,i #aafth ,,congress #b;d ,session ,h4 ,r4 #hbic ,,in ,,the ,,house ,,of ,,representatives ,september #ag1 #bjbj,mr4 ,crow 7for himself1 ,mrs4 ,hayes1 ,mr4 ,rodney ,davis of ,illinois1 ,mrs4 ,trahan1 and ,mr4 ,tipton7 introduced the following bill2 which was referred to the ,committee on ,education and ,labor ,a ,,bill ,to ensure that ,federal work-study funding is available for students enrolled in residency programs for teachers1 principals1 or school leaders1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,teacher1 ,principal1 and ,leader ,residency ,access ,act4 #b4 ,findings ,congress finds the following3 7#a7 ,across the ,united ,states1 local educational agencies and elementary and secondary schools are struggling to meet the growing demand for qualified teachers4 ,in #bjag-ah1 more than #ajj1jjj classrooms in the ,united ,states were staffed by instructors who were unqualified to teach4 ,these classrooms are disproportionately located in low-income1 high-minority schools1 although schools of every kind have been affected by a lack of qualified applicants in key subjects including mathematics1 special education1 science1 world languages1 career and technical education1 and teachers of ,english learners4 7#b7 ,teacher shortages are in significant part driven by teacher turnover4 ,research shows that teacher turnover is higher for those who enter the profession without adequate preparation4 ,teachers who enter the profession through a comprehensive high-quality program with student teaching1 formal feedback on their teaching1 and multiple courses in student learning1 as required in high-quality teaching residency programs1 are more likely to remain in the profession compared to teachers who enter through a route that lacks these components4 ,not only are under-prepared teachers less effective on average1 they are also #b to #c times more likely to leave teaching than fully prepared teachers4 7#c7 ,teacher shortages and teacher turnover are costly4 ,each time a teacher leaves a school1 it not only increases demand but also imposes replacement costs on the local educational agency1 which range from #i1jjj per teacher in small rural local educational agencies to over #bj1jjj in large urban local educational agencies4 ,the national price tag of replacement costs for teachers is over #h1jjj1jjj1jjj a year4 7#d7 ,teaching residency programs1 which recruit candidates to work as paid apprentices to skilled expert teachers while completing highly integrated coursework1 have been successful in recruiting talented1 diverse candidates into high-need fields and local educational agencies4 7#e7 ,research on teaching residency programs show that such programs are effective in bringing more teachers of color into the profession and in preparing such teachers to stay for the long term4 ,in the ,united ,states1 about #di percent of individuals in teaching residency programs are students of color1 and the same percentage of public school students are people of color1 but only #bj percent of teachers are people of color4 7#f7 ,the teaching residency program model creates long-term benefits for local educational agencies1 schools1 and for the students served by such agencies and schools4 ,rigorous studies of teaching residency programs have found significantly higher retention rates for graduates of teaching residency programs1 addressing one of the primary contributors to teacher shortages1 as well as positive evidence about educator effectiveness4 7#g7 ,a review of teaching residency program evaluations shows that teachers who completed high quality teaching residency programs tend to have higher teaching retention rates over time compared to teachers who did not complete such programs1 including-- 7,a7 in ,san ,francisco1 where #hj percent of candidates completing a teaching residency program were still in the classroom after #e years1 compared to #ch percent of candidates who entered the classroom through a different route2 7,b7 in ,boston1 where teaching residents participating in the ,boston ,teacher ,residency program had higher retention rates compared to teachers who were not teaching residents1 with #hj percent of residents still teaching in ,boston ,public schools for a third year1 compared to #fc percent of teachers who were not teaching residents1 and #ge percent of teaching residents still teaching for a fifth year1 compared to #ea percent of teachers who were not teaching residents2 7,c7 in ,tennessee1 where #ie percent of ,memphis ,teacher ,residency program participants were still teaching for a third year1 compared with #da percent of teachers statewide2 and 7,d7 additional studies of teaching residency programs show similarly high retention rates of graduates1 ranging from #hj percent to #ij percent teaching in the same district after #c years1 and #gj percent to #hj percent teaching in the same district after #e years4 7#h7 ,according to data from the ,san ,francisco ,unified ,school ,district1 principals find graduates of teaching residency programs to be well prepared1 and in many cases to be better prepared than new teachers who were not in teaching residency programs4 ,research also shows that teaching residents strengthen schools across the country by reducing teacher shortages and providing local educational agencies with a more sustainable educator workforce4 7#i7 ,in #bjai1 there were at least #ej teaching residency programs nationwide1 which range in size from five to #ajj teaching residents per year4 ,several ,states1 including ,california1 ,colorado1 ,georgia1 ,illinois1 ,indiana1 ,louisiana1 ,new ,mexico1 ,pennsylvania1 ,tennessee1 ,texas1 and ,west ,virginia1 are supporting teaching residency programs through regional network partnerships that regularly bring together leadership from across local educational agencies and preparation programs to share knowledge and develop more enduring and reciprocal relationships between such agencies4 7#aj7 ,teaching residency programs align with the purpose of the ,federal ,work-,study ,program to provide valuable work experience and work related to a student's course of study and intended profession4 ,further1 the ,federal ,work-,study ,program prioritizes teaching reading based on scientifically-based research on reading1 a feature consistent with efforts in teaching residency programs to equip all new teachers1 regardless of subject area1 with