,i #aafth ,,congress #ast ,session ,h4 ,r4 #ddbc ,,in ,,the ,,house ,,of ,,representatives ,september #ai1 #bjai,mr4 ,rouda 7for himself1 ,mrs4 ,davis of ,california1 ,mr4 ,sablan1 ,mr4 ,trone1 and ,mr4 ,schneider7 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 enhance teacher and school leader quality partnership grants4 #a4 ,short title ,this ,act may be cited as the ,teacher and ,school ,leader ,quality ,partnership ,grants ,act4 #b4 ,definitions ,section #bjj of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba7 is amended to read as follows3 #bjj4 ,definitions ,except as otherwise provided1 in this title3 7#a7 ,arts and sciences ,the term arts and sciences means-- 7,a7 when referring to an organizational unit of an institution of higher education1 any academic unit that offers one or more academic majors in disciplines or content areas corresponding to the academic subject matter areas in which teachers provide instruction2 and 7,b7 when referring to a specific academic subject area1 the disciplines or content areas in which academic majors are offered by the arts and sciences organizational unit4 7#b7 ,blended learning ,the term blended learning has the meaning given the term in section #dajb of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #gaab74 7#c7 ,children from low-income families ,the term children from low-income families means children described in section #aabd7;c77#a77;,a7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fccc7;c77#a77;,a774 7#d7 ,comprehensive literacy instruction ,the term comprehensive literacy instruction has the meaning given the term in section #bbba7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffda7;b77#a774 7#e7 ,digital learning ,the term digital learning has the meaning given the term in section #dajb of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #gaab74 7#f7 ,diverse teacher candidates ,the term diverse teacher candidates means teacher candidates from-- 7,a7 underrepresented groups2 or 7,b7 teachers who are linguistically and culturally prepared to educate high-need students4 7#g7 ,early childhood educator ,the term early childhood educator means an individual with primary responsibility for the education of children in an early childhood education program4 7#h7 ,educational service agency ,the term educational service agency has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7#i7 ,educator ,the term educator means a teacher1 principal or other school leader1 specialized instructional support personnel1 or other staff member who provides or directly supports instruction1 such as a school librarian1 counselor1 or paraprofessional4 7#aj7 ,eligible partnership ,the term eligible partnership means an entity that-- 7,a7 shall include-- 7i7 a high-need local educational agency2 7ii7 7,i7 a high-need school or a consortium of high-need schools served by the high-need local educational agency2 or 7,,ii7 as applicable1 a high-need early childhood education program2 7iii7 a partner institution2 7iv7 a school1 department1 or program of education within such partner institution1 which may include an existing teacher professional development program with proven outcomes within a four-year institution of higher education that provides intensive and sustained collaboration between faculty and local educational agencies consistent with the requirements of this title2 and 7v7 a school or department of arts and sciences within such partner institution2 and 7,b7 may include any of the following3 7i7 ,the ,governor of the ,state4 7ii7 ,the ,state educational agency4 7iii7 ,the ,state board of education4 7iv7 ,the ,state agency for higher education4 7v7 ,a business4 7vi7 ,a public or private nonprofit educational organization4 7vii7 ,an educational service agency4 7viii7 ,a teacher1 principal1 or school leader organization4 7ix7 ,a high-performing local educational agency1 or a consortium of such local educational agencies1 that can serve as a resource to the partnership4 7x7 ,a charter school 7as defined in section #dcaj of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #gbba;i774 7xi7 ,a school or department within the partner institution that focuses on psychology and human development4 7xii7 ,a school or department within the partner institution with comparable expertise in the disciplines of teaching1 learning1 and child and adolescent development4 7xiii7 ,an entity operating a program that provides alternative routes to ,state certification of teachers or principals4 7#aa7 ,english learner ,the term ,english learner has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7#ab7 ,evidence-based ,the term evidence-based has the meaning given the term in subclauses 7,i7 and 7,,ii7 of section #haja7ba77;,a77i7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja7ba77;,a774 7#ac7 ,evidence of student learning ,the term evidence of student learning means multiple measures of student learning that include the following3 7,a7 ,valid and reliable student assessment data1 which may include data-- 7i7 based on-- 7,i7 student learning gains on statewide academic assessments under section #aaaa7;b77#b7 of the ,elementary and ,secondary ,education ,act of #aife2 or 7,,ii7 student academic achievement assessments used at the national1 ,state1 or local levels1 where available and appropriate for the curriculum and students taught2 7ii7 from classroom-based summative assessments2 and 7iii7 from high-quality validated performance-based assessments that are aligned with challenging ,state academic standards adopted under section #aaaa7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#a774 7,b7 ,not less than one of the following additional measures3 7i7 ,student work1 including measures of performance criteria and evidence of student growth4 7ii7 ,teacher-generated information about student goals and growth4 7iii7 ,parental feedback about student goals and growth4 7iv7 ,student feedback about learning and teaching supports4 7v7 ,assessments of affective engagement and self-efficacy4 7vi7 ,other appropriate measures1 as determined by the ,state4 7#ad7 ,foster care 7,a7 ,in general ,the term foster care means #bd-;hour substitute care for a child placed away from the child's parents or guardians and for whom the ,state agency has placement and care responsibility4 ,the term includes care through a placement in a foster family home1 a foster home of a relative1 a group home1 an emergency shelter1 a residential facility1 a child care institution1 or a pre-adoptive home4 7,b7 ,rule ,a child shall be considered to be in foster care under subparagraph 7,a7 without regard to whether-- 7i7 the foster care facility is licensed and payments are made by the ,state or local agency for the care of the child2 7ii7 adoption subsidy payments are being made prior to the finalization of an adoption2 or 7iii7 ,federal matching funds for any payments described in clause 7i7 or 7ii7 are being made4 7#ae7 ,high-need early childhood education program ,the term high-need early childhood education program means an early childhood education program serving children from low-income families that is located within the geographic area served by a high-need local educational agency4 7#af7 ,high-need local educational agency ,the term high-need local educational agency means a local educational agency-- 7,a7 7i7 that serves not fewer than #aj1jjj low-income children2 7ii7 for which not less than #bj percent of the children served by the agency are low-income children2 7iii7 that meets the eligibility requirements for funding under the ,small1 ,rural ,school ,achievement ,program under section #ebaa7;b7 of the ,elementary and ,secondary ,education ,act of #aife or the ,rural and ,low-,income ,school ,program under section #fbba7;b7 of such ,act2 or 7iv7 that has a percentage of low-income children that is in the highest quartile among such agencies in the ,state2 and 7,b7 7i7 for which one or more schools served by the agency is identified by the ,state for comprehensive supports and interventions under section #aaaa7;c77#d77;,d77i7 of the ,elementary and ,secondary ,education ,act of #aife2 or 7ii7 for which one or more schools served by the agency has a high teacher turnover rate or is experiencing a teacher shortage in a high-needs field1 as determined by the ,state4 7#ag7 ,high-need school 7,a7 ,in general ,the term high-need school means a school that1 based on the most recent data available1 meets one or both of the following3 7i7 ,the school is in the highest quartile of schools in a ranking of all schools served by a local educational agency1 ranked in descending order by percentage of students from low-income families enrolled in such schools1 as determined by the local educational agency based on one of the following measures of poverty3 7,i7 ,the percentage of students aged #e through #ag in poverty counted in the most recent census data approved by the ,secretary4 7,,ii7 ,the percentage of students eligible for a free or reduced price school lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act4 7,,iii7 ,the percentage of students in families receiving assistance under the ,state program funded under part ,a of title ,,iv of the ,social ,security ,act4 7,,iv7 ,the percentage of students eligible to receive medical assistance under the ,medicaid program4 7,v7 ,a composite of two or more of the measures described in subclauses 7,i7 through 7,,iv74 