,,ii #aafth ,,congress #ast ,session ,s4 #dfh ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,february #ac1 #bjai,mr4 ,cornyn 7for himself1 ,mr4 ,warner1 ,mr4 ,scott of ,south ,carolina1 and ,mr4 ,bennet7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to amend title ,,ii of the ,higher ,education ,act of #aife to provide for teacher1 principal1 and other school leader quality enhancement4 #a4 ,short title ,this ,act may be cited as the ,teachers and ,school ,leaders need ,education ,and ,development to be ,empowered ,resources in ,schools ,act or the ,teachers and ,school ,,leaders ,act4 #b4 ,teacher1 principal1 and other school leader quality enhancement 7a7 ,definitions ,section #bjj of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba7 is amended to read as follows3 #bjj4 ,definitions ,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 ,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 #aife4 7#c7 ,comprehensive literacy instruction ,the term comprehensive literacy instruction has the meaning given the term in section #bbba7;b7 of the ,elementary and ,secondary ,education ,act of #aife4 7#d7 ,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#e7 ,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 #aife4 7#f7 ,eligible partnership 7,a7 ,eligible entity ,in this paragraph1 the term eligible entity means an entity that shall include-- 7i7 a high-need local educational agency2 and 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 program4 7,b7 ,in general ,except as otherwise provided in section #bea1 the term eligible partnership means an eligible entity that is in partnership with at least one of the following entities whose practices have a demonstrated record of success with high-need local educational agencies 7including in addressing the eligible entity's human capital needs73 7i7 ,a partner institution4 7ii7 ,a school1 department1 or program of education within such partner institution1 which may include an existing teacher or school leader professional development program with proven outcomes that provides intensive and sustained collaboration between faculty1 or program staff1 and local educational agencies consistent with the requirements of this title4 7iii7 ,a school or department of arts and sciences within such partner institution4 7iv7 ,an entity operating a program that provides alternative routes to ,state certification of teachers or school leaders4 7v7 ,a public or private nonprofit educational organization4 7vi7 ,an educational service agency4 7,c7 ,permissive partners ,an eligible partnership 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 teacher organization4 7vii7 ,a high-performing local educational agency1 or a consortium of such local educational agencies1 that can serve as a resource to the partnership4 7viii7 ,a charter school 7as defined in section #dcaj of the ,elementary and ,secondary ,education ,act of #aife74 7ix7 ,a school or department within the partner institution that focuses on psychology and human development4 7x7 ,a school or department within the partner institution with comparable expertise in the disciplines of teaching1 learning1 and child and adolescent development4 7#g7 ,english learner ,the term ,english learner has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#h7 ,evidence-based ,the term evidence-based has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#i7 ,exemplary teacher ,the term exemplary teacher has the meaning given the term in section #iaja of the ,elementary and ,secondary ,education ,act of #aife as such section was in effect on the day before the enactment of the ,every ,student ,succeeds ,act4 7#aj7 ,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#aa7 ,high-need local educational agency ,the term high-need local educational agency means a local educational agency-- 7,a7 for which not less than #bj percent of the children served by the agency are children from low-income families2 7,b7 that serves not fewer than #aj1jjj children from low-income families2 7,c7 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 #aife2 or 7,d7 that meets the eligibility requirements for funding under the ,rural and ,low-,income ,school ,program under section #ebba7;b7 of the ,elementary and ,secondary ,education ,act of #aife4 7#ab7 ,high-need school 7,a7 ,in general ,the term high-need school has the meaning given the term in section #bbba7;b7 of the ,elementary and ,secondary ,education ,act of #aife4 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 age #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 graduation rate for such school4 7#ac7 ,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 kindergarten2 7,b7 with-- 7i7 a baccalaureate degree in an academic major in the arts and sciences2 or 7ii7 an associate's degree in a 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#ad7 ,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 advance the retention in the education field of1 new 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 technology into the classroom or school4 7,g7 ,interdisciplinary collaboration among exemplary teachers 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 role of the teacher or school leader1 assistance with the understanding of data1 particularly student achievement data1 and the applicability of such data in classroom instruction and school leadership4 7,i7 ,regular and structured observation and evaluation of new teachers by multiple evaluators1 including principals or other school leaders1 using valid and reliable measures of teaching skills4 7#ae7 ,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 evidence-based measures of teacher or school leader effectiveness2 7,b7 as applicable1 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 which may include positive behavioral interventions and supports72 7,c7 as applicable1 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 mentors1 as applicable2 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#af7 ,parent ,the term parent has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#ag7 ,partner institution ,the term partner institution means an institution of higher education 7which may be a #b-year institution of higher education offering a dual program with a #d-year institution of higher education71 a local educational agency1 or a private nonprofit organization that is participating in an eligible partnership and has a teacher or school leader preparation program that-- 7,a7 in the case of a teacher preparation program-- 7i7 graduates prospective teachers who exhibit strong performance on ,state-determined qualifying assessments for new teachers as demonstrated by-- 7,i7 #hj percent or more of such graduates of the program who intend to enter the field of teaching having 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 being ranked among the highest-performing teacher preparation programs in the ,state as determined by the ,state using the ,state report card on teacher preparation required under section #bje7;b72 and 7ii7 requires each student in the program-- 7,i7 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 preparing to become a teacher to meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 or1 with regard to special education teachers1 to meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act2 and 7,,iii7 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 graduates prospective principals and other school leaders who exhibit a strong record of successful school leadership as demonstrated by-- 7,i7 a high percentage of such graduates taking positions as school leaders1 particularly in high-need schools1 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 7ii7 requires each student in the program to demonstrate strong potential to improve student academic achievement1 based on a rigorous selection process that reviews a candidate's prior academic achievement or record of professional accomplishment 7including1 as applicable1 a demonstrated record of increasing student academic achievement for all students and for the subgroups of students defined in section #aaaa7;c77#b7 of the ,elementary and ,secondary ,education ,act of #aife prior to a student's being accepted into and entering a program72 and 7iii7 requires each student in the program to participate in intensive clinical experience in a school-based setting 7including by assuming substantial leadership responsibilities7 where the student can be evaluated on leadership skills and on his or her effect on student outcomes as part of program completion4 7#ah7 ,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#ai7 ,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#bj7 ,teaching residency program ,the term teaching residency program means a school-based teacher preparation program in which a prospective teacher-- 7,a7 for one academic year1 teaches alongside a mentor teacher1 who is the teacher of record2 7,b7 receives concurrent instruction during the year described in subparagraph 7,a7 from an eligible partner described in any of clauses 7i7 through 7vi7 of paragraph 7#f77;,b71 which courses may be taught by local educational agency personnel or residency program faculty1 in the teaching of the content area in which the teacher