,,ii #aafth ,,congress #ast ,session ,s4 #geb ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,march #ab1 #bjai,mr4 ,kaine 7for himself and ,ms4 ,collins7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to amend the ,higher ,education ,act of #aife to provide for teacher and school leader quality enhancement and to enhance institutional aid4 #a4 ,short title ,this ,act may be cited as the ,preparing and ,retaining ,education ,professionals ,act of #bjai or the ,,prep ,act of #bjai4 #b4 ,teacher and school leader quality enhancement ,title ,,ii of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba et seq47 is amended to read as follows3 ,,ii ,teacher and school leader quality enhancement #bjj4 ,definitions ,in this title3 7#a7 #bb program ,the term #bb program means a partnership between a junior or community college1 as defined in section #cab1 and a #d-year degree-granting institution of higher education in which teacher candidates can begin teacher preparation in the junior or community college and fully transfer their credits to the #d-year institution of higher education1 where the students complete their teacher preparation4 7#b7 ,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#c7 ,children from low-income families ,the term children from low-income families means children described in section #aabd7;c77#a77;,a7 of the ,elementary and ,secondary ,education ,act of #aife4 7#d7 ,comprehensive literacy instruction ,the term comprehensive literacy instruction has the meaning given the term in section #bbba7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife4 7#e7 ,core academic subjects ,the term core academic subjects means ,english1 reading or language arts1 mathematics1 science1 foreign languages1 civics and government1 economics1 arts1 history1 career and technical education1 and geography4 7#f7 ,early childhood educator ,the term early childhood educator means an individual with primary responsibility for teaching children in an early childhood education program4 7#g7 ,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#h7 ,effective early childhood educator ,the term effective childhood educator means an educator-- 7,a7 with specialized education1 credentials1 and preparation in development and education of young children from birth until entry into kindergarten2 7,b7 with-- 7i7 a baccalaureate degree with coursework in early childhood education2 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 areas1 as determined by the ,state and which may be based on coursework or credit requirements1 or passage of an assessment associated with quality early childhood education4 7#i7 ,eligible partnership ,the term eligible partnership means an entity that-- 7,a7 shall include-- 7i7 a ,state educational agency2 7ii7 a high-need local educational agency1 a high-need school or a consortium of high need schools served by a high-need local educational agency1 or1 as applicable1 a high-need early childhood education program2 and 7iii7 a partner institution1 which may include a school1 department1 or program of education within such partner institution1 including in a graduate level program1 that is ,state-accredited and is eligible to receive ,federal funds under title ,,iv1 which may include an existing teacher or school leader preparation program with proven outcomes within a #d-year institution of higher education that provides intensive and sustained collaboration between faculty and local educational agencies consistent with the requirements of this title2 and 7,b7 may include any of the following3 7i7 ,a school or department of arts and sciences within the partner institution4 7ii7 ,the ,governor of the ,state4 7iii7 ,the ,state board of education4 7iv7 ,the ,state agency for higher education4 7v7 ,a business4 7vi7 ,a public or private nonprofit educational organization4 7vii7 ,an educational service agency4 7viii7 ,a teacher or school leader organization4 7ix7 ,a high-performing local educational agency1 or a consortium of such local educational agencies1 that can serve as a resource to the partnership4 7x7 ,a charter school 7as defined in section #dcaj of the ,elementary and ,secondary ,education ,act of #aife74 7xi7 ,a school or department within the partner institution that focuses on psychology and human development4 7xii7 ,a school or department within the partner institution that focuses on comprehensive literacy instruction including child or adolescent literacy4 7xiii7 ,a school or department within the partner institution with comparable expertise in the disciplines of teaching1 learning1 and child and adolescent development4 7xiv7 ,a ,state accredited nonprofit entity that is eligible to receive funding under title ,,iv operating a program that provides alternative routes to ,state certification of teachers or school leaders4 7#aj7 ,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#aa7 ,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#ab7 ,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#ac7 ,high-need local educational agency ,the term high-need local educational agency means a local educational agency-- 7,a7 7i7 for which not less than #dj percent of the children served by the agency are children from low-income families2 7ii7 that serves not fewer than #aj1jjj children from low-income families2 7iii7 that meets the eligibility requirements for funding under the ,small1 ,rural ,school ,achievement ,program under section #ebaa7;b7 of the ,elementary and ,secondary ,education ,act of #aife2 or 7iv7 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 #aife2 and 7,b7 7i7 for which there is a high percentage of teachers not teaching in the academic subject areas or grade levels in which the teachers were prepared or fully certified to teach2 7ii7 for which there is a high teacher turnover rate or a high percentage of teachers with emergency1 provisional1 or temporary certification or licensure2 7iii7 for which there is a high percentage of positions in ,state-identified areas of teacher or school leader shortage1 including in special education1 ,english language instruction1 science1 technology1 engineering1 mathematics1 and career and technical education2 or 7iv7 for which a majority of schools are identified for comprehensive support and improvement under section #aaaa7;c77#d77;,d7 of the ,elementary and ,secondary ,education ,act of #aife1 targeted support and improvement under section #aaaa7;d77#b7 of the ,elementary and ,secondary ,education ,act of #aife1 or additional targeted support under section #aaaa7;d77#b77;,c7 of the ,elementary and ,secondary ,education ,act of #aife4 7#ad7 ,high-need school ,the term high-need school means a school that1 based on the most recent data available1 is-- 7,a7 an elementary school in which not less than #ej percent of the enrolled students are from low-income families2 7,b7 a secondary school in which not less than #dj percent of the enrolled students are from low-income families2 or 7,c7 identified for comprehensive support and improvement under section #aaaa7;c77#d77;,d7 of the ,elementary and ,secondary ,education ,act of #aife1 targeted support and improvement under section #aaaa7;d77#b7 of the ,elementary and ,secondary ,education ,act of #aife1 or additional targeted support under section #aaaa7;d77#b77;,c7 of the ,elementary and ,secondary ,education ,act of #aife4 7#ae7 ,induction program ,the term induction program means a formalized program for new teachers or school leaders 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 teaching or leading field of1 beginning teachers or school leaders4 ,such program shall promote effective teaching and leadership skills and shall include the following components3 7,a7 ,high-quality and structured teacher or school leader mentoring led by a trained and expert mentor who has demonstrated high skill and effectiveness and who teaches or leads1 or has taught or led1 in the same or similar field1 grade1 or subject as the mentee4 7,b7 ,periodic1 structured time for collaboration with teachers or leaders in the same department or field1 including mentor teachers or leaders1 as well as time for information-sharing among teachers1 principals1 administrators1 other appropriate instructional staff1 and participating faculty in the partner institution4 7,c7 ,the application of evidence-based practice and research on instructional practices4 7,d7 ,opportunities for new teachers or school