7ii7 ,in the case of-- 7,i7 an elementary school1 the school serves students not less than #fj percent of whom are eligible for a free or reduced price school lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act2 or 7,,ii7 any other school that is not an elementary school1 the other school serves students not less than #de percent of whom are eligible for a free or reduced price school lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act4 7,b7 ,special rule 7i7 ,designation by the ,secretary ,the ,secretary may1 upon approval of an application submitted by an eligible partnership seeking a grant under this title1 designate a school that does not qualify as a high-need school under subparagraph 7,a7 as a high-need school for the purpose of this title4 ,the ,secretary shall base the approval of an application for designation of a school under this clause on a consideration of the information required under clause 7ii71 and may also take into account other information submitted by the eligible partnership4 7ii7 ,application requirements ,an application for designation of a school under clause 7i7 shall include-- 7,i7 the number and percentage of students attending such school who are-- 7aa7 aged #e through #ag in poverty counted in the most recent census data approved by the ,secretary2 7bb7 eligible for a free or reduced price school lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act2 7cc7 in families receiving assistance under the ,state program funded under part ,a of title ,,iv of the ,social ,security ,act2 or 7dd7 eligible to receive medical assistance under the ,medicaid program2 7,,ii7 information about the student academic achievement of students at such school2 and 7,,iii7 for a secondary school1 the four-year adjusted cohort graduation rate for such school4 7#ah7 ,highly competent ,the term highly competent1 when used with respect to an early childhood educator1 means an educator-- 7,a7 with specialized education and training in development and education of young children from birth until entry into kindergarten or a specialization in infants and toddlers or pre-school children2 7,b7 with-- 7i7 a baccalaureate degree in an academic major in an early childhood or related field2 or 7ii7 an associate's degree in an early childhood or related educational area2 and 7,c7 who has demonstrated a high level of knowledge and use of content and pedagogy in the relevant areas associated with quality early childhood education4 7#ai7 ,homeless child ,the term homeless child means an individual who is a homeless child or youth under section #gbe of the ,mc,kinney-,vento ,homeless ,assistance ,act 7#db ,u4,s4,c4 #aadcd74 7#bj7 ,induction program ,the term induction program means a formalized program for new teachers or school leaders1 during not less than the teachers' or school leaders' first #b years of1 respectively1 teaching or leading1 that is designed to provide support for1 and improve the professional performance and increase the retention in the education field of1 beginning teachers or school leaders4 ,such program shall promote effective teaching or leadership skills and shall include the following components3 7,a7 ,high-quality mentoring4 7,b7 ,periodic1 structured time for collaboration1 including with mentors1 as well as time for information-sharing among teachers1 principals1 other school leaders and administrators1 other appropriate instructional staff1 and participating faculty or program staff in the partner institution4 7,c7 ,the application of evidence-based instructional practices4 7,d7 ,opportunities for new teachers or school leaders to draw directly on the expertise of mentors1 faculty or program staff1 and researchers to support the integration of evidence-based research with practice4 7,e7 ,the development of skills in evidence-based instructional and behavioral interventions4 7,f7 ,faculty or program staff who-- 7i7 model the integration of research and practice in the classroom and school2 and 7ii7 as appropriate1 assist new teachers or school leaders with the effective use and integration of educational technology and the principles of universal design for learning into the classroom or school4 7,g7 ,interdisciplinary collaboration among teacher leaders or school leaders1 faculty or program staff1 researchers1 and other staff who prepare new teachers or school leaders with respect to1 as applicable1 the learning process1 the assessment of learning1 or the leadership of a school4 7,h7 ,as applicable to the role1 assistance with understanding of the effective use of data1 particularly student achievement data1 and the applicability of such data to inform and improve classroom instruction and school leadership4 7,i7 ,regular and structured observation and evaluation of new teachers1 principals1 or other school leaders that are based in part on evidence of student learning1 shall include multiple measures of educator performance1 and shall provide clear1 timely1 and useful feedback to teachers1 principals1 or other school leaders1 as applicable4 7,j7 ,the development of skills in improving the school culture and climate related to school leadership and the role of the principal1 including to-- 7i7 nurture teacher and staff development to strengthen classroom practice2 7ii7 build and sustain an inclusive culture of learning among adults and children2 7iii7 strengthen communications and relationships with parents1 caregivers1 paraprofessionals1 and community stakeholders2 7iv7 facilitate the sharing of knowledge1 insight1 and best practices in the community served by the school1 preschool program1 or early childhood education program1 including with youth serving programs 7such as before- and after-school and summer programs72 and 7v7 build relationships and communicate effectively with ,state and local educational agency officials4 7#ba7 ,infant or toddler with a disability ,the term infant or toddler with a disability has the meaning given the term in section #fcb of the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adcb74 7#bb7 ,mentoring ,the term mentoring means the mentoring of new or prospective teachers or school leaders through a program that-- 7,a7 includes clear criteria for the selection of teacher or school leader mentors who may be program staff and who will provide role model relationships for mentees1 which criteria shall be developed by the eligible partnership and based on measures of teacher or school leader effectiveness2 7,b7 provides high-quality training for such mentors1 including instructional strategies for literacy instruction and classroom management 7including approaches that improve the schoolwide climate for learning1 create inclusive classroom environments1 and address the social and emotional needs of students1 which may include positive behavioral interventions and supports72 7,c7 provides regular and ongoing opportunities for mentors and mentees to observe each other's teaching or leading methods in classroom or school settings during the day in a high-need school in the high-need local educational agency in the eligible partnership2 7,d7 provides paid release time for mentors2 7,e7 for teachers1 provides mentoring to each mentee by a colleague who teaches in the same field1 grade1 or subject as the mentee2 7,f7 for teachers1 promotes empirically based practice of1 and evidence-based research on1 where applicable-- 7i7 teaching and learning2 7ii7 assessment of student learning2 7iii7 the development of teaching skills through the use of instructional and behavioral interventions2 and 7iv7 the improvement of the mentees' capacity to measurably advance student learning2 and 7,g7 includes-- 7i7 common planning time or regularly scheduled collaboration for the mentor and mentee2 and 7ii7 as applicable1 joint professional development opportunities4 7#bc7 ,parent ,the term parent has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#bd7 ,partner institution ,the term partner institution means an institution of higher education1 which may include a #b-year institution of higher education offering a dual program with a #d-year institution of higher education1 participating in an eligible partnership that has a teacher or school leader preparation program that is accredited by the ,state-- 7,a7 in the case of a teacher preparation program-- 7i7 whose graduates exhibit strong performance on ,state-determined qualifying assessments for new teachers through-- 7,i7 demonstrating that #hj percent or more of the graduates of the program who intend to enter the field of teaching have passed all of the applicable ,state qualification assessments for new teachers1 which shall include an assessment of each prospective teacher's subject matter knowledge in the content area in which the teacher intends to teach2 or 7,,ii7 that is not designated as a low-performing teacher preparation program in the ,state as determined by the ,state-- 7aa7 using criteria consistent with the requirements for the ,state assessment under section #bjg7;a7 before the first publication of such report card2 and 7bb7 using the ,state assessment required under section #bjg7;a71 after the first publication of such report card and for every year thereafter2 and 7ii7 that requires-- 7,i7 each student in the program to meet high academic standards or demonstrate a record of success1 as determined by the institution 7including prior to entering and being accepted into a