will become certified or licensed2 7,c7 acquires effective teaching skills2 and 7,d7 prior to completion of the program1 attains full ,state teacher certification or licensure1 and1 with respect to special education teachers1 meets the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act4 7#ba7 ,teaching skills ,the term teaching skills means skills that enable a teacher to-- 7,a7 increase student learning1 achievement1 and the ability to apply knowledge1 which may include through the use of data1 including data from interim1 formative1 and summative assessments1 and student growth data1 attendance1 behavior1 course grades1 and other measures of school quality or student success to improve student achievement and to improve classroom instruction2 7,b7 effectively convey and explain academic subject matter2 7,c7 effectively teach higher-order analytical1 evaluation1 problem-solving1 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 conduct an ongoing assessment 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 evaluation72 7,f7 effectively manage a classroom1 including the ability to implement positive behavioral interventions and support strategies2 7,g7 communicate and work with parents1 and involve parents in their children's education2 7,h7 use1 in the case of an early childhood educator1 age-appropriate and developmentally appropriate strategies and practices for children in early childhood education programs2 and 7,i7 effectively use data to support teaching and learning1 while safeguarding each student's personally identifiable information1 in accordance with section #ddd of the ,general ,education ,provisions ,act 7#bj ,u4,s4,c4 #abcb;g1 commonly known as the ,family ,educational ,rights and ,privacy ,act of #aigd7 and related best practice4 7#bb7 ,well-rounded education ,the term well-rounded education has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 4 7b7 ,teacher and school leader quality partnership grants ,part ,a of title ,,ii of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb et seq47 is amended to read as follows3 ,a ,teacher and school leader quality partnership grants #bja4 ,purposes ,the purposes of this part are to-- 7#a7 improve student achievement2 7#b7 improve the quality of prospective and new teachers1 principals1 and other school leaders by improving the preparation of prospective teachers1 principals1 and other school leaders and enhancing professional development activities for new teachers1 principals1 and other school leaders2 7#c7 hold teacher1 principal1 and other school leader preparation programs accountable for preparing effective teachers1 principals1 and other school leaders and for preparing teachers who meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification or1 with regard to special education teachers1 who meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act2 and 7#d7 recruit highly qualified individuals1 including minorities and individuals from other occupations1 into the educator workforce4 #bjb4 ,partnership grants 7a7 ,program authorized ,from amounts made available under section #bji1 the ,secretary is authorized to award grants1 on a competitive basis1 to eligible partnerships1 to enable the eligible partnerships to carry out the activities described in subsection 7c74 7b7 ,application ,each eligible partnership desiring a grant under this section shall submit an application to the ,secretary at such time1 in such manner1 and accompanied by such information as the ,secretary may require4 ,each such application shall contain-- 7#a7 a needs assessment of the partners in the eligible partnership with respect to-- 7,a7 the preparation1 ongoing training1 professional development1 and retention of1 as applicable to the role1 general education and special education teachers1 teacher leaders1 principals1 other school leaders1 and early childhood educators2 and 7,b7 the placement of such individuals in areas of high need1 including rural and geographically isolated communities and school leader shortage areas2 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 and new teachers with strong teaching skills or prepare prospective and new school leaders with strong school leadership skills2 7#c7 a description of how such program will prepare prospective and new teachers or school leaders1 or both1 to understand and use research and data to modify and improve classroom instruction or support instructional leadership2 7#d7 a description of-- 7,a7 how the eligible partnership will coordinate strategies and activities assisted under the grant with other teacher and school leader preparation or professional development programs1 including programs funded under title ,,ii and other provisions of the ,elementary and ,secondary ,education ,act of #aife and the ,individuals with ,disabilities ,education ,act1 and through the ,national ,science ,foundation2 and 7,b7 how the activities of the partnership will be consistent with ,state1 local1 and other education reform activities that promote teacher or school leader quality and student academic achievement2 7#e7 an assessment that describes the resources available to the eligible partnership1 including-- 7,a7 the integration of funds from other related sources2 7,b7 the intended use of the grant funds2 and 7,c7 the commitment of the resources of the partnership to the activities assisted under this section1 including financial support1 faculty or program staff participation1 and time commitments1 and to the continuation of the activities when the grant ends2 7#f7 a description of-- 7,a7 how the eligible partnership will meet the purposes of this part2 7,b7 how the partnership will carry out the activities required under subsection 7d71 7e71 or 7f7 based on the needs identified in paragraph 7#a71 with the goal of improving student academic achievement2 7,c7 if the partnership chooses to use funds under this section for a project or activities under subsection 7g71 how the partnership will carry out such project or required activities based on the needs identified in paragraph 7#a71 with the goal of improving student academic achievement2 7,d7 the partnership's evaluation plan under section #bjd7;a72 7,e7 how the partnership will align the teacher or school leader preparation program under subsection 7c7 with-- 7i7 as applicable1 ,state early learning standards for early childhood education programs and the relevant domains of early childhood development2 and 7ii7 challenging ,state academic standards under section #aaaa7;b77#b7 of the ,elementary and ,secondary ,education ,act of #aife1 established by the ,state in which the partnership is located2 7,f7 with respect to a grant for a teacher preparation program or school leadership preparation program1 how the partnership will prepare or support general education teachers to teach students with disabilities1 including training related to participation as a member of individualized education program teams1 as defined in section #fad7;d77#a77;,b7 of the ,individuals with ,disabilities ,education ,act2 7,g7 with respect to a grant for a teacher preparation program or school leadership preparation program1 how the partnership will prepare or support general education and special education teachers to teach students who are ,english learners2 7,h7 with respect to a grant for a teacher preparation program1 how faculty at the partner institution will work1 during the term of the grant1 with teachers to meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 or1 with regard to special education teachers1 who meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 in the classrooms 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 teachers2 and 7ii7 train other classroom teachers to provide comprehensive literacy instruction2 7,i7 with respect to a grant for a teacher preparation program1 how the partnership will design1 implement1 or enhance a year-long and rigorous teaching preservice clinical program component2 7,j7 how the partnership will support in-service professional development strategies and activities2 7,k7 how the partnership will recruit program participants1 including1 as practicable1 how it will ensure that individuals who enter principal or other school leader preparation programs have prior teaching or other appropriate experience2 and 7,l7 how the partnership will collect1 analyze1 and use data on the retention of1 as applicable1 teachers1 principals1 other school leaders1 and early childhood educators in schools and early childhood education programs located in the geographic area served by the partnership to evaluate the effectiveness of the partnership's teacher and school leader support system2 7#g7 with respect to an induction program carried out pursuant to paragraph 7#a77;,b77iv7 or 7#c7 of subsection 7d7-- 7,a7 as applicable1 a demonstration that the schools and departments within the institution of higher education that are part of the induction program will effectively prepare teachers1 including providing content expertise and expertise in teaching1 as appropriate2 7,b7 a demonstration of the eligible partnership's capability and commitment to1 and the accessibility to and involvement of faculty or program staff in1 the use of evidence-based