments. 12
1256	1256	‘‘(III) Other attributes linked to 13
1257	1257	effective teaching, which may be de-14
1258	1258	termined by interviews or performance 15
1259	1259	assessments, as specified by the eligi-16
1260	1260	ble partnership. 17
1261	1261	‘‘(3) P
1262	1262	ARTNERSHIP GRANTS FOR THE DEVEL -18
1263	1263	OPMENT OF PRINCIPAL AND OTHER SCHOOL LEADER 19
1264	1264	RESIDENCY PROGRAMS .— 20
1265	1265	‘‘(A) E
1266	1266	STABLISHMENT AND DESIGN .—A 21
1267	1267	principal or other school leader residency pro-22
1268	1268	gram under this paragraph shall be a program 23
1269	1269	based upon models of successful principal or 24
1270	1270	other school leader residencies that serve as a 25
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1273	1273	•HR 1331 IH
1274	1274	mechanism to prepare principals and other 1
1275	1275	school leaders for success in high-need schools 2
1276	1276	in the eligible partnership and shall be designed 3
1277	1277	to include the following characteristics of suc-4
1278	1278	cessful programs: 5
1279	1279	‘‘(i) Engagement of principal or other 6
1280	1280	school leader residents in rigorous grad-7
1281	1281	uate-level coursework, which— 8
1282	1282	‘‘(I) may be courses taught by 9
1283	1283	local educational agency personnel or 10
1284	1284	residency program faculty, in leader-11
1285	1285	ship, management, organizational, and 12
1286	1286	instructional skills necessary to serve 13
1287	1287	as a principal or other school leader; 14
1288	1288	and 15
1289	1289	‘‘(II) lead to the attainment of 16
1290	1290	appropriate advanced credentials and 17
1291	1291	full State principal, or school leader 18
1292	1292	certification or licensure. 19
1293	1293	‘‘(ii) Experience and learning opportu-20
1294	1294	nities, including those that provide contin-21
1295	1295	uous feedback throughout the program on 22
1296	1296	a participants’ progress, alongside a 23
1297	1297	trained and experienced mentor principal 24
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1300	1300	•HR 1331 IH
1301	1301	or other school leader for not less than 1 1
1302	1302	academic year— 2
1303	1303	‘‘(I) whose mentoring shall be 3
1304	1304	based on standards of effective men-4
1305	1305	toring practice and shall complement 5
1306	1306	the residence program so that school- 6
1307	1307	based clinical practice is tightly 7
1308	1308	aligned with coursework; and 8
1309	1309	‘‘(II) who may be relieved from 9
1310	1310	some portion of principal or other 10
1311	1311	school leader duties or may be offered 11
1312	1312	a stipend as a result of such addi-12
1313	1313	tional responsibilities. 13
1314	1314	‘‘(iii) The establishment of clear cri-14
1315	1315	teria for the selection of mentor principals 15
1316	1316	or other school leaders, which may be 16
1317	1317	based on observations of the following: 17
1318	1318	‘‘(I) Demonstrating awareness of, 18
1319	1319	and having experience with, the 19
1320	1320	knowledge, skills, and attitudes to— 20
1321	1321	‘‘(aa) establish and maintain 21
1322	1322	a professional learning commu-22
1323	1323	nity that effectively extracts in-23
1324	1324	formation from data to improve 24
1325	1325	the school culture and climate, 25
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1328	1328	•HR 1331 IH
1329	1329	and personalize instruction for all 1
1330	1330	students to result in improved 2
1331	1331	student achievement; 3
1332	1332	‘‘(bb) create and maintain a 4
1333	1333	learning culture within the school 5
1334	1334	that provides an inclusive climate 6
1335	1335	conducive to the development of 7
1336	1336	all members of the school com-8
1337	1337	munity, including one of contin-9
1338	1338	uous improvement and learning 10
1339	1339	for adults tied to student learn-11
1340	1340	ing and other school goals; 12
1341	1341	‘‘(cc) develop the profes-13
1342	1342	sional capacity and practice of 14
1343	1343	school personnel and foster a 15
1344	1344	professional community of teach-16
1345	1345	ers and other professional staff; 17
1346	1346	‘‘(dd) engage in continuous 18
1347	1347	professional development, uti-19
1348	1348	lizing a combination of academic 20
1349	1349	study, developmental simulation 21
1350	1350	exercises, self-reflection, mentor-22
1351	1351	ship, and internship; 23
1352	1352	‘‘(ee) understand youth de-24
1353	1353	velopment appropriate to the age 25
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1356	1356	•HR 1331 IH
1357	1357	level served by the school, and 1
1358	1358	use this knowledge to set high ex-2
1359	1359	pectations and standards for the 3
1360	1360	academic, social, emotional, and 4
1361	1361	physical development of all stu-5
1362	1362	dents; and 6
1363	1363	‘‘(ff) actively engage with 7
1364	1364	families and the community to 8
1365	1365	create shared responsibility for 9
1366	1366	student academic performance 10
1367	1367	and successful development. 11
1368	1368	‘‘(II) Planning and articulating a 12
1369	1369	shared and coherent schoolwide direc-13
1370	1370	tion and policy for achieving high 14
1371	1371	standards of student performance, 15
1372	1372	and closing gaps in achievement 16
1373	1373	among subgroups of students. 17
1374	1374	‘‘(III) Identifying and imple-18
1375	1375	menting the activities and rigorous 19
1376	1376	curriculum necessary for achieving 20
1377	1377	such standards of student perform-21
1378	1378	ance. 22
1379	1379	‘‘(IV) Supporting a culture of 23
1380	1380	learning, collaboration, and profes-24
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1383	1383	•HR 1331 IH
1384	1384	sional behavior and ensuring quality 1
1385	1385	measures of instructional practice. 2
1386	1386	‘‘(V) Communicating and engag-3
1387	1387	ing parents, families, and other exter-4
1388	1388	nal communities. 5
1389	1389	‘‘(VI) Cultivating relationships 6
1390	1390	and collaborating with external stake-7
1391	1391	holders, which may include profes-8
1392	1392	sional disciplinary organizations and 9
1393	1393	nonprofit advocacy organizations, to 10
1394	1394	foster the sharing of evidence-based 11
1395	1395	resources to promote high-quality, ef-12
1396	1396	fective practices. 13
1397	1397	‘‘(VII) Collecting, analyzing, and 14
1398	1398	utilizing data and other evidence of 15
1399	1399	student learning and evidence of class-16
1400	1400	room practice to guide decisions and 17
1401	1401	actions for continuous improvement 18
1402	1402	and to ensure performance account-19
1403	1403	ability. 20
1404	1404	‘‘(iv) The development of admissions 21
1405	1405	goals and priorities— 22