leaders to draw directly on the expertise of teacher or leader mentors1 faculty1 and researchers1 including through mentor observation and feedback1 to support the integration of evidence-based research and practice4 7,e7 ,the development of evidence-based skills in instructional and behavioral supports and interventions1 including alignment with ,state standards on teaching and school leadership4 7,f7 ,faculty or program staff who-- 7i7 model the integration of research and practice in the classroom2 7ii7 model personalized instruction2 and 7iii7 assist new teachers with the effective use and integration of technology in the classroom or school to support instruction4 7,g7 ,interdisciplinary collaboration among exemplary teachers1 school leaders1 faculty1 researchers1 and other staff who prepare new teachers or school leaders with respect to the learning process and the assessment of learning1 including the development1 analysis1 and use of formative1 interim1 and summative assessments4 7,h7 ,the development skills to implement and support evidence-based practices that create a positive school culture and climate4 7,i7 ,assistance with the understanding of data1 particularly student achievement and classroom engagement data 7such as attendance and discipline rates and other measures of school climate71 and the applicability of such data in classroom and school instruction and design4 7,j7 ,regular and structured observation and assessment of new teachers and school leaders by multiple assessors1 using valid and reliable measures of teaching and leadership skills in order to inform efforts to support new teachers and school leaders and improve their practice4 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 a public or nonprofit institution of higher education eligible to receive ,federal funds under title ,,iv1 which may include a #b-year ,state- or regionally accredited institution of higher education offering a dual program with a #d-year ,state-accredited institution of higher education1 participating in an eligible partnership that has a ,state-accredited teacher1 or1 where relevant1 school leader1 preparation program-- 7,a7 whose graduates exhibit strong performance on ,state-determined qualifying assessments for new teachers1 or school leaders1 through-- 7i7 demonstrating that #hj percent or more of the graduates of the program who intend to enter the field of teaching or leading have passed all of the applicable ,state qualification assessments for new teachers or leaders1 which shall include an assessment of each prospective teacher's subject matter knowledge and pedagogical skills in the content area in which the teacher intends to teach1 or leadership skills2 or 7ii7 being ranked among the highest-performing teacher or leader preparation programs in the ,state1 as determined by the ,state-- 7,i7 based on the requirements for the ,state report card under section #bje7;b7 before the first publication of such report card2 and 7,,ii7 using the ,state report card on teacher preparation required under section #bje7;b71 after the first publication of such report card and for every year thereafter2 and 7,b7 that requires-- 7i7 each student in the program to meet high academic standards or demonstrate a record of success1 as determined by the institution 7including prior to entering and being accepted into a program71 and participate in intensive clinical experience2 7ii7 each student in the program to develop teaching skills1 as described in paragraph 7#bc71 or school leadership skills1 as described in paragraph 7#ai72 and 7iii7 each student in the program preparing to become an early childhood educator to meet degree requirements1 as established by the ,state1 and become highly competent4 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 ,rural area ,the term rural area has the meaning given the term in section #cdc7;a77#ac77;,a7 of the ,consolidated ,farm and ,rural ,development ,act 7#g ,u4,s4,c4 #aiia7;a77#ac77;,a774 7#bj7 ,rural school district ,the term rural school district means a school district that serves one or more schools located in a rural area4 7#ba7 ,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#bb7 ,school leadership skills ,the term school leadership skills means skills that enable a school leader to-- 7,a7 develop and effectively implement a shared mission across a school that supports a rigorous and coherent system of curriculum1 instruction1 and assessment2 7,b7 develop the professional capacity and practice of school personnel1 including through the fostering of a professional community of teachers and other professional staff1 in an effort to increase student learning and achievement2 7,c7 create an inclusive and positive school environment1 including through the implementation of culturally responsive and linguistically inclusive practices2 7,d7 effectively communicate and work with parents to support student achievement2 7,e7 effectively manage school operations and resources2 and 7,f7 support a system of continuous improvement4 7#bc7 ,scientifically valid research ,the term scientifically valid research includes applied research1 basic research1 and field-initiated research in which the rationale1 design1 and interpretation are soundly developed in accordance with principles of scientific research4 7#bd7 ,teacher or school leader mentoring ,the term teacher or school leader 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 will provide role model relationships for mentees1 which criteria shall be developed by the eligible partnership and based on measures of teacher or school leader effectiveness2 7,b7 provides high-quality training for such mentors1 including instructional strategies for comprehensive literacy instruction and creating inclusive and supportive classroom environments 7including approaches that improve the schoolwide climate for learning1 which may include positive behavioral interventions and supports1 including trauma-informed care and social and emotional learning72 7,c7 provides regular and ongoing opportunities for mentors and mentees to observe each other's teaching or leadership methods in classroom and 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 teaches1 or has taught1 in the same field1 grade1 or subject as the mentee2 7,f7 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 joint professional development opportunities4 7#be7 ,teaching or school leadership residency program ,the term teaching or school leadership residency program means a school-based teacher or school leader preparation program based upon models of effective teaching and leadership residencies in which a prospective teacher or school leader-- 7,a7 for not less than #a academic year1 teaches or leads alongside an expert mentor teacher who is the teacher of record or school leader2 7,b7 receives concurrent1 aligned1 and rigorous graduate-level instruction during the year described in subparagraph 7,a7 from the partner institution1 which courses may be taught by local educational agency personnel or residency program faculty1 and in the case of teachers1 is in the teaching of the content area in which the teacher will become certified or licensed2 7,c7 acquires effective teaching or school leadership skills through the integration of pedagogy1 classroom or school practice1 and teacher or leadership mentoring2 and 7,d7 prior to completion of the program1 earns a master's degree1 attains full ,state teacher or school leader certification or licensure1 and demonstrates the prerequisite skills to advance student learning1 which may be measured by a teacher or school leader performance assessment4 7#bf7 ,teaching skills ,the term teaching skills means skills that enable a teacher to-- 7,a7 increase student learning1 achievement1 and the ability to apply knowledge2 7,b7 effectively convey1 explain1 and provide opportunities for students to develop the skills aligned with the full depth and breadth of the ,state challenging academic standards1 including the application of academic subject matter2 7,c7 effectively teach higher-order analytical1 critical thinking1 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 design and 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 evaluation7 and use this information to inform and personalize instruction2 7,f7 support the social1 emotional1 and academic achievement of all students1 including effectively creating an inclusive