,i #aafth ,,congress #ast ,session ,h4 ,r4 #dbhh ,,in ,,the ,,house ,,of ,,representatives ,september #aa1 #bjai,mr4 ,gallego 7for himself1 ,mr4 ,cisneros1 ,mrs4 ,hayes1 and ,ms4 ,houlahan7 introduced the following bill2 which was referred to the ,committee on ,education and ,labor ,a ,,bill ,to amend the ,higher ,education ,act of #aife to establish the ,honorable ,augustus ,f4 ,hawkins ,centers of ,excellence1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,teacher ,diversity and ,retention ,act4 #b4 ,honorable ,augustus ,f4 ,hawkins ,centers of ,excellence ,part ,b of title ,,ii of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajca et seq47 is amended to read as follows3 ,b ,enhancing ,teacher ,education #bcj4 ,authorization of appropriations ,there are authorized to be appropriated to carry out this part #ajj1jjj1jjj for fiscal year #bjbj and each of the #e succeeding fiscal years4 #a ,honorable ,augustus ,f4 ,hawkins ,centers of ,excellence #bca4 ,findings ,congress finds the following3 7#a7 ,our ,nation's schools are experiencing a severe diversity gap that negatively impacts student achievement and school culture--#ej percent of current students are from minority groups while only #ah percent of teachers are from such groups1 according to a #bjaf study by the ,brookings ,institution4 7#b7 ,a #bjaf report conducted by the ,department of ,education shows that teachers of color tend to provide more culturally relevant teaching and better understand the situations that students of color may face4 ,these factors help develop trusting teacher-student relationships4 ,researchers from ,vanderbilt ,university also found that greater racial and ethnic diversity in the principal corps benefits students1 especially students of color4 7#c7 ,minority teachers and school leaders can also serve as cultural ambassadors who help students feel more welcome at school or as role models4 7#d7 ,research shows that increasing diversity in the teaching profession can have positive impacts on student educational experiences and outcomes4 ,students of color demonstrate greater academic achievement and social-emotional development in classes with teachers of color4 ,studies also suggest that all students1 including ,white students1 benefit from having teachers of color because they bring distinctive knowledge1 experiences1 and role modeling to the student body as a whole4 #bcb4 ,purpose ,the purpose of this subpart is to strengthen and expand the recruitment1 training1 and retention of diverse candidates into the teaching profession4 #bcc4 ,eligible institution defined ,in this subpart1 the term eligible institution means an institution of higher education that has a teacher or school leader preparation program that is a accredited by the ,state and that is-- 7#a7 a part ,b institution 7as defined in section #cbb72 7#b7 a ,hispanic-serving institution 7as defined in section #ejb72 7#c7 a ,tribal college or university 7as defined in section #caf72 7#d7 an ,alaska ,native-serving institution 7as defined in section #cag7;b772 7#e7 a ,native ,hawaiian-serving institution 7as defined in section #cag7;b772 7#f7 a predominantly black institution 7as defined in section #cah72 7#g7 an ,asian-,american and ,native ,american ,pacific ,islander-serving institution 7as defined in section #cbj7;b772 7#h7 a ,native ,american-serving1 nontribal institution 7as defined in section #cai72 7#i7 a consortium of any of the institutions described in paragraphs 7#a7 through 7#h72 or 7#aj7 any institution described in paragraphs 7#a7 through 7#h7 in which a center of excellence established under section #bcd is located1 in partnership with any other institution of higher education4 #bcd4 ,augustus ,f4 ,hawkins ,centers of ,excellence 7a7 ,program authorized ,from the amounts provided to carry out this subpart1 the ,secretary shall award grants1 on a competitive basis1 to eligible institutions to establish centers of excellence4 7b7 ,use of funds ,an eligible institution shall use a grant received under this subpart to ensure that programs offered at a center of excellence established by such institution prepare current and future teachers or school leaders to be profession-ready1 and meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 or1 with regard to special education teachers1 the qualifications described in section #fab7;a77#ad7 of the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adab7;a77#ad77;,c771 by carrying out one or more of the following activities3 7#a7 ,implementing reforms within teacher or school leader preparation programs to ensure that such programs are preparing teachers or school leaders who meet such applicable ,state certification and licensure requirements or qualifications1 are using evidence-based instructional practices to improve student academic achievement1 by-- 7,a7 retraining or recruiting faculty2 and 7,b7 designing 7or redesigning7 teacher or school leader preparation programs that-- 7i7 prepare teachers or school leaders to serve in low-performing schools and close student achievement gaps1 and that are based on rigorous academic content1 evidence-based research1 and challenging ,state academic standards as described in section #aaaa7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#a772 and 7ii7 promote effective teaching skills4 7#b7 ,providing sustained and high-quality preservice clinical experience1 including the mentoring of prospective teachers by teacher leaders1 substantially increasing interaction between faculty at institutions of higher education and new and experienced teachers1 principals1 school leaders1 and other administrators at elementary schools or secondary schools1 and providing support1 including preparation time1 for such interaction4 7#c7 ,developing and implementing initiatives to promote retention of teachers who meet such applicable ,state certification and licensure requirements or qualifications1 and principals and other school leaders1 including minority teachers1 principals and other school leaders1 including programs that provide-- 7,a7 teacher or principal and other school leader mentoring2 and 7,b7 induction and support for teachers and principals and other school leaders during their first three years of employment as teachers1 principals1 or other school leaders1 respectively4 7#d7 ,awarding scholarships based on financial need to help students pay the costs of tuition1 room1 board1 and other expenses of completing a teacher or other school leader preparation program1 not to exceed the cost of attendance as defined in section #dgb4 7#e7 ,disseminating information on effective practices for teacher or other school leader preparation and successful teacher or other school leader certification and licensure assessment preparation strategies4 7#f7 ,activities authorized under section #bjb4 7c7 ,application ,any eligible institution desiring a grant under this subpart shall submit an application to the ,secretary at such time1 in such manner1 and accompanied by such information as the ,secretary may require4 7d7 ,limitation on administrative expenses ,an eligible institution that receives a grant under this subpart may use not more than #b percent of the funds provided to administer the grant4 7e7 ,regulations ,the ,secretary shall prescribe such regulations as may be necessary to carry out this subpart4 #b ,preparing ,well-,rounded ,teachers #bda4 ,well-rounded teaching grants 7a7 ,findings ,congress finds that-- 7#a7 students have diverse learning needs and teachers must be prepared to provide a high-quality1 equitable education to every child2 7#b7 improving the pedagogical competencies1 behavior management skills1 and cultural competencies of teacher candidates prepares them to effectively teach students from diverse backgrounds and increases the likelihood they will remain in the profession2 and 7#c7 teachers who hold dual certification and receive training in social and emotional learning competencies and nonexclusionary1 positive behavior management practices are better prepared to create a supportive school climate and meet the needs of all students1 including ,english learners1 racially diverse students1 students with disabilities1 low-income students1 and students who have experienced trauma4 7b7 ,purpose ,the purpose of this subpart is to-- 7#a7 strengthen and expand teacher preparation programs that embed dual certification for teacher candidates in special education2 and 7#b7 strengthen and expand teacher preparation programs that embed training on social and emotional learning competencies and nonexclusionary1 positive behavior management practices to teacher candidates4 7c7 ,authorization of program 7#a7 ,in general ,from the amounts provided to carry out this subpart1 the ,secretary shall award grants1 on a competitive basis1 to eligible partnerships to improve the preparation of general education teacher candidates to ensure that such teacher candidates possess the knowledge1 skills1 and credentials necessary to effectively instruct students with disabilities in general education classrooms1 and an understanding of positive behavior-management practices that reduce the use of exclusionary and aversive disciplinary practices and create a supportive school climate4 7#b7 ,duration of grants ,a grant under this subpart shall be awarded for a period of not more than #e years4 7#c7 ,non-federal share ,an eligible partnership that receives a grant under this subpart shall provide not less than #be percent of the cost of the activities carried out with such grant from non-,federal sources1 which may be provided in cash or in-kind4 7d7 ,definition of eligible partnership ,in this section1 the term eligible partnership means a partnership that-- 7#a7 shall include-- 7,a7 one or more departments or programs at an institution of higher education-- 7i7 that prepare elementary or secondary general education teachers2 7ii7 that have a program of study that leads to an undergraduate degree1 a master's degree1 or completion of a postbaccalaureate program required for teacher certification2 and 7iii7 the profession-ready graduates of which meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 or1 with regard to special education teachers1 the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act2 7,b7 a department or program that has expertise in special education at an institution of higher education2 and 7,c7 a high-need local educational agency2 and 7#b7 may include-- 7,a7 a