1406	1406	‘‘(I) that are aligned with the 23
1407	1407	hiring objectives of the local edu-24
1408	1408	cational agency partnering with the 25
1409	1409	VerDate Sep 11 2014 20:51 Mar 10, 2025 Jkt 059200 PO 00000 Frm 00050 Fmt 6652 Sfmt 6201 E:\BILLS\H1331.IH H1331
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1411	1411	•HR 1331 IH
1412	1412	program, as well as the instructional 1
1413	1413	initiatives and curriculum of such 2
1414	1414	agency to hire qualified graduates 3
1415	1415	from the principal residency program; 4
1416	1416	and 5
1417	1417	‘‘(II) which may include consider-6
1418	1418	ation of applicants who reflect the 7
1419	1419	communities in which they will serve 8
1420	1420	and consideration of individuals from 9
1421	1421	underrepresented populations in 10
1422	1422	school leadership positions. 11
1423	1423	‘‘(v) Continued support for residents 12
1424	1424	once such residents are hired as principals 13
1425	1425	or other school leaders, through an induc-14
1426	1426	tion program, evidence-based professional 15
1427	1427	development to support the knowledge and 16
1428	1428	skills of the principal or other school leader 17
1429	1429	in a continuum of learning and content ex-18
1430	1430	pertise in developmentally appropriate or 19
1431	1431	age-appropriate educational practices, and 20
1432	1432	networking opportunities to support the 21
1433	1433	residents through not less than the resi-22
1434	1434	dents’ first 2 years of serving as principal 23
1435	1435	or other school leader of a school. 24
1436	1436	VerDate Sep 11 2014 20:51 Mar 10, 2025 Jkt 059200 PO 00000 Frm 00051 Fmt 6652 Sfmt 6201 E:\BILLS\H1331.IH H1331
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1438	1438	•HR 1331 IH
1439	1439	‘‘(B) SELECTION OF INDIVIDUALS AS 1
1440	1440	PRINCIPAL OR OTHER SCHOOL LEADER RESI -2
1441	1441	DENTS.— 3
1442	1442	‘‘(i) E
1443	1443	LIGIBLE INDIVIDUAL.—In order 4
1444	1444	to be eligible to be a principal or other 5
1445	1445	school leader resident in a principal or 6
1446	1446	other school leader residency program 7
1447	1447	under this paragraph, an individual shall— 8
1448	1448	‘‘(I) have prior prekindergarten 9
1449	1449	through grade 12 teaching experience; 10
1450	1450	‘‘(II) have experience as an effec-11
1451	1451	tive leader, manager, and written and 12
1452	1452	oral communicator; and 13
1453	1453	‘‘(III) submit an application to 14
1454	1454	the residency program. 15
1455	1455	‘‘(ii) S
1456	1456	ELECTION CRITERIA.—An eligi-16
1457	1457	ble partnership carrying out a principal or 17
1458	1458	other school leader residency program 18
1459	1459	under this subsection shall establish cri-19
1460	1460	teria for the selection of eligible individuals 20
1461	1461	to participate in the principal residency 21
1462	1462	program based on the following character-22
1463	1463	istics: 23
1464	1464	VerDate Sep 11 2014 20:51 Mar 10, 2025 Jkt 059200 PO 00000 Frm 00052 Fmt 6652 Sfmt 6201 E:\BILLS\H1331.IH H1331
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1466	1466	•HR 1331 IH
1467	1467	‘‘(I) Strong instructional leader-1
1468	1468	ship skills in an elementary school or 2
1469	1469	secondary school setting. 3
1470	1470	‘‘(II) Strong verbal and written 4
1471	1471	communication skills, which may be 5
1472	1472	demonstrated by performance on ap-6
1473	1473	propriate assessments. 7
1474	1474	‘‘(III) Other attributes linked to 8
1475	1475	effective leadership, such as sound 9
1476	1476	judgment, organizational capacity, col-10
1477	1477	laboration, commitment to equity and 11
1478	1478	inclusiveness, and openness to contin-12
1479	1479	uous learning, which may be deter-13
1480	1480	mined by interviews or performance 14
1481	1481	assessment, as specified by the eligible 15
1482	1482	partnership. 16
1483	1483	‘‘(4) S
1484	1484	TIPENDS OR SALARIES ; APPLICATIONS; 17
1485	1485	AGREEMENTS; AND REPAYMENTS.— 18
1486	1486	‘‘(A) S
1487	1487	TIPENDS OR SALARIES .—A resi-19
1488	1488	dency program under this subsection— 20
1489	1489	‘‘(i) shall provide a 1-year living sti-21
1490	1490	pend or salary to teaching or principal or 22
1491	1491	other school leader residents during the 23
1492	1492	teaching residency program or principal 24
1493	1493	residency program; and 25
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1496	1496	•HR 1331 IH
1497	1497	‘‘(ii) may provide a stipend to a men-1
1498	1498	tor teacher or mentor principal. 2
1499	1499	‘‘(B) A
1500	1500	PPLICATIONS.— 3
1501	1501	‘‘(i) I
1502	1502	N GENERAL.—Each teaching, 4
1503	1503	principal, or other school residency can-5
1504	1504	didate desiring a stipend or salary during 6
1505	1505	the period of residency shall submit an ap-7
1506	1506	plication to the eligible partnership at such 8
1507	1507	time, in such manner, and containing such 9
1508	1508	information and assurances, as the eligible 10
1509	1509	partnership may require, and which shall 11
1510	1510	include an agreement to serve described in 12
1511	1511	clause (ii). 13
1512	1512	‘‘(ii) A
1513	1513	GREEMENTS TO SERVE .—Each 14
1514	1514	application submitted under clause (i) shall 15
1515	1515	contain or be accompanied by an agree-16
1516	1516	ment that the applicant will— 17
1517	1517	‘‘(I) upon successfully completing 18
1518	1518	the 1-year teaching, principal, or 19
1519	1519	other school leader residency program, 20
1520	1520	serve as a full-time teacher, principal, 21
1521	1521	or other school leader for a total of 22
1522	1522	not less than 3 school years at— 23
1523	1523	‘‘(aa) a high-need school 24
1524	1524	served by the high-need local 25
1525	1525	VerDate Sep 11 2014 20:51 Mar 10, 2025 Jkt 059200 PO 00000 Frm 00054 Fmt 6652 Sfmt 6201 E:\BILLS\H1331.IH H1331
1526	1526	ssavage on LAPJG3WLY3PROD with BILLS 55
1527	1527	•HR 1331 IH
1528	1528	educational agency in the eligible 1
1529	1529	partnership and, in the case of a 2
1530	1530	teacher, teach a subject or area 3
1531	1531	that is designated as high-need 4
1532	1532	by the partnership; or 5
1533	1533	‘‘(bb) in a case in which no 6
1534	1534	appropriate position is available 7
1535	1535	in a high-need school served by 8
1536	1536	the high-need local educational 9
1537	1537	agency in the eligible partner-10
1538	1538	ship, any other high-need school; 11
1539	1539	‘‘(II) provide to the eligible part-12
1540	1540	nership a certificate, from the chief 13
1541	1541	administrative officer of the local edu-14
1542	1542	cational agency in which the teacher 15
1543	1543	or principal, or other school leader is 16