classroom environment1 including the ability to implement positive behavioral interventions1 trauma-informed care1 and other support strategies2 7,g7 are culturally responsive and linguistically inclusive2 7,h7 communicate and work with parents1 and involve parents in their children's education2 and 7,i7 use age-appropriate and developmentally appropriate strategies and practices for students in early childhood education programs and elementary schools and secondary schools4 7#bg7 ,trauma-informed care ,the term trauma-informed care means the evidence-based practices identified in section #dajh7e77;,b77ii77,,ii77aa7 of the ,elementary and ,secondary ,education ,act of #aife4 #bja4 ,purposes ,the purposes of this title are to-- 7#a7 improve student achievement2 7#b7 improve the skills and effectiveness of prospective and new teachers and school leaders by improving the preparation of prospective teachers and school leaders and enhancing professional development activities for new teachers and school leaders2 7#c7 hold teacher and school leader preparation programs accountable for preparing teachers with teaching skills1 as described in section #bjj7bc71 and school leaders with school leadership skills1 as described in section #bjj7ai72 and 7#d7 recruit well-prepared individuals1 including individuals from underrepresented populations and individuals from other occupations1 into the teaching and school leadership force with an emphasis on areas of ,state-identified teacher shortage1 and where available1 school leader shortage4 #bjb4 ,partnership grants 7a7 ,program authorized ,from amounts made available under section #baj1 excluding amounts reserved under subsection 7k71 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 the preparation1 ongoing professional development1 and retention of general education1 ,english language1 and special education teachers1 principals1 and other school leaders1 and1 as applicable1 early childhood educators1 including any information provided by the ,state or local educational agency regarding teacher and school leader shortage areas1 including in special education1 ,english language1 science1 technology1 engineering1 mathematics1 and career and technical education1 and areas of inequitable distribution of certified1 experienced1 and effective teachers and school leaders2 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 effective 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 leaders to understand and use research and data to modify and improve classroom or schoolwide instruction and student engagement2 7#d7 a description of-- 7,a7 how the eligible partnership will coordinate strategies and activities assisted under the grant with other teacher or school leader preparation or professional development programs1 including programs funded under the ,elementary and ,secondary ,education ,act of #aife and the ,individuals with ,disabilities ,education ,act1 and through the ,national ,science ,foundation2 7,b7 how the activities of the partnership will be consistent with and support ,state1 local1 and other education reform activities that promote teacher and school leader effectiveness and student academic achievement2 7,c7 how the eligible partnership will support the development and assessment of all teaching candidates in effectively teaching subject matter and supporting the academic achievement and nonacademic needs of all students1 such as-- 7i7 effectively managing a classroom to create a positive and inclusive classroom environment2 7ii7 developing interpersonal and intrapersonal skills that contribute to academic success2 7iii7 designing and conducting ongoing assessments of student learning1 which may include the use of formative1 performance-based1 project-based1 or portfolio assessments that measure higher order thinking skills2 7iv7 learning how to use this information to inform and personalize instruction and differentiate instruction1 including working with students with special needs2 7v7 effectively using and integrating technology in the classroom to support evidence-based instruction2 and 7vi7 where appropriate1 the skills necessary to implement advanced coursework programs1 such as dual or concurrent enrollment programs1 early college high school1 ,advanced ,placement1 ,international ,baccalaureate1 and talented and gifted2 7,d7 how the eligible partnership will develop and implement a competitive and comprehensive selection and screening process intended to recruit high-ability1 diverse candidates2 and 7,e7 how the eligible partnership will develop strong local educational agency-institution partnerships 7which may include collaboration with teacher and school leader representatives within the local educational agency7 that co-design the coursework and residency or clinical-placement program to ensure candidates develop an understanding of the students and families in the communities in which they will be teaching1 prepare candidates to teach in those communities1 and understand school contexts to address needs in the local educational agency2 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 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 title2 7,b7 how the partnership will carry out the activities required under subsection 7d7 or 7e71 based on the needs identified in paragraph 7#a71 with the goal of improving student academic achievement and closing achievement gaps in student performance across subgroups of students1 as described in section #aaaa7;c77#b7 of the ,elementary and ,secondary ,education ,act of #aife2 7,c7 if the partnership chooses to use funds under this section for a project or activities under subsection 7f7 or 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 achievement and closing achievement gaps in student performance across subgroups of students1 as described in section #aaaa7;c77#b7 of the ,elementary and ,secondary ,education ,act of #aife2 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 the-- 7i7 as applicable1 ,state early learning standards for early childhood education programs1 as appropriate1 and with the relevant domains of early childhood development2 7ii7 student academic achievement standards and academic content 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 and 7iii7 professional development activities identified under section #baja and section #bajc of the ,elementary and ,secondary ,education ,act of #aife and where applicable1 the school improvement activities identified under section #aaaa7;d7 of the ,elementary and ,secondary ,education ,act of #aife2 7,f7 for a teacher preparation program1 how the partnership will prepare general education teachers to teach students with disabilities1 including preparation 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 ,act and for a school leadership preparation program1 how the partnership will prepare prospective school leaders to ensure that students with disabilities receive special education and related services1 consistent with the requirements of the ,individuals with ,disabilities ,education ,act1 that are needed for those students to meet the challenging ,state academic standards2 7,g7 how the partnership will prepare general education and special education teachers to teach students who are ,english learners1 including how to ensure that students who are ,english learners receive the services needed to meet the challenging ,state academic standards2 7,h7 how faculty at the partner institution will work1 during the term of the grant1 with effective teachers in the classrooms of high-need schools served by the high-need local educational agency in the partnership to-- 7i7 provide high-quality1 evidence-based professional development activities to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers2 and 7ii7 develop other classroom teachers1 and other educators as appropriate1 to implement the elements of comprehensive literacy instruction2 7,i7 how the partnership will design1 implement1 or enhance a year-long and rigorous teaching preservice residency or clinical program component2 7,j7 how the partnership will support in-service professional development strategies and activities2 and 7,k7 how the partnership will collect1 analyze1 and use data on the retention of all teachers1 school leaders1 and early childhood educators1 including where available1 data on working conditions and school climate1 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 