practice and research on teaching and learning2 7,c7 a description of how the teacher preparation program will design and implement an induction program to support1 through not less than the first #b years of teaching1 all new teachers who are prepared by the teacher preparation program in the partnership and who teach in the high-need local educational agency in the partnership and1 to the extent practicable1 all new teachers who teach in such high-need local educational agency1 in the further development of the new teachers' teaching skills1 including the use of mentors who are trained and compensated by such program for the mentors' work with new teachers2 and 7,d7 a description of how faculty involved in the induction program will be able to substantially participate in an early childhood education program or an elementary school or secondary school classroom setting1 as applicable1 including release time and receiving workload credit for such participation2 and 7#h7 with respect to a school leadership residency program carried out under subsection 7f71 a description of how the program will address the school leadership needs of the geographic area to be served4 7c7 ,use of grant funds 7#a7 ,in general ,an eligible partnership that receives a grant under this section shall use the grant funds to carry out a program for the pre-baccalaureate preparation of teachers1 the post-baccalaureate preparation of teachers1 school leaders1 or teacher leaders under subsection 7d71 a teaching residency program under subsection 7e71 a school leadership residency program under subsection 7f71 or a combination of such programs4 7#b7 ,clinical experiences and interactions ,an eligible partnership that receives a grant under this section may use not more than #aj percent of the grant funds to-- 7,a7 encourage the preservice and inservice clinical experiences and interactions of prospective and resident teachers or school leaders to inform the design of high-quality professional development1 as described in section #haja7db7 of the ,elementary and ,secondary ,education ,act of #aife1 and induction programs for new teachers1 if the student teaching or teaching residency program school and the placement school of such teachers are served by the same local educational agency2 7,b7 improve teacher or school leader preparation programs' clinical experiences1 interactions1 and curricula to identify skill deficiencies of prospective teachers or school leaders2 and 7,c7 create a feedback loop using data between teacher or school leader preparation programs and local educational agencies' professional development for new teachers or school leaders4 7d7 ,partnership grants for pre-,baccalaureate preparation of teachers1 post-,baccalaureate preparation of teachers1 teacher leaders1 or school leaders ,an eligible partnership that receives a grant to carry out an effective program for the pre-baccalaureate preparation of teachers or post-baccalaureate preparation of teachers1 teacher leaders1 or school leaders shall carry out a program that includes all of the following3 7#a7 ,reforms 7,a7 ,in general ,implementing reforms1 described in subparagraph 7,b71 within each teacher preparation program and1 as applicable1 each preparation program for early childhood education programs1 of the eligible partnership that is assisted under this section1 to hold each program accountable for-- 7i7 preparing1 as applicable-- 7,i7 new or prospective teachers to meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification or1 with regard to special education teachers1 who meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act 7including teachers in rural school districts who may teach multiple subjects1 special educators1 and teachers of students who are ,english learners72 7,,ii7 such teachers1 school leaders1 and early childhood educators1 to understand empirically based practice and evidence-based research related to teaching and learning and the applicability of such practice and research1 including through the effective use of technology1 instructional techniques1 and strategies consistent with the principles of universal design for learning1 and through positive behavioral interventions and support strategies to improve student achievement2 and 7,,iii7 as applicable1 early childhood educators to be highly competent2 and 7ii7 promoting strong teaching and leading skills and techniques for early childhood educators to improve children's cognitive1 social1 emotional1 and physical development4 7,b7 ,required reforms ,the reforms described in subparagraph 7,a7 shall include1 as applicable-- 7i7 implementing teacher preparation program curriculum changes that improve1 evaluate1 and assess how well all prospective and new teachers develop teaching skills2 7ii7 using empirically based practice and evidence-based research1 where applicable1 about teaching and learning so that all prospective teachers and1 as applicable1 early childhood educators-- 7,i7 understand and can implement research-based teaching practices in classroom instruction2 7,,ii7 have knowledge of student learning methods2 7,,iii7 possess skills to analyze student academic achievement data and other measures of student learning1 and use such data and measures to improve classroom instruction2 7,,iv7 possess teaching skills and an understanding of effective instructional strategies across all applicable content areas that enable general education and special education teachers and early childhood educators to-- 7aa7 meet the specific learning needs of all students1 including students with disabilities1 students who are ,english learners1 students who are gifted and talented1 students with low literacy levels and1 as applicable1 children in early childhood education programs2 and 7bb7 differentiate instruction for such students2 7,v7 can effectively participate as a member of the individualized education program team1 as defined in section #fad7;d77#a77;,b7 of the ,individuals with ,disabilities ,education ,act2 and 7,,vi7 can effectively provide comprehensive literacy instruction2 7iii7 ensuring collaboration with departments1 programs1 or units of a partner institution outside of the teacher preparation program in all academic content areas to ensure that prospective teachers receive training in both teaching and relevant content areas in order to meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification or1 with regard to special education teachers1 who meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 which may include training in multiple subjects to teach multiple grade levels as may be needed for individuals preparing to teach in rural communities and for individuals preparing to teach students with disabilities2 7iv7 developing and implementing an induction program2 7v7 developing admissions goals and priorities aligned with the hiring objectives of the high-need local educational agency in the eligible partnership2 and 7vi7 implementing program and curriculum changes1 as applicable1 to ensure that prospective teachers have the requisite content knowledge1 preparation1 and degree to teach ,advanced ,placement or ,international ,baccalaureate courses successfully4 7#b7 ,clinical experience and interaction ,developing and improving a sustained and high-quality preservice clinical education program to further develop the teaching skills of all prospective teachers and1 as applicable1 early childhood educators1 involved in the program4 ,such program shall do the following3 7,a7 ,incorporate year-long opportunities for enrichment1 including-- 7i7 clinical learning in classrooms in high-need schools served by the high-need local educational agency in the eligible partnership1 and identified by the eligible partnership2 and 7ii7 closely supervised interaction between prospective teachers and faculty or program staff1 experienced teachers1 principals1 other administrators1 and other school leaders at early childhood education programs 7as applicable71 elementary schools1 or secondary schools1 and providing support for such interaction4 7,b7 ,integrate pedagogy and classroom practice and promote effective teaching skills in academic content areas4 7,c7 ,provide high-quality teacher mentoring4 7,d7 ,be offered over the course of a program of teacher preparation4 7,e7 ,be tightly aligned with coursework 7and may be developed as a fifth year of a teacher preparation program74 7,f7 ,where feasible1 allow prospective teachers to learn to teach in the same local educational agency in which the teachers will work1 learning the instructional initiatives and curriculum of that local educational agency4 7,g7 ,as applicable1 provide training and experience to enhance the teaching skills of prospective teachers to better prepare such teachers to meet the unique needs of teaching in rural or urban communities4 7,h7 ,provide support and training for individuals participating in an activity for prospective or new teachers described in this paragraph or paragraph 7#a7 or 7#c71 and for individuals who serve as mentors for such teachers1 based on each individual's experience4 ,such support may include-- 7i7 with respect to a prospective teacher or a mentor1 release time for such individual's participation2 7ii7 with