1544	1544	employed, of the employment required 17
1545	1545	under subclause (I) at the beginning 18
1546	1546	of, and upon completion of, each year 19
1547	1547	or partial year of service; 20
1548	1548	‘‘(III) in the case of a teacher 21
1549	1549	resident, meet the requirements to be 22
1550	1550	a profession-ready teacher; and 23
1551	1551	‘‘(IV) comply with the require-24
1552	1552	ments set by the eligible partnership 25
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1555	1555	•HR 1331 IH
1556	1556	under subparagraph (C) if the appli-1
1557	1557	cant is unable or unwilling to com-2
1558	1558	plete the service obligation required by 3
1559	1559	this subparagraph. 4
1560	1560	‘‘(C) R
1561	1561	EPAYMENTS.— 5
1562	1562	‘‘(i) I
1563	1563	N GENERAL.—An eligible part-6
1564	1564	nership carrying out a teaching or prin-7
1565	1565	cipal, or other school leader, residency pro-8
1566	1566	gram under this subsection shall require a 9
1567	1567	recipient of a stipend or salary under sub-10
1568	1568	paragraph (A) who does not complete, or 11
1569	1569	who notifies the partnership that the re-12
1570	1570	cipient intends not to complete, the service 13
1571	1571	obligation required by subparagraph (B) to 14
1572	1572	repay such stipend or salary to the eligible 15
1573	1573	partnership, together with interest, at a 16
1574	1574	rate specified by the partnership in the 17
1575	1575	agreement, and in accordance with such 18
1576	1576	other terms and conditions specified by the 19
1577	1577	eligible partnership, as necessary. 20
1578	1578	‘‘(ii) O
1579	1579	THER TERMS AND CONDI -21
1580	1580	TIONS.—Any other terms and conditions 22
1581	1581	specified by the eligible partnership may 23
1582	1582	include reasonable provisions for prorate 24
1583	1583	repayment of the stipend or salary de-25
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1586	1586	•HR 1331 IH
1587	1587	scribed in subparagraph (A) or for deferral 1
1588	1588	of a teaching or principal, or other school 2
1589	1589	leader, resident’s service obligation re-3
1590	1590	quired by subparagraph (B), on grounds of 4
1591	1591	health, incapacitation, inability to secure 5
1592	1592	employment in a school served by the eligi-6
1593	1593	ble partnership, being called to active duty 7
1594	1594	in the Armed Forces of the United States, 8
1595	1595	or other extraordinary circumstances. 9
1596	1596	‘‘(iii) U
1597	1597	SE OF REPAYMENTS .—An eli-10
1598	1598	gible partnership shall use any repayment 11
1599	1599	received under this subparagraph to carry 12
1600	1600	out additional activities that are consistent 13
1601	1601	with the purposes of this section.’’; and 14
1602	1602	(5) by striking subsection (f) and inserting the 15
1603	1603	following: 16
1604	1604	‘‘(f) T
1605	1605	EACHERLEADERDEVELOPMENTPROGRAM.— 17
1606	1606	‘‘(1) I
1607	1607	N GENERAL.—A teacher leader develop-18
1608	1608	ment program carried out with a grant awarded 19
1609	1609	under this section shall involve the professional de-20
1610	1610	velopment of teachers, as described in paragraph 21
1611	1611	(2), who maintain their roles as classroom teachers 22
1612	1612	and who also carry out formalized leadership respon-23
1613	1613	sibilities to increase the academic achievement of 24
1614	1614	students and promote data-driven instructional prac-25
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1617	1617	•HR 1331 IH
1618	1618	tices that address the demonstrated needs at the ele-1
1619	1619	mentary schools and secondary schools in which the 2
1620	1620	teachers are employed, such as— 3
1621	1621	‘‘(A) development of curriculum and cur-4
1622	1622	ricular resources; 5
1623	1623	‘‘(B) facilitating the work of committees 6
1624	1624	and teams; 7
1625	1625	‘‘(C) family and community engagement; 8
1626	1626	‘‘(D) school discipline and culture; 9
1627	1627	‘‘(E) peer observations and coaching; or 10
1628	1628	‘‘(F) dual enrollment instruction. 11
1629	1629	‘‘(2) P
1630	1630	ROFESSIONAL DEVELOPMENT .—The pro-12
1631	1631	fessional development of teachers in a teacher leader 13
1632	1632	development program carried out with a grant 14
1633	1633	awarded under this section shall include— 15
1634	1634	‘‘(A) one year of professional development, 16
1635	1635	training, and support that may— 17
1636	1636	‘‘(i) include— 18
1637	1637	‘‘(I) the engagement of teachers 19
1638	1638	in rigorous coursework and fieldwork 20
1639	1639	relevant to their role as a teacher 21
1640	1640	leader, including available teacher 22
1641	1641	leader standards; and 23
1642	1642	‘‘(II) regular observations and 24
1643	1643	professional support from— 25
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1645	1645	ssavage on LAPJG3WLY3PROD with BILLS 59
1646	1646	•HR 1331 IH
1647	1647	‘‘(aa) a principal, vice prin-1
1648	1648	cipal, or a designated instruc-2
1649	1649	tional leader of the school; 3
1650	1650	‘‘(bb) a representative from 4
1651	1651	the institution of higher edu-5
1652	1652	cation that is a partner in the eli-6
1653	1653	gible partnership; 7
1654	1654	‘‘(cc) a representative from 8
1655	1655	another entity that is a partner 9
1656	1656	in the eligible partnership; and 10
1657	1657	‘‘(dd) another member of 11
1658	1658	the teacher leader cohort, if ap-12
1659	1659	plicable, or a peer teacher; and 13
1660	1660	‘‘(ii) result in the awarding of a cre-14
1661	1661	dential in teacher leadership; and 15
1662	1662	‘‘(B) one or two additional years of sup-16
1663	1663	port from a principal, vice principal, or a des-17
1664	1664	ignated instructional leader of the school, a rep-18
1665	1665	resentative from the institution of higher edu-19
1666	1666	cation that is a partner in the eligible partner-20
1667	1667	ship, and a representative from another entity 21
1668	1668	that is a partner in the eligible partnership. 22
1669	1669	‘‘(3) T
1670	1670	EACHER LEADER DEVELOPMENT PRO -23
1671	1671	GRAM PLAN.—In carrying out a teacher leader devel-24
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1674	1674	•HR 1331 IH
1675	1675	opment program under this section, an eligible part-1
1676	1676	nership shall develop a plan that shall describe— 2
1677	1677	‘‘(A) how the work hours of teacher leaders 3
1678	1678	will be allocated between their classroom re-4
1679	1679	sponsibilities and responsibilities as a teacher 5
1680	1680	leader, which may include a description of 6
1681	1681	whether the teacher leader will be relieved from 7
1682	1682	teaching duties during their participation in the 8