program71 and participate in intensive clinical experience2 7,,ii7 each student in the program preparing to become a teacher who meets 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 and 7,,iii7 each student in the program preparing to become an early childhood educator to meet degree requirements1 as established by the ,state1 and become highly competent2 and 7,b7 in the case of a school leader preparation program-- 7i7 whose graduates exhibit a strong record of successful school leadership as demonstrated by-- 7,i7 a high percentage of such graduates taking positions as assistant principals and principals within #c years of completing the program2 and 7,,ii7 a high percentage of such graduates rated effective or above in ,state school leader evaluation and support systems 7as described in section #baja7;c77#d77;,b77ii7 of the ,elementary and ,secondary ,education ,act of #aife7 or1 if no such ratings are available1 other1 comparable indicators of performance2 and 7ii7 that requires each student in the program to participate in intensive clinical experience in an authentic setting 7including by assuming substantial leadership responsibilities7 in which the student can be evaluated on leadership skills and the student's effect on student outcomes as part of program completion4 7#be7 ,professional development ,the term professional development has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#bf7 ,profession-ready ,the term profession-ready-- 7,a7 when used with respect to a principal1 means a principal or other school leader who-- 7i7 has an advanced degree1 or other appropriate credential2 7ii7 has completed a principal or other school leader preparation process and is fully certified and licensed by the ,state in which the principal or other school leader is employed2 7iii7 has demonstrated instructional leadership1 including the ability to collect1 analyze1 and utilize data on evidence of student learning and evidence of classroom practice2 7iv7 has demonstrated proficiency in professionally recognized leadership standards1 such as through-- 7,i7 a performance assessment2 7,,ii7 completion of a residency program2 or 7,,iii7 other measures of leadership effectiveness1 as determined by the ,state2 and 7v7 has demonstrated the ability to work with students who are culturally and linguistically diverse2 7,b7 when used with respect to a teacher1 means a teacher who-- 7i7 has completed a teacher preparation program and is fully certified and licensed to teach by the ,state in which the teacher is employed2 7ii7 has demonstrated content knowledge in the subject or subjects the teacher teaches2 7iii7 has demonstrated the ability to work with students who are culturally and linguistically diverse2 7iv7 has demonstrated teaching skills1 such as through-- 7,i7 a teacher performance assessment2 or 7,,ii7 other measures of teaching skills1 as determined by the ,state2 and 7v7 has demonstrated proficiency with the use of educational technology2 and 7,c7 when used with respect to any other educator not described in subparagraph 7,a7 or 7,b71 means an educator who has completed an appropriate preparation program and is fully certified or licensed by the ,state in which the educator is employed4 7#bg7 ,residency program ,the term residency program means a school-based educator preparation program in which a prospective teacher1 principal or other school leader1 or other educator-- 7,a7 for #a academic year1 works alongside a mentor teacher1 principal or other school leader1 or other educator who is the educator of record2 7,b7 receives concurrent instruction during the year described in subparagraph 7,a7 from the partner institution1 which may be courses taught by local educational agency personnel or residency program faculty1 in-- 7i7 the teaching of the content area in which the teacher will become certified or licensed2 7ii7 pedagogical practices2 and 7iii7 leadership1 management1 organizational1 and instructional skills necessary to serve as a principal or other school leader2 7,c7 acquires effective teaching or leadership skills2 and 7,d7 prior to completion of the program1 earns a master's degree or other appropriate advanced credential1 attains full ,state teacher1 principal1 or school leader certification or licensure1 and becomes profession-ready4 7#bh7 ,school leader ,the term school leader has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#bi7 ,school leader preparation entity ,the term school leader preparation entity means an institution of higher education or a nonprofit organization1 including those institutions or organizations that provide alternative routes to certification1 that is approved by the ,state to prepare school leaders to be effective4 7#cj7 ,school leader preparation program ,the term school leader preparation program means a program offered by a school leader preparation entity1 whether a traditional or alternative route1 that is approved by the ,state to prepare school leaders to be effective and that leads to a specific ,state certification to be a school leader4 7#ca7 ,teacher leader ,the term teacher leader means a highly effective educator who carries out formalized leadership responsibilities based on the demonstrated needs of the elementary school or secondary school in which the teacher is employed1 while maintaining a role as a classroom instructor who-- 7,a7 is trained in and practices teacher leadership2 and 7,b7 fosters a collaborative culture to-- 7i7 support educator development1 effectiveness1 and student learning2 7ii7 support access and use research to improve practice and student learning2 7iii7 promote professional learning for continuous improvement2 7iv7 facilitate improvements in instruction and student learning2 promote the appropriate use of assessments and data for school and district improvement2 7v7 improve outreach and collaboration with families and community2 7vi7 advance the profession by shaping and implementing policy2 and 7vii7 advocate for increased access to great teaching and learning for all students4 7#cb7 ,teaching skills ,the term teaching skills means skills that enable a teacher to-- 7,a7 increase student learning1 achievement1 and the ability to apply knowledge2 7,b7 effectively convey1 and explain1 and provide opportunities for students to apply academic subject matter2 7,c7 effectively teach higher-order analytical1 evaluation1 problem-solving1 critical thinking1 social and emotional1 collaboration1 and communication skills2 7,d7 employ strategies grounded in the disciplines of teaching and learning that-- 7i7 are based on empirically based practice and evidence-based research1 where applicable1 related to teaching and learning2 7ii7 are specific to academic subject matter2 and 7iii7 focus on the identification of students' specific learning needs1 particularly students with disabilities1 students who are ,english-learners1 students who are gifted and talented1 and students with low literacy levels1 and the tailoring of academic instruction to such needs2 7,e7 design and conduct an ongoing assessments of student learning1 which may include the use of formative assessments1 performance-based assessments1 project-based assessments1 or portfolio assessments1 that measures higher-order thinking skills 7including application1 analysis1 synthesis1 and evaluation7 and use this information to inform and personalize instruction2 7,f7 support the social1 emotional1 and academic achievement of all students including effectively manage a classroom creating a positive and inclusive classroom environment1 including the ability to implement positive behavioral interventions and support strategies2 7,g7 support technology-rich instruction1 assessment and learning management in content areas1 technology literacy1 and understanding of the principles of universal design2 7,h7 demonstrate proficiency with the use of educational technology2 7,i7 communicate and work with families1 and involve families in their children's education2 and 7,j7 use1 in the case of an early childhood educator or an educator at the elementary school or secondary school level1 age-appropriate and developmentally appropriate strategies and practices for children and youth in early childhood education and elementary school or secondary school programs1 respectively4 7#cc7 ,teacher performance assessment ,the term teacher performance assessment means a pre-service assessment used to measure teacher performance that is approved by the ,state and is-- 7,a7 based on professional teaching standards2 7,b7 used to measure the effectiveness of a teacher's-- 7i7 curriculum planning2 7ii7 instruction of students1 including appropriate plans and modifications for students who are limited ,english proficient and students who are children with disabilities2 7iii7 assessment of students1 including analysis of evidence of student learning2 and 7iv7 ability to advance student learning2 7,c7 validated based on professional assessment standards2 7,d7 reliably scored by trained evaluators1 with appropriate oversight of the process to ensure consistency2 and 7,e7 used to support continuous improvement of educator practice4 7#cd7 ,teacher preparation entity ,the term teacher preparation entity means an institution of higher education1 a nonprofit organization1 or other organization that is approved by a ,state to prepare teachers to be effective in the classroom4 7#ce7 ,teacher