,,ii #aafth ,,congress #ast ,session ,s4 #ifi ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,april #a1 #bjai,mr4 ,reed 7for himself1 ,mr4 ,casey1 and ,mr4 ,coons7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to improve quality and accountability for educator preparation programs4 #a4 ,short title ,this ,act may be cited as the ,educator ,preparation ,reform ,act4 ,i ,educator ,quality ,enhancement #aja4 ,definitions ,section #bjj of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba7 is amended-- 7#a7 by striking paragraph 7#bb72 7#b7 by redesignating paragraphs 7#f71 7#g71 7#h71 7#i71 7#aj71 7#aa71 7#ab71 7#ad71 7#ae71 7#af71 7#ag71 7#ah71 7#ai71 7#bj71 7#ba71 and 7#bc71 as paragraphs 7#g71 7#h71 7#aj71 7#aa71 7#ab71 7#ac71 7#ad71 7#ae71 7#af71 7#ag71 7#ah71 7#ai71 7#ba71 7#bc71 7#bd71 and 7#bh71 respectively2 7#c7 by inserting after paragraph 7#e7 the following3 7#f7 ,educator ,the term educator means a teacher1 principal1 specialized instructional support personnel1 or other staff member who provides or directly supports instruction1 such as a school librarian1 or counselor4 2 7#d7 by inserting after paragraph 7#h71 as redesignated by paragraph 7#b71 the following3 7#i7 ,evidence of student learning ,the term evidence of student learning means multiple measures of student learning that shall include the following3 7,a7 ,valid and reliable student assessment data1 which may include data-- 7i7 based on-- 7,i7 student learning gains on ,state student academic assessments under section #aaaa7;b77#b7 of the ,elementary and ,secondary ,education ,act of #aife2 or 7,,ii7 student academic achievement assessments used at the national1 ,state1 or school district levels1 where available and appropriate for the curriculum and students taught2 7ii7 from classroom-based formative assessments2 7iii7 from classroom-based summative assessments2 and 7iv7 from objective performance-based assessments4 7,b7 ,not less than one of the following additional measures3 7i7 ,student work1 including measures of performance criteria and evidence of student growth4 7ii7 ,teacher-generated information about student goals and growth4 7iii7 ,parental feedback about student goals and growth4 7iv7 ,student feedback about learning and teaching supports4 7v7 ,assessments of affective engagement and self-efficacy4 7vi7 ,other appropriate measures as determined by the ,state4 2 7#e7 by striking paragraph 7#ab71 as redesignated by paragraph 7#b71 and inserting the following3 7#ab7 ,high-need local educational agency ,the term high-need local educational agency means a local educational agency-- 7,a7 7i7 that serves not fewer than #aj1jjj low-income children2 7ii7 for which not less than #bj percent of the children served by the agency are low-income children2 7iii7 that meets the eligibility requirements for funding under the ,small1 ,rural ,school ,achievement ,program under section #ebaa7;b7 of the ,elementary and ,secondary ,education ,act of #aife or the ,rural and ,low-,income ,school ,program under section #ebba7;b7 of such ,act2 or 7iv7 that has a percentage of low-income children that is in the highest quartile among such agencies in the ,state2 and 7,b7 7i7 for which one or more schools served by the agency is persistently low achieving2 or 7ii7 for which one or more schools served by the agency has a high teacher turnover rate4 2 7#f7 by striking paragraph 7#ae71 as redesignated by paragraph 7#b71 and inserting the following3 7#ae7 ,induction program ,the term induction program means a formalized program for new teachers and principals during not less than the first #b years of teaching or leading a school that is designed to provide support for1 improve the professional performance of1 and advance the retention of beginning teachers and principals4 ,such program shall promote effective teaching and leadership skills and shall include the following components3 7,a7 ,high-quality mentoring4 7,b7 ,periodic1 structured time for collaboration and classroom observation opportunities with teachers in the same department or field1 including mentor teachers1 as well as time for information-sharing among teachers1 principals1 administrators1 other appropriate educators1 and participating faculty in the partner institution4 7,c7 ,the application of empirically based practice and scientifically valid research on instructional practices4 7,d7 ,opportunities for new teachers and principals to draw directly on the expertise of mentors1 faculty1 local educational agency personnel1 and researchers to support the integration of empirically based practice and scientifically valid research with practice4 7,e7 ,the development of skills in instructional and behavioral interventions derived from empirically based practice1 and where applicable1 scientifically valid research4 7,f7 ,faculty who-- 7i7 model the integration of research and practice in the classroom2 7ii7 assist new teachers and principals with the effective use and integration of technology in instruction2 and 7iii7 demonstrate the content knowledge and pedagogical skills necessary to be effective in advancing student achievement4 7,g7 ,interdisciplinary collaboration among exemplary teachers1 principals1 faculty1 researchers1 other educators1 and other staff who prepare new teachers and principals with respect to the learning process and the assessment of learning4 7,h7 ,assistance with the understanding of data1 particularly student achievement data1 and the application of such data in classroom instruction4 7,i7 ,regular1 structured observation and evaluation of new teachers by multiple evaluators1 using valid and reliable measures of teaching and leadership skills4 7,j7 ,the development of skills in improving the school culture and climate related to school leadership and the role of the principal1 