,i  #aafth ,,congress  #ast ,session    
,h4 ,r4 #ddbd  ,,in ,,the ,,house ,,of  
,,representatives  ,september #ai1      
#bjai,mr4 ,sablan introduced the        
following bill2 which was referred to   
the ,committee on ,education and ,labor 
,a ,,bill  ,to amend the ,higher        
,education ,act of #aife so that every  
student has a path to a quality1        
debt-free degree or credential that     
leads to a rewarding career1 and for    
other purposes4  #a4 ,short title ,this 
,act may be cited as the ,elevation of  
the ,education ,profession ,act4  #b4   
,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--   
7#a7 by redesignating section #bji as   
section #baj2  7#b7 in section #bjb7;a71
 by striking section #bji and inserting 
section #baj2 and  7#c7 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