educator support system2 and 7#g7 with respect to the induction program required as part of the activities carried out under this section-- 7,a7 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 including in creating inclusive and culturally responsive learning environments1 as appropriate2 7,b7 a demonstration of the eligible partnership's capability and commitment to1 and the accessibility to and involvement of faculty in1 the use of evidence-based practice and scientifically valid 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 partnership1 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 participation4 7c7 ,use of grant funds ,an eligible partnership that receives a grant under this section shall use grant funds to carry out programs identified under subsections 7d7 through 7g71 or a combination of such programs4 7d7 ,partnership grants for pre-,baccalaureate preparation of teachers ,an eligible partnership that receives a grant to carry out an effective program for the pre-baccalaureate preparation of teachers 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 educator programs1 of the eligible partnership that is assisted under this section1 to hold each program accountable for-- 7i7 preparing-- 7,i7 new or prospective teachers to develop teaching skills1 as described in section #bjj7bc71 including teachers in rural school districts who may teach multiple subjects1 special educators1 and teachers of students who are ,english learners who may also teach multiple subjects2 7,,ii7 such teachers and1 as applicable1 early childhood educators1 to understand empirically based practice and scientifically valid 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 achievement and engagement2 and 7,,iii7 as applicable1 early childhood educators to be highly effective2 and 7ii7 promoting effective teaching skills and techniques to improve children's cognitive1 social1 emotional1 and physical development4 7,b7 ,required reforms ,the reforms described in subparagraph 7,a7 shall include-- 7i7 implementing teacher preparation program curriculum changes that improve1 evaluate1 and assess how well all prospective and new teachers develop teaching skills and are prepared to provide classroom instruction aligned to the full depth and breadth of the ,state's challenging academic standards2 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 and engagement data and other measures of student learning1 and use such data and measures to improve classroom instruction and engagement2 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 with a focus on the skills necessary to support students with high-incidence disabilities such as attention deficit_/hyperactivity disorder1 dyslexia1 and dyscalculia_/dysgraphia1 students who are ,english learners1 students who are gifted and talented1 students with low literacy levels and1 as applicable1 children in early childhood education programs and students who are significantly overage and high school credit deficient2 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 7,,vi7 possess the skills to meet the academic1 social1 and emotional needs of students and create inclusive and culturally responsive learning environments2 and 7,,vii7 can successfully employ effective strategies for 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 preparation in both teaching and relevant content areas in order to develop teaching skills1 as described in section #bjj7bc71 and become fully certified in the grade and content areas in which they will be teaching1 which may include preparation 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 disabilities as described in section #fjb7aj77;,d7 of the ,individuals with ,disabilities ,education ,act2 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 assigned faculty1 experienced and effective teachers1 principals1 other administrators1 and school leaders at early childhood education programs1 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 preparation 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 preparation 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 ,creating an induction program for new teachers or1 in the case of an early childhood education program1 providing mentoring or coaching for new early childhood educators4 7#d7 ,support and preparation 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 ,state-accredited alternative routes to full ,state certification of teachers7 to ensure that the eligible partnership is able to recruit qualified individuals with teaching skills1 as described in section #bjj7bc71 or school leadership skills1 as described in section #bjj7ai71 through the activities of the eligible partnership1 which may include an emphasis on recruiting into the teaching or school leadership profession-- 7,a7 individuals from under represented populations2 7,b7 individuals to teach or lead in rural communities in school leader or 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 ,comprehensive literacy training ,strengthening the literacy teaching skills of prospective and1 as applicable1 new elementary school and secondary school teachers to provide the elements of comprehensive literacy instruction4 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 as follows3 7,a7 ,the effective teaching residency program shall include all of the following activities3 7i7 ,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 partnership in which the teacher resident teaches alongside an effective teacher of record for at least #a academic year while engaging in initial preparation coursework4 7ii7 ,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 7iii7 ,ensuring that teaching residents who participate in the teaching residency program receive-- 7,i7 effective preservice preparation as described in paragraph 7#b71 with an emphasis on-- 7aa7 developing instructional strategies in the teaching of the content area in which the teacher will become certified to teach2 7bb7 planning1 curriculum development1 and assessment2 7cc7 child and adolescent learning and development2 7dd7 creating an inclusive and supportive classroom environment2 7ee7 supports for language development2 7ff7 supports for serving students with disabilities2 and 7gg7 developing professional responsibilities1 including interaction with families and colleagues2 7,,ii7 teacher mentoring2 7,,iii7 the opportunity to meet the requirements to earn an initial teaching credential2 and 7,,iv7 the preparation described in subparagraphs 7,a71 7,b71 and 7,c7 of subsection 7d77#b74 7,b7 ,the effective teaching residency program may include implementing an induction program as the teaching residents enter the classroom as new teachers1 including tuition assistance and a living stipend4 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 course work to earn a master's degree while undertaking a guided teaching apprenticeship4 7iii7 ,experience and learning opportunities alongside a well-prepared 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 the elements of comprehensive literacy instruction1 teacher training in literacy instructional strategies across core subject areas1 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 two 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 #b-year or enrolled in 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 #a-year living stipend or salary to teaching residents during the #a-year teaching residency program1 which may include the use of funding provided under an ,ameri,corps position assisted by the ,corporation for ,national and ,community ,service towards such stipends or salaries4 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 #a-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 requirements to be a fully ,state-certified teacher1 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 ,grow ,your ,own programs 7#a7 ,in general ,an eligible partnership that receives a grant under this section may carry out an effective ,grow ,your ,own program to address subject or geographic areas of teacher or school leader shortages or increase the diversity of the teacher or school leader workforce4 7#b7 ,elements of a ,grow ,your ,own program ,a ,grow ,your ,own program carried out under this subsection shall-- 7,a7 integrate career-focused courses on education topics with school-based learning experience2 7,b7 provide opportunities for candidates to practice and