including to-- 7i7 nurture teacher and staff development to strengthen classroom practice2 7ii7 build and sustain a culture of learning among adults and children2 7iii7 strengthen communications and relationships with parents1 caregivers1 and community stakeholders2 7iv7 facilitate the sharing of knowledge1 insight1 and best practices in the community served by the school1 preschool program1 or early childhood education program2 and 7v7 build relationships and communicate effectively with ,state and local educational agency officials4 2 7#g7 by inserting after paragraph 7#ai71 as redesignated by paragraph 7#b71 the following3 7#bj7 ,profession ready ,the term profession ready-- 7,a7 when used with respect to a principal1 means a principal who-- 7i7 has an advanced degree1 or other appropriate credential2 7ii7 has completed a principal preparation process and is fully certified and licensed by the ,state in which the principal is employed2 7iii7 has demonstrated instructional leadership1 including the ability to collect1 analyze1 and utilize data on evidence of student learning and evidence of classroom practice2 7iv7 has demonstrated proficiency in professionally recognized leadership standards1 such as through-- 7,i7 a performance assessment2 7,,ii7 completion of a residency program2 or 7,,iii7 other measures of leadership1 as determined by the ,state2 and 7v7 has demonstrated the ability to work with students who are culturally and linguistically diverse2 7,b7 when used with respect to a teacher1 means a teacher who-- 7i7 has completed a teacher preparation program and is fully certified and licensed to teach by the ,state in which the teacher teaches2 7ii7 has demonstrated content knowledge in the subject or subjects the teacher teaches2 7iii7 has demonstrated the ability to work with students who are culturally and linguistically diverse2 and 7iv7 has demonstrated teaching skills1 such as through-- 7,i7 a teacher performance assessment2 or 7,,ii7 other measures of teaching skills1 as determined by the ,state2 and 7,c7 when used with respect to any other educator not described in subparagraph 7,a7 or 7,b71 means an educator who has completed an appropriate preparation program and is fully certified or licensed by the ,state in which the educator is employed4 2 7#h7 by inserting after paragraph 7#ba71 as redesignated by paragraph 7#b71 the following3 7#bb7 ,residency program ,the term residency program means a school-based educator preparation program in which a prospective teacher1 principal1 or other educator-- 7,a7 for #a academic year1 works alongside a mentor teacher1 principal1 or other educator who is the educator of record2 7,b7 receives concurrent instruction during the year described in subparagraph 7,a7 from the partner institution1 which courses may be taught by local educational agency personnel or residency program faculty1 in-- 7i7 the teaching of the content area in which the teacher will become certified or licensed2 7ii7 pedagogical practices2 and 7iii7 leadership1 management1 organizational1 and instructional skills necessary to serve as a principal2 7,c7 acquires effective teaching or leadership skills2 and 7,d7 prior to completion of the program1 earns a master's degree or other appropriate advanced credential1 attains full ,state teacher or leader certification or licensure1 and becomes profession ready 7if applicable74 2 and 7#i7 by inserting after paragraph 7#bd71 as redesignated by paragraph 7#b71 the following3 7#be7 ,teacher performance assessment ,the term teacher performance assessment means a pre-service assessment used to measure teacher performance that is approved by the ,state and is-- 7,a7 based on professional teaching standards2 7,b7 used to measure the effectiveness of a teacher's-- 7i7 curriculum planning2 7ii7 instruction of students1 including appropriate plans and modifications for students who are limited ,english proficient and students who are children with disabilities2 7iii7 assessment of students1 including analysis of evidence of student learning2 and 7iv7 ability to advance student learning2 7,c7 validated based on professional assessment standards2 7,d7 reliably scored by trained evaluators1 with appropriate oversight of the process to ensure consistency2 and 7,e7 used to support continuous improvement of educator practice4 7#bf7 ,teacher preparation entity ,the term teacher preparation entity means an institution of higher education1 a nonprofit organization1 or an organization that is approved by the ,state to prepare teachers to be effective in the classroom4 7#bg7 ,teacher preparation program ,the term teacher preparation program means a program offered by a teacher preparation entity that leads to a specific ,state teacher certification4 4 #ajb4 ,educator quality enhancement ,section #bja of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb7 is amended-- 7#a7 in paragraph 7#b71 by inserting 1 principals1 and other educators after teachers each place the term appears2 7#b7 in paragraph 7#c71 by striking and after the semicolon2 7#c7 by striking paragraph 7#d7 and inserting the following3 7#d7 recruit profession ready individuals1 including individuals from underrepresented populations and individuals from other occupations1 as teachers1 principals1 and other educators2 and 2 and 7#d7 by adding at the end the following3 7#e7 meet the staffing needs of high-need local educational agencies and high-need schools through close partnerships with educator preparation programs within institutions of higher education4 4 #ajc4 ,partnership grants ,section #bjb of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;a7 is amended-- 7#a7 in subsection 7b7-- 7,a7 in paragraph 7#a71 by inserting other educators1 after principals12 7,b7 by striking paragraph 7#b7 and inserting the following3 