1683	1683	teacher leader development program; 9
1684	1684	‘‘(B) how the partnership will support 10
1685	1685	teacher leaders after the first year of profes-11
1686	1686	sional development in the program; and 12
1687	1687	‘‘(C) how teacher leader activities could be 13
1688	1688	sustained by the eligible partnership after the 14
1689	1689	program concludes, which may include a de-15
1690	1690	scription of opportunities for the teacher lead-16
1691	1691	ers to assist in the educator preparation pro-17
1692	1692	gram at the institution of higher education in 18
1693	1693	the partnership. 19
1694	1694	‘‘(4) S
1695	1695	ELECTION OF TEACHER LEADERS ; USE 20
1696	1696	OF FUNDS.—In carrying out a teacher leader devel-21
1697	1697	opment program under this section, an eligible part-22
1698	1698	nership— 23
1699	1699	‘‘(A) shall select a teacher for participation 24
1700	1700	in the program— 25
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1702	1702	ssavage on LAPJG3WLY3PROD with BILLS 61
1703	1703	•HR 1331 IH
1704	1704	‘‘(i) who— 1
1705	1705	‘‘(I) is fully certified to teach in 2
1706	1706	the State of the high-need local edu-3
1707	1707	cational agency that is a partner in 4
1708	1708	the eligible partnership; 5
1709	1709	‘‘(II) is employed by such high- 6
1710	1710	need local educational agency; 7
1711	1711	‘‘(III) has not less than 3 years 8
1712	1712	of teaching experience; and 9
1713	1713	‘‘(IV) submits an application for 10
1714	1714	participation to the eligible partner-11
1715	1715	ship; and 12
1716	1716	‘‘(ii) based on selection criteria that 13
1717	1717	includes— 14
1718	1718	‘‘(I) demonstration of strong con-15
1719	1719	tent knowledge or a record of accom-16
1720	1720	plishment in the field or subject area 17
1721	1721	the teacher will support as a teacher 18
1722	1722	leader; and 19
1723	1723	‘‘(II) demonstration of attributes 20
1724	1724	linked to effective teaching that is de-21
1725	1725	termined through interviews, observa-22
1726	1726	tions, artifacts, student achievement, 23
1727	1727	or performance assessments, such as 24
1728	1728	VerDate Sep 11 2014 20:51 Mar 10, 2025 Jkt 059200 PO 00000 Frm 00061 Fmt 6652 Sfmt 6201 E:\BILLS\H1331.IH H1331
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1730	1730	•HR 1331 IH
1731	1731	those leading to an advanced creden-1
1732	1732	tial; 2
1733	1733	‘‘(B) may develop admissions goals and 3
1734	1734	priorities for the teacher leader development 4
1735	1735	program that— 5
1736	1736	‘‘(i) are aligned with the demonstrated 6
1737	1737	needs of the school or high-need local edu-7
1738	1738	cational agency in which the teacher is em-8
1739	1739	ployed; 9
1740	1740	‘‘(ii) considers cultural competencies 10
1741	1741	that would make the applicant effective in 11
1742	1742	the applicant’s teacher leader role; and 12
1743	1743	‘‘(iii) considers whether the teacher 13
1744	1744	has substantial teaching experience in the 14
1745	1745	school in which the teacher is employed or 15
1746	1746	in a school that is similar to the school in 16
1747	1747	which the teacher is employed; 17
1748	1748	‘‘(C) shall use the grant funds to pay for 18
1749	1749	costs of training and supporting teacher leaders 19
1750	1750	for not less than 2 years and not more than 3 20
1751	1751	years; 21
1752	1752	‘‘(D) may use the grant funds to pay for 22
1753	1753	a portion of a stipend for teacher leaders if 23
1754	1754	such grant funds are matched by additional 24
1755	1755	non-Federal public or private funds as follows: 25
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1758	1758	•HR 1331 IH
1759	1759	‘‘(i) during each of the first and sec-1
1760	1760	ond years of the grant period, grant funds 2
1761	1761	may pay not more than 50 percent of such 3
1762	1762	stipend; and 4
1763	1763	‘‘(ii) during the third year of the 5
1764	1764	grant period, grant funds may pay not 6
1765	1765	more than 33 percent of such stipend; and 7
1766	1766	‘‘(E) may require teacher leaders to pay 8
1767	1767	back the cost of attaining the credential de-9
1768	1768	scribed in paragraph (2)(A)(ii) if they do not 10
1769	1769	complete their term of service in the teacher 11
1770	1770	leader development program.’’. 12
1771	1771	SEC. 5. ADMINISTRATIVE PROVISIONS. 13
1772	1772	Section 203 of the Higher Education Act of 1965 (20 14
1773	1773	U.S.C. 1022b) is amended— 15
1774	1774	(1) in subsection (a)(2), by striking ‘‘five-year 16
1775	1775	period’’ and inserting ‘‘five-year period, except such 17
1776	1776	partnership may receive an additional grant during 18
1777	1777	such period if such grant is used to establish a 19
1778	1778	teacher residency program or principal or other 20
1779	1779	school leader residency program if such residency 21
1780	1780	program was not established with the prior grant’’; 22
1781	1781	and 23
1782	1782	(2) in subsection (b)(2)(A), by striking ‘‘teacher 24
1783	1783	preparation program’’ and inserting ‘‘teacher edu-25
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1786	1786	•HR 1331 IH
1787	1787	cation, school leader preparation, or educator devel-1
1788	1788	opment program’’. 2
1789	1789	SEC. 6. ACCOUNTABILITY AND EVALUATION. 3
1790	1790	Section 204(a) of the Higher Education Act of 1965 4
1791	1791	(20 U.S.C. 1022c(a)) is amended to read as follows: 5
1792	1792	‘‘(a) E
1793	1793	LIGIBLEPARTNERSHIPEVALUATION.—Each 6
1794	1794	eligible partnership submitting an application for a grant 7
1795	1795	under this part shall establish, and include in such appli-8
1796	1796	cation, an evaluation plan that includes rigorous, com-9
1797	1797	prehensive, and measurable performance objectives. The 10
1798	1798	plan shall include objectives and measures for— 11
1799	1799	‘‘(1) achievement for all prospective and new 12
1800	1800	educators as measured by the eligible partnership; 13
1801	1801	‘‘(2) educator retention in the first 5 years of 14
1802	1802	service as an educator; 15
1803	1803	‘‘(3) as applicable, pass rates and scaled scores 16
1804	1804	for initial State certification or licensure of teachers 17
1805	1805	or pass rates and average scores on valid and reli-18
1806	1806	able teacher performance assessments; and 19
1807	1807	‘‘(4)(A) the percentage of profession-ready 20
1808	1808	teachers, principals or other school leaders, and 21
1809	1809	other educators hired by the high-need local edu-22
1810	1810	cational agency participating in the eligible partner-23
1811	1811	ship; 24
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1814	1814	•HR 1331 IH