develop the skills and dispositions described in paragraphs 7#ai7 and 7#bc7 of section #bjj2 7,c7 support candidates as they complete their associate1 baccalaureate1 or master's degree and earn their teaching or school leadership credential and may include a #bb program2 and 7,d7 offer financial aid1 in addition to financial assistance that may be received under title ,,iv1 to candidates and work in partnership with members of the eligible partnership to provide academic1 counseling1 and programmatic supports4 7#c7 ,establishment and design ,to create and enhance multiple pathways to enter the educator and leadership workforce1 an eligible partnership carrying out a ,grow ,your ,own program under this subsection1 in collaboration with organizations representing educators and leaders and additional stakeholders shall-- 7,a7 establish an advisory group to review barriers impacting underrepresented populations entering the teaching and school leadership profession1 identify local teacher and leader workforce needs1 develop policies on the creation or expansion of ,grow ,your ,own programs1 and provide guidance and oversight on the implementation of such programs2 7,b7 track and evaluate the effectiveness of the program1 including1 at a minimum1 using the data required under section #bjd7;a77#a72 7,c7 require candidates to complete all ,state requirements to become fully certified2 7,d7 provide academic and testing supports1 including advising and financial assistance1 to candidates for admission and completion of education preparation programs as well as ,state licensure assessments2 7,e7 include efforts1 to the extent feasible1 to recruit current paraprofessionals1 as defined under section #haja of the ,elementary and ,secondary ,education ,act of #aife1 instructional assistants1 district employees not certified to teach or lead 7such as long-term substitute teachers71 after school and summer program staff1 parent school volunteers1 retired military personnel1 and other career changers with experience in hard to staff areas who are not currently certified to teach or lead with a specific focus on recruiting individuals who are reflective of the race1 ethnicity1 and native language of the existing community's student population2 and 7,f7 provide a year-long clinical experience or teaching or school leadership residency with a stipend to cover living expenses4 7g7 ,partnership grants for the development of school leadership programs 7#a7 ,in general ,an eligible partnership that receives a grant under this section may carry out an effective school leadership program that shall include all of the following activities3 7,a7 ,preparing individuals enrolled or preparing to enroll in school leadership programs for careers as superintendents1 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 a research-based curriculum that is aligned with developing leadership skills and1 as applicable1 techniques for school leaders to effectively-- 7i7 provide instructional leadership1 including by creating and maintaining a data-driven1 professional learning community within the leader's school where teachers1 early childhood educators1 staff1 and students engage in continual learning and improvement2 7ii7 provide a climate conducive to the professional development of teachers and early childhood educators1 with a focus on improving student academic achievement and engagement and the development of effective instructional leadership skills1 including coaching1 providing constructive feedback and support1 and opportunities for teacher leadership2 7iii7 understand the teaching and assessment skills needed to support successful classroom instruction and to use data to evaluate teacher and early childhood educator instruction and drive teacher1 early childhood educator1 and student learning1 including how to use data and collective inquiry to identify problems and address needs1 in collaboration with staff1 parents1 and community organizations2 7iv7 manage resources1 including staffing1 and school time to improve student academic achievement and engagement and ensure the school environment is safe and inclusive2 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 7vi7 understand how students learn and develop in order to create a positive and inclusive learning environment and increase academic achievement for all students2 and 7vii7 understand how to support a curriculum aligned with the full breadth and depth of the ,state's challenging academic standards and lead continuous school improvement efforts4 7,c7 ,ensuring that individuals who participate in the school leadership program receive-- 7i7 effective preservice preparation as described in subparagraph 7,d72 7ii7 mentoring that provides ongoing and consistent feedback and support2 7iii7 structured learning and courses carried out in collaboration with a small group of peers1 including opportunities to participate in professional learning communities2 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 enrichment1 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 and 7,,ii7 closely supervised interaction and opportunities for feedback between prospective school leaders and faculty1 new and experienced teachers1 and new and experienced school leaders1 in such high-need schools4 7ii7 ,integrate pedagogy and practice and promote effective leadership skills1 meeting the unique needs of urban1 rural1 or geographically isolated communities1 as applicable4 7iii7 ,use context-specific problems to connect coursework and practice to enrich new school leaders' skill development4 7iv7 ,provide for mentoring of new school leaders4 7,e7 ,creating an induction program 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 may include an emphasis on recruiting into school leadership professions-- 7i7 individuals from underrepresented populations2 7ii7 individuals to serve as superintendents1 principals1 or other school administrators in rural and geographically isolated communities and school leader shortage areas2 and 7iii7 individuals from the communities in which they plan to serve4 7#b7 ,selection of individuals for the leadership program ,in order to be eligible for the school leadership program under this subsection1 an individual shall be enrolled in or preparing to enroll in an institution of higher education1 and shall-- 7,a7 be a-- 7i7 recent graduate of an institution of higher education2 7ii7 mid-career professional from outside the field of education with strong content knowledge or a record of professional accomplishment2 7iii7 current teacher who is interested in becoming a school leader2 or 7iv7 school leader who is interested in becoming a superintendent2 and 7,b7 submit an application to the leadership program4 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 ,state administrative and leadership activities 7#a7 ,reservation ,the ,secretary shall reserve #aj percent of the amount appropriated under section #baj for a fiscal year for ,state leadership and administrative activities4 7#b7 ,allocation ,from the funds reserved under paragraph 7#a7 for a fiscal year1 the ,secretary shall provide each ,state educational agency with an allocation4 ,such allocation shall be the same for each ,state educational agency4 7#c7 ,uses of funds ,funds allocated to each ,state educational agency under paragraph 7#b7 shall be used for-- 7,a7 administrative expenses required under this title1 including expenses related to administering sections #bje1 #bjg1 and #bjh2 and 7,b7 ,state leadership activities that are consistent with the purposes of this title1 such as-- 7i7 increasing the diversity of teachers and school leaders being prepared by institutions and programs in the ,state2 7ii7 ensuring that all graduates of teacher and school leader preparation programs in the ,state are well prepared to provide and support classroom instruction2 7iii7 identifying and addressing teacher and school leader shortages in the ,state2 and 7iv7 other activities identified by the ,state educational agency that advance and improve teacher and school leader preparation4 7l7 ,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 title shall be awarded for a period of #e years4 7#b7 ,number of awards ,an eligible partnership may not receive more than one 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 title 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 title 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 