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 educators with strong teaching1 leadership1 and other professional skills necessary to increase learning and academic achievement2 2 7,c7 in paragraph 7#c71 by inserting 1 principals1 and other educators after teachers2 7,d7 in paragraph 7#d7-- 7i7 in subparagraph 7,a71 by inserting 1 principal1 and other educator after teacher2 and 7ii7 in subparagraph 7,b71 by striking teacher and inserting educator2 7,e7 in paragraph 7#f7-- 7i7 by striking subparagraph 7,f7 and inserting the following3 7,f7 how the partnership will prepare educators to teach and work with students with disabilities1 including training related to early identification of students with disabilities and participation as a member of individualized education program teams1 as defined in section #fad7;d77#a77;,b7 of the ,individuals with ,disabilities ,education ,act2 2 7ii7 by striking subparagraph 7,g7 and inserting the following3 7,g7 how the partnership will prepare educators to teach and work with students who are limited ,english proficient2 2 7iii7 by striking subparagraph 7,h7 and inserting the following3 7,h7 how faculty at the partner institution will work1 during the term of the grant1 with mentor educators in the classrooms and administrators of high-need schools served by the high-need local educational agency in the partnership to-- 7i7 provide high-quality professional development activities to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers and other educators1 including multi-tiered systems of support and universal design for learning2 7ii7 train other classroom teachers1 principals1 school librarians1 and other educators to implement literacy programs that incorporate the essential components of reading and writing instruction2 7iii7 provide high-quality professional development activities to strengthen the instructional and leadership skills of elementary school and secondary school principals and district superintendents1 if the partner institution has a principal preparation program2 2 7iv7 in subparagraph 7,i71 by striking teaching and inserting educator2 and 7v7 in subparagraph 7,k71 by striking teachers and inserting educators2 and 7,f7 by striking paragraph 7#g7 and inserting the following3 7#g7 with respect to the induction program required as part of the activities carried out under this section-- 7,a7 a description of how the schools and departments within the institution of higher education that are part of the induction program will effectively prepare educators1 including providing content expertise and expertise in teaching and leadership1 as appropriate2 7,b7 a description of the eligible partnership's capacity to use empirically based practice and scientifically valid research on teaching and learning2 7,c7 a description of how the educator preparation program will design and implement an induction program to support all new educators who are prepared by the educator preparation program in the partnership and who are employed in the high-need local educational agency in the partnership1 and1 to the extent practicable1 all new educators who teach in such high-need local educational agency2 and 7,d7 a description of how higher education 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 applicable4 2 7#b7 by striking subsection 7c7 and inserting the following3 7c7 ,use of ,grant ,funds ,an eligible partnership that receives a grant under this section-- 7#a7 shall use grant funds to carry out a program for the pre-baccalaureate or post-baccalaureate preparation of teachers under subsection 7d71 a teaching or principal residency program under subsection 7e71 or a combination of such programs2 and 7#b7 may use funds to carry out other educator development programs under subsection 7f71 based upon the results of the needs assessment in subsection 7b77#a74 2 7#c7 by striking subsection 7e7 and inserting the following3 7e7 ,partnership grants for the establishment of teaching and principal residency programs 7#a7 ,in general ,an eligible partnership receiving a grant to carry out an effective teaching or principal residency program shall carry out a program that includes the following activities3 7,a7 ,for teaching residency programs ,an eligible partnership carrying out a teaching residency program shall carry out both of the following activities3 7i7 ,supporting a teaching residency program described in paragraph 7#b7 for high-need schools and in high-need subjects and areas1 as determined by the needs of the high-need local educational agency in the partnership4 7ii7 ,placing graduates of the teaching residency program in cohorts that facilitate professional collaboration1 both among graduates of the residency program and between such graduates and mentor teachers in the receiving school4 7,b7 ,for principal residency programs ,an eligible partnership carrying out a principal residency program shall support a program described in paragraph 7#c7 for high-need schools1 as determined by the needs of the high-need local educational agency in the partnership4 7#b7 ,teacher 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 high-need schools in the eligible partnership and shall be designed to include the following characteristics of successful programs3 7i7 ,the integration of pedagogy1 classroom practice and teacher mentoring4 7ii7 ,the exposure to principles of child development as well as understanding and applying principles of learning and behavior4 7iii7 ,engagement of teaching residents in rigorous graduate-level coursework to earn a master's degree while undertaking supervised clinical preparation4 7iv7 ,experience and learning opportunities alongside a trained and experienced mentor teacher-- 7,i7 whose teaching shall complement the residency program so that school-based