department or program of mathematics1 earth or physical science1 foreign language1 or another department at the institution that has a role in preparing teachers2 or 7,b7 a nonprofit1 research-based organization4 7e7 ,activities ,an eligible partnership that receives a grant under this section-- 7#a7 shall use the grant funds to-- 7,a7 develop or strengthen an undergraduate1 postbaccalaureate1 or master's teacher preparation program by integrating special education pedagogy into the general education curriculum and academic content that result in applicable dual ,state certification for teacher candidates who complete the program2 7,b7 develop or strengthen an undergraduate1 postbaccalaureate1 or master's teacher preparation program by embedding social and emotional learning strategies and nonexclusionary1 positive behavior-management practices into the general education curriculum and academic content2 7,c7 provide teacher candidates participating in the program under subparagraph 7,a7 with skills related to-- 7i7 response to intervention1 positive behavioral interventions and supports 7including eliminating the use of aversive interventions such as seclusion and restraints71 differentiated instruction1 and data-driven instruction 7including the use of data to identify and address disparities in rates of discipline among student subgroups72 7ii7 universal design for learning2 7iii7 determining and utilizing accommodations for instruction and assessments for students with disabilities2 7iv7 collaborating with stakeholders such as special educators1 related services providers1 out-of-school time providers1 and parents1 including participation in individualized education program development and implementation2 7v7 appropriately utilizing technology and assistive technology for students with disabilities2 and 7vi7 effectively and equitably using technology for digital and blended learning2 7,d7 provide teacher candidates participating in the program under subparagraph 7,b7 with skills related to-- 7i7 social and emotional learning competencies2 7ii7 positive behavior interventions and supports or multitiered systems of support2 7iii7 trauma-informed care2 7iv7 evidenced-based restorative justice practices2 and 7v7 culturally responsive teaching and anti-bias training that is evidence-based2 and 7,e7 provide extensive clinical experience for participants described in subparagraphs 7,a7 and 7,b7 with mentoring and induction support throughout the program that continues during the first #b years of full-time teaching4 7f7 ,application 7#a7 ,application ,requirements ,an eligible partnership seeking a grant under this section shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 ,such application shall include-- 7,a7 a self-assessment by the eligible partnership of the existing teacher preparation program at the institution of higher education and needs related to preparing general education teacher candidates to instruct students with disabilities2 and 7,b7 an assessment of the existing personnel needs for general education teachers who instruct students with disabilities1 performed by the local educational agency in which most graduates of the teacher preparation program are likely to teach after completion of the program under subsection 7e77#a74 7#b7 ,peer review 7,a7 ,in general ,the ,secretary shall convene a peer review committee to review applications for grants under this subpart and to make recommendations to the ,secretary regarding the selection of eligible partnerships for such grants4 7,b7 ,membership ,members of the peer review committee shall be recognized experts in the fields of special education1 social and emotional learning1 teacher preparation1 and general education and shall not be in a position to benefit financially from any grants awarded under this section4 7g7 ,equitable geographic distribution ,in awarding grants under this subpart1 the ,secretary shall1 to the maximum extent possible1 provide for an equitable geographic distribution of such grants4 7h7 ,evaluations 7#a7 ,by the partnership 7,a7 ,in general ,an eligible partnership receiving a grant under this subpart shall conduct an evaluation at the end of the grant period to determine-- 7i7 the effectiveness of the general education teachers who completed a program under subsection 7c77#a7 with respect to instruction of students with disabilities in general education classrooms2 and 7ii7 the systemic impact of the activities carried out by such grant on how each institution of higher education that is a member of the partnership prepares teachers for instruction in elementary schools and secondary schools4 7,b7 ,report to the secretary ,each eligible partnership performing an evaluation under subparagraph 7,a7 shall report the findings of such evaluation to the ,secretary4 7#b7 ,report by the secretary ,not later than #ahj days after the last day of the grant period for which an evaluation was conducted under paragraph 7#a71 the ,secretary shall make available to the authorizing committees and the public the findings of the evaluations submitted under paragraph 7#a71 and information on best practices related to effective instruction of students with disabilities in general education classrooms4 4