title1 shall-- 7,a7 give priority to eligible partnerships that-- 7i7 support a ,state-accredited teacher or school leader preparation program that has a rigorous selection process and demonstrated success in having a diverse set of candidates complete the program1 and entering and remaining in the profession2 7ii7 provide a #a-year preservice clinical or residency experience that includes the integration of coursework and clinical practice and offers cohorts of candidates the opportunity to learn to teach or lead in partner schools or teaching academies2 and 7iii7 address rural teacher and leader shortages or increase the diversity of the teacher and leader workforce 7including through supporting ,grow ,your ,own models and partnerships between community colleges and #d-year institutions of higher education72 and 7,b7 provide for an equitable geographic distribution of grants among rural and urban areas4 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 title 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 title shall provide1 from non-,federal sources1 an amount equal to #ajj 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 title4 7d7 ,limitation on administrative expenses ,an eligible partnership that receives a grant under this title 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 title 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-- 7#a7 achievement for all prospective and new teachers and school leaders1 as measured by the eligible partnership1 which includes at a minimum-- 7,a7 teacher or school leader retention in the first #c years and the first #e years of a teacher's or school leader's career after completion of the program and attainment of ,state certification2 7,b7 improvement in the pass rates and scaled scores for initial ,state certification or licensure of teachers or school leaders1 including performance on a teacher or school leader performance assessment where applicable2 7#b7 the percentage of teachers hired by the high-need local educational agency who are fully certified in the grade and content area in which they are assigned1 or school leaders hired1 where applicable-- 7,a7 participating in the eligible partnership2 7,b7 who are members of underrepresented groups2 7,c7 who teach high-need academic subject areas 7such as reading1 mathematics1 science1 and foreign language1 including less commonly taught languages and critical foreign languages72 7,d7 who teach in high-need areas 7including special education1 language instruction educational programs for ,english learners1 and early childhood education72 and 7,e7 who teach or lead in high-need schools1 disaggregated by the elementary school and secondary school levels2 7#c7 where available1 data on teacher or school leader effectiveness1 as defined by the ,state in which the teacher or school leader is placed2 7#d7 where available1 data from the high-need local education agency1 consortium1 or early childhood program obtained through mechanisms such as a survey and other district-level data1 including data related to satisfaction with the partner institution1 including strengths and weaknesses of teacher or school leader candidates1 that would inform improvements in the partner institution's program2 and 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 7b7 ,information ,an eligible partnership receiving a grant under this title shall ensure that teachers1 principals1 school superintendents1 and other school leaders1 faculty1 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 title4 7c7 ,revised application ,if the ,secretary determines that an eligible partnership receiving a grant under this title 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 title1 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 title2 or 7,b7 award new grants to other eligible partnerships under this title4 7d7 ,evaluation and dissemination ,the ,secretary shall evaluate the activities funded under this title and report the findings regarding the evaluation of such activities to the authorizing committees4 ,the ,secretary shall broadly disseminate-- 7#a7 successful practices developed by eligible partnerships under this title2 and 7#b7 information 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 alternative routes to ,state certification or licensure program and that enrolls students receiving ,federal assistance under this ,act 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-- 7,i7 whether the goals set under section #bjf have been met2 and 7,,ii7 a description of the activities the institution implemented to achieve such goals4 7ii7 ,a description of the steps the institution is taking to improve its performance in meeting the annual goals set under section #bjf4 7iii7 ,a description of the activities the institution 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 ,state certification or licensure program during the #b-year period preceding such year1 for each of such assessments 7disaggregated by race1 ethnicity1 and gender7-- 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 assessment1 including the percentage of students who passed the assessment after taking the assessment for the first time2 7iii7 the percentage of students who have taken such assessment who enrolled in and completed the traditional teacher or school leader 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 ,a description of-- 7i7 the criteria for admission into the program2 7ii7 the number of students in the program 7disaggregated by race1 ethnicity1 and gender72 7iii7 the range and average number of hours of supervised clinical experience required for those in the program2 7iv7 the number of full-time equivalent faculty and students in the supervised clinical experience2 7v7 the percentage and total number of program entrants who have completed the program 7disaggregated by race1 ethnicity1 and gender1 except 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 7vi7 the percentage and total number of program completers who have been certified or licensed as teachers or school leaders 7disaggregated by subject and area of certification or licensure and by race1 ethnicity1 and gender1 except 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 and 7vii7 the #c- and #e-year teacher or school leader retention rates1 including1 at a minimum1 in the same school and local educational agency1 and within the profession 7disaggregated by race1 ethnicity1 and gender1 except 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 student74 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;a7 and the years for which it has received that designation4 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 preparation ,a description of the activities that prepare general education and special education teachers to teach students with disabilities effectively1 including training on high-incidence disabilities1 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 title 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 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 certification or licensure program and has fewer than #aj scores reported on any single initial teacher or school leader 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 ,secretary1 and make widely available 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 certification or licensure programs1 which shall include not less than the following3 7,a7 ,a description of the reliability and validity of the teacher or school leader certification and licensure assessments1 and any other certification and licensure requirements1 including whether a teacher or school leader performance assessment is used by the ,state4 7,b7 ,the standards and criteria that prospective teachers or school leaders must meet to attain initial teacher or school leader certification or licensure and to be certified or licensed to teach particular academic subjects1 areas1 or grades or lead within the ,state4 7,c7 ,a description of how the assessments and requirements described in subparagraph 7,a7 are aligned with the ,state's challenging academic content 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 of the assessments used by the ,state for teacher or school leader certification or licensure 7disaggregated by race1 ethnicity1 and gender1 except 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 student7-- 7i7 for each institution of higher education located in the ,state and each entity located in the ,state1 including those that offer an alternative route for teacher or school leader certification or licensure1 the percentage of students at such institution or entity who have completed #ajj percent of the nonclinical coursework and taken the assessment who pass such assessment2 7ii7 the percentage of all such students at all such institutions and entities who have taken the assessment who pass such assessment2 7iii7 the percentage of students who have taken the assessment who enrolled in and completed a teacher or school leader preparation program2 and 7iv7 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 or school leader certification or licensure in the ,state 7including any such routes operated by entities that are not institutions of higher education and whether such entities are nonprofit and ,state-accredited71 if any1 including1 for each of the assessments used by the ,state for teacher or school leader certification or licensure 7disaggregated by race1 ethnicity1 and gender1 except 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 student7-- 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 or school leader 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 programs and the items identified in subparagraph 7,d7 and relevant school leadership skills4 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 range and average number of hours of supervised clinical experience required for those in the program2 7iv7 whether the program is designated as low performing under section #bjg7;a7 and for which years2 and 7v7 the number of full-time equivalent faculty1 adjunct faculty1 and students in supervised clinical experience4 7,h7 ,for the ,state as a whole1 and for each teacher and school leader preparation program in the ,state1 the number of teachers and school leaders prepared1 in the aggregate and disaggregate 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 student71 and reported separately by-- 7i7 area of certification or licensure2 7ii7 academic major2 7iii7 for teachers1 subject area for which the teacher has been prepared to teach2 7iv7 placement in a teaching or school leadership position within six months of program completion2 and 7v7 rates of #c- and #e-year teacher or school leadership retention including1 at a minimum1 in the same school and local educational agency1 and within the profession4 7,i7 ,information on ,state-identified areas of teacher or school leader shortage1 including a description of the extent to which teacher or school leader preparation programs are addressing such shortages and a lack of student access to experienced1 fully certified1 and effective teachers and school leaders4 7,j7 ,the extent to which teacher preparation programs prepare teachers1 including general education and special education teachers1 to teach students with disabilities effectively1 including training on high-incidence disabilities and 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 ,act4 7,k7 ,a description of the activities that prepare teachers to-- 7i7 integrate technology effectively into curricula and instruction1 including activities consistent with the principles of universal design for learning2 and 7ii7 use technology effectively to collect1 manage1 and analyze data to improve teaching and learning for the purpose of increasing student academic achievement4 7,l7 ,the extent to which teacher preparation programs prepare teachers1 including general education and special education teachers1 to effectively teach students who are ,english learners4 7#b7 ,prohibition against additional reporting requirements ,nothing in paragraph 7#a7 shall be construed as authorizing1 requiring1 or allowing any additional reporting requirements to be requested by the ,secretary under this title unless explicitly authorized under this ,act4 7#c7 ,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,l7 of subsection 7b77#a74 ,such report shall identify ,states for which eligible partnerships received a grant under this title4 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 teaching and school leadership force4 7,b7 ,a comparison of eligible partnerships' efforts to improve the quality of the current and future teaching and school leadership force4 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 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 title among ,states for individuals who took ,state teacher certification or licensure assessments in a ,state other than the ,state in which the individual received the individual's most recent degree4 #bjf4 ,teacher and school leader development 7a7 ,annual goals ,each institution of higher education that conducts a traditional teacher or school leader 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 prepared in teacher shortage areas designated by the ,secretary or by the ,state educational agency1 including mathematics1 science1 special education1 and instruction of ,english learners and any shortages in school leaders4 7b7 ,assurances ,each institution described in subsection 7a7 shall provide assurances to the ,secretary that-- 7#a7 preparation provided to prospective teachers or school leaders responds to the identified needs of the local educational agencies or ,states where the institution's graduates are likely to teach or lead1 based on past hiring and recruitment trends and ,state-identified shortage areas2 7#b7 preparation provided to prospective teachers or school leaders is aligned with the needs of schools and the instructional decisions new teachers or school leaders face in the classroom and which may be informed by data included in the statewide accountability system under section #aaaa7;c7 of the ,elementary and ,secondary ,education ,act of #aife1 including a focus on addressing the data identifying low performance or gaps in student subgroup performance2 7#c7 prospective special education teachers receive course work in core academic subjects and receive preparation in providing instruction in core academic subjects2 7#d7 general education teachers and school leaders receive preparation in providing culturally responsive instruction and climate to diverse populations1 including children with disabilities1 ,english learners1 and children from low-income families2 and 7#e7 prospective teachers or school leaders receive preparation on how to effectively teach or lead 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 or school leader 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 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 with1 and make publicly available1 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 criteria based on information collected pursuant to this title1 including progress in meeting the goals of-- 7#a7 increasing the percentage of effective teachers or school leaders in the ,state1 including increasing professional development opportunities2 7#b7 improving student academic achievement for elementary and secondary students2 and 7#c7 raising the standards for entry into the teaching profession4 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 shall notify enrolled students and students submitting an application for enrollment of such status2 7#c7 may not be permitted to accept or enroll any student who receives aid under title ,,iv in the institution's teacher or school leader preparation program2 7#d7 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#e7 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 7e7 ,prohibition against requiring a specific methodology ,nothing in this section shall be construed to authorize or permit the ,secretary to prescribe the specific methodology a ,state uses to identify low-performing teacher and school leader preparation 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 ,release of information to teacher and school leader preparation programs 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 provide to a teacher or school leader preparation program1 upon the request of the teacher or school leader preparation program1 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 7ii7 teacher or school leader effectiveness evaluations for graduates of the preparation program2 and 7iii7 survey data on program quality as it relates to the preparedness on different aspects of teaching or school leadership from preparation program completers and principals in schools or superintendents in local