respect to a faculty member1 receiving course workload credit and compensation for time teaching in the eligible partnership's activities2 and 7iii7 with respect to a mentor1 a stipend1 which may include bonus1 differential1 incentive1 or performance pay1 based on the mentor's extra skills and responsibilities4 7#c7 ,induction programs for new teachers or school leaders ,creating an induction program for new teachers or school leaders1 or1 in the case of an early childhood education program1 providing mentoring or coaching for new early childhood educators4 7#d7 ,support and training for participants in early childhood education programs ,in the case of an eligible partnership focusing on early childhood educator preparation1 implementing initiatives that increase compensation for early childhood educators who attain associate or baccalaureate degrees in early childhood education4 7#e7 ,teacher or school leader recruitment ,developing and implementing effective mechanisms 7which may include alternative routes to ,state certification of teachers7 to ensure that the eligible partnership is able to recruit qualified individuals to meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification or1 with regard to special education teachers1 who meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 or to become school leaders1 through the activities of the eligible partnership1 which may include an emphasis on recruiting into the teaching or school leadership professions-- 7,a7 individuals from underrepresented populations2 7,b7 individuals to teach or lead in rural communities or high-need schools and teach in teacher shortage areas1 including mathematics1 science1 special education1 and the instruction of students who are ,english learners2 and 7,c7 mid-career professionals from other occupations1 former military personnel1 and recent college graduates with a record of academic distinction4 7#f7 ,literacy training ,strengthening the literacy teaching skills of prospective and1 as applicable1 new elementary school and secondary school teachers-- 7,a7 to implement programs of comprehensive literacy instruction2 7,b7 to use screening1 diagnostic1 formative1 and summative assessments to determine students' literacy levels1 difficulties1 and growth in order to improve classroom instruction and improve student reading and writing skills2 7,c7 to provide individualized1 intensive1 and targeted literacy instruction for students with deficiencies in literacy skills2 and 7,d7 to integrate literacy skills in the classroom across subject areas4 7#g7 ,support and training for teacher leaders ,in the case of an eligible partnership focusing on teacher leader preparation1 providing activities designed to enable experienced teachers to serve effectively as teacher leaders4 7#h7 ,support and training for school leaders ,in the case of an eligible partnership focusing on school leader preparation1 providing high-quality1 differentiated1 school-level support services and training1 to the extent feasible1 to enable current principals and instructional leadership teams to support teachers1 teacher leaders1 and other school staff4 7e7 ,partnership grants for the establishment of teaching residency programs 7#a7 ,in general ,an eligible partnership receiving a grant to carry out an effective teaching residency program shall carry out a program that includes all of the following activities3 7,a7 ,supporting a teaching residency program described in paragraph 7#b7 for high-need subjects and areas1 as determined by the needs of the high-need local educational agency in the partnership4 7,b7 ,placing graduates of the teaching residency program in cohorts that facilitate professional collaboration1 both among graduates of the teaching residency program and between such graduates and mentor teachers in the receiving school4 7,c7 ,ensuring that teaching residents who participate in the teaching residency program receive-- 7i7 effective preservice preparation as described in paragraph 7#b72 7ii7 teacher mentoring2 7iii7 support required through the induction program as the teaching residents enter the classroom as new teachers2 and 7iv7 the preparation described in subparagraphs 7,a71 7,b71 and 7,c7 of subsection 7d77#b74 7#b7 ,teaching residency programs 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 the high-need schools in the eligible partnership1 and shall be designed to include the following characteristics of successful programs3 7i7 ,the integration of pedagogy1 classroom practice1 and teacher mentoring4 7ii7 ,engagement of teaching residents in rigorous graduate-level coursework to earn a master's degree while undertaking a guided teaching apprenticeship4 7iii7 ,experience and learning opportunities alongside a trained and experienced mentor teacher-- 7,i7 whose teaching shall complement the residency program so that classroom clinical practice is tightly aligned 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 as a result of such additional responsibilities4 7iv7 ,the establishment of clear criteria for the selection of mentor teachers based on measures of teacher effectiveness and the appropriate subject area knowledge4 ,evaluation of teacher effectiveness 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 formative and diagnostic assessments to improve student learning4 7,,ii7 ,appropriate instruction that engages students with different learning styles4 7,,iii7 ,collaboration with colleagues to improve instruction4 7,,iv7 ,analysis of gains in student learning1 based on multiple measures that are valid and reliable and that1 when feasible1 may include valid1 reliable1 and objective measures of the influence of teachers on the rate of student academic progress4 7,v7 ,in the case of mentor candidates who will be mentoring new or prospective literacy and mathematics coaches or instructors1 appropriate skills in comprehensive literacy instruction1 teacher training in comprehensive literacy strategies to ensure students receive a well-rounded education1 and teacher training in mathematics instructional strategies1 as appropriate4 7v7 ,grouping of teaching residents in cohorts to facilitate professional collaboration among such residents4 7vi7 ,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 agency1 in exchange for a commitment by 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 7vii7 ,support for residents1 once the teaching residents are hired as teachers of record1 through an induction program1 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 teaching 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 from outside the field of education possessing strong content knowledge or a record of professional accomplishment2 and 7,,ii7 submit an application to the teaching 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 tests4 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 ,stipends or salaries2 applications2 agreements2 repayments 7i7 ,stipends or salaries ,a teaching residency program under this subsection shall provide a one-year living stipend or salary to teaching residents during the one-year teaching residency program4 7ii7 ,applications for stipends or salaries ,each teacher residency candidate desiring a stipend or salary during the period of residency shall submit an application to the eligible partnership at such time1 and containing such information and assurances1 as the eligible partnership may require4 7iii7 ,agreements to serve ,each application submitted under clause 7ii7 shall contain or be accompanied by an agreement that the applicant will-- 7,i7 serve as a full-time teacher for a total of not less than #c academic years immediately after successfully completing the one-year teaching residency program2 7,,ii7 fulfill the requirement under subclause 7,i7 by teaching in a high-need school served by the high-need local educational agency in the eligible partnership and teach a subject or area that is designated as high need by the partnership2 7,,iii7 provide to the eligible partnership a certificate1 from the chief administrative officer of the local educational agency in which the resident is employed1 of the employment required in subclauses 7,i7 and 7,,ii7 at the beginning of1 and upon completion of1 each year or partial year of service2 7,,iv7 meet the applicable ,state licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 or with regard to special education teachers1 who meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 when the applicant begins to fulfill the service obligation under this clause2 and 7,v7 comply with the requirements set by the eligible partnership under clause 7iv7 if the applicant is unable or unwilling to complete the service obligation required by this clause4 7iv7 ,repayments 7,i7 ,in general ,a grantee carrying out a teaching residency program under this paragraph shall require a recipient of a stipend or salary under clause 7i7 who does not complete1 or who notifies the partnership that the recipient intends not to complete1 the service obligation required by clause 7iii7 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 7,,ii7 ,other terms and conditions ,any other terms and conditions specified by the eligible partnership may include reasonable provisions