preparation program ,the term teacher preparation program means a program offered by a teacher preparation entity that leads to a specific ,state teacher certification4 7#cf7 ,trauma-informed care ,the term trauma-informed care is defined as the evidence-based practices outlined in section #dajh7;,b77,,ii77aa7 of the ,elementary and ,secondary ,education ,act of #aife4 4 #c4 ,purposes ,section #bja of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb7 is amended-- 7#a7 in paragraph 7#b71 by striking by improving the preparation of prospective teachers and enhancing professional development activities for new teachers and inserting 1 school leaders1 including teacher leaders1 and other educators by improving the preparation of prospective teachers1 school leaders1 and other educators and enhancing professional development activities for new teachers1 school leaders1 and other educators2 7#b7 in paragraph 7#c71 by striking 2 and and inserting a semicolon2 and 7#c7 by striking paragraph 7#d7 and inserting the following new paragraphs3 7#d7 hold teacher1 principal and school leader1 and other educator preparation programs accountable for preparing effective teachers1 principals and school leaders1 and other educators2 7#e7 recruit profession-ready individuals1 including underrepresented groups and individuals from other occupations 7including informal education and youth development fields71 as teachers and other educators2 and 7#f7 meet the staffing needs of high-need local educational agencies and high-need schools through close partnerships with educator preparation programs within institutions of higher education4 4 #d4 ,partnership grants ,section #bjb of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;a7 is amended-- 7#a7 in subsection 7b7-- 7,a7 in paragraph 7#a71 by inserting equitable distribution1 after professional development12 7,b7 by amending paragraph 7#b7 to read as follows3 7#b7 a description of the extent to which the program to be carried out with grant funds1 as described in subsection 7c71 will prepare prospective teachers1 school leaders1 and new educators with strong teaching1 leadership1 and other professional skills necessary to increase learning and academic achievement2 2 7,c7 in paragraph 7#c71 by inserting 1 school leaders1 and other educators1 after new teachers2 7,d7 in paragraph 7#d7-- 7i7 in subparagraph 7,a71 by inserting 1 school leader1 and other educator after other teacher2 and 7ii7 in subparagraph 7,b71 by inserting 1 school leader1 and other educator after promote teacher2 7,e7 in paragraph 7#f7-- 7i7 by striking subparagraphs 7,f71 7,g71 and 7,h7 and inserting the following3 7,f7 how the partnership will prepare educators to teach and work with students with disabilities1 including training related to early identification of students with disabilities and participation as a member of individualized education program teams1 as defined in section #fad7;d77#a77;,b7 of the ,individuals with ,disabilities ,education ,act to ensure that students with disabilities receive effective services1 consistent with the requirements of the ,individuals with ,disabilities ,education ,act1 that are needed for such students to achieve to challenging ,state academic standards2 7,g7 how the partnership will prepare educators to teach and work with students who are ,english learners to ensure that students who are ,english learners receive the services that are needed for such students to achieve to challenging ,state academic standards2 7,h7 how faculty at the partner institution will work1 during the term of the grant1 with mentor educators in the classrooms and administrators of high-need schools served by the high-need local educational agency in the partnership to-- 7i7 provide high-quality professional development activities to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers and other educators1 including multi-tiered systems of support and universal design for learning2 7ii7 train other classroom teachers1 principals or other school leaders1 school librarians1 and other educators to implement literacy programs that incorporate the components of comprehensive literacy instruction2 and 7iii7 provide evidence-based1 high-quality professional development activities to strengthen the instructional and leadership skills of elementary school and secondary school principals or other school leaders and district superintendents1 if the partner institution has a principal or school leader preparation program2 2 7ii7 in subparagraph 7,i71 by inserting as applicable before how the partnership2 and 7iii7 in subparagraph 7,k7-- 7,i7 by inserting 1 principals or other school leaders after teachers2 and 7,,ii7 by striking 2 and and inserting a semicolon2 and 7,f7 in paragraph 7#g7-- 7i7 in the matter before subparagraph 7,a71 by striking under this section and inserting under paragraphs 7#a77;,b77iv7 and 7#c7 of subsection 7d72 7ii7 in subparagraph 7,a71 by inserting as applicable1 before a demonstration2 7iii7 in subparagraph 7,b71 by striking scientifically valid and inserting evidence-based2 and 7iv7 in subparagraph 7,d71 by striking the period at the end and inserting 2 and2 7#b7 by amending subsection 7c7 to read as follows3 7c7 ,use of grant funds ,an eligible partnership that receives a grant under this section-- 7#a7 shall use such grant to carry out-- 7,a7 a program for the pre-baccalaureate or post-baccalaureate preparation of teachers described in subsection 7d72 7,b7 a teaching or principal or other school leader residency program described in subsection 7e72 or 7,c7 a combination of such programs2 and 7#b7 may use such grant to carry out other educator development programs under subsection 7f71 based upon the results of the needs assessment in subsection 7b77#a74 2 7#c7 in subsection 7d7-- 7,a7 in paragraph 7#a7-- 7i7 by striking limited ,english proficient both places it appears and inserting ,english learners2 7ii7 by striking scientifically valid both places it appears and inserting evidence-based2 and 7iii7 in subparagraph 7,b77ii77,,vi71 by striking reading instruction both places it appears and inserting comprehensive literacy instruction2 7,b7 in paragraph 7#e77;,b71 by striking limited ,english proficient and inserting ,english learners2 and 7,c7 in paragraph 7#f77;,a71 by striking reading instruction and inserting comprehensive literacy instruction2 7#d7 by amending subsection 7e7 to read as follows3 7e7 ,partnership grants for the establishment of teaching and principal or other school leader residency programs 7#a7 ,in general ,an eligible partnership receiving a grant to carry out an effective teaching residency program or principal or other school leader residency program that meets the following requirements3 7,a7 ,teaching residency program ,an eligible partnership carrying out a teaching residency program shall-- 7i7 support a teaching residency program described in paragraph 7#b7 for high-need schools1 as determined by the needs of high-need local educational agency in the partnership1 and in high-need subjects and areas1 as defined by such local educational agency2 and 7ii7 place graduates of the teaching residency program in cohorts that facilitate professional collaboration1 both among graduates of the residency program and between such graduates and mentor teachers in the receiving school4 7,b7 ,principal or school leader residency program ,an eligible partnership carrying out a principal or school leader residency program shall support a program described in paragraph 7#c7 for high-need schools1 as determined by the needs of the high-need local educational agency in the partnership4 7#b7 ,teaching residency program 7,a7 ,establishment and design ,a teaching residency program under this paragraph shall be a program based upon models of successful teaching residencies that serves as a mechanism to prepare teachers for success in high-need schools in the eligible partnership and shall be designed to include the following characteristics of successful programs3 7i7 ,the integration of pedagogy1 classroom practice and teacher mentoring4 7ii7 ,the exposure to principles of child and youth development1 and understanding and applying principles of learning1 behavior1 and community and family engagement4 7iii7 ,the exposure to principles of universal design for learning and multi-tiered systems of support4 7iv7 ,engagement of teaching residents in rigorous graduate-level coursework to earn a master's degree while undertaking a guided teaching clinical experience4 7v7 ,experience and learning opportunities alongside a trained and experienced mentor teacher-- 7,i7 whose teaching shall complement the residency program so that school-based clinical practice is tightly aligned and integrated with coursework2 7,,ii7 who shall have extra responsibilities as a teacher leader of the teaching residency program1 as a mentor for residents1 and as a teacher coach during the induction program for new teachers1 and for establishing1 within the program1 a learning community in which all individuals are expected to continually improve their capacity to advance student learning2 and 7,,iii7 who may be relieved from teaching duties or may be offered a stipend as a result of such additional responsibilities4 7vi7 ,the establishment of clear criteria for the selection of mentor teachers based on the appropriate subject area knowledge and measures of teacher effectiveness1 