1815	1815	‘‘(B) the percentage of profession-ready teach-1
1816	1816	ers, principals, and other educators hired by the 2
1817	1817	high-need local educational agency who are members 3
1818	1818	of underrepresented groups; 4
1819	1819	‘‘(C) as applicable, the percentage of profession- 5
1820	1820	ready teachers hired by the high-need local edu-6
1821	1821	cational agency who teach high-need academic sub-7
1822	1822	ject areas, such as reading, science, technology, engi-8
1823	1823	neering, mathematics, computer science, and foreign 9
1824	1824	language (including less commonly taught languages 10
1825	1825	and critical foreign languages); 11
1826	1826	‘‘(D) as applicable, the percentage of profes-12
1827	1827	sion-ready teachers hired by the high-need local edu-13
1828	1828	cational agency who teach in high-need areas, in-14
1829	1829	cluding special education, bilingual education, lan-15
1830	1830	guage instruction educational programs for English 16
1831	1831	language learners, and early childhood education; 17
1832	1832	‘‘(E) the percentage of profession-ready teach-18
1833	1833	ers, principals or other school leaders, and other 19
1834	1834	educators hired by the high-need local educational 20
1835	1835	agency who teach in high-need schools, 21
1836	1836	disaggregated by the elementary school and sec-22
1837	1837	ondary school levels; 23
1838	1838	‘‘(F) as applicable, the percentage of early 24
1839	1839	childhood education program classes in the geo-25
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1842	1842	•HR 1331 IH
1843	1843	graphic area served by the eligible partnership 1
1844	1844	taught by early childhood educators who are highly 2
1845	1845	competent; 3
1846	1846	‘‘(G) as applicable, the percentage of educators 4
1847	1847	able to— 5
1848	1848	‘‘(i) integrate technology effectively into 6
1849	1849	curricula and instruction, including technology 7
1850	1850	consistent with the principles of universal de-8
1851	1851	sign for learning; and 9
1852	1852	‘‘(ii) use technology effectively to collect, 10
1853	1853	manage, and analyze data to improve teaching 11
1854	1854	and learning for the purpose of improving stu-12
1855	1855	dent learning outcomes; and 13
1856	1856	‘‘(H) as applicable, the percentage of educators 14
1857	1857	taking school leadership positions who, after 3 years 15
1858	1858	in the role, receive ratings of effective or above in 16
1859	1859	State school leader evaluation and support systems 17
1860	1860	(as described in section 2014(c)(4)(B)(ii) of the Ele-18
1861	1861	mentary and Secondary Education Act of 1965) or, 19
1862	1862	if no such ratings are available, other comparable in-20
1863	1863	dicators of performance.’’. 21
1864	1864	SEC. 7. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE 22
1865	1865	TEACHERS OR OTHER SCHOOL LEADERS. 23
1866	1866	Section 205 of the Higher Education Act of 1965 (20 24
1867	1867	U.S.C. 1022d)— 25
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1870	1870	•HR 1331 IH
1871	1871	(1) by amending subsection (a)(1) to read as 1
1872	1872	follows: 2
1873	1873	‘‘(1) R
1874	1874	EPORT CARD.—Each teacher preparation 3
1875	1875	or school leader preparation entity approved to oper-4
1876	1876	ate teacher preparation or school leader preparation 5
1877	1877	programs in the State and that receives or enrolls 6
1878	1878	students receiving Federal assistance shall report 7
1879	1879	annually to the State and the general public, in a 8
1880	1880	uniform and comprehensive manner that conforms 9
1881	1881	with the definitions and methods established by the 10
1882	1882	Secretary, the following: 11
1883	1883	‘‘(A) P
1884	1884	ASS RATES AND SCALED SCORES .— 12
1885	1885	For the most recent year for which the informa-13
1886	1886	tion is available for each teacher or school lead-14
1887	1887	er preparation program offered by the teacher 15
1888	1888	preparation or school leader preparation entity 16
1889	1889	the following: 17
1890	1890	‘‘(i) Except as provided in clause (ii), 18
1891	1891	for those students who took the assess-19
1892	1892	ments used for teacher or school leader 20
1893	1893	certification or licensure by the State in 21
1894	1894	which the entity is located and are enrolled 22
1895	1895	in the teacher or school leader preparation 23
1896	1896	program or, and for those who have taken 24
1897	1897	such assessments and have completed the 25
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1900	1900	•HR 1331 IH
1901	1901	teacher or school preparation program dur-1
1902	1902	ing the 2-year period preceding such year, 2
1903	1903	for each of such assessments— 3
1904	1904	‘‘(I) the percentage of all stu-4
1905	1905	dents who passed such assessment; 5
1906	1906	‘‘(II) the percentage of students 6
1907	1907	who have taken such assessment who 7
1908	1908	enrolled in and completed the teacher 8
1909	1909	or school leader preparation program; 9
1910	1910	and 10
1911	1911	‘‘(III) the average scaled score 11
1912	1912	for all students who took such assess-12
1913	1913	ment. 13
1914	1914	‘‘(ii) In the case of an entity that re-14
1915	1915	quires a valid and reliable teacher perform-15
1916	1916	ance assessment in order to complete the 16
1917	1917	preparation program, the entity may sub-17
1918	1918	mit in lieu of the information described in 18
1919	1919	clause (i) the pass rate and average score 19
1920	1920	of students taking the teacher performance 20
1921	1921	assessment. 21
1922	1922	‘‘(B) E
1923	1923	NTITY INFORMATION .—A descrip-22
1924	1924	tion of the following: 23
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1927	1927	•HR 1331 IH
1928	1928	‘‘(i) The median grade point average 1
1929	1929	and range of grade point averages for ad-2
1930	1930	mitted students. 3
1931	1931	‘‘(ii) The number of students in the 4
1932	1932	entity disaggregated by race (as defined in 5
1933	1933	section 153(a)(3) of the Education 6
1934	1934	Sciences Reform Act of 2002 (20 U.S.C. 7
1935	1935	9543(a)(3))), ethnicity, and gender. 8
1936	1936	‘‘(iii) The number of hours and types 9
1937	1937	of supervised clinical preparation required 10
1938	1938	for each program. 11
1939	1939	‘‘(iv) The total number of students 12
1940	1940	who have completed programs for certifi-13
1941	1941	cation or licensure disaggregated by sub-14
1942	1942	ject area and by race (as defined in section 15
1943	1943	153(a)(3) of the Education Sciences Re-16
1944	1944	form Act of 2002 (20 U.S.C. 9543(a)(3))), 17
1945	1945	ethnicity, and gender, except that such 18
