,,ii #aagth ,,congress #ast ,session ,s4 #ccfj ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,december #i1 #bjba,mr4 ,reed 7for himself and ,mr4 ,casey7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to reauthorize title ,,ii of the ,higher ,education ,act of #aife1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,,educators for ,america ,act4 #b4 ,findings ,congress finds the following3 7#a7 ,despite an increased need for prekindergarten through grade #ab teachers1 the number of students completing bachelor's degrees in education has been in decline over the last #b decades4 7#b7 ,pay is by far the reason that undergraduates cite most often for not pursuing teaching as a career4 ,pay was named as such a reason by #gb percent of respondents in a large #bjah survey of prospective college students4 7#c7 ,because they earn less than other bachelor's degree recipients1 teachers face particular challenges repaying student loans4 ,estimated payments on the average amount education graduates have borrowed is equivalent to #i percent of the average starting teacher salary1 well in excess of the #g percent threshold recommended by economists as affordable for borrowers at that income level4 7#d7 ,the number of students earning undergraduate and graduate degrees in the high-demand specialties of mathematics1 science1 and foreign language education are in decline and the numbers earning degrees in special education and teaching ,english as a second language are insufficient to meet demand in many localities4 7#e7 ,prior to ,,covid-#ai1 the number of institutions offering degrees in education was stable1 but the number with small programs was on the rise4 ,one-third of the #a1ejj institutions that award bachelor's and master's degrees in education granted #cj or fewer such degrees in #bjai4 7#f7 ,an ,october #bjbj survey of ,american ,association of ,colleges for ,teacher ,education members1 which includes #gjj schools1 colleges1 and departments of education at public and private #d-year colleges and universities1 revealed that nearly #fj percent have experienced a decline in undergraduate enrollment due to ,,covid-#ai1 #hc percent have had budget cuts1 and half have reduced staffing4 ,the ,association predicts that1 absent additional support1 a sizable number of educator preparation programs will close1 eliminating needed capacity to produce the profession-ready teachers that the ,nation needs4 7#g7 ,a #bjae ,government ,accountability ,office analysis showed that only #ai percent of students who were eligible for the ,federal ,teacher ,education ,assistance for ,college and ,higher ,education ,grant program 7referred to as ,,teach ,grants7 in the #bjac-bjad academic year utilized this program1 yet the cost of college remains a barrier for many students who seek to become teachers4 ,institutions like the ,university of ,northern ,iowa have successfully utilized ,,teach ,grants for #eg percent of its ,,teach ,grant-eligible teacher candidates1 with over one thousand moving into teaching positions in high-need fields in high-need schools4 7#h7 ,only #bb percent of educators feel they are very prepared to teach social and emotional learning in classrooms1 and #ea percent report that the level of social and emotional learning professional development offered at their school is not sufficient4 7#i7 ,our ,nation's schools are experiencing a severe diversity gap that negatively impacts student achievement and school culture4 ,fifty percent of current students are from minority groups while only #ah percent of teachers are from such groups1 according to a #bjaf study by the ,brookings ,institution4 7#aj7 ,a #bjaf report conducted by the ,department of ,education shows that teachers of color tend to provide more culturally relevant teaching and better understand the situations that students of color may face4 ,these factors help develop trusting teacher-student relationships4 ,researchers from ,vanderbilt ,university also found that greater racial and ethnic diversity among school principals benefits students1 especially students of color4 7#aa7 ,research shows that increasing diversity in the teaching profession can have positive impacts on student educational experiences and outcomes4 ,students of color demonstrate greater academic achievement and social-emotional development in classes with teachers of color4 ,studies also suggest that all students1 including ,white students1 benefit from having teachers of color because they bring distinctive knowledge1 experiences1 and role modeling to the student body as a whole4 7#ab7 ,effective school leadership is second only to direct classroom instruction among school-based factors in raising student achievement1 and principal impact is greatest in low-achieving1 high-poverty1 and minority schools4 7#ac7 ,principals improve teaching and learning through their ability-- 7,a7 to shape a vision of academic success for all students2 7,b7 to create a safe and supportive school climate2 7,c7 to cultivate leadership among teachers and other school staff2 7,d7 to improve instruction2 and 7,e7 to manage people1 data1 and processes to foster school improvement4 7#ad7 ,recent research from the ,wallace ,foundation on principals' impact on students and schools notes that it is difficult to envision a higher return on investment in kindergarten through grade #ab education than the cultivation of high-quality school leadership4 7#ae7 ,in the #bjae-bjaf school year1 only #bb percent of public school principals were individuals of color1 including #aa percent who identified as ,black and #h percent who identified as ,hispanic4 7#af7 ,minority teachers1 school leaders1 and other educators can also serve as cultural ambassadors who help students feel more welcome at school or as role models4 #c4 ,educator ,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 ,educator quality enhancement #bjj4 ,purposes2 ,definitions 7a7 ,purposes ,the purposes of this title are to-- 7#a7 build the capacity of educator preparation programs to ensure that all students have access to diverse1 profession-ready educators2 7#b7 provide incentives to individuals to enroll in and complete high-quality educator preparation programs in high-need fields at the baccalaureate or graduate levels at institutions of higher education1 particularly to individuals who belong to groups that are currently underrepresented in the education profession2 7#c7 authorize investments in higher education educator preparation programs along with critical ,state and local partners to support and expand promising and successful practices2 and 7#d7 create mechanisms to integrate innovations in the preparation of profession-ready educators to meet the ever changing needs of students and schools4 7b7 ,definitions ,in this title3 7#a7 ,arts and sciences ,the term arts and sciences means-- 7,a7 when referring to an organizational unit of an institution of higher education1 any academic unit that offers one or more academic majors in disciplines or content areas corresponding to the academic subject matter areas in which teachers provide instruction2 and 7,b7 when referring to a specific academic subject area1 the disciplines or content areas in which academic majors are offered by the arts and sciences organizational unit4 7#b7 ,certification or licensure ,the term certification or licensure means ,state requirements for certification or licensure to teach in that ,state1 and may include the following3 7,a7 ,a regular or standard ,state certificate or advanced professional certificate4 7,b7 ,a probationary certificate4 7,c7 ,a temporary or provisional certificate4 7,d7 ,a waiver or emergency certificate4 7#c7 ,children from low-income families ,the term children from low-income families means children counted under section #aabd7;c77#a77;,a7 of the ,elementary and ,secondary ,education ,act of #aife4 7#d7 ,early childhood educator ,the term early childhood educator means an individual with primary responsibility for the education of children in an early childhood education program4 7#e7 ,early childhood education program ,the term early childhood education program means a public education program serving children from birth through age #h1 and may include a ,head ,start program or an ,early ,head ,start program carried out under the ,head ,start ,act 7#db ,u4,s4,c4 #ihca et seq471 including a migrant or seasonal ,head ,start program1 an ,indian ,head ,start program1 or a ,head ,start program or an ,early ,head ,start program that also receives ,state funding or a public preschool program4 7#f7 ,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#g7 ,educator ,the term educator means a teacher1 principal1 school leader1 specialized instructional support personnel1 or other staff member who provides or directly supports instruction1 such as a school librarian1 or counselor4 7#h7 ,educator preparation program ,the term educator preparation program means a program that leads to a regular or standard ,state certificate or advanced professional certificate for an educator4 7#i7 ,eligible partnership ,the term eligible partnership means an entity that-- 7,a7 includes-- 7i7 a high-need local educational agency2 7ii7 7,i7 a high-need school or a consortium of high-need schools served by the high-need local educational agency2 or 7,,ii7 as appropriate1 a high-need