for pro-rata repayment of the stipend or salary described in clause 7i7 or for deferral of a teaching resident's service obligation required by clause 7iii71 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 7,,iii7 ,use of repayments ,an eligible partnership shall use any repayment received under this clause to carry out additional activities that are consistent with the purposes of this subsection4 7f7 ,partnership grants for the establishment of school leadership residency programs 7#a7 ,in general ,an eligible partnership that receives a grant under this section may carry out an effective school leadership residency program1 which may be carried out in partnership with a local educational agency located in a rural area4 7#b7 ,school leadership residency program described ,a school leadership residency program under this subsection shall be a school-based preparation program for principals1 other school leaders1 early childhood education program directors1 or a combination of those individuals in which a participant-- 7,a7 for #a academic year1 engages in sustained and rigorous clinical learning with substantial leadership responsibilities and opportunity to practice and be evaluated in an authentic school or early childhood education program setting2 and 7,b7 during that academic year-- 7i7 participates in evidence-based coursework that is aligned with leadership standards and includes evaluation of candidates throughout the program and that is integrated with clinical residency experience2 and 7ii7 receives support from a mentor principal or other effective school leader or early childhood education director4 7#c7 ,program activities ,a school leadership residency program under this subsection shall include all of the following activities3 7,a7 ,preparing individuals enrolled or preparing to enroll in school leadership programs for careers as principals1 early childhood education program directors1 or other school leaders 7including individuals preparing to work in local educational agencies located in rural areas who may perform multiple duties in addition to the role of a school leader74 7,b7 ,using evidence-based coursework that is aligned with school leadership standards 7defined by the eligible partnership7 and includes embedded participant assessments to evaluate candidates before program completion1 training prospective principals and other school leaders to effectively-- 7i7 provide instructional leadership1 including by creating and maintaining a data-driven1 professional learning community1 within the leader's school2 7ii7 provide a climate conducive to the professional development of teachers1 with a focus on improving student academic achievement and the development of effective instructional leadership skills2 7iii7 understand the teaching and assessment skills needed to support successful classroom instruction and to use data to evaluate teacher instruction and drive teacher and student learning2 7iv7 manage resources and school time to improve student academic achievement and ensure the school environment is safe2 7v7 engage and involve parents1 community members1 the local educational agency1 businesses1 and other community leaders1 to leverage additional resources to improve student academic achievement2 and 7vi7 understand how students learn and develop in order to increase academic achievement for all students and provide a well-rounded education4 7,c7 ,ensuring that individuals who participate in the school leadership residency program receive-- 7i7 effective preservice preparation as described in subparagraphs 7,b7 and 7,d72 7ii7 mentoring2 7iii7 continuous feedback throughout the program on their progress2 and 7iv7 if applicable1 full ,state certification or licensure to become a school leader4 7,d7 ,developing and improving a sustained and high-quality preservice clinical education program to further develop the leadership skills of all prospective school leaders involved in the program4 ,such clinical education program shall do the following3 7i7 ,incorporate year-long opportunities for sustained1 intensive1 collaborative1 and high-quality job-embedded practice1 including-- 7,i7 clinical learning in high-need schools served by the high-need local educational agency or a local educational agency located in a rural area in the eligible partnership and identified by the eligible partnership2 7,,ii7 closely supervised interaction between prospective school leaders and faculty or program staff1 new and experienced teachers1 and new and experienced school leaders1 in such high-need schools2 and 7,,iii7 substantial school leadership responsibilities where a program participant is responsible for improving the practice and performance of a subset of teachers or an interim school leader1 and receives ongoing evaluation and feedback4 7ii7 ,integrate pedagogy and practice and promote effective leadership skills1 meeting the unique needs of urban1 rural1 or geographically isolated communities1 as applicable4 7iii7 ,provide for mentoring of new school leaders4 7,e7 ,creating a new induction program or aligning with existing induction programs for new school leaders4 7,f7 ,developing and implementing effective mechanisms to ensure that the eligible partnership is able to recruit qualified individuals to become school leaders through the activities of the eligible partnership1 which-- 7i7 may include recruitment that is informed by the needs of the geographic area to be served and a rigorous selection process that is based on competencies that are predictive of success as a school leader2 and 7ii7 may include an emphasis on recruiting into school leadership professions-- 7,i7 individuals from underrepresented populations2 7,,ii7 individuals to serve as principals or other school leaders in areas of high need1 including rural and geographically isolated communities and school leader shortage areas2 7,,iii7 mid-career professionals from other occupations2 7,,iv7 former military personnel2 and 7,v7 recent college graduates with past teaching experience and a record of academic distinction4 7,g7 ,ongoing review and improvement of the program4 7g7 ,partnership with digital education content developer ,an eligible partnership that receives a grant under this section may use grant funds provided to carry out the activities described in subsection 7d7 or 7e71 or both1 to partner with a television public broadcast station1 as defined in section #cig7f7 of the ,communications ,act of #aicd 7#dg ,u4,s4,c4 #cig7f771 or another entity that develops digital educational content1 for the purpose of improving the quality of teacher or school leader preparation programs or to enhance the quality of preservice training for prospective teachers or school leaders4 7h7 ,evaluation and reporting ,the ,secretary shall-- 7#a7 evaluate the programs assisted under this section2 and 7#b7 make publicly available a report detailing the ,secretary's evaluation of each such program4 7i7 ,consultation 7#a7 ,in general ,members of an eligible partnership that receives a grant under this section shall engage in regular consultation throughout the development and implementation of programs and activities carried out under this section4 7#b7 ,regular communication ,to ensure timely and meaningful consultation as described in paragraph 7#a71 regular communication shall occur among all members of the eligible partnership1 including the high-need local educational agency4 ,such communication shall continue throughout the implementation of the grant and the assessment of programs and activities under this section4 7#c7 ,written consent ,the ,secretary may approve changes in grant activities of a grant under this section only if the eligible partnership submits to the ,secretary a written consent of such changes signed by all members of the eligible partnership4 7j7 ,construction ,nothing in this section shall be construed to prohibit an eligible partnership from using grant funds to coordinate with the activities of eligible partnerships in other ,states or on a regional basis through ,governors1 ,state boards of education1 ,state educational agencies1 ,state agencies responsible for early childhood education1 local educational agencies1 or ,state agencies for higher education4 7k7 ,supplement1 not supplant ,funds made available under this section shall be used to supplement1 and not supplant1 other ,federal1 ,state1 and local funds that would otherwise be expended to carry out activities under this section4 #bjc4 ,administrative provisions 7a7 ,duration2 number of awards2 payments 7#a7 ,duration ,a grant awarded under this part shall be awarded for a period of #e years4 7#b7 ,number of awards ,an eligible partnership may not receive more than #a grant during a #e-year period4 ,nothing in this title shall be construed to prohibit an individual member1 that can demonstrate need1 of an eligible partnership that receives a grant under this title1 from entering into another eligible partnership consisting of new members and receiving a grant with such other eligible partnership before the #e-year period described in the preceding sentence applicable to the eligible partnership with which the individual member has first partnered has expired4 7b7 ,peer review 