which shall be based on1 but not limited to1 observations of the following3 7,i7 ,planning and preparation1 including demonstrated knowledge of content1 pedagogy1 and assessment1 including the use of formative1 summative1 and diagnostic assessments to inform instruction and improve student learning4 7,,ii7 ,appropriate instruction that engages all students4 7,,iii7 ,collaboration with colleagues to improve instruction4 7,,iv7 ,analysis of evidence of student learning4 7,v7 ,collaboration and the cultivation of relationships with external stakeholders 7which may include professional disciplinary organizations and nonprofit advocacy organizations7 to foster the sharing of evidence-based resources to promote high-quality1 effective practices4 7vii7 ,the development of admissions goals and priorities-- 7,i7 that are aligned with the hiring objectives of the local educational agency partnering with the program1 as well as the instructional initiatives and curriculum of such agency to hire qualified graduates from the teaching residency program2 and 7,,ii7 which may include consideration of applicants who reflect the communities in which they will teach as well as consideration of individuals from underrepresented populations in the teaching profession4 7viii7 ,continued support for residents once such residents are hired as the teachers of record1 through an induction program1 evidence-based professional development1 and networking opportunities to support the residents through not less than the residents' first #b years of teaching4 7,b7 ,selection of individuals as teacher residents 7i7 ,eligible individual ,in order to be eligible to be a teacher resident in a teacher residency program under this paragraph1 an individual shall-- 7,i7 be a recent graduate of a #d-year institution of higher education or a mid-career professional possessing strong content knowledge or a record of professional accomplishment2 and 7,,ii7 submit an application to the residency program4 7ii7 ,selection criteria ,an eligible partnership carrying out a teaching residency program under this subsection shall establish criteria for the selection of eligible individuals to participate in the teaching residency program based on the following characteristics3 7,i7 ,strong content knowledge or record of accomplishment in the field or subject area to be taught4 7,,ii7 ,strong verbal and written communication skills1 which may be demonstrated by performance on appropriate assessments4 7,,iii7 ,other attributes linked to effective teaching1 which may be determined by interviews or performance assessments1 as specified by the eligible partnership4 7#c7 ,partnership grants for the development of principal and other school leader residency programs 7,a7 ,establishment and design ,a principal or other school leader residency program under this paragraph shall be a program based upon models of successful principal or other school leader residencies that serve as a mechanism to prepare principals and other school leaders for success in high-need schools in the eligible partnership and shall be designed to include the following characteristics of successful programs3 7i7 ,engagement of principal or other school leader residents in rigorous graduate-level coursework to earn an appropriate advanced credential while undertaking a guided principal or other school leader clinical experience4 7ii7 ,experience and learning opportunities1 including those that provide continuous feedback throughout the program on a participants' progress1 alongside a trained and experienced mentor principal or other school leader-- 7,i7 whose mentoring shall be based on standards of effective mentoring practice and shall complement the residence program so that school-based clinical practice is tightly aligned with coursework2 and 7,,ii7 who may be relieved from some portion of principal or other school leader duties or may be offered a stipend as a result of such additional responsibilities4 7iii7 ,the establishment of clear criteria for the selection of mentor principals or other school leaders1 which may be based on observations of the following3 7,i7 ,demonstrating awareness of1 and having experience with1 the knowledge1 skills1 and attitudes to-- 7aa7 establish and maintain a professional learning community that effectively extracts information from data to improve the school culture and climate1 and personalize instruction for all students to result in improved student achievement2 7bb7 create and maintain a learning culture within the school that provides an inclusive climate conducive to the development of all members of the school community1 including one of continuous improvement and learning for adults tied to student learning and other school goals2 7cc7 develop the professional capacity and practice of school personnel and foster a professional community of teachers and other professional staff2 7dd7 engage in continuous professional development1 utilizing a combination of academic study1 developmental simulation exercises1 self-reflection1 mentorship1 and internship2 7ee7 understand youth development appropriate to the age level served by the school1 and use this knowledge to set high expectations and standards for the academic1 social1 emotional1 and physical development of all students2 and 7ff7 actively engage with families and the community to create shared responsibility for student academic performance and successful development4 7,,ii7 ,planning and articulating a shared and coherent schoolwide direction and policy for achieving high standards of student performance1 and closing gaps in achievement among subgroups of students4 7,,iii7 ,identifying and implementing the activities and rigorous curriculum necessary for achieving such standards of student performance4 7,,iv7 ,supporting a culture of learning1 collaboration1 and professional behavior and ensuring quality measures of instructional practice4 7,v7 ,communicating and engaging parents1 families1 and other external communities4 7,,vi7 ,cultivating relationships and collaborating with external stakeholders1 which may include professional disciplinary organizations and nonprofit advocacy organizations1 to foster the sharing of evidence-based resources to promote high-quality1 effective practices4 7,,vii7 ,collecting1 analyzing1 and utilizing data and other evidence of student learning and evidence of classroom practice to guide decisions and actions for continuous improvement and to ensure performance accountability4 7iv7 ,the development of admissions goals and priorities-- 7,i7 that are aligned with the hiring objectives of the local educational agency partnering with the program1 as well as the instructional initiatives and curriculum of such agency to hire qualified graduates from the principal residency program2 and 7,,ii7 which may include consideration of applicants who reflect the communities in which they will serve and consideration of individuals from underrepresented populations in school leadership positions4 7v7 ,continued support for residents once such residents are hired as principals or other school leaders1 through an induction program1 evidence-based professional development to support the knowledge and skills of the principal or other school leader in a continuum of learning and content expertise in developmentally appropriate or age-appropriate educational practices1 and networking opportunities to support the residents through not less than the residents' first #b years of serving as principal or other school leader of a school4 7,b7 ,selection of individuals as principal or other school leader residents 7i7 ,eligible individual ,in order to be eligible to be a principal or other school leader resident in a principal or other school leader residency program under this paragraph1 an individual shall-- 7,i7 have prior prekindergarten through grade #ab teaching experience2 7,,ii7 have experience as an effective leader1 manager1 and written and oral communicator2 and 7,,iii7 submit an application to the residency program4 7ii7 ,selection criteria ,an eligible partnership carrying out a principal or other school leader residency program under this subsection shall establish criteria for the selection of eligible individuals to participate in the principal residency program based on the following characteristics3 7,i7 ,strong instructional leadership skills in an elementary school or secondary school setting4 7,,ii7 ,strong verbal and written communication skills1 which may be demonstrated by performance on appropriate assessments4 7,,iii7 ,other attributes linked to effective leadership1 such as sound judgment1 organizational capacity1 collaboration1 commitment to equity and inclusiveness1 and openness to continuous learning1 which may be determined by interviews or performance assessment1 as specified by the eligible partnership4 7#d7 ,stipends or salaries2 applications2 agreements2 and repayments 7,a7 ,stipends or salaries ,a teaching residency program1 or principal or other school leader residency program1 under this subsection-- 7i7 shall provide a #a-year living stipend or salary to teaching or principal or other school leader residents during the teaching residency program or principal residency program2 and 7ii7 may provide a stipend to a mentor teacher or mentor principal4 7,b7 ,applications 7i7 ,in general ,each teaching1 principal1 or other school residency