early childhood education program2 7iii7 a partner institution2 and 7iv7 a school1 department1 or program of education within such partner institution1 which may include an existing teacher professional development program with demonstrated outcomes within a four-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 ,the ,governor of the ,state4 7ii7 ,the ,state educational agency4 7iii7 ,the ,state board of education4 7iv7 ,the ,state agency for higher education4 7v7 ,a business4 7vi7 ,a public or private nonprofit educational organization4 7vii7 ,an educational service agency4 7viii7 ,a teacher organization4 7ix7 ,a school leader organization4 7x7 ,an organization representing specialized instructional support personnel4 7xi7 ,a high-performing local educational agency1 or a consortium of such local educational agencies1 that can serve as a resource to the partnership4 7xii7 ,a charter school 7as defined in section #dcaj of the ,elementary and ,secondary ,education ,act of #aife74 7xiii7 ,a school or department of arts and sciences within the partner institution4 7xiv7 ,a school or department within the partner institution that focuses on psychology and human development4 7xv7 ,a school or department within the partner institution with comparable expertise in the disciplines of teaching1 learning1 and child and adolescent development4 7xvi7 ,a public or nonprofit entity operating a program that provides alternative routes to ,state certification of teachers4 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 that term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#ab7 ,evidence of student learning ,the term evidence of student learning means multiple measures of student learning that 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 local educational agency level1 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 ,parent or caregiver feedback about student goals and growth4 7iv7 ,student feedback about learning and teaching supports4 7v7 ,assessments of effective engagement and self-efficacy4 7vi7 ,other appropriate measures1 as determined by the ,state4 7#ac7 ,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#ad7 ,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 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 #aife2 7ii7 for which #a or more schools served by the agency has a high teacher turnover rate or a high percentage of teachers with emergency1 provisional1 or temporary certification or licensure2 or 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 education4 7#ae7 ,high-need school 7,a7 ,in general ,the term high-need school means a school that1 based on the most recent data available1 meets one or both of the following3 7i7 ,the school is in the highest quartile of schools in a ranking of all schools served by a local educational agency1 ranked in descending order by percentage of students from low-income families enrolled in such schools1 as determined by the local educational agency based on one of the following measures of poverty3 7,i7 ,the percentage of students aged #e through #ag in poverty counted in the most recent census data approved by the ,secretary4 7,,ii7 ,the percentage of students eligible for a free or reduced price school lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act4 7,,iii7 ,the percentage of students in families receiving assistance under the ,state program funded under part ,a of title ,,iv of the ,social ,security ,act4 7,,iv7 ,the percentage of students eligible to receive medical assistance under the ,medicaid program4 7,v7 ,a composite of two or more of the measures described in subclauses 7,i7 through 7,,iv74 7ii7 ,in the case of-- 7,i7 an elementary school1 the school serves students not less than #fj percent of whom are eligible for a free or reduced price school lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act2 or 7,,ii7 any other school that is not an elementary school1 the other school serves students not less than #de percent of whom are eligible for a free or reduced price school lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act4 7,b7 ,special rule 7i7 ,designation by the secretary ,the ,secretary may1 upon approval of an application submitted by an eligible partnership seeking a grant under this title1 designate a school that does not qualify as a high-need school under subparagraph 7,a7 as a high-need school for the purpose of this title4 ,the ,secretary shall base the approval of an application for designation of a school under this clause on a consideration of the information required under clause 7ii71 and may also take into account other information submitted by the eligible partnership4 7ii7 ,application requirements ,an application for designation of a school under clause 7i7 shall include-- 7,i7 the number and percentage of students attending such school who are-- 7aa7 aged #e through #ag in poverty counted in the most recent census data approved by the ,secretary2 7bb7 eligible for a free or reduced price school lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act2 7cc7 in families receiving assistance under the ,state program funded under part ,a of title ,,iv of the ,social ,security ,act2 or 7dd7 eligible to receive medical assistance under the ,medicaid program2 7,,ii7 information about the student academic achievement of students at such school2 and 7,,iii7 for a secondary school1 the graduation rate for such school4 7#af7 ,induction program ,the term induction program means a formalized program for new educators during not less than the educators' first #b years in the profession that is designed to provide support for1 and improve the professional performance and advance the retention in the field of1 beginning educators4 ,such program shall promote effective teaching skills1 instructional leadership skills1 and profession-readiness for educators and shall include the following components3 7,a7 ,high-quality mentoring4 7,b7 ,periodic1 structured time for collaboration with educators in the same department or field1 including mentor teachers1 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 on instructional practices4 7,d7 ,opportunities for new educators to draw directly on the expertise of mentors1 faculty1 and researchers to support the integration of evidence-based practice and research with practice4 7,e7 ,the development of skills in instructional and behavioral interventions derived from evidence-based practice and1 where applicable1 research4 7,f7 ,faculty who-- 7i7 model the integration of research and practice in instruction2 7ii7 model personalized instruction2 and 7iii7 assist new educators with the effective use and integration of technology in instruction4 7,g7 ,interdisciplinary collaboration among exemplary educators1 faculty1 researchers1 and other staff who prepare new educators with respect to the learning process and the assessment of learning4 7,h7 ,assistance with the understanding of evidence of student learning and the applicability of such evidence in classroom instruction4 7,i7 ,the development of skills to implement and support evidence-based practices that create a positive and inclusive school culture and climate4 7,j7 ,regular and structured observation and evaluation of new educators by multiple evaluators1 using valid and reliable measures of teaching skills1 instructional leadership skills1 and profession-readiness4 7#ag7 ,institution of higher education ,the term institution of higher education has the meaning given that term in section #aja7;a74 7#ah7 ,parent ,the term parent has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#ai7 ,partner institution ,the term partner institution means an institution of higher education1 which may include a #b-year institution of higher education offering a dual program with a #d-year institution of higher education1 participating in an eligible partnership that has a teacher preparation program that-- 7,a7 has a record of preparing profession-ready educators2 7,b7 is approved by the ,state to offer an educator preparation program2 and 7,c7 is not low-performing1 as determined by the ,state4 7#bj7 ,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#ba7 ,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 use 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 7v7 has demonstrated the ability to work with students who are culturally and linguistically diverse2 7vi7 has demonstrated skill as an instructional leader2 and 7vii7 has demonstrated proficiency in the use of instructional technology1 assistive technology1 and the application of technology to create equity and access for all students2 7,b7 when used with respect to a teacher1 means a teacher who-- 7i7 has completed a teacher preparation program and has a certification or licensure described in paragraph 7#b77;,a7 for 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 subparagraphs 7,a7 or 7,b71 means an educator who has completed an appropriate preparation program and has a certification or licensure described in paragraph 7#b77;,a7 for the ,state in which the educator is employed4 7#bb7 ,school leader residency program ,the term school leader residency program has the meaning given that term in section #bjjb of the ,elementary and ,secondary ,education ,act of #aife4 7#bc7 ,social and emotional learning ,the term social and emotional learning