7#a7 ,panel ,the ,secretary shall provide the applications submitted under this part to a peer review panel for evaluation4 ,with respect to each application1 the peer review panel shall initially recommend the application for funding or for disapproval4 7#b7 ,priority ,the ,secretary1 in funding applications under this part1 shall give priority-- 7,a7 to eligible partnerships that include a partner institution whose teacher or school leader preparation program has a rigorous selection process to ensure the highest quality of students entering such program2 7,b7 to high-quality applicants1 including those whose practices have the strongest evidence of effectiveness in preparing teachers1 teacher leaders1 principals1 or other school leaders2 7,c7 to the equitable geographic distribution of grants among rural and urban areas2 and 7,d7 to applicants from a broad base of eligible partnerships that involve businesses and community organizations4 7#c7 ,secretarial selection ,the ,secretary shall determine1 based on the peer review process1 which applications shall receive funding and the amounts of the grants4 ,in determining grant amounts1 the ,secretary shall take into account the total amount of funds available for all grants under this part and the types of activities proposed to be carried out by the eligible partnership4 7c7 ,matching requirements 7#a7 ,in general ,each eligible partnership receiving a grant under this part shall provide1 from non-,federal sources1 an amount equal to #ej percent of the amount of the grant1 which may be provided in cash or in-kind1 to carry out the activities supported by the grant4 7#b7 ,waiver ,the ,secretary may waive all or part of the matching requirement described in paragraph 7#a7 for any fiscal year for an eligible partnership if the ,secretary determines that applying the matching requirement to the eligible partnership would result in serious hardship or an inability to carry out the authorized activities described in this part4 7d7 ,limitation on administrative expenses ,an eligible partnership that receives a grant under this part may use not more than #b percent of the funds provided to administer the grant4 #bjd4 ,accountability and evaluation 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 strong and measurable performance objectives4 ,the plan shall include objectives and measures for increasing the following3 7#a7 ,for teacher preparation programs1 each of the following3 7,a7 ,achievement for all prospective and new teachers1 as measured by the eligible partnership4 7,b7 ,teacher retention in the first #c years of a teacher's career4 7,c7 ,improvement in the pass rates and scaled scores for initial ,state certification or licensure of teachers4 7,d7 ,the percentage of teachers who meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 or1 with regard to special education teachers1 who meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act hired by the high-need local educational agency with respect to each of the following3 7i7 ,participating in the eligible partnership4 7ii7 ,who are members of underrepresented groups4 7iii7 ,who teach high-need academic subject areas1 as determined by the ,state1 which may include reading1 mathematics1 science1 and foreign language1 including less commonly taught languages and critical foreign languages4 7iv7 ,who teach in high-need areas1 as determined by the ,state1 which may include special education1 language instruction educational programs for students who are ,english learners1 and early childhood education4 7v7 ,who teach in high-need schools1 disaggregated by the elementary school and secondary school levels4 7,e7 ,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 competent4 7,f7 ,as applicable1 the percentage of teachers trained-- 7i7 to integrate technology effectively into curricula and instruction1 including technology consistent with the principles of universal design for learning2 and 7ii7 to use technology effectively to collect1 manage1 and analyze data to improve teaching and learning for the purpose of improving student academic achievement4 7#b7 ,for school leader preparation programs1 each of the following3 7,a7 ,the percentage of program participants who complete the program4 7,b7 ,the percentage of program participants who1 subsequent to completing the program1 receive full ,state licensure for positions in school leadership4 7,c7 ,the percentage of program completers who subsequently take school leadership positions in the high-need local educational agencies participating in the eligible partnership4 7,d7 ,the percentage of program completers who subsequently take school leadership positions in the high-need schools served by the high-need local educational agencies participating in the eligible partnership4 7,e7 ,the percentage of program completers retained in school leadership positions in the high-need local educational agencies participating in the eligible partnership and in the high-need schools served by such agencies for #c or more years4 7b7 ,information ,an eligible partnership receiving a grant under this part shall ensure that teachers1 principals1 other school leaders1 principal supervisors1 school superintendents1 faculty1 program staff1 and leadership at institutions of higher education located in the geographic areas served by the eligible partnership are provided information1 including through electronic means1 about the activities carried out with funds under this part4 7c7 ,revised application ,if the ,secretary determines that an eligible partnership receiving a grant under this part is not making substantial progress in meeting the purposes1 goals1 objectives1 and measures of the grant1 as appropriate1 by the end of the third year of a grant under this part1 then the ,secretary-- 7#a7 shall cancel the grant2 and 7#b7 may use any funds returned or available because of such cancellation under paragraph 7#a7 to-- 7,a7 increase other grant awards under this part2 or 7,b7 award new grants to other eligible partnerships under this part4 7d7 ,evaluation1 research1 and dissemination ,from amounts appropriated under section #bji1 the ,secretary1 acting through the ,director of the ,institute of ,education ,sciences shall-- 7#a7 carry out an independent evaluation to measure the effectiveness of the programs operated by partnerships assisted under this part2 7#b7 carry out research to identify effective teacher and school leader preparation practices2 7#c7 report the findings regarding such evaluation and research to the authorizing committees2 and 7#d7 broadly disseminate information-- 7,a7 on effective practices1 including on successful practices developed by eligible partnerships under this part2 and 7,b7 regarding such practices that were found to be ineffective4 #bje4 ,accountability for programs that prepare teachers and school leaders 7a7 ,institutional and program report cards on the quality of teacher and school leader preparation 7#a7 ,report card ,each institution of higher education that conducts a traditional teacher or school leader preparation program or an alternative route to ,state teacher or school leader certification or licensure program and that enrolls students receiving ,federal assistance under this ,act1 and each additional entity within the ,state that conducts an alternative route to a ,state teacher or school leader certification program and receives funds under this title1 shall report annually to the ,state and the general public1 in a uniform and comprehensible manner that conforms with the definitions and methods established by the ,secretary1 the following3 7,a7 ,goals and assurances 7i7 ,for the most recent year for which the information is available for the institution or other entity-- 7,i7 whether the goals and objectives set under section #bjf or #bjd7;a77#b71 as applicable1 have been met2 and 7,,ii7 a description of the activities the institution or entity implemented to achieve such goals or objectives4 7ii7 ,a description of the steps the institution or entity is taking to improve its performance in meeting the annual goals set under section #bjf4 7iii7 ,a description of the activities the institution or entity has implemented to meet the assurances provided under section #bjf4 7,b7 ,pass rates and scaled scores ,for the most recent year for which the information is available for those students who took the assessments used for teacher or school leader certification or licensure by the ,state in which the program is located and are enrolled in the traditional teacher or school leader preparation program or alternative routes to ,state certification or licensure program1 and for those who have taken such assessments and have completed the traditional teacher or school leader preparation program or alternative routes to teacher or school leader ,state certification or licensure program during the #b-year period preceding such year1 for each of such assessments-- 7i7 the percentage of students who have completed #ajj percent of the nonclinical coursework and taken the assessment who pass such assessment2 7ii7 the percentage of all students who passed such assessment2 7iii7 the percentage of students who have taken such assessment who enrolled in and completed