1946	1946	disaggregation shall not be required in a 19
1947	1947	case in which the result would reveal per-20
1948	1948	sonally identifiable information about an 21
1949	1949	individual student. 22
1950	1950	‘‘(C) A
1951	1951	CCREDITATION.—Whether the pro-23
1952	1952	gram or entity is accredited by a specialized ac-24
1953	1953	crediting agency recognized by the Secretary for 25
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1955	1955	ssavage on LAPJG3WLY3PROD with BILLS 70
1956	1956	•HR 1331 IH
1957	1957	accreditation of professional teacher or school 1
1958	1958	leader education programs. 2
1959	1959	‘‘(D) D
1960	1960	ESIGNATION AS LOW -PER-3
1961	1961	FORMING.—Which programs (if any) offered by 4
1962	1962	the entity have been designated as low-per-5
1963	1963	forming by the State under section 207(a).’’; 6
1964	1964	(2) in subsection (b)— 7
1965	1965	(A) in paragraph (1)— 8
1966	1966	(i) in subparagraph (A)— 9
1967	1967	(I) by inserting ‘‘and school lead-10
1968	1968	er’’ after ‘‘teacher’’; and 11
1969	1969	(II) by inserting ‘‘, including 12
1970	1970	teacher performance assessments’’ 13
1971	1971	after ‘‘the State’’; 14
1972	1972	(ii) by amending subparagraph (D) to 15
1973	1973	read as follows: 16
1974	1974	‘‘(D)(i) Except as provided in clause (ii), 17
1975	1975	for each of the assessments used by the State 18
1976	1976	for teacher or school leader certification or li-19
1977	1977	censure, disaggregated by subject area, race (as 20
1978	1978	defined in section 153(a)(3) of the Education 21
1979	1979	Sciences Reform Act of 2002 (20 U.S.C. 22
1980	1980	9543(a)(3))), ethnicity, and gender, except that 23
1981	1981	such disaggregation shall not be required in a 24
1982	1982	case in which the result would reveal personally 25
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1985	1985	•HR 1331 IH
1986	1986	identifiable information about an individual stu-1
1987	1987	dent— 2
1988	1988	‘‘(I) for each entity located in the 3
1989	1989	State, the percentage of students at such 4
1990	1990	entities who have completed 100 percent of 5
1991	1991	the nonclinical coursework and taken the 6
1992	1992	assessment who pass such assessment; 7
1993	1993	‘‘(II) the percentage of all such stu-8
1994	1994	dents in all such programs and entities 9
1995	1995	who have taken the assessment who pass 10
1996	1996	such assessment; 11
1997	1997	‘‘(III) the percentage of students who 12
1998	1998	have taken the assessment and who en-13
1999	1999	rolled in and completed a teacher or school 14
2000	2000	leader preparation program; and 15
2001	2001	‘‘(IV) the average scaled score of indi-16
2002	2002	viduals participating in such a program, or 17
2003	2003	who have completed such a program dur-18
2004	2004	ing the 2-year period preceding the first 19
2005	2005	year for which the annual State report 20
2006	2006	card is provided, who took each such as-21
2007	2007	sessment. 22
2008	2008	‘‘(ii) In the case of a State that has imple-23
2009	2009	mented a valid and reliable teacher performance 24
2010	2010	assessment, the State may submit in lieu of the 25
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2013	2013	•HR 1331 IH
2014	2014	information described in clause (i) the pass rate 1
2015	2015	and average score of students taking the teach-2
2016	2016	er performance assessment, disaggregated by 3
2017	2017	subject area, race (as defined in section 4
2018	2018	153(a)(3) of the Education Sciences Reform 5
2019	2019	Act of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, 6
2020	2020	and gender, except that such disaggregation 7
2021	2021	shall not be required in a case in which the re-8
2022	2022	sult would reveal personally identifiable infor-9
2023	2023	mation about an individual student.’’; and 10
2024	2024	(iii) by striking subparagraphs (G) 11
2025	2025	through (L) and inserting the following: 12
2026	2026	‘‘(G) For each teacher and school leader 13
2027	2027	preparation program in the State the following: 14
2028	2028	‘‘(i) The programs’ admission rate 15
2029	2029	and median grade point average and range 16
2030	2030	of grade point averages for admitted stu-17
2031	2031	dents. 18
2032	2032	‘‘(ii) The number of students in the 19
2033	2033	program disaggregated by race (as defined 20
2034	2034	in section 153(a)(3) of the Education 21
2035	2035	Sciences Reform Act of 2002 (20 U.S.C. 22
2036	2036	9543(a)(3))), ethnicity, and gender. 23
2037	2037	‘‘(iii) The number of hours and types 24
2038	2038	of supervised clinical preparation required. 25
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2041	2041	•HR 1331 IH
2042	2042	‘‘(iv) Whether such program has been 1
2043	2043	identified as low-performing, as designated 2
2044	2044	by the State under section 207(a). 3
2045	2045	‘‘(v) For each school leader prepara-4
2046	2046	tion program in the State, the total num-5
2047	2047	ber and percentage of program completers 6
2048	2048	placed as principals who are rated as effec-7
2049	2049	tive or above on the State school leader 8
2050	2050	evaluation and support systems (as de-9
2051	2051	scribed in section 2101(c)(4)(B)(2) of the 10
2052	2052	Elementary and Secondary Education Act 11
2053	2053	of 1965) or, if no such ratings are avail-12
2054	2054	able, other comparable indicators of per-13
2055	2055	formance after three years of leading a 14
2056	2056	school. 15
2057	2057	‘‘(H) For the State as a whole, and for 16
2058	2058	each teacher preparation entity in the State, 17
2059	2059	the number of teachers prepared, in the aggre-18
2060	2060	gate and reported separately by the following: 19
2061	2061	‘‘(i) Area of certification or licensure. 20
2062	2062	‘‘(ii) Academic major. 21
2063	2063	‘‘(iii) Subject area for which the 22
2064	2064	teacher has been prepared to teach. 23
2065	2065	‘‘(iv) The relationship of the subject 24
2066	2066	area and grade span of teachers graduated 25
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2069	2069	•HR 1331 IH
2070	2070	by the teacher preparation entity to the 1
2071	2071	teacher workforce needs of the State. 2
2072	2072	‘‘(v) The percentage of teachers grad-3
2073	2073	uated teaching in high-need schools. 4
2074	2074	‘‘(vi) Race (as defined in section 5
2075	2075	153(a)(3) of the Education Sciences Re-6
2076	2076	form Act of 2002 (20 U.S.C. 9543(a)(3))), 7
2077	2077	gender, and ethnicity.’’; and 8
2078	2078	(B) by adding at the end the following: 9
2079	2079	‘‘(3) N
2080	2080	O REQUIREMENT FOR REPORTING ON 10
2081	2081	STUDENTS NOT RESIDING IN THE STATE .—Nothing 11