means the process through which all young people and adults acquire and apply the knowledge1 skills1 and attitudes to develop healthy identities1 manage emotions1 achieve personal and collective goals1 empathize with others1 establish and maintain supportive relationships1 and make responsible and caring decisions4 7#bd7 ,specialized instructional support personnel ,the term specialized instructional support personnel has the meaning given the term in section #haja of the ,elementary and ,secondary ,education ,act of #aife4 7#be7 ,teacher mentoring ,the term teacher mentoring means the mentoring of new or prospective teachers through a program that-- 7,a7 includes clear criteria for the selection of teacher mentors who will provide role model relationships for mentees1 which criteria shall be developed by the eligible partnership and based on measures of teacher effectiveness2 7,b7 provides evidence-based training for such mentors1 including instructional strategies for literacy instruction and classroom management 7including approaches that improve the schoolwide climate for learning1 which may include positive behavioral interventions and supports and social and emotional learning72 7,c7 provides regular and ongoing opportunities for mentors and mentees to observe each other's teaching methods in classroom 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 provides mentoring to each mentee by a colleague who teaches in the same field1 grade1 or subject as the mentee2 7,f7 promotes evidence-based research on-- 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 7,g7 integrates technology effectively into curricula and instruction1 including technology consistent with the principles of universal design for learning and technology to collect1 manage1 and analyze data to improve teaching and learning for the purpose of improving student learning outcomes2 and 7,h7 includes-- 7i7 common planning time or regularly scheduled collaboration for the mentor and mentee2 and 7ii7 joint professional development opportunities4 7#bf7 ,teacher residency program ,the term teacher residency program has the meaning given that term in section #bjjb of the ,elementary and ,secondary ,education ,act of #aife4 7#bg7 ,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 convey and explain academic subject matter2 7,c7 teach higher-order analytical1 evaluation1 problem-solving1 and communication skills2 7,d7 employ strategies grounded in the disciplines of teaching and learning that-- 7i7 are based on evidence1 practice1 and 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 evidence of student learning1 which may include the use of formative or diagnostic 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 by effectively creating an inclusive classroom environment1 and implementing positive behavioral interventions1 trauma-informed care1 and other support strategies that enhance student motivation and engagement2 7,g7 incorporate the principles of universal design for learning2 7,h7 integrate technology effectively into curricula and instruction1 including technology consistent with the principles of universal design for learning and technology to collect1 manage1 and analyze data to improve teaching and learning for the purpose of improving student learning outcomes2 7,i7 communicate and work with parents1 and involve parents in their children's education2 and 7,j7 use1 in the case of an early childhood educator1 age-appropriate and developmentally appropriate strategies and practices for children in early childhood education programs4 7#bh7 ,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 ,english learners 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#bi7 ,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#cj7 ,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 ,a ,grants to ,states for strengthening educator preparation #bja4 ,allotments to ,states 7a7 ,program authorized 7#a7 ,reservation of ,funds ,from the total amount appropriated to carry out this part for a fiscal year1 the ,secretary shall reserve-- 7,a7 one-half of #a percent for allotments for the outlying areas 7as defined in section #haja of the ,elementary and ,secondary ,education ,act of #aife7 to carry out this part1 to be distributed among those outlying areas on the basis of their relative need1 as determined by the ,secretary1 in accordance with the purpose of this part2 and 7,b7 one-half of #a percent for the ,secretary of the ,interior to carry out this part for schools operated or funded by the ,bureau of ,indian ,education4 7#b7 ,formula ,from amounts made available to carry out this part and not reserved under paragraph 7#a71 the ,secretary shall allot funds to each ,state having an approved application under this section to carry out this part in proportion to each such ,state's share of funding under part ,a of title ,i of the ,elementary and ,secondary ,education ,act of #aife1 except that no ,state shall receive less than #j4e percent of the amounts made available to carry out this paragraph4 7#c7 ,state ,notwithstanding section #ajc1 in this section the term ,state means the several ,states of the ,united ,states1 the ,commonwealth of ,puerto ,rico1 and the ,district of ,columbia4 7#d7 ,uses of funds 7,a7 ,development of the strategic plan ,each ,state may use an amount equal to not more than #cj percent of the amount allotted to the ,state1 for a period not to exceed #a year1 to carry out activities related to the development of the strategic plan1 as described in subsection 7c74 7,b7 ,subsequent years ,for each year following the first year after receiving an allotment under this section1 the ,state-- 7i7 shall use not less than #ie percent of the amount allotted to the ,state under this section to carry out activities described in subsection 7d72 and 7ii7 may use not more than #e percent of the amounts allotted to the ,state under this section for administration and accountability and reporting requirements4 7b7 ,application ,each ,state desiring an allotment 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 the identification of a ,state agency to lead the grant1 which shall be determined by the ,governor in consultation with the ,state educational agency2 7#b7 a description of the certification or licensing requirements with respect to each form of certification or licensure described in section #bjj7;b77#b7 for early childhood1 elementary school1 and secondary school teachers in the ,state at the time of the application2 7#c7 a description of the certification or licensing requirements with respect to each form of certification or licensure described in section #bjj7;b77#b7 for specialized instructional support personnel2 7#d7 a description of the ,state authorization requirements for teacher preparation programs 7including alternate and traditional routes to certification7 and the number of teacher preparation programs authorized in the ,state 7including alternative and traditional routes to certification72 7#e7 a description of the teacher preparation needs assessment that the ,state will conduct1 including how the ,state will assess-- 7,a7 teacher workforce needs for public preschool1 elementary1 and secondary schools in the ,state2 7,b7 the number and percentage of teachers of record who are not profession-ready as described in section #bjj7;b77#bj77;,b72 7,c7 the demographics of the student population and the demographics of the educator workforce1 and the extent to which the educator workforce reflects the demographics of the student population2 7,d7 high-need fields1 high-need schools1 and high-need local educational agencies2 7,e7 the ,state's educator equity plan described in section #aaaa7;g77#a77;,b7 of the ,elementary and ,secondary ,education ,act of #aife2 7,f7 the extent to which currently authorized teacher preparation programs in the ,state are producing profession-ready candidates2 and 7,g7 the capacity of programs that are authorized in the ,state1 as of the time of the application1 to meet the ,state's teacher workforce needs1 including the capacity of-- 7i7 pipeline programs1 such as associate degree to baccalaureate transfer pathway programs with community colleges2 7ii7 grow your own programs that provide pathways to standard teacher certification through partnerships between local educational agencies1 institutions of higher education1 and community-based organizations to recruit and prepare community members to become teachers in local schools2 7iii7 career awareness programs1 including career and technical education and other pathways1 in public schools2 and 7iv7 programs to support the career progression of educators1 including retention1 leadership opportunities1 and professional development2 7#f7 a description of the school leader1 principal1 and other educator preparation needs assessment that the ,state will conduct1 including how the ,state will assess-- 7,a7 the principal and other educator workforce needs for public preschools and elementary and secondary schools in the ,state2 7,b7 high-need positions1 high-need schools1 and high-need local educational agencies2 7,c7 the extent to which authorized educator preparation programs in the ,state1 as of the time of the application1 are producing profession-ready candidates2 and 7,d7 the capacity of programs authorized in the ,state1 as of the time