the traditional teacher preparation program or alternative routes to ,state certification or licensure program1 as applicable2 7iv7 the average scaled score for all students who took such assessment2 7v7 a comparison of the program's pass rates with the average pass rates for programs in the ,state2 and 7vi7 a comparison of the program's average scaled scores with the average scaled scores for programs in the ,state4 7,c7 ,program information and outcomes ,a description of-- 7i7 the criteria for admission into the program and the program's admission rate2 7ii7 the number of students in the program1 disaggregated by race1 ethnicity1 and gender2 7iii7 the average number of hours of clinical experience required for those in the program2 7iv7 the total number and percentage of program entrants who complete the program2 7v7 the total number and percentage of program completers who become certified or licensed as teachers or school leaders and the total number and the percentage of program completers who are hired as teachers1 disaggregated by subject and area of certification or licensure1 or as school leaders within #c years2 and 7vi7 if valid and reliable data are available1 the total number and percentage of program completers placed as principals who are rated effective or above on school leader evaluation and support systems after #c years of leading a school4 7,d7 ,statement ,in ,states that require approval or accreditation of teacher or school leader preparation programs1 a statement of whether the institution's program is so approved or accredited1 and by whom4 7,e7 ,designation as low-performing ,whether the program has been designated as low-performing by the ,state under section #bjg7;a74 7,f7 ,use of technology ,a description of the activities1 including activities consistent with the principles of universal design for learning1 that prepare teachers to integrate technology effectively into curricula and instruction1 and to use technology effectively to collect1 manage1 and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement4 7,g7 ,teacher training ,a description of the activities that prepare general education and special education teachers to teach students with disabilities effectively1 including training related to participation as a member of individualized education program teams1 as defined in section #fad7;d77#a77;,b7 of the ,individuals with ,disabilities ,education ,act1 and to effectively teach students who are ,english learners4 7#b7 ,report ,each eligible partnership receiving a grant under section #bjb shall report annually on the progress of the eligible partnership toward meeting the purposes of this part and the objectives and measures described in section #bjd7;a74 7#c7 ,fines ,the ,secretary may impose a fine not to exceed #bg1ejj on an institution of higher education or other entity for failure to provide the information described in this subsection in a timely or accurate manner4 7#d7 ,special rule ,in the case of an institution of higher education that conducts a traditional teacher or school leader preparation program or alternative routes to ,state teacher or school leader certification or licensure program and has fewer than #aj scores reported on any single initial teacher certification or licensure assessment during an academic year1 the institution shall collect and publish information1 as required under paragraph 7#a77;,b71 with respect to an average pass rate and scaled score on each ,state certification or licensure assessment taken over a #c-year period4 7b7 ,state report card on the quality of teacher and school leader preparation 7#a7 ,in general ,each ,state that receives funds under this ,act shall provide to the ,secretary and make widely available and easily accessible to the general public1 in a uniform and comprehensible manner that conforms with the definitions and methods established by the ,secretary1 an annual ,state report card on the quality of teacher and school leader preparation in the ,state1 both for traditional teacher and school leader preparation programs and for alternative routes to ,state teacher or school leader certification or licensure programs1 which shall include not less than the following3 7,a7 ,a description of the reliability and validity of the teacher and school leader certification and licensure assessments1 and any other certification and licensure requirements1 used by the ,state4 7,b7 ,the standards and criteria that prospective teachers must meet to attain initial teacher certification or licensure and to be certified or licensed to teach particular academic subjects1 areas1 or grades within the ,state4 7,c7 ,a description of how the assessments and requirements described in subparagraph 7,a7 are aligned with the challenging ,state academic standards required under section #aaaa7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife and1 as applicable1 ,state early learning standards for early childhood education programs4 7,d7 ,for each institution of higher education located in the ,state and each other entity located in the ,state that operates a teacher or school leader preparation program1 including those that offer an alternative route for teacher or school leader certification or licensure1 including for each of the assessments used by the ,state for teacher or school leader certification or licensure-- 7i7 the percentage of students at such institution or entity who take and pass the assessment2 and 7ii7 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 7,e7 ,a description of alternative routes to teacher certification or licensure in the ,state 7including any such routes operated by entities that are not institutions of higher education71 if any1 including1 for each of the assessments used by the ,state for teacher certification or licensure-- 7i7 the percentage of individuals participating in such routes1 or who have completed such routes during the #b-year period preceding the date for which the determination is made1 who passed each such assessment2 and 7ii7 the average scaled score of individuals participating in such routes1 or who have completed such routes during the #b-year period preceding the first year for which the annual ,state report card is provided1 who took each such assessment4 7,f7 ,a description of the ,state's criteria for assessing the performance of teacher preparation programs within institutions of higher education in the ,state4 ,such criteria shall include indicators of the academic content knowledge and teaching skills of students enrolled in such programs4 7,g7 ,for each teacher and school leader preparation program in the ,state-- 7i7 the criteria for admission into the program2 7ii7 the number of students in the program1 disaggregated by race1 ethnicity1 and gender 7except that such disaggregation shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student72 7iii7 the average number of hours of supervised clinical experience required for those in the program2 and 7iv7 the number of full-time equivalent faculty1 adjunct faculty1 and students in supervised clinical experience4 7,h7 ,if valid and reliable data are available1 for each school leader preparation program in the ,state1 the total number and percentage of program completers placed as principals who are rated effective or above on school leader evaluation and support systems after #c years of leading a school4 7,i7 ,for the ,state as a whole1 and for each teacher preparation program in the ,state1 the number of teachers prepared1 in the aggregate and reported separately by-- 7i7 area of certification or licensure2 7ii7 academic major2 and 7iii7 subject area for which the teacher has been prepared to teach4 7,j7 ,a description of the extent to which teacher and school leader preparation programs are addressing shortages of teachers who meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to teacher certification1 or1 with regard to special education teachers1 the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 by area of certification and licensures1 subject1 and specialty1 in the ,state's public schools1 as well as shortages of effective school leaders4 7#b7 ,prohibition against creating a national list ,the ,secretary shall not create a national list or ranking of ,states1 institutions1 or schools using the scaled scores provided under this subsection4 7c7 ,data quality ,the ,secretary shall prescribe regulations to ensure the reliability1 validity1 integrity1 and accuracy of the data submitted pursuant to this section4 7d7 ,report of the secretary on the quality of teacher and school leader preparation 7#a7 ,report card ,the ,secretary shall annually provide to the authorizing committees1 and publish and make widely available1 a report card on teacher and school leader qualifications and preparation in the ,united ,states1 including all the information reported in subparagraphs 7,a7 through 7,i7 of subsection 7b77#a74 ,such report shall identify ,states for which eligible partnerships received a grant under this part4 7#b7 ,report to congress ,the ,secretary shall prepare and submit a report to the authorizing committees that contains the following3 7,a7 ,a comparison of ,states' efforts to improve the quality of the current and