clinical practice is tightly aligned with coursework2 7,,ii7 who shall have extra responsibilities as a teacher leader of the teaching residency program1 as a mentor for residents1 and as a teacher coach during the induction program for new teachers1 and for establishing1 within the program1 a learning community in which all individuals are expected to continually improve their capacity to advance student learning2 and 7,,iii7 who may be relieved from teaching duties or may be offered a stipend as a result of such additional responsibilities4 7v7 ,the establishment of clear criteria for the selection of mentor teachers based on the appropriate subject area knowledge and measures of teacher effectiveness1 which shall be based on1 but not limited to1 observations of the following3 7,i7 ,planning and preparation1 including demonstrated knowledge of content1 pedagogy1 and assessment1 including the use of formative1 summative1 and diagnostic assessments to improve student learning4 7,,ii7 ,appropriate instruction that engages all students4 7,,iii7 ,collaboration with colleagues to improve instruction4 7,,iv7 ,analysis of evidence of student learning4 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 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 residents once such residents are hired as the teachers of record1 through an induction program1 professional development1 and networking opportunities to support the residents through not less than the residents' first #b years of teaching4 7,b7 ,selection of individuals as teacher residents 7i7 ,eligible individual ,in order to be eligible to be a teacher resident in a teacher residency program under this paragraph1 an individual shall-- 7,i7 be a recent graduate of a #d-year institution of higher education or a mid-career professional possessing strong content knowledge of a record of professional accomplishment2 and 7,,ii7 submit an application to the residency program4 7ii7 ,selection criteria ,an eligible partnership carrying out a teaching residency program under this subsection shall establish criteria for the selection of eligible individuals to participate in the teaching residency program based on the following characteristics3 7,i7 ,strong content knowledge or record of accomplishment in the field or subject area to be taught4 7,,ii7 ,strong verbal and written communication skills1 which may be demonstrated by performance on appropriate assessments4 7,,iii7 ,other attributes linked to effective teaching1 which may be determined by interviews or performance assessments1 as specified by the eligible partnership4 7#c7 ,principal residency programs 7,a7 ,establishment and design ,a principal residency program under this paragraph shall be a program based upon models of successful principal residencies that serve as a mechanism to prepare principals for success in high-need schools in the eligible partnership and shall be designed to include the following characteristics of successful programs3 7i7 ,engagement of principal residents in rigorous graduate-level coursework to earn an appropriate advanced credential while undertaking a guided principal apprenticeship4 7ii7 ,experience and learning opportunities alongside a trained and experienced mentor principal-- 7,i7 whose mentoring shall be based on standards of effective mentoring practice and shall complement the residence program so that school-based clinical practice is tightly aligned with coursework2 and 7,,ii7 who may be relieved from some portion of principal duties or may be offered a stipend as a result of such additional responsibilities4 7iii7 ,the establishment of clear criteria for the selection of mentor principals1 which may be based on observations of the following3 7,i7 ,demonstrating awareness of1 and having experience with1 the knowledge1 skills1 and attitudes to-- 7aa7 establish and maintain a professional learning community that effectively extracts information from data to improve the school culture and personalize instruction for all students to result in improved student achievement2 7bb7 create and maintain a learning culture within the school that provides a climate conducive to the development of all members of the school community1 including one of continuous learning for adults tied to student learning and other school goals2 7cc7 engage in continuous professional development1 utilizing a combination of academic study1 developmental simulation exercises1 self-reflection1 mentorship1 and internship2 7dd7 understand youth development appropriate to the age level served by the school1 and use this knowledge to set high expectations and standards for the academic1 social1 emotional1 and physical development of all students2 and 7ee7 actively engage the community to create shared responsibility for student academic performance and successful development4 7,,ii7 ,planning and articulating a shared and coherent schoolwide direction and policy for achieving high standards of student performance4 7,,iii7 ,identifying and implementing the activities and rigorous curriculum necessary for achieving such standards of student performance4 7,,iv7 ,supporting a culture of learning1 collaboration1 and professional behavior and ensuring quality measures of instructional practice4 7,v7 ,communicating and engaging parents1 families1 and other external communities4 7,,vi7 ,collecting1 analyzing1 and utilizing data and other evidence of student learning and evidence of classroom practice to guide decisions and actions for continuous improvement and to ensure performance accountability4 7iv7 ,the development of admissions goals and priorities-- 7,i7 that are aligned with the hiring objectives of the local educational agency partnering with the program1 as well as the instructional initiatives and curriculum of such agency to hire