of the application1 to meet the ,state's principal and other educator needs1 including meeting nationally recognized ratios for specialized instructional support personnel in schools1 where applicable2 and 7#g7 a timeline for the ,state's activities to develop a strategic plan1 including a timeline for stakeholder engagement with administrators of institutions of higher education1 elementary school and secondary school principals and administrators1 educator preparation programs1 teachers1 specialized instructional support personnel1 parents1 students1 civil rights organizations1 community-based organizations1 and workforce development programs4 7c7 ,development of a strategic plan ,during the first year after receiving an allotment under this section1 a ,state may use not more than #cj percent of the funds allotted to conduct the needs assessments described in paragraphs 7#e7 and 7#f7 of subsection 7b7 and develop a strategic plan for the ,state to improve educator preparation programs to address the needs identified in paragraphs 7#e7 and 7#f7 of subsection 7b74 7d7 ,submission of strategic plan ,not later than #a year after receiving an allotment under this section1 each ,state shall submit a strategic plan to the ,secretary1 which shall contain the following information3 7#a7 ,the ,state's goals relating to educator preparation1 supporting quantitative and qualitative evidence for those goals1 and intermediate and long-term implementation timelines4 7#b7 ,the results of the needs assessments described in paragraphs 7#e7 and 7#f7 of subsection 7b74 7#c7 ,the ,state's plan for meeting the educator workforce needs in the ,state1 including how the ,state will prioritize institutions of higher education with the greatest share of prospective educators1 institutions that enroll the highest percentage of prospective educators from underrepresented groups1 and institutions of higher education with the highest placement of educators in the ,state4 7#d7 ,the ,state's plan for removing barriers to an inclusive and equitable workforce that supports the needs of populations that are underrepresented in the field of education1 including teachers of color1 first generation college students1 and teachers with disabilities1 including recruitment1 preparation1 and retention4 7e7 ,authorized activities ,a ,state shall use funds allotted under this section to implement the strategic plan submitted under subsection 7d71 which may include the following activities3 7#a7 ,strengthening and professionalizing educator certification and licensure1 and other credentialing1 so that it aligns with evidence-based practices and high professional standards4 7#b7 ,developing and implementing an equitable and evidence-based ,state approval system for alternative route program providers and programs and traditional and alternative route programs at institutions of higher education4 7#c7 ,supporting the implementation of evidence-based performance assessments for teacher licensure or certification in the ,state4 7#d7 ,regularly assessing the workforce needs of prekindergarten through grade #ab educators across the ,state1 including the diversity of the workforce1 and providing that information to institutions of higher education that prepare educators in the ,state4 7#e7 ,providing transparency to the public as to how authorized educator preparation programs are meeting professional standards and requirements4 7#f7 ,providing subgrants to partner institutions1 consortia of partner institutions1 or eligible partnerships1 to enable those institutions and partnerships to carry out activities related to the strategic plan described in subsection 7d71 including-- 7,a7 developing and offering induction1 mentoring1 or professional and leadership coaching for all novice teachers and principals in a high-need local educational agency1 which shall be provided by faculty or staff at the institution of higher education and teachers and school leaders2 7,b7 developing and offering professional development that brings research to practice for educators in schools of district partners2 7,c7 developing and offering second endorsement coursework2 7,d7 creating and expanding dual certification programs in special education and general education2 7,e7 developing and offering #8grow your own' programs2 7,f7 developing or strengthening career ladder positions for educators1 such as teacher leaders1 with certification requirements and coursework leading to certification1 which may include nationally recognized1 standards-based advanced certification2 7,g7 designing and implementing statewide pre-service residencies for teacher and principal candidates using the model described in section #bjb7;e7 of the ,higher ,education ,act of #aife as in effect on the day before the date of enactment of the ,,educators for ,america ,act2 7,h7 developing and implementing a statewide best practices network for the preparation of profession-ready educators2 and 7,i7 creating or expanding teaching fellows programs whereby individuals preparing to be teachers receive tuition waivers for use in comprehensive preparation provided by a teacher preparation program that includes extensive clinical experience that is tightly aligned to coursework1 before becoming the teacher of record1 in exchange for teaching in one of the identified workforce need areas in the ,state for a period of years4 7f7 ,annual report on the implementation of the strategic plan ,each ,state receiving an allotment under this section shall make publicly available a report1 on an annual basis1 on the implementation of the strategic plan submitted under subsection 7d74 7g7 ,maintenance of effort 7#a7 ,in ,general ,a ,state shall provide for activities described in this section in such ,state1 an amount which is equal to or greater than the average amount provided for such activities by such ,state during the #c most recent preceding fiscal years for which satisfactory data are available4 7#b7 ,waiver ,notwithstanding paragraph 7#a71 the ,secretary may waive the requirements of this subsection if the ,secretary determines that a waiver would be equitable due to-- 7,a7 exceptional or uncontrollable circumstances1 such as a natural disaster or a change in the organizational structure of the ,state2 or 7,b7 a precipitous decline in the financial resources of the ,state4 7h7 ,state maintenance of equity ,as a condition of receiving an allotment under this section1 a ,state shall meet the maintenance of equity requirements in section #bjjd7;b7 of the of the ,american ,rescue ,plan ,act of #bjba 7,public ,law #aag-b74 7i7 ,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 #bjb4 ,accountability for equitable access to profession-ready teachers 7a7 ,institutional and program annual reports 7#a7 ,annual reporting ,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 ,for the most recent year for which the information is available for each teacher preparation program offered by the teacher preparation entity1 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 program1 the percentage of such students who passed 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 of students taking the teacher performance assessment4 7,b7 ,entity information ,a description of the following3 7i7 ,the number of students in the entity 7disaggregated by race1 ethnicity1 sex1 and disability status74 7ii7 ,the number of hours of supervised clinical preparation required for each program4 7iii7 ,the total number of students who have completed programs for certification or licensure 7disaggregated by subject area and by race1 ethnicity1 sex1 and disability status1 except that such disaggregation1 consistent with applicable privacy laws1 shall not be required in a case in which the result would reveal personally identifiable information about an individual student74 7iv7 ,the criteria for admission into the program4 7v7 ,the number of full-time equivalent faculty1 adjunct faculty1 and students in supervised clinical experience4 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 7b7 ,annual ,state report on teacher preparation 7#a7 ,in general ,each ,state that receives funds under this part 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 on educator preparation in the ,state1 both for traditional teacher 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 teacher certification and licensure assessments1 including teacher performance assessments1 and any other certification and licensure requirements1 used by the ,state1 including evidence on validity and reliability of those assessments and the methods used to determine performance standards4 7,b7 ,the standards and criteria that prospective teachers must meet to-- 7i7 attain certification or licensure described under each of subparagraphs 7,a71 7,b71 7,c71 and 7,d7 of section #bjj7;b77#b72 and 7ii7 be certified or licensed to teach particular academic subjects1 areas1 or grades within the ,state4 7,c7 7i7 ,the number of certifications or licensures described under each of subparagraphs 7,a71 7,b71 7,c71 and 7,d7 of section #bjj7;b77#b7 issued by the ,state1 disaggregated by grade and subject area4 7ii7 ,the number and percentage of teachers who received a certification or licensure described in section #bjj7;b77#b77;,a7 and who did not complete any formal teacher preparation program1 but have