future educator workforce4 7,b7 ,a comparison of eligible partnerships' efforts to improve the quality of the current and future educator workforce4 7,c7 ,the national mean and median scaled scores and pass rate on any standardized test that is used in more than one ,state for teacher or school leader certification or licensure4 7#c7 ,special rule ,in the case of a teacher or school leader preparation program with fewer than #aj scores reported on any single initial teacher or school leader certification or licensure assessment during an academic year1 the ,secretary shall collect and publish1 and make publicly available1 information with respect to an average pass rate and scaled score on each ,state certification or licensure assessment taken over a #c-year period4 7e7 ,coordination ,the ,secretary1 to the extent practicable1 shall coordinate the information collected and published under this part among ,states for individuals who took ,state teacher or school leader certification or licensure assessments in a ,state other than the ,state in which the individual received the individual's most recent degree4 #bjf4 ,teacher development 7a7 ,annual goals ,each institution of higher education that conducts a traditional teacher preparation program 7including programs that offer any ongoing professional development programs7 or alternative routes to ,state certification or licensure program1 and that enrolls students receiving ,federal assistance under this ,act1 shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the ,secretary or by the ,state educational agency1 including mathematics1 science1 special education1 and instruction of students who are ,english learners4 7b7 ,assurances ,each institution described in subsection 7a7 shall provide assurances to the ,secretary that-- 7#a7 training provided to prospective teachers responds to the identified needs of the local educational agencies or ,states where the institution's graduates are likely to teach1 based on past hiring and recruitment trends2 7#b7 training provided to prospective teachers is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom2 7#c7 prospective special education teachers receive coursework and training to ensure students receive a well-rounded education2 7#d7 general education teachers receive training in providing instruction to diverse populations1 including children with disabilities1 students who are ,english learners1 and children from low-income families2 and 7#e7 prospective teachers receive training on how to effectively teach in urban and rural schools1 as applicable4 7c7 ,rule of construction ,nothing in this section shall be construed to require an institution to create a new teacher preparation area of concentration or degree program or adopt a specific curriculum in complying with this section4 #bjg4 ,state functions 7a7 ,state assessment ,in order to receive funds under this ,act1 a ,state shall conduct an assessment using multiple indicators to identify low-performing teacher and school leader preparation programs in the ,state and to assist such programs through the provision of technical assistance4 ,each such ,state shall provide the ,secretary with 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 applicable4 ,such assessment shall be described in the report under section #bje7;b74 ,levels of performance shall be determined solely by the ,state and may include-- 7#a7 for school leader preparation programs1 criteria based on data on placement and retention1 school leader effectiveness1 and student outcomes2 and 7#b7 for teacher and school leader preparation programs1 criteria based on information collected pursuant to this part1 including progress in meeting the goals of-- 7,a7 increasing the percentage of teachers who meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 or1 with regard to special education teachers1 who meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act in the ,state1 including increasing professional development opportunities2 7,b7 if valid and reliable data are available1 increasing the percentage of principals and other school leaders who receive ratings of 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 #aife72 7,c7 improving student academic achievement for elementary and secondary students2 and 7,d7 raising the standards for entry into teaching and school leadership4 7b7 ,termination of eligibility ,any teacher or school leader preparation program from which the ,state has withdrawn the ,state's approval1 or terminated the ,state's financial support1 due to the low performance of the program based upon the ,state assessment described in subsection 7a7-- 7#a7 shall be ineligible for any funding for professional development activities awarded by the ,department2 7#b7 may not be permitted to accept or enroll any student who receives aid under title ,,iv in the institution's teacher preparation program2 7#c7 shall provide transitional support1 including remedial services if necessary1 for students enrolled at the institution at the time of termination of financial support or withdrawal of approval2 and 7#d7 shall be reinstated upon demonstration of improved performance1 as determined by the ,state4 7c7 ,negotiated rulemaking ,if the ,secretary develops any regulations implementing subsection 7b77#b71 the ,secretary shall submit such proposed regulations to a negotiated rulemaking process1 which shall include representatives of ,states1 institutions of higher education1 and educational and student organizations4 7d7 ,application of the requirements ,the requirements of this section shall apply to both traditional teacher and school leader preparation programs and alternative routes to ,state certification and licensure programs4 #bjh4 ,general provisions 7a7 ,methods ,in complying with sections #bje and #bjf1 the ,secretary shall ensure that ,states and institutions of higher education use fair and equitable methods in reporting and that the reporting methods do not reveal personally identifiable information4 7b7 ,special rule ,for each ,state that does not use content assessments as a means of ensuring that all teachers teaching the subjects that are part of a well-rounded education within the ,state meet the applicable ,state certification and licensure requirements1 including requirements for certification obtained through alternative routes to certification1 in accordance with the ,state plan submitted or revised under section #aaaa of such ,act1 and that each person employed as a special education teacher in the ,state who teaches elementary school or secondary school meets the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 the ,secretary shall-- 7#a7 to the extent practicable1 collect data comparable to the data required under this part from ,states1 local educational agencies1 institutions of higher education1 or other entities that administer such assessments to teachers or prospective teachers2 and 7#b7 notwithstanding any other provision of this part1 use such data to carry out requirements of this part related to assessments1 pass rates1 and scaled scores4 7c7 ,release of information to teacher and school leader preparation programs for program improvement 7#a7 ,in general ,for the purpose of improving teacher and school leader preparation programs1 a ,state that receives funds under this ,act1 or that participates as a member of a partnership1 consortium1 or other entity that receives such funds1 shall regularly provide to a teacher or school leader preparation program any and all pertinent education-related information that-- 7,a7 may enable the teacher or school leader preparation program to evaluate the effectiveness of the program's graduates or the program itself2 and 7,b7 is possessed1 controlled1 or accessible by the ,state4 7#b7 ,content of information ,the information described in paragraph 7#a7-- 7,a7 shall include an identification of specific individuals who graduated from the teacher or school leader preparation program to enable the teacher or school leader preparation program to evaluate the information provided to the program from the ,state with the program's own data about the specific courses taken by1 and field experiences of1 the individual graduates2 and 7,b7 may include-- 7i7 kindergarten through grade #ab academic achievement and demographic data1 without revealing personally identifiable information about an individual student1 for students who have been taught by graduates of the teacher preparation program2 and 7ii7 teacher or school leader effectiveness evaluations for teachers or school leaders who graduated from the teacher or school leader preparation program4 #bji4 ,authorization of appropriations 7a7 ,in general ,there are authorized to be appropriated to carry out this part such sums as may be necessary for fiscal year #bjbj and each of the #e succeeding fiscal years4 7b7 ,evaluation1 research1 and dissemination ,from the amount appropriated in a fiscal year under subsection 7a71 the ,secretary may reserve up to #e percent for evaluation1 research1 and dissemination activities carried out pursuant to section #bjd7;d71 such as investments in programs for the collection and analysis of outcomes-based data beyond those data required by section #bje7;b74 4