qualified graduates from the principal residency program2 and 7,,ii7 which may include consideration of applicants who reflect the communities in which they will serve as well as consideration of individuals from underrepresented populations in school leadership positions4 7v7 ,support for residents once such residents are hired as principals1 through an induction program1 professional development to support the knowledge and skills of the principal in a continuum of learning and content expertise in developmentally appropriate or age-appropriate educational practices1 and networking opportunities to support the residents through not less than the residents' first #b years of serving as principal of a school4 7,b7 ,selection of individuals as principal residents 7i7 ,eligible individual ,in order to be eligible to be a principal resident in a principal residency program under this paragraph1 an individual shall-- 7,i7 have prior prekindergarten through grade #ab teaching experience2 7,,ii7 have experience as an effective leader1 manager1 and written and oral communicator2 and 7,,iii7 submit an application to the residency program4 7ii7 ,selection criteria ,an eligible partnership carrying out a principal residency program under this subsection shall establish criteria for the selection of eligible individuals to participate in the principal residency program based on the following characteristics3 7,i7 ,strong instructional leadership skills in an elementary school or secondary school setting4 7,,ii7 ,strong verbal and written communication skills1 which may be demonstrated by performance on appropriate assessments4 7,,iii7 ,other attributes linked to effective leadership1 such as sound judgment1 organizational capacity1 collaboration1 and openness to continuous learning1 which may be determined by interviews or performance assessment1 as specified by the eligible partnership4 7#d7 ,stipends or salaries2 applications2 agreements2 repayments 7,a7 ,stipends or salaries ,a teaching or principal residency program under this subsection-- 7i7 shall provide a #a-year living stipend or salary to teaching or principal residents during the #a-year teaching or principal residency program2 and 7ii7 may provide a stipend to a mentor teacher or mentor principal4 7,b7 ,applications for stipends or salaries ,each teacher or principal 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 7,c7 ,agreements to serve ,each application submitted under subparagraph 7,b7 shall contain or be accompanied by an agreement that the applicant will-- 7i7 serve as a full-time teacher or principal for a total of not less than #c academic years immediately after successfully completing the #a-year teaching or principal residency program2 7ii7 fulfill the requirement under clause 7i7-- 7,i7 by teaching or serving as a principal in a high-need school served by the high-need local educational agency in the eligible partnership and1 if a teacher1 teaching a subject or area that is designated as high-need by the partnership2 or 7,,ii7 if there is no appropriate position available in a high-need school served by the high-need local educational agency in the eligible partnership1 by teaching or serving as a principal in any other high-need school2 7iii7 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 under clauses 7i7 and 7ii7 at the beginning of1 and upon completion of1 each year or partial year of service2 7iv7 for teacher residents1 meet the requirements to be a profession ready teacher2 and 7v7 comply with the requirements set by the eligible partnership under subparagraph 7,d7 if the applicant is unable or unwilling to complete the service obligation required by this subparagraph4 7,d7 ,repayments 7i7 ,in general ,an eligible partnership carrying out a teaching or principal residency program under this subsection shall require a recipient of a stipend or salary under subparagraph 7,a7 who does not complete1 or who notifies the partnership that the recipient intends not to complete1 the service obligation required by subparagraph 7,c7 to repay such stipend or salary to the eligible partnership1 together with interest1 at a rate specified by the partnership in the agreement1 and in accordance with such other terms and conditions specified by the eligible partnership1 as necessary4 7ii7 ,other terms and conditions ,any other terms and conditions specified by the eligible partnership may include reasonable provisions for prorate repayment of the stipend or salary described in subparagraph 7,a7 or for deferral of a teaching resident's service obligation required by subparagraph 7,c71 on grounds of health1 incapacitation1 inability to secure employment in a school served by the eligible partnership1 being called to active duty in the ,armed ,forces of the ,united ,states1 or other extraordinary circumstances4 7iii7 ,use of repayments ,an eligible partnership shall use any repayment received under this subparagraph to carry out additional activities that are consistent with the purposes of this section4 2 7#d7 by striking subsection 7f7 and inserting the following3 7f7 ,partnership grants for educator development ,an eligible partnership that receives a grant under this section may carry out effective educator development programs for other educators besides teachers and principals based on the needs identified in subsection 7b77#a7 that may include the following activities3 7#a7 ,implementing curriculum changes that improve1 evaluate1 and assess how well prospective and new educators develop instructional skills4 7#b7 ,preparing educators to use empirically based practice and scientifically valid research1 where applicable4 7#c7 ,providing pre-service clinical experience4 7#d7 ,creating induction programs for new educators4 7#e7 ,aligning recruitment and admissions goals