received such certification or licensure by alternative means such as passing a test1 disaggregated by field4 7iii7 ,the number and percentage of teachers of record who are not profession-ready1 disaggregated by field4 7,d7 7i7 ,except as provided in clause 7ii71 for each of the assessments used by the ,state for teacher certification or licensure1 the pass rates of such assessments for individuals having completed each teacher preparation entity in the ,state and for all such entities1 disaggregated by subject area1 race1 ethnicity1 sex1 and disability status1 except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual4 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 of students taking the teacher performance assessment1 disaggregated by subject area1 race1 ethnicity1 sex1 and disability status1 except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student4 7,e7 ,for each teacher preparation program in the ,state the following3 7i7 ,the number of students in the program 7disaggregated by race1 ethnicity1 sex1 and disability status74 7ii7 ,the number of hours of supervised clinical preparation required4 7iii7 ,whether such program has been identified as low-performing and during which years of operation4 7,f7 ,a description of alternative routes to teacher certification or licensure in the ,state 7including any such routes operated by entities that are not institutions of higher education71 if any1 including1 for each of the assessments used by the ,state for teacher certification or licensure1 the percentage of individuals participating in such routes1 or who have completed such routes during the two-year period preceding the date for which the determination is made1 who passed each such assessment4 7,g7 ,the percentage of candidates completing programs in each field1 including special education1 who use alternate routes compared to those who complete traditional programs4 7,h7 ,a description of the ,state's criteria for assessing the performance of teacher preparation programs within institutions of higher education in the ,state4 ,such criteria shall include indicators of the academic content knowledge and teaching skills of students enrolled in such programs4 7,i7 ,for each teacher preparation program in the ,state-- 7i7 the number of students in the program1 disaggregated by race1 ethnicity1 sex1 and disability status 7except that such disaggregation shall not be required in a case in which the number of students in a category would reveal personally identifiable information about an individual student72 and 7ii7 the range and average number of hours of supervised clinical experience required for those in the program4 7,j7 ,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 ethnicity1 sex1 and disability status4 7,k7 ,a comparison of standard licenses and certifications issued to the areas of identified teacher shortage in the ,state4 7,l7 ,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 ,job placement of program completers within #ab months of graduation4 7ii7 ,retention of program completers in teaching after #c years4 7iii7 ,other outcome indicators used by the ,state1 such as average results from teacher evaluations4 7#b7 ,prohibition against creating a national list ,the ,secretary shall not create a national list or ranking of ,states1 institutions1 or schools using the information provided under this subsection4 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 7c7 ,data quality ,the ,secretary shall prescribe regulations to ensure the reliability1 validity1 integrity1 accuracy1 and consistency of the data submitted pursuant to this section4 7d7 ,report of the secretary on teacher preparation 7#a7 ,report ,the ,secretary shall1 until #bjbe1 annually provide to the authorizing committees1 and publish and make widely available1 a report on teacher qualifications and preparation in the ,united ,states1 including all the information reported in subparagraphs 7,a7 through 7,l7 of subsection 7b77#a74 7#b7 ,enhanced report 7,a7 ,recommendations ,the ,secretary shall instruct the ,national ,center for ,education ,statistics to convene an expert panel that includes researchers and practitioners to study and make recommendations for revised reporting of teacher qualifications and preparation in the ,united ,states4 ,the recommendations shall include suggestions for how to-- 7i7 consolidate and streamline reporting across existing ,federal and ,state requirements and ,federal data collections to provide a concise and robust set of ,state and national indicators on the size1 diversity1 and quality of the teacher workforce and the equitable distribution of profession-ready teachers2 and 7ii7 reduce reporting burdens on educator preparation entities1 local educational agencies1 and ,states4 7,b7 ,revised reporting ,the ,secretary shall publish revised reporting requirements of teacher qualifications and preparation in the ,united ,states in the ,federal ,register with sufficient time for the new reporting requirements to be in place for #bjbe4 7#c7 ,special rule ,in the case of a teacher preparation program with fewer than ten 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 on each ,state certification or licensure assessment taken over a three-year period4 7e7 ,coordination ,the ,secretary1 to the extent practicable1 shall coordinate the information collected and published under this part among ,states for individuals who took ,state teacher certification or licensure assessments in a ,state other than the ,state in which the individual received the individual's most recent degree4 #bjc4 ,state functions 7a7 ,state assessment 7#a7 ,in general ,in order to receive funds under this part1 a ,state shall conduct an assessment to identify 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 programs2 7,b7 report any teacher preparation program that has been closed and the reasons for such closure2 and 7,c7 describe the criteria determined under paragraph 7#c7 for identifying low performing programs4 7#c7 ,determination of 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 #bjb4 7b7 ,reporting and improvement ,in order to receive funds under this part1 a ,state shall-- 7#a7 report any teacher preparation programs described in subparagraphs 7,a7 or 7,b7 of subsection 7a77#b7 to the ,secretary2 7#b7 establish a period of improvement and redesign 7as established by the ,state7 for programs identified as low-performing under subsection 7a72 7#c7 provide programs identified as low-performing with technical assistance for a period of not longer than #e years2 and 7#d7 subject low-performing programs that have not improved to the provisions described in subsection 7c7 7as determined by the ,state74 7c7 ,termination of eligibility ,any teacher preparation program that is low-performing and has not improved for a period of #e years-- 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 or licensure programs4 #bjd4 ,general provisions 7a7 ,methods ,in complying with sections #bjb and #bjc1 the ,secretary shall ensure that ,states and institutions of higher education use fair and equitable methods in reporting and that the reporting methods do not reveal personally identifiable information4 7b7 ,special rule ,for each ,state that does not use content assessments as a means of ensuring that all teachers teaching within the ,state meet the applicable ,state certification or licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 in accordance with the ,state plan submitted or revised under section #aaaa of the ,elementary and ,secondary ,education ,act of #aife1 and that each person employed as a special education teacher in the ,state who teaches elementary school or secondary school meets the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 the ,secretary shall-- 7#a7 to the extent practicable1 collect data comparable to the data required under this part from ,states1 local educational agencies1 institutions of higher education1 or other entities that administer such assessments to teachers or prospective teachers2 and 7#b7 notwithstanding any other provision of this part1 use such data to carry out requirements of this part related to assessments1 pass rates1 and scaled scores4 7c7 ,release of information to educator preparation programs 7#a7 ,in general ,for the purpose of improving educator preparation programs1 a ,state that receives funds under this part1 or that participates as a member of a partnership1 consortium1 or other entity that receives such funds1 shall provide to an educator preparation program1 upon the request of the educator preparation program1 any and all pertinent education-related information that-- 7,a7 may enable the educator 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 educator preparation program to enable the educator 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 educator preparation program2 7ii7 teacher effectiveness evaluations for teachers who graduated from the educator 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 #bje4 ,authorization of appropriations ,there is authorized to be appropriated to carry out this part #ejj1jjj1jjj for fiscal year #bjbb and each of the #e succeeding fiscal years4 ,b ,grants to institutions #bbj4 ,purposes ,the purposes of this part are to-- 7#a7 expand the pool of profession-ready diverse educators to meet the workforce