educational agencies where completers are placed4 #bji4 ,honorable ,augustus ,f4 ,hawkins ,centers of ,excellence 7a7 ,eligible institution ,in this section1 the term eligible institution means-- 7#a7 a public or nonprofit institution of higher education that has a ,state-accredited teacher or school leader preparation program and that is-- 7,a7 a part ,b institution 7as defined in section #cbb72 7,b7 a ,hispanic-serving institution 7as defined in section #ejb72 7,c7 a ,tribal ,college or ,university 7as defined in section #caf72 7,d7 an ,alaska ,native-serving institution 7as defined in section #cag7;b772 7,e7 a ,native ,hawaiian-serving institution 7as defined in section #cag7;b772 7,f7 a ,predominantly ,black ,institution 7as defined in section #cah72 7,g7 an ,asian ,american and ,native ,american ,pacific ,islander-serving institution 7as defined in section #cbj7;b772 or 7,h7 a ,native ,american-serving1 nontribal institution 7as defined in section #cai72 7#b7 a consortium of institutions described in paragraph 7#a72 or 7#c7 an institution described in paragraph 7#a71 or a consortium described in paragraph 7#b71 in partnership with any other institution of higher education1 but only if the center of excellence established under subsection 7b7 is located at an institution described in paragraph 7#a74 7b7 ,program authorized ,from the amounts appropriated to carry out this section for a fiscal year1 the ,secretary is authorized to award competitive grants to eligible institutions to establish centers of excellence4 7c7 ,use of funds ,grants provided by the ,secretary under this section shall be used to ensure that current and future teachers and school leaders develop the skills described in paragraphs 7#ai7 and 7#bc7 of section #bjj by carrying out one or more of the following activities3 7#a7 ,implementing evidence-based reforms within teacher or school leader preparation programs to ensure that such programs are preparing teachers and school leaders to develop the skills described in paragraphs 7#ai7 and 7#bc7 of section #bjj1 are able to understand and use evidence-based research1 and are able to use or support advanced technology effectively in the classroom1 including use of1 or support of1 instructional techniques to improve student academic achievement1 by-- 7,a7 recruiting and preparing new and experienced faculty2 and 7,b7 designing 7or redesigning7 teacher or school leader preparation programs that-- 7i7 prepare teachers or school leaders to serve in low-performing schools and close student achievement gaps1 and that are based on rigorous academic content1 evidence-based research1 and challenging ,state academic content standards and student academic achievement standards2 and 7ii7 promote effective teaching or school leadership skills4 7#b7 ,providing sustained and high-quality preservice clinical or residency experience1 including the mentoring of prospective teachers or school leaders by effective teachers or school leaders1 substantially increasing interaction between faculty at institutions of higher education and effective teachers1 principals1 and other school leaders at elementary schools or secondary schools1 and providing support1 including preparation time1 for such interaction4 7#c7 ,developing and implementing initiatives to promote retention of effective teachers and principals1 including teachers and principals from underrepresented populations1 including programs that provide-- 7,a7 teacher or principal mentoring from effective teachers or principals1 respectively2 or 7,b7 induction and support for teachers and principals during their first #c years of employment as teachers or principals1 respectively4 7#d7 ,awarding scholarships based on financial need to help students pay the costs of tuition1 room1 board1 licensing1 books1 and other expenses of completing a teacher preparation program1 not to exceed the cost of attendance4 7#e7 ,disseminating information on evidence-based effective practices for teacher preparation and successful teacher certification and licensure assessment preparation strategies4 7#f7 ,activities authorized under section #bjb4 7d7 ,application ,any eligible institution desiring a grant under this section shall submit an application to the ,secretary at such a time1 in such a manner1 and accompanied by such information as the ,secretary may require4 7e7 ,minimum grant amount ,the minimum amount of each grant under this section shall be #ejj1jjj4 7f7 ,limitation on administrative expenses ,an eligible institution that receives a grant under this section may use not more than #b percent of the funds provided to administer the grant4 7g7 ,report ,each eligible institution that receives a grant under this section and is a partner in an eligible partnership receiving a grant under section #bjb shall report annually on the progress of the eligible partnership toward meeting the purposes of this title and the objectives and measures described in section #bjd7;a74 7h7 ,regulations ,the ,secretary shall prescribe such regulations as may be necessary to carry out this section4 7i7 ,authorization of appropriations ,there are authorized to be appropriated to carry out this section such sums as may be necessary for each fiscal year4 #baj4 ,authorization of appropriations 7a7 ,in general ,there are authorized to be appropriated to carry out this title1 except section #bji1 #cjj1jjj1jjj for each fiscal year4 7b7 ,increase in grant awards ,if the amount appropriated to carry out this title1 except section #bji1 for a fiscal year is equal to or more than #ajj1jjj1jjj1 the ,secretary is authorized to significantly increase from a year when there was less amounts appropriated the award amounts under this title to support the scaling up of effective practices4 4 #c4 ,institutional aid 7a7 ,predominantly ,black ,institutions ,section #cah of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajei;e7 is amended-- 7#a7 in subsection 7b77#a77;,e71 by striking training and inserting preparation2 and 7#b7 in subsection 7d77#b71 by striking subparagraph 7,c7 and inserting the following3 7,c7 ,establishing or enhancing a program of teacher or school leader education that-- 7i7 is aligned with the elements identified under clauses 7i7 through 7vi7 of section #bjb7;b77#d77;,c7 and subparagraph 7,a77i7 and clauses 7i7 and 7ii7 of subparagraph 7,b7 of section #bjb7;d77#a72 7ii7 is designed to develop teaching or school leadership skills and the skills identified in section #bjb7;g77#a77;,b7 and qualify students to teach in a public elementary school or secondary school in the ,state2 and 7iii7 shall include1 as part of such program1 preparation for teacher or school leader certification or licensure4 4 7b7 ,native ,american-,serving1 nontribal institutions ,section #cai7;c77#b7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajei;f7c77#b77 is amended-- 7#a7 in subparagraph 7,h71 by striking and after the semicolon2 7#b7 by redesignating subparagraph 7,i7 as subparagraph 7,j72 and 7#c7 by inserting after subparagraph 7,h7 the following3 7,i7 establishing or enhancing a program of teacher and school leader education that is-- 7i7 aligned with the elements identified under clauses 7i7 through 7vi7 of section #bjb7;b77#d77;,c7 and subparagraph 7,a77i7 and clauses 7i7 and 7ii7 of subparagraph 7,b7 of section #bjb7;d77#a72 and 7ii7 designed to develop teaching skills1 as defined in section #bjj1 to qualify students to teach or lead in elementary schools and secondary schools2 and 4 7c7 ,minority ,science and ,engineering ,improvement programs ,section #cii7;a77#e7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajfh;h7a77#e77 is amended to read as follows3 7#e7 ,part ,e ,there are authorized to be appropriated to carry out part ,e1 #cj1jjj1jjj for each fiscal year4 4 7d7 ,strengthening historically ,black colleges and universities and other minority-,serving institutions ,section #cga7;b7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajfgq7 is amended-- 7#a7 in paragraph 7#a77;,a71 by striking #bee1jjj1jjj for each of the fiscal years #bjjh through #bjai4 ,the authority to award grants under this section shall expire at the end of fiscal year #bjai4 and inserting #bfe1jjj1jjj for each fiscal year42 and 7#b7 in paragraph 7#b7-- 7,a7 in subparagraph 7,a77ii71 by striking #ajj1jjj1jjj and inserting #aaj1jjj1jjj2 and 7,b7 in subparagraph 7,c77ii71 by striking #fjj1jjj and inserting #ffj1jjj4