candidate desiring a stipend or salary during the period of residency shall submit an application to the eligible partnership at such time1 in such manner1 and containing such information and assurances1 as the eligible partnership may require1 and which shall include an agreement to serve described in clause 7ii74 7ii7 ,agreements to serve ,each application submitted under clause 7i7 shall contain or be accompanied by an agreement that the applicant will-- 7,i7 upon successfully completing the #a-year teaching1 principal1 or other school leader residency program1 serve as a full-time teacher1 principal1 or other school leader for a total of not less than #c school years at-- 7aa7 a high-need school served by the high-need local educational agency in the eligible partnership and1 in the case of a teacher1 teach a subject or area that is designated as high-need by the partnership2 or 7bb7 in a case in which no appropriate position is available in a high-need school served by the high-need local educational agency in the eligible partnership1 any other high-need school2 7,,ii7 provide to the eligible partnership a certificate1 from the chief administrative officer of the local educational agency in which the teacher or principal1 or other school leader is employed1 of the employment required under subclause 7,i7 at the beginning of1 and upon completion of1 each year or partial year of service2 7,,iii7 in the case of a teacher resident1 meet the requirements to be a profession-ready teacher2 and 7,,iv7 comply with the requirements set by the eligible partnership under subparagraph 7,c7 if the applicant is unable or unwilling to complete the service obligation required by this subparagraph4 7,c7 ,repayments 7i7 ,in general ,an eligible partnership carrying out a teaching or principal1 or other school leader1 residency program under this subsection shall require a recipient of a stipend or salary under subparagraph 7,a7 who does not complete1 or who notifies the partnership that the recipient intends not to complete1 the service obligation required by subparagraph 7,b7 to repay such stipend or salary to the eligible partnership1 together with interest1 at a rate specified by the partnership in the agreement1 and in accordance with such other terms and conditions specified by the eligible partnership1 as necessary4 7ii7 ,other terms and conditions ,any other terms and conditions specified by the eligible partnership may include reasonable provisions for prorate repayment of the stipend or salary described in subparagraph 7,a7 or for deferral of a teaching or principal1 or other school leader1 resident's service obligation required by subparagraph 7,b71 on grounds of health1 incapacitation1 inability to secure employment in a school served by the eligible partnership1 being called to active duty in the ,armed ,forces of the ,united ,states1 or other extraordinary circumstances4 7iii7 ,use of repayments ,an eligible partnership shall use any repayment received under this subparagraph to carry out additional activities that are consistent with the purposes of this section4 2 and 7#e7 by striking subsection 7f7 and inserting the following3 7f7 ,teacher leader development program 7#a7 ,in general ,a teacher leader development program carried out with a grant awarded under this section shall involve the professional development of teachers1 as described in paragraph 7#b71 who maintain their roles as classroom teachers and who also carry out formalized leadership responsibilities to increase the academic achievement of students and promote data-driven instructional practices that address the demonstrated needs at the elementary schools and secondary schools in which the teachers are employed1 such as-- 7,a7 development of curriculum and curricular resources2 7,b7 facilitating the work of committees and teams2 7,c7 family and community engagement2 7,d7 school discipline and culture2 7,e7 peer observations and coaching2 or 7,f7 dual enrollment instruction4 7#b7 ,professional development ,the professional development of teachers in a teacher leader development program carried out with a grant awarded under this section shall include-- 7,a7 one year of professional development1 training1 and support that may-- 7i7 include-- 7,i7 the engagement of teachers in rigorous coursework and fieldwork relevant to their role as a teacher leader1 including available teacher leader standards2 and 7,,ii7 regular observations and professional support from-- 7aa7 a principal1 vice principal1 or a designated instructional leader of the school2 7bb7 a representative from the institution of higher education that is a partner in the eligible partnership2 7cc7 a representative from another entity that is a partner in the eligible partnership2 and 7dd7 another member of the teacher leader cohort1 if applicable1 or a peer teacher2 and 7ii7 result in the awarding of a credential in teacher leadership2 and 7,b7 one or two additional years of support from a principal1 vice principal1 or a designated instructional leader of the school1 a representative from the institution of higher education that is a partner in the eligible partnership1 and a representative from another entity that is a partner in the eligible partnership4 7#c7 ,teacher leader development program plan ,in carrying out a teacher leader development program under this section1 an eligible partnership shall develop a plan that shall describe-- 7,a7 how the work hours of teacher leaders will be allocated between their classroom responsibilities and responsibilities as a teacher leader1 which may include a description of whether the teacher leader will be relieved from teaching duties during their participation in the teacher leader development program2 7,b7 how the partnership will support teacher leaders after the first year of professional development in the program2 and 7,c7 how teacher leader activities could be sustained by the eligible partnership after the program concludes1 which may include a description of opportunities for the teacher leaders to assist in the educator preparation program at the institution of higher education in the partnership4 7#d7 ,selection of teacher leaders2 use of funds ,in carrying out a teacher leader development program under this section1 an eligible partnership-- 7,a7 shall select a teacher for participation in the program-- 7i7 who-- 7,i7 is fully certified to teach in the ,state of the high-need local educational agency that is a partner in the eligible partnership2 7,,ii7 is employed by such high-need local educational agency2 7,,iii7 has not less than #c years of teaching experience2 and 7,,iv7 submits an application for participation to the eligible partnership2 and 7ii7 based on selection criteria that includes-- 7,i7 demonstration of strong content knowledge or a record of accomplishment in the field or subject area the teacher will support as a teacher leader2 and 7,,ii7 demonstration of attributes linked to effective teaching that is determined through interviews1 observations1 artifacts1 student achievement1 or performance assessments1 such as those leading to an advanced credential2 7,b7 may develop admissions goals and priorities for the teacher leader development program that-- 7i7 are aligned with the demonstrated needs of the school or high-need local educational agency in which the teacher is employed2 7ii7 considers cultural competencies that would make the applicant effective in the applicant's teacher leader role2 and 7iii7 considers whether the teacher has substantial teaching experience in the school in which the teacher is employed or in a school that is similar to the school in which the teacher is employed2 7,c7 shall use the grant funds to pay for costs of training and supporting teacher leaders for not less than #b years and not more than #c years2 7,d7 may use the grant funds to pay for a portion of a stipend for teacher leaders if such grant funds are matched by additional non-,federal public or private funds as follows3 7i7 during each of the first and second years of the grant period1 grant funds may pay not more than #ej percent of such stipend2 and 7ii7 during the third year of the grant period1 grant funds may pay not more than #cc percent of such stipend2 and 7,e7 may require teacher leaders to pay back the cost of attaining the credential described in paragraph 7#b77;,a77ii7 if they do not complete their term of service in the teacher leader development program4 4 #e4 ,administrative provisions ,section #bjc of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;b7 is amended-- 7#a7 in subsection 7a77#b71 by striking five-year period and inserting five-year period1 except such partnership may receive an additional grant during such period if such grant is used to establish a teacher or principal residency program if such residency program was not established with the prior grant2 and 7#b7 in subsection 7b77#b77;,a71 by striking teacher preparation program and inserting teacher education1 school leader preparation1 or educator development program4 #f4 ,accountability and evaluation ,section #bjd7;a7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;c7a77 is amended to read as follows3 7a7 ,eligible partnership evaluation ,each eligible partnership submitting an application for a grant under this part shall establish1 and include in such application1 an evaluation plan that includes rigorous1 