demands of high-need schools and high-need fields2 7#b7 ensure that new teachers1 principals1 and other educators are profession-ready and prepared to meet the learning and social and emotional needs of a diverse student population in a range of settings1 including rural and urban areas2 7#c7 strengthen the quality of prospective and new teachers1 principals1 and other educators by strengthening the preparation of prospective teachers1 principals1 and other educators and enhancing professional development activities for new teachers1 principals1 and other educators2 7#d7 recruit individuals1 particularly individuals from underrepresented populations and individuals from other occupations1 to become teachers1 principals1 and other educators2 and 7#e7 build and strengthen partnerships between educator preparation programs within institutions of higher education and local educational agencies and high-need schools in order to meet the needs of those agencies and schools staffing needs4 #bba4 ,authorization of appropriations 7a7 ,in ,general ,there are authorized to be appropriated to carry out this part #ejj1jjj1jjj for fiscal year #bjbb and each of the #e succeeding fiscal years4 7b7 ,minimum appropriations for each subpart ,the ,secretary shall ensure that not less than #be percent of the funds appropriated to carry out this part for a fiscal year are allocated for each of subparts #a1 #b1 and #c of this part4 #a ,educator quality partnership grants #bbb4 ,partnership grants 7a7 ,program authorized ,from amounts made available under section #bba1 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 containing 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 training1 professional development1 and retention of general education teachers1 special education teachers1 multilingual education teachers1 principals1 other educators 7including specialized instructional support personnel71 school librarians1 and counselors1 and1 as applicable1 early childhood educators2 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 profession-ready educators with strong teaching1 leadership1 and other professional skills necessary to increase learning and academic achievement2 7#c7 a description of how such program will prepare profession-ready teachers1 principals1 and other educators to understand and use research and data to modify and improve classroom instruction and improve student motivation and engagement2 7#d7 a description of-- 7,a7 how the eligible partnership will coordinate strategies and activities assisted under the grant with other teacher1 principal1 and other educator preparation or professional development programs1 including programs funded under part ,a of this title1 the ,elementary and ,secondary ,education ,act of #aife1 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 ,state and local innovations and activities1 and other education innovations and activities1 that promote educator quality1 diversity1 and student academic achievement2 and 7,c7 how the eligible partnership will develop strong partnerships between local educational agencies and institutions of higher education within the partnership and community connections 7which may include collaboration with teacher and school leader representatives within the local educational agency7 to ensure that 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 part2 7,b7 how the partnership will carry out the activities required under subsection 7d71 7e7 or 7f71 based on the needs identified in paragraph 7#a71 with the goal of providing a pipeline of diverse profession-ready educators needed by the local educational agency or schools that are part of the eligible partnership2 7,c7 if the partnership chooses to use funds under this section for a project or activities under subsection 7g71 how the partnership will carry out such project or required activities based on the needs identified in paragraph 7#a71 with the goals of meeting the workforce needs of the partner local educational agency or schools that are part of the eligible partnership through the provision of profession-ready diverse educators2 7,d7 the partnership's evaluation plan under section #bbd2 7,e7 how the partnership will align the teacher preparation program under subsection 7d7 with the-- 7i7 ,state early learning standards for early childhood education programs1 as appropriate1 and with the relevant domains of early childhood development2 7ii7 ,state academic standards under section #aaaa7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife1 established by the ,state in which the partnership is located2 and 7iii7 activities identified under section #baja and section #bajc of the ,elementary and ,secondary ,education ,act of #aife and where applicable1 the school support and improvement activities identified under section #aaaa7;d7 of that ,act2 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 7,g7 how the partnership will prepare educators to teach and work with students who are ,english learners2 7,h7 how the partnership will prepare educators to teach diverse students1 including students of different races1 ethnicities1 language1 gender identity or sexual orientation1 and students with disabilities2 and 7,i7 how the partnership will design1 implement1 or enhance a year-long and evidence-based educator pre-service clinical program component2 and 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 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,b7 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 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 pre-service principal preparation program under subsection 7e71 a teaching or principal residency program under subsection 7f71 or a combination of such programs2 and 7#b7 may use funds to carry out other educator development programs under subsection 7g71 based upon the results of the needs assessment in subsection 7b77#a74 7d7 ,partnership grants for the preparation of teachers ,an eligible partnership that receives a grant to carry out a program for the preparation of teachers shall carry out a pre-baccalaureate teacher preparation program or a #eth year initial licensing program that includes all of the following3 7#a7 ,activities 7,a7 ,in general ,implementing activities1 described in subparagraph 7,b71 within each teacher preparation program and1 as applicable1 each preparation program for early childhood education programs1 of the eligible partnership that is assisted under this section1 to hold each program accountable for-- 7i7 preparing-- 7,i7 profession-ready teachers2 and 7,,ii7 such teachers and1 as applicable1 early childhood educators1 to understand evidence-based research related to teaching1 learning1 and classroom management1 and the applicability of such practice and research1 including strategies to incorporate universal design for learning1 the effective use of technology1 instructional techniques1 strategies consistent with the principles of universal design for learning1 and core competencies of social and emotional learning1 and through positive behavioral interventions and support strategies to improve student achievement2 and 7ii7 promoting strong teaching skills and1 as applicable1 techniques for early childhood educators to improve children's cognitive1 social1 emotional1 and physical development4 7,b7 ,required activities ,the activities 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 skills2 7ii7 using 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 evidence-based teaching practices in classroom instruction2 7,,ii7 have knowledge of the scientific basis of how students learn1 including the skills to recognize and evaluate student social and emotional competencies and needs2 7,,iii7 possess skills to analyze student academic achievement data and other measures of student learning1 and use such data and measures to improve classroom instruction and student 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 social and emotional learning and academic needs of all students1 including students with disabilities1 students who are ,english learners1 students who are gifted and talented1 students with low literacy levels and1 as applicable1 children in early childhood education programs2 7bb7 differentiate instruction for such students2 and 7cc7 use culturally relevant pedagogy and curricular materials2 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 instruction 7as defined in section #bbba7;b7 of the ,elementary and ,secondary ,education ,act of #aife72 7iii7 ensuring collaboration with departments1 programs1 or units of a partner institution outside of the teacher preparation program in all academic content areas1 as appropriate1 to ensure that prospective teachers receive training in both teaching and relevant content areas in order to meet the applicable ,state requirements to becoming fully certified or licensed as described in section #bjj7;b77#b77;,a7 and become profession-ready1 or with regard to special education teachers1 meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 which may include training in multiple subjects to teach multiple grade levels as may be needed for individuals preparing to teach in rural communities and for individuals preparing to teach students with disabilities2 7iv7 developing admissions goals and priorities aligned with the hiring objectives