2082	2082	in this section shall require a State to report data 12
2083	2083	on program completers who do not reside in such 13
2084	2084	State.’’; and 14
2085	2085	(3) in subsection (d)(2), by adding at the end 15
2086	2086	the following: 16
2087	2087	‘‘(D) The relationship of the subject area 17
2088	2088	and grade span of teachers graduated by teach-18
2089	2089	er preparation entities across the States to 19
2090	2090	identified teacher shortage areas. 20
2091	2091	‘‘(E) The number and percentages of such 21
2092	2092	graduates teaching in high-need schools.’’. 22
2093	2093	SEC. 8. TEACHER DEVELOPMENT. 23
2094	2094	Section 206 of the Higher Education Act of 1965 (20 24
2095	2095	U.S.C. 1022e) is amended by striking ‘‘limited English 25
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2098	2098	•HR 1331 IH
2099	2099	proficient’’ both places it appears and inserting ‘‘English 1
2100	2100	learner’’. 2
2101	2101	SEC. 9. STATE FUNCTIONS. 3
2102	2102	Section 207 of the Higher Education Act of 1965 (20 4
2103	2103	U.S.C. 1022f) is amended to read as follows: 5
2104	2104	‘‘SEC. 207. STATE FUNCTIONS. 6
2105	2105	‘‘(a) S
2106	2106	TATEASSESSMENT.— 7
2107	2107	‘‘(1) I
2108	2108	N GENERAL.—In order to receive funds 8
2109	2109	under this Act or under title II of the Elementary 9
2110	2110	and Secondary Education Act of 1965 (20 U.S.C. 10
2111	2111	6601 et seq.), a State shall conduct an assessment 11
2112	2112	to identify at-risk and low-performing teacher and 12
2113	2113	school leader preparation programs in the State and 13
2114	2114	to assist such programs through the provision of 14
2115	2115	technical assistance. 15
2116	2116	‘‘(2) P
2117	2117	ROVISION OF LOW-PERFORMING LIST.— 16
2118	2118	Each State described in paragraph (1) shall— 17
2119	2119	‘‘(A) provide the Secretary and the general 18
2120	2120	public an annual list of low-performing teacher 19
2121	2121	and school leader preparation programs and an 20
2122	2122	identification of those programs at risk of being 21
2123	2123	placed on such list, as applicable; 22
2124	2124	‘‘(B) report any teacher and school leader 23
2125	2125	preparation program that has been closed and 24
2126	2126	the reasons for such closure; and 25
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2128	2128	ssavage on LAPJG3WLY3PROD with BILLS 76
2129	2129	•HR 1331 IH
2130	2130	‘‘(C) describe the assessment, described in 1
2131	2131	paragraph (1), in the report under section 2
2132	2132	205(b). 3
2133	2133	‘‘(3) D
2134	2134	ETERMINATION OF AT -RISK AND LOW- 4
2135	2135	PERFORMING PROGRAMS .—The levels of perform-5
2136	2136	ance and the criteria for meeting those levels for 6
2137	2137	purposes of the assessment under paragraph (1) 7
2138	2138	shall be determined by the State in consultation with 8
2139	2139	a representative group of community stakeholders, 9
2140	2140	including, at a minimum, representatives of leaders 10
2141	2141	and faculty of traditional and alternative route 11
2142	2142	teacher and school leader preparation programs, pre-12
2143	2143	kindergarten through 12th grade leaders and in-13
2144	2144	structional staff, current teacher and school leader 14
2145	2145	candidates participating in traditional and alter-15
2146	2146	native route teacher or school leader preparation 16
2147	2147	programs, the State’s standards board or other ap-17
2148	2148	propriate standards body, and other stakeholders 18
2149	2149	identified by the State. In making such determina-19
2150	2150	tion, the State shall consider multiple measures and 20
2151	2151	the information reported by teacher preparation en-21
2152	2152	tities under section 205. 22
2153	2153	‘‘(b) R
2154	2154	EPORTING AND IMPROVEMENT.—In order to 23
2155	2155	receive funds under this Act or under title II of the Ele-24
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2158	2158	•HR 1331 IH
2159	2159	mentary and Secondary Education Act of 1965 (20 U.S.C. 1
2160	2160	6601 et seq.), a State shall— 2
2161	2161	‘‘(1) report to the Secretary and the general 3
2162	2162	public any programs described in subsection (a); 4
2163	2163	‘‘(2) establish a period of improvement and re-5
2164	2164	design (as established by the State) for programs 6
2165	2165	identified as at-risk under subsection (a); 7
2166	2166	‘‘(3) provide programs identified as at-risk 8
2167	2167	under subsection (a) with technical assistance for a 9
2168	2168	period of not longer than 3 years; 10
2169	2169	‘‘(4) identify at-risk programs as low-per-11
2170	2170	forming if there is not sufficient improvement fol-12
2171	2171	lowing the period of technical assistance provided by 13
2172	2172	the State; and 14
2173	2173	‘‘(5) subject low-performing programs to the 15
2174	2174	provisions described in subsection (c) (as determined 16
2175	2175	by the State) not later than 1 year after the date 17
2176	2176	of such identification as a low-performing program. 18
2177	2177	‘‘(c) T
2178	2178	ERMINATION OFELIGIBILITY.—Any teacher or 19
2179	2179	school leader preparation program that is projected to 20
2180	2180	close— 21
2181	2181	‘‘(1) shall be ineligible for any funding for pro-22
2182	2182	fessional development activities awarded by the De-23
2183	2183	partment; 24
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2186	2186	•HR 1331 IH
2187	2187	‘‘(2) may not be permitted to provide new 1
2188	2188	awards under subpart 9 of part A of title IV; and 2
2189	2189	‘‘(3) shall provide transitional support, includ-3
2190	2190	ing remedial services if necessary, for students en-4
2191	2191	rolled in the program in the year prior to such clo-5
2192	2192	sure. 6
2193	2193	‘‘(d) A
2194	2194	PPLICATION OF THE REQUIREMENTS.—The 7
2195	2195	requirements of this section shall apply to both traditional 8
2196	2196	teacher preparation programs and alternative routes to 9
2197	2197	State certification and licensure programs.’’. 10
2198	2198	SEC. 10. GENERAL PROVISIONS. 11
2199	2199	Section 208(a) of the Higher Education Act of 1965 12
2200	2200	(20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 13
2201	2201	205 and 206’’ and inserting ‘‘section 205’’. 14
2202	2202	SEC. 11. ELEVATION OF THE EDUCATION PROFESSION 15
2203	2203	STUDY. 16
2204	2204	Part A of title II of the Higher Education Act of 17
2205	2205	1965 (20 U.S.C. 1022 et seq.) is amended by inserting 18
2206	2206	after section 208 the following: 19
2207	2207	‘‘SEC. 209. ELEVATION OF THE EDUCATION PROFESSION 20
2208	2208	STUDY. 21
2209	2209	‘‘(a) P
2210	2210	URPOSE.—The purpose of the elevation of the 22