and priorities with the hiring objectives of the high-need local educational agency in the eligible partnership4 7#f7 ,professional development and training for mentor teachers and principals4 2 and 7#e7 by adding at the end the following3 7l7 ,continuation of awards ,notwithstanding any other provision of law1 from funds appropriated to carry out this part1 the ,secretary shall continue to fund any multiyear grant awarded under this part 7as such provisions were in effect on the day before the date of enactment of the ,educator ,preparation ,reform ,act71 for the duration of such multiyear grant in accordance with its terms4 4 #ajd4 ,administrative provisions ,section #bjc of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;b7 is amended-- 7#a7 in subsection 7a71 by striking paragraph 7#b7 and inserting the following3 7#b7 ,number of awards ,an eligible partnership may not receive more than #a grant during a #e-year period1 except such partnership may receive an additional grant during such period if such grant is used to establish a teacher or principal residency program if such residency program was not established with the prior grant4 ,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 2 and 7#b7 in subsection 7b77#b77;,a71 by striking teacher preparation program and inserting teacher education program or educator development program4 #aje4 ,accountability and evaluation ,section #bjd7;a7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;c7a77 is amended to read as follows3 7a7 ,eligible partnership evaluation ,each eligible partnership submitting an application for a grant under this part shall establish1 and include in such application1 an evaluation plan that includes strong and measurable performance objectives4 ,the plan shall include objectives and measures for-- 7#a7 achievement for all prospective and new educators as measured by the eligible partnership2 7#b7 educator retention in the first #c years2 7#c7 pass rates and scaled scores for initial ,state certification or licensure of teachers or pass rates and average scores on valid and reliable teacher performance assessments2 and 7#d7 7,a7 the percentage of profession ready teachers1 principals1 and other educators hired by the high-need local educational agency participating in the eligible partnership2 7,b7 the percentage of profession ready teachers1 principals1 and other educators hired by the high-need local educational agency who are members of underrepresented groups2 7,c7 the percentage of profession ready teachers hired by the high-need local educational agency 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 the percentage of profession ready teachers hired by the high-need local educational agency who teach in high-need areas 7including special education1 bilingual education1 language instruction educational programs for limited ,english proficient students1 and early childhood education72 7,e7 the percentage of profession ready teachers and other educators hired by the high-need local educational agency who teach in high-need schools1 disaggregated by the elementary school and secondary school levels2 7,f7 as applicable1 the percentage of early childhood education program classes in the geographic area served by the eligible partnership taught by early childhood educators who are highly competent2 and 7,g7 as applicable1 the percentage of educators trained to-- 7i7 integrate technology effectively into curricula and instruction1 including technology consistent with the principles of universal design for learning2 and 7ii7 use technology effectively to collect1 manage1 and analyze data to improve teaching and learning for the purpose of improving student learning outcomes4 4 #ajf4 ,accountability for programs that prepare teachers ,section #bje of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;d7 is amended-- 7#a7 in subsection 7a7-- 7,a7 by striking the subsection heading and inserting ,teacher preparation entity report cards2 and 7,b7 by striking paragraph 7#a7 and inserting the following3 7#a7 ,report card ,each teacher preparation entity approved to operate teacher preparation programs in the ,state and that receives or enrolls students receiving ,federal assistance shall report annually to the ,state and the general public1 in a uniform and comprehensible manner that conforms with the definitions and methods established by the ,secretary1 the following3 7,a7 ,pass rates and scaled scores ,for the most recent year for which the information is available for each teacher preparation program offered by the teacher preparation entity the following3 7i7 ,except as provided in clause 7ii71 for those students who took the assessments used for teacher certification or licensure by the ,state in which the entity is located and are enrolled in the teacher preparation program or1 and for those who have taken such assessments and have completed the teacher preparation program during the two-year period preceding such year1 for each of such assessments-- 7,i7 the percentage of all students who passed such assessment2 7,,ii7 the percentage of students who have taken such assessment who enrolled in and completed the teacher preparation program2 and 7,,iii7 the average scaled score for all students who took such assessment4 7ii7 ,in the case of an entity that requires a valid and reliable teacher performance assessment in order to complete the preparation program1 the entity may submit in lieu of the information described in clause 7i7 the pass rate and average score of students taking the teacher performance assessment4 7,b7 ,entity information ,a description of the following3 7i7 ,the median grade point average and range of grade point averages for admitted students4 7ii7 ,the number of students in the entity 7disaggregated by race1 ethnicity1 and