of the high-need local educational agency in the eligible partnership1 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 profession2 7v7 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 successfully2 and 7vi7 embedding social and emotional competencies into the program and curriculum1 as applicable1 to ensure that new and prospective teachers have the requisite content knowledge and skills4 7#b7 ,clinical experience and interaction ,developing or improving a sustained 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 faculty1 experienced teachers1 principals1 other administrators1 and school leaders at early childhood education programs 7as applicable71 elementary schools1 or secondary schools1 and providing support for such interaction4 7,b7 ,integrate pedagogy and classroom practice and promote effective teaching skills in academic content areas4 7,c7 ,provide teacher mentoring4 7,d7 ,be offered over the course of a program of teacher preparation4 7,e7 ,be tightly aligned with course work 7and may be developed as a fifth year of a teacher preparation program74 7,f7 ,where feasible1 allow prospective teachers to learn to teach in the same local educational agency in which the teachers will work1 learning the instructional initiatives and curriculum of that local educational agency4 7,g7 ,as applicable1 provide training and experience to enhance the teaching skills of prospective teachers to better prepare such teachers to meet the unique needs of teaching in rural or urban communities4 7,h7 ,provide support and training for individuals participating in an activity for prospective or new teachers described in this paragraph or paragraph 7#a7 or 7#c71 and for individuals who serve as mentors for such teachers1 based on each individual's experience4 ,such support may include-- 7i7 with respect to a prospective teacher or a mentor1 release time for such individual's participation2 7ii7 with respect to a faculty member1 receiving course workload credit and compensation for time teaching in the eligible partnership's activities2 and 7iii7 with respect to a mentor1 a stipend1 which may include bonus1 differential1 incentive1 or performance pay1 based on the mentor's qualifications 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 training for participants in early childhood education programs ,in the case of an eligible partnership focusing on early childhood educator preparation1 implementing initiatives that increase compensation for early childhood educators who attain associate or baccalaureate degrees in early childhood education4 7#e7 ,teacher recruitment ,developing and implementing effective mechanisms to ensure that the eligible partnership is able to recruit qualified individuals1 including individuals from groups that are underrepresented in the education profession1 to become teachers who meet the applicable ,state requirements to be fully certified or licensed as described in section #bjj7;b77#b77;,a7 and become profession-ready1 and with regard to special education teachers1 meet the qualifications described in section #fab7;a77#ad77;,c7 of the ,individuals with ,disabilities ,education ,act1 through the activities of the eligible partnership1 which may include an emphasis on recruiting into the teaching profession-- 7,a7 individuals from underrepresented populations2 7,b7 individuals to teach in rural communities and teacher shortage areas1 including mathematics1 science1 special education1 career and technical education1 and the instruction of ,english learners2 and 7,c7 professionals from other occupations1 former military personnel1 and recent college graduates with a record of academic distinction4 7#f7 ,literacy training ,strengthening the literacy teaching skills of prospective and1 as applicable1 new elementary school and secondary school teachers-- 7,a7 to implement comprehensive literacy instruction programs 7as defined in section #bbba7;b7 of the ,elementary and ,secondary ,education ,act of #aife72 7,b7 to use screening1 formative1 diagnostic and summative assessments to determine students' literacy levels1 difficulties1 and growth in order to improve classroom instruction and improve student reading and writing skills2 7,c7 to provide individualized1 intensive1 and targeted literacy instruction for students with deficiencies in literacy skills2 and 7,d7 to integrate literacy skills in the classroom across subject areas4 7e7 ,partnership grants for principal preparation ,an eligible partnership receiving a grant to carry out an effective program to prepare profession-ready principals shall carry out a program that includes the following3 7#a7 ,development of leadership skills with a demonstrated impact on student and school success1 including the ability to create a continuous learning environment for teachers1 staff1 and students4 7#b7 ,rigorous recruitment and selection criteria for successful educators who have shown potential as leaders4 7#c7 ,program faculty with prior school leadership experience and deep knowledge of effective leadership practices4 7#d7 ,comprehensive clinical experiences that are linked to coursework and help principal candidates address context-specific problems and the needs of special population groups1 including students who are children with disabilities1 ,english learners1 and students from economically disadvantaged families4 7#e7 ,peer networks4 7#f7 ,mentoring1 supervision1 and evaluation of candidates throughout the clinical experience4 7#g7 ,opportunities for ongoing professional learning and coaching for practicing school leaders4 7f7 ,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 practice1 and teacher mentoring4 7ii7 ,the exposure to principles of child and youth 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 grade level1 subject area knowledge1 and measures of teacher effectiveness1 which-- 7,i7 shall be based on1 but not limited to1 observations of-- 7aa7 planning and preparation1 including demonstrated knowledge of content1 pedagogy1 and assessment1 including the use of formative1 summative1 and diagnostic assessments to improve student learning2 7bb7 appropriate instruction that engages all students2 7cc7 collaboration with colleagues to improve instruction2 and 7dd7 analysis of evidence of student learning2 and 7,,ii7 may include criteria regarding meeting nationally recognized1 standards-based advanced certification requirements4 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 education1 an individual in the final year of an undergraduate teacher preparation program1 or a professional possessing strong content knowledge and a record of professional accomplishment in another field2 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 on 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 residency 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 using a combination of academic study1 developmental simulation exercises1 self-reflection1 mentorship1 and internship2 7dd7 understand child and 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 evidence-based 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 experience teaching prekindergarten through grade #ab2 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 on completion of1 each year or partial year of service2 7iv7 for teacher residents1 meet the requirements to be a profession-ready teacher2 7v7 for principal residents1 meet the requirements to be a profession-ready principal2 7vi7 for other educators1 complete the preparation program and become fully certified in the ,state where the educator is employed2 and 7vii7 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 prorated 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 7g7 ,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 evidence-based 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 educators4 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 under this section only if the eligible partnership submits to the ,secretary a written consent to such changes signed by all members of the eligible partnership4 7j7 ,construction ,nothing in this section shall be construed to prohibit an eligible partnership from using grant funds to coordinate with the activities of eligible partnerships in other ,states or on a regional basis through ,governors1 ,state boards of education1 ,state educational agencies1 ,state agencies responsible for early childhood education1 local educational agencies1 or ,state agencies for higher education4 7k7 ,supplement1 not supplant ,funds made available under this section shall be used to supplement1 and not supplant1 other ,federal1 ,state1 and local funds that would otherwise be expended to carry out activities under this section4 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 ,,educators for ,america ,act71 for the duration of such multiyear grant in accordance with its terms4 #bbc4 ,administrative provisions 7a7 ,duration2 number of awards2 payments 7#a7 ,duration ,a grant awarded under this subpart shall be awarded for a period of #e years4 7#b7 ,number of awards ,an eligible partnership may not receive more than #a grant during a #e-year period1 except that 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 part 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 subpart 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 subpart1 shall give