comprehensive1 and measurable performance objectives4 ,the plan shall include objectives and measures for-- 7#a7 achievement for all prospective and new educators as measured by the eligible partnership2 7#b7 educator retention in the first #c years2 7#c7 as applicable1 pass rates and scaled scores for initial ,state certification or licensure of teachers or pass rates and average scores on valid and reliable teacher performance assessments2 and 7#d7 7,a7 the percentage of profession-ready teachers1 principals or other school leaders1 and other educators hired by the high-need local educational agency participating in the eligible partnership2 7,b7 the percentage of profession-ready teachers1 principals1 and other educators hired by the high-need local educational agency who are members of underrepresented groups2 7,c7 as applicable1 the percentage of profession-ready teachers hired by the high-need local educational agency who teach high-need academic subject areas1 such as reading1 science1 technology1 engineering1 mathematics1 computer science1 and foreign language 7including less commonly taught languages and critical foreign languages72 7,d7 as applicable1 the percentage of profession-ready teachers hired by the high-need local educational agency who teach in high-need areas1 including special education1 bilingual education1 language instruction educational programs for ,english language learners1 and early childhood education2 7,e7 the percentage of profession-ready teachers1 principals or other school leaders1 and other educators hired by the high-need local educational agency who teach in high-need schools1 disaggregated by the elementary school and secondary school levels2 7,f7 as applicable1 the percentage of early childhood education program classes in the geographic area served by the eligible partnership taught by early childhood educators who are highly competent2 7,g7 as applicable1 the percentage of educators able to-- 7i7 integrate technology effectively into curricula and instruction1 including technology consistent with the principles of universal design for learning2 and 7ii7 use technology effectively to collect1 manage1 and analyze data to improve teaching and learning for the purpose of improving student learning outcomes2 and 7,h7 as applicable1 the percentage of educators taking school leadership positions who1 after #c years in the role1 receive ratings of effective or above in ,state school leader evaluation and support systems 7as described in section #bjad7;c77#d77;,b77ii7 of the ,elementary and ,secondary ,education ,act of #aife7 or1 if no such ratings are available1 other comparable indicators of performance4 4 #g4 ,accountability for programs that prepare teachers or other school leaders ,section #bje of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;d7-- 7#a7 by amending subsection 7a77#a7 to read as follows3 7#a7 ,report card ,each teacher preparation or school leader preparation entity approved to operate teacher preparation or school leader preparation programs in the ,state and that receives or enrolls students receiving ,federal assistance shall report annually to the ,state and the general public1 in a uniform and comprehensive manner that conforms with the definitions and methods established by the ,secretary1 the following3 7,a7 ,pass rates and scaled scores ,for the most recent year for which the information is available for each teacher or school leader preparation program offered by the teacher preparation or school leader preparation entity the following3 7i7 ,except as provided in clause 7ii71 for those students who took the assessments used for teacher or school leader certification or licensure by the ,state in which the entity is located and are enrolled in the teacher or school leader preparation program or1 and for those who have taken such assessments and have completed the teacher or school preparation program during the #b-year period preceding such year1 for each of such assessments-- 7,i7 the percentage of all students who passed such assessment2 7,,ii7 the percentage of students who have taken such assessment who enrolled in and completed the teacher or school leader preparation program2 and 7,,iii7 the average scaled score for all students who took such assessment4 7ii7 ,in the case of an entity that requires a valid and reliable teacher performance assessment in order to complete the preparation program1 the entity may submit in lieu of the information described in clause 7i7 the pass rate and average score of students taking the teacher performance assessment4 7,b7 ,entity information ,a description of the following3 7i7 ,the median grade point average and range of grade point averages for admitted students4 7ii7 ,the number of students in the entity disaggregated by race 7as defined in section #aec7;a77#c7 of the ,education ,sciences ,reform ,act of #bjjb 7#bj ,u4,s4,c4 #iedc7;a77#c7771 ethnicity1 and gender4 7iii7 ,the number of hours and types of supervised clinical preparation required for each program4 7iv7 ,the total number of students who have completed programs for certification or licensure disaggregated by subject area and by race 7as defined in section #aec7;a77#c7 of the ,education ,sciences ,reform ,act of #bjjb 7#bj ,u4,s4,c4 #iedc7;a77#c7771 ethnicity1 and gender1 except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student4 7,c7 ,accreditation ,whether the program or entity is accredited by a specialized accrediting agency recognized by the ,secretary for accreditation of professional teacher or school leader education programs4 7,d7 ,designation as low-performing ,which programs 7if any7 offered by the entity have been designated as low-performing by the ,state under section #bjg7;a74 2 7#b7 in subsection 7b7-- 7,a7 in paragraph 7#a7-- 7i7 in subparagraph 7,a7-- 7,i7 by inserting and school leader after teacher2 and 7,,ii7 by inserting 1 including teacher performance assessments after the ,state2 7ii7 by amending subparagraph 7,d7 to read as follows3 7,d7 7i7 ,except as provided in clause 7ii71 for each of the assessments used by the ,state for teacher or school leader certification or licensure1 disaggregated by subject area1 race 7as defined in section #aec7;a77#c7 of the ,education ,sciences ,reform ,act of #bjjb 7#bj ,u4,s4,c4 #iedc7;a77#c7771 ethnicity1 and gender1 except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student-- 7,i7 for each entity located in the ,state1 the percentage of students at such entities who have completed #ajj percent of the nonclinical coursework and taken the assessment who pass such assessment2 7,,ii7 the percentage of all such students in all such programs and entities who have taken the assessment who pass such assessment2 7,,iii7 the percentage of students who have taken the assessment and who enrolled in and completed a teacher or school leader preparation program2 and 7,,iv7 the average scaled score of individuals participating in such a program1 or who have completed such a program during the #b-year period preceding the first year for which the annual ,state report card is provided1 who took each such assessment4 7ii7 ,in the case of a ,state that has implemented a valid and reliable teacher performance assessment1 the ,state may submit in lieu of the information described in clause 7i7 the pass rate and average score of students taking the teacher performance assessment1 disaggregated by subject area1 race 7as defined in section #aec7;a77#c7 of the ,education ,sciences ,reform ,act of #bjjb 7#bj ,u4,s4,c4 #iedc7;a77#c7771 ethnicity1 and gender1 except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student4 2 and 7iii7 by striking subparagraphs 7,g7 through 7,l7 and inserting the following3 7,g7 ,for each teacher and school leader preparation program in the ,state the following3 7i7 ,the programs' admission rate and median grade point average and range of grade point averages for admitted students4 7ii7 ,the number of students in the program disaggregated by race 7as defined in section #aec7;a77#c7 of the ,education ,sciences ,reform ,act of #bjjb 7#bj ,u4,s4,c4 #iedc7;a77#c7771 ethnicity1 and gender4 7iii7 ,the number of hours and types of supervised clinical preparation required4 7iv7 ,whether such program has been identified as low-performing1 as designated by the ,state under section #bjg7;a74 7v7 ,for each school leader preparation program in the ,state1 the total number and percentage of program completers placed as principals who are rated as effective or above on the ,state school leader evaluation and support systems 7as described in section #baja7;c77#d77;,b77#b7 of the ,elementary and ,secondary ,education ,act of #aife7 or1 if no such ratings are available1 other comparable indicators of performance after three years of leading a school4 7,h7 ,for the ,state as a whole1 and for each teacher preparation entity in the ,state1 the number of teachers prepared1 in the aggregate and reported separately by the following3 7i7 ,area of certification or licensure4 7ii7 ,academic major4 7iii7 ,subject area for which the teacher has been prepared to teach4 7iv7 ,the relationship of the subject area and grade span of teachers graduated by the teacher preparation entity to the teacher workforce needs of the ,state4 7v7 ,the percentage of teachers graduated teaching in high-need schools4 7vi7 ,race 7as defined in section #aec7;a77#c7 of the ,education ,sciences ,reform ,act of #bjjb 7#bj ,u4,s4,c4 #iedc7;a77#c7771 gender1 and ethnicity4 2 and 7,b7 by adding at the end the following3 7#c7 ,no requirement for reporting on students not residing in the ,state ,nothing in this section shall require a ,state to report data on program completers who do not reside in such ,state4 2 and 7#c7 in subsection 7d77#b71 by adding at the end the following3 7,d7 ,the relationship of the subject area and grade span of teachers graduated by teacher preparation entities across the ,states to identified teacher shortage areas4 7,e7 ,the number and percentages of such graduates teaching in high-need schools4 4 #h4 ,teacher development ,section #bjf of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;e7 is amended by striking limited ,english proficient both places it appears and inserting ,english learner4 #i4 ,state functions ,section #bjg of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;f7 is amended to read as follows3 #bjg4 ,state functions 7a7 ,state assessment 7#a7 ,in general ,in order to receive funds under this ,act or under title ,,ii of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffja et seq471 a ,state shall conduct an assessment to identify at-risk and low-performing teacher and school leader preparation programs in the ,state and to assist such programs through the provision of technical assistance4 7#b7 ,provision of low-performing list ,each ,state described in paragraph 7#a7 shall-- 7,a7 provide the ,secretary and the general public an annual list of low-performing teacher and school leader preparation programs and an identification of those programs at risk of being placed on such list1 as applicable2 7,b7 report any teacher and school leader preparation program that has been closed and the reasons for such closure2 and 7,c7 describe the assessment1 described in paragraph 7#a71 in the report under section #bje7;b74 7#c7 ,determination of at-risk and low-performing programs ,the levels of performance and the criteria for meeting those levels for purposes of the assessment under paragraph 7#a7 shall be determined by the ,state in consultation with a representative group of community stakeholders1 including1 at a minimum1 representatives of leaders and faculty of traditional and alternative route teacher and school leader preparation programs1 prekindergarten through #abth grade leaders and instructional staff1 current teacher and school leader candidates participating in traditional and alternative route teacher or school leader preparation programs1 the ,state's standards board or other appropriate standards body1 and other stakeholders identified by the ,state4 ,in making such determination1 the ,state shall consider multiple measures and the information reported by teacher preparation entities under section #bje4 7b7 ,reporting and improvement ,in order to receive funds under this ,act or under title ,,ii of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffja et seq471 a ,state shall-- 7#a7 report to the ,secretary and the general public any programs described in subsection 7a72 7#b7 establish a period of improvement and redesign 7as established by the ,state7 for programs identified as at-risk under subsection 7a72 7#c7 provide programs identified as at-risk under subsection 7a7 with technical assistance for a period of not longer than #c years2 7#d7 identify at-risk programs as low-performing if there is not sufficient improvement following the period of technical assistance provided by the ,state2 and 7#e7 subject low-performing programs to the provisions described in subsection 7c7 7as determined by the ,state7 not later than #a year after the date of such identification as a low-performing program4 7c7 ,termination of eligibility ,any teacher or school leader preparation program that is projected to close-- 7#a7 shall be ineligible for any funding for professional development activities awarded by the ,department2 7#b7 may not be permitted to provide new awards under subpart #i of part ,a of title ,,iv2 and 7#c7 shall provide transitional support1 including remedial services if necessary1 for students enrolled in the program in the year prior to such closure4 7d7 ,application of the requirements ,the requirements of this section shall apply to both traditional teacher preparation programs and alternative routes to ,state certification and licensure programs4 4 #aj4 ,general provisions ,section #bjh7;a7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;g7a77 is amended by striking sections #bje and #bjf and inserting section #bje4 #aa4 ,elevation of the education profession study ,part ,a of title ,,ii of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb et seq47 is amended by inserting after section #bjh the following3 #bji4 ,elevation of the education profession study 7a7 ,purpose ,the purpose of the elevation of the profession feasibility study is to examine ,state policies related to teacher and school leader education and certification1 produce a comprehensive set of expectations that sets a high bar for entry into the profession and ensures that all entering teachers and school leaders are profession-ready1 and develop recommendations to ,congress on best practices with respect to elevating the education profession that are evidence-based1 reliable1 and verified by the field4 7b7 ,establishment 7#a7 ,in general ,the ,secretary of ,education shall establish an ,advisory ,committee to carry out the elevation of the education profession study described in subsection 7c7 and make recommendations to ,congress on the findings4 7#b7 ,membership of the ,advisory ,committee ,the ,advisory ,committee shall include representatives or advocates from the following categories3 7,a7 ,teacher unions4 7,b7 ,school leader organizations4 7,c7 ,state and local officials4 7,d7 ,state educational agencies and local educational agencies4 7,e7 ,teacher and school leader advocacy organizations4 7,f7 ,school administrator organizations4 7,g7 ,institutions of higher education1 including colleges of teacher education4 7,h7 ,civil rights organizations4 7,i7 ,organizations representing students with disabilities4 7,j7 ,organizations representing ,english learners4 7,k7 ,nonprofit organizations representing subject-fields1 such as ,,stem ,educator organizations1 comprehensive literacy ,educator organizations1 and arts and humanities educator organizations4 7,l7 ,professional development organizations4 7,m7 ,educational technology organizations4 7,n7 ,nonprofit research organizations4 7,o7 ,organizations representing nontraditional pathways into teacher and school leader education4 7,p7 ,organizations representing parents4 7c7 ,duties of the ,advisory ,committee 7#a7 ,feasibility study ,the ,advisory ,committee shall conduct a feasibility study to-- 7,a7 assess the state of policies and practices related to teacher and school leader education and entry into the profession including barriers to achieving certification and licensure1 best practices in producing profession-ready teachers and school leaders1 and recruitment and retention of teachers and school leaders in schools2 7,b7 compile best practices for educating and training profession-ready teachers and school leaders including evidence-based practices for training teachers and school leaders to support diverse learners1 developing teacher and school leaders1 and successful pre-service and in-service educational activities2 7,c7 review certification and credentialing practices throughout the ,nation including minimum standards in each ,state1 differences in types of credentials1 and impact of different certification processes in each ,state for teachers and school leaders who relocate2 and 7,d7 recommend a comprehensive set of rigorous expectations for ,states standards to elevate the profession of teaching and to produce profession-ready teachers and school leaders prepared to educate diverse learners in inclusive educational settings4 7#b7 ,reports 7,a7 ,not later than #a year after the ,advisory ,committee's first meeting1 the ,committee shall submit an interim report to the ,secretary and to the authorizing committees detailing the methods of the study and progress in developing the set of comprehensive and rigorous expectations4 7,b7 ,not later than #c years after the ,advisory ,committee's first meeting1 the ,committee shall submit a final report to the ,secretary and to the authorizing committees detailing the findings1 recommendations1 and suggested set of comprehensive and rigorous expectations4 7#c7 ,dissemination of information ,in carrying out the study under paragraph 7#a71 the ,secretary shall disseminate information found in the study in an accessible format to all stakeholders4 7#d7 ,database ,not later than #ahj days after the date of the enactment of this subsection1 the ,secretary shall produce an electronically accessible clearinghouse of ,state certification procedures and best ,state practices for producing and retaining profession-ready teachers and school leaders4 4 #ab4 ,authorization of appropriations ,part ,a of title ,,ii of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb et seq47 is amended-- 7#a7 by redesignating section #bji as section #baj2 and 7#b7 in section #baj1 as so redesignated-- 7,a7 by striking #cjj1jjj1jjj and inserting #ejj1jjj1jjj2 7,b7 by striking #bjji and inserting #bjai2 and 7,c7 by striking two succeeding and inserting #e succeeding4