the skills to support reading and literacy skills for all students4 7#aa7 ,according to a recent report by the ,george ,w4 ,bush ,institute on principal talent management1 preparing successful principals requires new1 comprehensive approaches by school districts1 universities1 ,states1 and others who pull together to train and support principals4 ,thoughtfully designed and implemented principal residency programs can be a powerful piece of this comprehensive and collaborative approach to training future educational leadership4 7#ab7 ,residencies for aspiring school principals are a promising approach to initiate principal candidates into school leadership practice and has become a part of some comprehensive principal preparation programs over the past #bj years4 ,principal residencies reinvent the traditional internship experience1 which has often been the capstone experience in principal preparation4 ,residency immerses principal candidates in rigorous apprenticeship experiences that are designed to advance leadership and management practices1 as well as emphasize data analysis1 action1 reflection1 and accountability4 #c4 ,federal work-study for residency programs for teachers1 principals1 and other school leaders ,section #ddc of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajhg-ec7 is amended-- 7#a7 in subsection 7d7-- 7,a7 in the header1 by inserting ,school-,based before ,tutoring2 7,b7 in paragraph 7#a7-- 7i7 by striking tutoring in reading and inserting school-based activities including residency programs1 tutoring in reading12 and 7ii7 by striking subparagraphs 7,a7 and 7,b7 and inserting the following3 7,a7 employed-- 7i7 as reading tutors for children who are preschool age or are in elementary school2 or 7ii7 in family literacy projects2 or 7,b7 serving in a residency program of the institution4 2 and 7,c7 in paragraph 7#b7-- 7i7 in subparagraph 7,a77ii71 by striking and after the semicolon2 7ii7 in subparagraph 7,b71 by striking the period and inserting 2 and2 and 7iii7 by inserting at the end the following new subparagraph3 7,c7 ensure that any student compensated with the funds described in paragraph 7#a7 who is serving in a residency program receives compensation for time spent in training and travel directly related to such residency4 2 and 7#b7 by adding the following new subsection at the end3 7f7 ,residency programs for teachers1 principals1 and other school leaders 7#a7 ,use of funds ,funds granted to an institution under this section may be used to support students serving in residency programs1 including compensation for time spent in training and travel directly related to such residency4 7#b7 ,priority ,an institution shall-- 7,a7 give priority to students who are serving in a residency program and who have been determined to be eligible for a ,federal ,pell ,grant under section #dja2 and 7,b7 ensure that any student compensated with the funds described in paragraph 7#a7 for a residency program receives appropriate training to acquire teaching skills 7as such term is defined in section #bjj7 or school leader skills 7as defined in this section74 7#c7 ,federal share ,the ,federal share of the compensation of work-study students compensated under this subsection may exceed #ge percent4 7#d7 ,definitions ,in this section3 7,a7 ,residency program ,the term residency program means a school-based educator preparation program in which a prospective teacher1 principal1 or other school leader-- 7i7 for #a academic year1 works alongside a mentor teacher1 principal1 or other school leader who is-- 7,i7 the teacher of record2 or 7,,ii7 rated as effective or above in the ,state's school leader evaluation and support system 7as described in section #baja7;c77#d77;,b77ii7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffaa7;c77#d77;,b77ii777 or1 if no such ratings are available1 on other comparable indicators of performance2 7ii7 receives concurrent instruction during the year described in clause 7i7 from the institution1 which may be courses taught by local educational agency personnel or residency program faculty1 in1 as applicable-- 7,i7 the teaching of the content area in which the teacher will become certified or licensed2 7,,ii7 teaching skills2 and 7,,iii7 leadership1 management1 organizational1 and school leader skills necessary to serve as a principal or other school leader2 7iii7 acquires effective teaching or school leader skills2 and 7iv7 prior to completion of the program1 attains full ,state teacher1 principal1 or school leader certification or licensure1 and becomes profession-ready4 7,b7 ,profession-ready ,the term profession-ready-- 7i7 when used with respect to a teacher1 means a teacher who-- 7,i7 has completed a teacher preparation program and is fully certified and licensed to teach by the ,state in which the teacher is employed2 7,,ii7 has a baccalaureate degree or higher2 7,,iii7 has demonstrated content knowledge in the subject or subjects the teacher teaches2 7,,iv7 has demonstrated the ability to work with students who are culturally and linguistically diverse2 7,v7 has demonstrated teaching skills1 such as through-- 7aa7 a teacher performance assessment2 or 7bb7 other measures of teaching skills1 as determined by the ,state2 and 7,,vi7 has demonstrated proficiency with the use of educational technology2 and 7ii7 when used with respect to a principal or other school leader1 means a principal or other school leader who-- 7,i7 has an advanced degree1 or other appropriate credential2 7,,ii7 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 7,,iii7 has demonstrated instructional leadership1 including the ability to collect1 analyze1 and utilize data on evidence of student learning and evidence of classroom practice2 7,,iv7 has demonstrated proficiency in professionally recognized leadership standards2 and 7,v7 has demonstrated the ability to work with students who are culturally and linguistically diverse4 7,c7 ,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,d7 ,school leader skills ,the term school leader skills refers to evidenced-based competencies for principals and other school leaders such as-- 7i7 shaping a vision of academic success for all students2 7ii7 creating a safe and inclusive learning environment2 7iii7 cultivating leadership in others2 7iv7 improving instruction2 and 7v7 managing people1 data1 and processes to foster school improvement4 4