gender74 7iii7 ,the number of hours and types of supervised clinical preparation required for each program4 7iv7 ,the total number of students who have completed programs for certification or licensure 7disaggregated by subject area and by race1 ethnicity1 and gender1 except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student74 7,c7 ,accreditation ,whether the program or entity is accredited by a specialized accrediting agency recognized by the ,secretary for accreditation of professional teacher education programs4 7,d7 ,designation as low-performing ,which programs 7if any7 offered by the entity have been designated as low-performing by the ,state under section #bjg7;a74 2 7#b7 in subsection 7b7-- 7,a7 in paragraph 7#a7-- 7i7 in subparagraph 7,a71 by inserting 1 including teacher performance assessments after ,state2 7ii7 by striking subparagraph 7,d7 and inserting the following3 7,d7 7i7 ,except as provided in clause 7ii71 for each of the assessments used by the ,state for teacher certification or licensure1 disaggregated by subject area1 race1 ethnicity1 and gender1 except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student-- 7,i7 for each entity located in the ,state1 the percentage of students at such entities who have completed #ajj percent of the nonclinical coursework and taken the assessment who pass such assessment2 7,,ii7 the percentage of all such students in all such programs and entities who have taken the assessment who pass such assessment2 7,,iii7 the percentage of students who have taken the assessment who enrolled in and completed a teacher preparation program2 and 7,,iv7 the average scaled score of individuals participating in such a program1 or who have completed such a program during the #b-year period preceding the first year for which the annual ,state report card is provided1 who took each such assessment4 7ii7 ,in the case of a ,state that has implemented a valid and reliable teacher performance assessment1 the ,state may submit in lieu of the information described in clause 7i7 the pass rate and average score of students taking the teacher performance assessment1 disaggregated by subject area1 race1 ethnicity1 and gender1 except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student4 2 7iii7 by striking subparagraph 7,g7 and inserting the following3 7,g7 ,for each teacher preparation program in the ,state the following3 7i7 ,the median grade point average and range of grade point averages for admitted students4 7ii7 ,the number of students in the program 7disaggregated by race1 ethnicity1 and gender74 7iii7 ,the number of hours and types of supervised clinical preparation required4 7iv7 ,whether such program has been identified as low-performing4 2 7iv7 by striking subparagraph 7,h7 and inserting the following3 7,h7 ,for the ,state as a whole1 and for each teacher preparation entity in the ,state1 the number of teachers prepared1 in the aggregate and reported separately by the following3 7i7 ,area of certification or licensure4 7ii7 ,academic major4 7iii7 ,subject area for which the teacher has been prepared to teach4 7iv7 ,the relationship of the subject area and grade span of teachers graduated by the teacher preparation entity to the teacher workforce needs of the ,state4 7v7 ,the percentage of teachers graduated teaching in high-need schools4 7vi7 ,race1 gender1 and ethnicity4 2 7v7 by striking subparagraphs 7,i71 7,j71 7,k71 and 7,l72 and 7vi7 by adding at the end the following3 7,i7 ,the capacity of the statewide longitudinal data system to report valid and reliable outcome data on the graduates of teacher preparation entities in the ,state and where available the results of such data on the following3 7i7 ,evidence of student learning1 including information on the academic performance of students with disabilities and limited ,english proficient students taught by graduates of teacher preparation entities in the ,state by subject area and grade4 7ii7 ,job placement of program completers within #ab months of graduation4 7iii7 ,retention of program completers in teaching after #c years4 7iv7 ,other outcome indicators1 such as average results from teacher evaluations4 2 and 7,b7 by adding at the end the following3 7#c7 ,no requirement for reporting on students not residing in the ,state ,nothing in this section shall require a ,state to report data on program completers who do not reside in such ,state4 2 and 7#c7 in subsection 7d7-- 7,a7 in paragraph 7#a71 by striking 7,a7 through 7,l7 and inserting 7,a7 through 7,h72 and 7,b7 in paragraph 7#b71 by adding at the end the following3 7,d7 ,the relationship of the subject area and grade span of teachers graduated by teacher preparation entities across the ,states to identified teacher shortage areas4 7,e7 ,the number and percentages of such graduates teaching in high-need schools4 4 #ajg4 ,teacher development ,the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;e7 is amended by striking section #bjf4 #ajh4 ,state functions ,section #bjg of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;f7 is amended to read as follows3 #bjg4 ,state functions 7a7 ,state ,assessment 7#a7 ,in general ,in order to receive funds under this ,act or under title ,,ii of the ,elementary and ,secondary ,education ,act of #aife1 a ,state shall conduct an assessment to identify at-risk and low-performing teacher preparation programs in the ,state and to assist such programs through the provision of technical assistance4 7#b7 ,provision of low-performing list ,each ,state described in paragraph 7#a7 shall-- 7,a7 provide the ,secretary with an annual list of low-performing teacher preparation programs and an identification of those programs at risk of being placed on such list1 as applicable2 7,b7 report any teacher preparation program that has been closed and