2211	2211	profession feasibility study is to examine State policies re-23
2212	2212	lated to teacher and school leader education and certifi-24
2213	2213	cation, produce a comprehensive set of expectations that 25
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2216	2216	•HR 1331 IH
2217	2217	sets a high bar for entry into the profession and ensures 1
2218	2218	that all entering teachers and school leaders are profes-2
2219	2219	sion-ready, and develop recommendations to Congress on 3
2220	2220	best practices with respect to elevating the education pro-4
2221	2221	fession that are evidence-based, reliable, and verified by 5
2222	2222	the field. 6
2223	2223	‘‘(b) E
2224	2224	STABLISHMENT.— 7
2225	2225	‘‘(1) I
2226	2226	N GENERAL.—The Secretary of Education 8
2227	2227	shall establish an Advisory Committee to carry out 9
2228	2228	the elevation of the education profession study de-10
2229	2229	scribed in subsection (c) and make recommendations 11
2230	2230	to Congress on the findings. 12
2231	2231	‘‘(2) M
2232	2232	EMBERSHIP OF THE ADVISORY COM -13
2233	2233	MITTEE.—The Advisory Committee shall include 14
2234	2234	representatives or advocates from the following cat-15
2235	2235	egories: 16
2236	2236	‘‘(A) Teacher unions. 17
2237	2237	‘‘(B) School leader organizations. 18
2238	2238	‘‘(C) State and local officials. 19
2239	2239	‘‘(D) State educational agencies and local 20
2240	2240	educational agencies. 21
2241	2241	‘‘(E) Teacher and school leader advocacy 22
2242	2242	organizations. 23
2243	2243	‘‘(F) School administrator organizations. 24
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2246	2246	•HR 1331 IH
2247	2247	‘‘(G) Institutions of higher education, in-1
2248	2248	cluding colleges of teacher education. 2
2249	2249	‘‘(H) Civil rights organizations. 3
2250	2250	‘‘(I) Organizations representing students 4
2251	2251	with disabilities. 5
2252	2252	‘‘(J) Organizations representing English 6
2253	2253	learners. 7
2254	2254	‘‘(K) Nonprofit organizations representing 8
2255	2255	subject-fields, such as STEM Educator organi-9
2256	2256	zations, comprehensive literacy Educator orga-10
2257	2257	nizations, and arts and humanities educator or-11
2258	2258	ganizations. 12
2259	2259	‘‘(L) Professional development organiza-13
2260	2260	tions. 14
2261	2261	‘‘(M) Educational technology organiza-15
2262	2262	tions. 16
2263	2263	‘‘(N) Nonprofit research organizations. 17
2264	2264	‘‘(O) Organizations representing nontradi-18
2265	2265	tional pathways into teacher and school leader 19
2266	2266	education. 20
2267	2267	‘‘(P) Organizations representing parents. 21
2268	2268	‘‘(c) D
2269	2269	UTIES OF THEADVISORYCOMMITTEE.— 22
2270	2270	‘‘(1) F
2271	2271	EASIBILITY STUDY.—The Advisory Com-23
2272	2272	mittee shall conduct a feasibility study to— 24
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2275	2275	•HR 1331 IH
2276	2276	‘‘(A) assess the state of policies and prac-1
2277	2277	tices related to teacher and school leader edu-2
2278	2278	cation and entry into the profession including 3
2279	2279	barriers to achieving certification and licensure, 4
2280	2280	best practices in producing profession-ready 5
2281	2281	teachers and school leaders, and recruitment 6
2282	2282	and retention of teachers and school leaders in 7
2283	2283	schools; 8
2284	2284	‘‘(B) compile best practices for educating 9
2285	2285	and training profession-ready teachers and 10
2286	2286	school leaders including evidence-based prac-11
2287	2287	tices for training teachers and school leaders to 12
2288	2288	support diverse learners, developing teacher and 13
2289	2289	school leaders, and successful pre-service and 14
2290	2290	in-service educational activities; 15
2291	2291	‘‘(C) review certification and credentialing 16
2292	2292	practices throughout the Nation including min-17
2293	2293	imum standards in each State, differences in 18
2294	2294	types of credentials, and impact of different 19
2295	2295	certification processes in each State for teach-20
2296	2296	ers and school leaders who relocate; and 21
2297	2297	‘‘(D) recommend a comprehensive set of 22
2298	2298	rigorous expectations for States standards to 23
2299	2299	elevate the profession of teaching and to 24
2300	2300	produce profession-ready teachers and school 25
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2303	2303	•HR 1331 IH
2304	2304	leaders prepared to educate diverse learners in 1
2305	2305	inclusive educational settings. 2
2306	2306	‘‘(2) R
2307	2307	EPORTS.— 3
2308	2308	‘‘(A) Not later than 1 year after the Advi-4
2309	2309	sory Committee’s first meeting, the Committee 5
2310	2310	shall submit an interim report to the Secretary 6
2311	2311	and to the authorizing committees detailing the 7
2312	2312	methods of the study and progress in devel-8
2313	2313	oping the set of comprehensive and rigorous ex-9
2314	2314	pectations. 10
2315	2315	‘‘(B) Not later than 3 years after the Advi-11
2316	2316	sory Committee’s first meeting, the Committee 12
2317	2317	shall submit a final report to the Secretary and 13
2318	2318	to the authorizing committees detailing the 14
2319	2319	findings, recommendations, and suggested set 15
2320	2320	of comprehensive and rigorous expectations. 16
2321	2321	‘‘(3) D
2322	2322	ISSEMINATION OF INFORMATION .—In 17
2323	2323	carrying out the study under paragraph (1), the Sec-18
2324	2324	retary shall disseminate information found in the 19
2325	2325	study in an accessible format to all stakeholders. 20
2326	2326	‘‘(4) D
2327	2327	ATABASE.—Not later than 180 days 21
2328	2328	after the date of the enactment of this subsection, 22
2329	2329	the Secretary shall produce an electronically acces-23
2330	2330	sible clearinghouse of State certification procedures 24
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2333	2333	•HR 1331 IH
2334	2334	and best State practices for producing and retaining 1
2335	2335	profession-ready teachers and school leaders.’’. 2
2336	2336	SEC. 12. AUTHORIZATION OF APPROPRIATIONS. 3
2337	2337	Part A of title II of the Higher Education Act of 4
2338	2338	1965 (20 U.S.C. 1022 et seq.) is amended— 5
2339	2339	(1) by redesignating section 209 as section 210; 6
2340	2340	and 7
2341	2341	(2) in section 210, as so redesignated— 8
2342	2342	(A) by striking ‘‘2009’’ and inserting 9
2343	2343	‘‘2026’’; and 10
2344	2344	(B) by striking ‘‘two succeeding’’ and in-11
2345	2345	serting ‘‘5 succeeding’’. 12
2346	2346	Æ
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2348	2348	ssavage on LAPJG3WLY3PROD with BILLS