the reasons for such closure2 and 7,c7 describe the assessment1 described in paragraph 7#a71 in the report under section #bje7;b74 7#c7 ,determination of at-risk and low-performing programs ,the levels of performance and the criteria for meeting those levels for purposes of the assessment under paragraph 7#a7 shall be determined by the ,state in consultation with a representative group of community stakeholders1 including1 at a minimum1 representatives of leaders and faculty of traditional and alternative route teacher preparation programs1 prekindergarten through #abth grade leaders and instructional staff1 current teacher candidates participating in traditional and alternative route teacher preparation programs1 the ,state's standards board or other appropriate standards body1 and other stakeholders identified by the ,state4 ,in making such determination1 the ,state shall consider multiple measures and the information reported by teacher preparation entities under section #bje4 7b7 ,reporting and improvement ,in order to receive funds under this ,act or under title ,,ii of the ,elementary and ,secondary ,education ,act of #aife1 a ,state shall-- 7#a7 report any programs described in subsection 7a7 to the ,secretary2 7#b7 establish a period of improvement and redesign 7as established by the ,state7 for programs identified as at-risk under subsection 7a72 7#c7 provide programs identified as at-risk under subsection 7a7 with technical assistance for a period of not longer than #c years2 7#d7 identify at-risk programs as low-performing if there is not sufficient improvement following the period of technical assistance provided by the ,state2 and 7#e7 subject low-performing programs to the provisions described in subsection 7c7 7as determined by the ,state7 not later than #a year after the date of such identification as a low-performing program4 7c7 ,termination of eligibility ,any teacher preparation program that is projected to close-- 7#a7 shall be ineligible for any funding for professional development activities awarded by the ,department2 7#b7 may not be permitted to provide new awards under subpart #i of part ,a of title ,,iv2 and 7#c7 shall provide transitional support1 including remedial services if necessary1 for students enrolled in the program in the year prior to such closure4 7d7 ,application of the requirements ,the requirements of this section shall apply to both traditional teacher preparation programs and alternative routes to ,state certification and licensure programs4 4 #aji4 ,general provisions ,section #bjh7;a7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;g7a77 is amended by striking sections #bje and #bjf and inserting section #bje4 #aaj4 ,authorization of appropriations ,section #bji of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajbb;h7 is amended-- 7#a7 by striking #bjji and inserting #bjbj2 and 7#b7 by striking two and inserting #e4 ,,ii ,amendments to the ,teach ,grants #bja4 ,program established ,section #dbj,m of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj;g-#a7 is amended by adding at the end the following3 7e7 ,programs projected ,to close ,an institution of higher education that offers a teacher preparation program that is projected to close-- 7#a7 may not provide new awards under this subpart2 and 7#b7 shall provide transitional support1 including remedial services if necessary1 for students enrolled in the program in the year prior to such closure4 4 #bjb4 ,applications2 eligibility ,section #dbj,n of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj;g-#b7 is amended-- 7#a7 in subsection 7a77#b7-- 7,a7 in subparagraph 7,a71 by striking clause 7iii7 and inserting the following3 7iii7 the student is completing the third1 fourth1 or fifth year of a program of undergraduate education or a program of postbaccalaureate education1 necessary to begin a career in teaching2 or 2 and 7,b7 in subparagraph 7,b71 by striking clause 7ii7 and inserting the following3 7ii7 the applicant is or was a teacher who is using alternative certification routes that have not been identified as low-performing or at-risk by the ,state4 2 7#b7 in subsection 7b7-- 7,a7 in paragraph 7#a77;,d71 by striking of the school upon completion of each year of such service and inserting of the school or schools for each year of service completed2 and 7,b7 by striking paragraph 7#b7 and inserting the following3 7#b7 in the event that the applicant is determined to have failed or refused to carry out such service obligation1 the sum of the amounts of any ,,teach ,grants received by such applicant1 pro-rated by the percentage of service obligation that has not been met1 will be treated as a loan and collected from the applicant in accordance with subsection 7c7 and regulations thereunder2 and 2 and 7#c7 in subsection 7d71 by adding at the end the following3 7#c7 ,appeal process ,the ,secretary shall establish1 by regulation1 a process for a recipient of a grant under this subpart whose grant has been converted to a ,federal ,direct ,unsubsidized ,stafford loan to appeal such conversion and have the grant reinstated if there is evidence of-- 7,a7 that recipient having completed1 or being in the process of completing1 the service requirement2 or 7,b7 servicing errors on the part of the ,department or its contractors4 4 #bjc4 ,program report ,section #dbj,p of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj;g-#d7 is amended-- 7#a7 in paragraph 7#d71 by striking and after the semicolon2 7#b7 by redesignating paragraph 7#e7 as paragraph 7#g72 and 7#c7 by inserting after paragraph 7#d71 the following3 7#e7 the number of ,,teach grants converted to loans and the reason for such conversions2 7#f7 the number of appeals from recipients whose ,,teach grants have been converted to loans and the result of such appeals2 and 4