priority-- 7,a7 to eligible partnerships that include an institution of higher education whose teacher education program or educator development program has a rigorous selection process and demonstrated success in having a diverse set of candidates complete the program1 and enter and remain in the profession2 and 7,b7 7i7 to applications from broad-based eligible partnerships that involve businesses and community organizations2 or 7ii7 to eligible partnerships so that the awards promote 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 subpart 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 subpart 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 subpart4 7d7 ,limitation on administrative expenses ,an eligible partnership that receives a grant under this subpart may use not more than two percent of the funds provided to administer the grant4 #bbd4 ,accountability and evaluation 7a7 ,eligible partnership evaluation ,each eligible partnership submitting an application for a grant under this subpart 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 program completion rates2 7#b7 achievement for all prospective and new educators as measured by the eligible partnership2 7#c7 educator retention in the first #c years2 7#d7 pass rates for initial ,state certification or licensure of teachers or pass rates on valid and reliable teacher performance assessments2 7#e7 the percentage of profession-ready teachers1 principals1 and other educators-- 7,a7 hired by the high-need local educational agency or schools participating in the eligible partnership2 and 7,b7 hired by the high-need local educational agency or schools participating in the eligible partnership who are members of underrepresented groups2 7#f7 the percentage of profession-ready teachers hired by the high-need local educational agency or schools participating in the eligible partnership-- 7,a7 who teach high-need academic subject areas 7such as reading1 mathematics1 science1 and foreign languages1 including less commonly taught languages and critical foreign languages72 and 7,b7 who teach in high-need areas 7including special education1 bilingual education1 language instruction educational programs for ,english learners1 and early childhood education72 7#g7 the percentage of profession-ready teachers and other educators hired by the high-need local educational agency who work in high-need schools1 disaggregated by the elementary school and secondary school levels2 7#h7 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#i7 as applicable1 the percentage of educators hired by the high-need local educational agency or schools participating in the eligible partnership that are trained to-- 7,a7 integrate technology effectively into curricula and instruction1 including technology consistent with the principles of universal design for learning2 and 7,b7 use technology effectively to collect1 manage1 and analyze data to improve teaching and learning for the purpose of improving student learning outcomes4 7b7 ,information ,an eligible partnership receiving a grant under this subpart shall ensure that teachers1 principals1 school superintendents1 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 subpart4 7c7 ,revised application ,if the ,secretary determines that an eligible partnership receiving a grant under this subpart 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 the grant 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 subpart2 or 7,b7 award new grants to other eligible partnerships under this subpart4 7d7 ,evaluation and dissemination ,the ,secretary shall evaluate the activities funded under this subpart 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 subpart2 and 7#b7 information regarding such practices that were found to be ineffective4 #b ,grants to support recruitment of new educators and diversity in the profession #bca4 ,honorable ,augustus ,f4 ,hawkins ,centers of ,excellence 7a7 ,purpose ,the purpose of this subpart is to strengthen and expand the recruitment1 training1 and retention of candidates into the teaching profession who are from underrepresented groups in such profession4 7b7 ,eligible institution defined ,in this subpart1 the term eligible institution means an institution of higher education that has a teacher or school leader preparation program that is accredited by the ,state 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 7#h7 a ,native ,american-serving1 nontribal institution 7as defined in section #cai72 7#i7 a consortium of any of the institutions described in paragraphs 7#a7 through 7#h72 or 7#aj7 an institution of higher education in partnership with an institution described in paragraph 7#a7 through 7#h71 provided that an institution described in paragraph 7#a7 through 7#h7 is the lead entity in the partnership4 7c7 ,augustus ,f4 ,hawkins ,centers of ,excellence 7#a7 ,program authorized ,from the amounts provided to carry out this subpart1 the ,secretary shall award grants1 on a competitive basis1 to eligible institutions to establish centers of excellence4 7#b7 ,use of funds ,an eligible institution shall use a grant received under this subpart to ensure that programs offered at a center of excellence established by such institution prepare current and future teachers or school leaders to be profession-ready1 and meet the applicable ,state certification and licensure requirements1 including any requirements for certification obtained through alternative routes to certification1 or1 with regard to special education teachers1 the qualifications described in section #fab7;a77#ad7 of the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adab7;a77#ad77;,c771 by carrying out one or more of the following activities3 7,a7 ,implementing reforms within teacher or school leader preparation programs1 which may include such preparation programs that prepare teachers or school leaders for early childhood education programs1 to ensure that such programs are preparing teachers or school leaders who meet such applicable ,state certification and licensure requirements or qualifications1 and are using evidence-based instructional practices to improve student academic achievement1 by-- 7i7 retraining or recruiting faculty2 and 7ii7 designing 7or redesigning7 teacher or school leader preparation programs that-- 7,i7 prepare teachers or school leaders to serve in under-resourced schools and close student achievement gaps1 and that are based on rigorous academic content1 evidence-based research1 and challenging ,state academic standards as described in section #aaaa7;b77#a7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;b77#a772 and 7,,ii7 promote effective teaching skills4 7,b7 ,providing sustained and high-quality preservice clinical experience1 including the mentoring of prospective teachers by teacher leaders1 substantially increasing interaction between faculty at institutions of higher education and new and experienced teachers1 principals1 school leaders1 and other administrators 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 teachers who meet such applicable ,state certification and licensure requirements or qualifications1 and principals and other school leaders1 including teachers of color1 principals and other school leaders1 including programs that provide-- 7i7 teacher or principal and other school leader mentoring2 and 7ii7 induction and support for teachers and principals and other school leaders during their first three years of employment as teachers1 principals1 or other school leaders1 respectively4 7,d7 ,awarding scholarships based on financial need to help students pay the costs of tuition1 room1 board1 and other expenses of completing a teacher or other school leader preparation program1 not to exceed the cost of attendance as defined in section #dgb4 7,e7 ,disseminating information on effective practices for teacher or other school leader preparation and successful teacher or other school leader certification and licensure assessment preparation strategies4 7,f7 ,activities authorized under section #bbb4 7#c7 ,application ,any eligible institution desiring a grant under this subpart shall submit an application to the ,secretary at such time1 in such manner1 and accompanied by such information as the ,secretary may require4 7#d7 ,limitation on administrative expenses ,an eligible institution that receives a grant under this subpart may use not more than #b percent of the grant funds to administer the grant4 7#e7 ,regulations ,the ,secretary shall prescribe such regulations as may be necessary to carry out this subpart4 #bcb4 ,recruitment and completion grants 7a7 ,in ,general ,from amounts appropriated under section #bba1 the ,secretary may award grants to institutions of higher education that have educator preparation programs in order to allow those programs to support the needs of populations that are underrepresented in the field of education1 including first generation college students and students with disabilities1 to ensure completion of the educator preparation program and entrance into the profession4 7b7 ,uses of funds ,an institution of higher education receiving a grant under this section may use grant funds to support students described in subsection 7a7 who are enrolled in educator preparation programs by providing services such as-- 7#a7 childcare for such enrolled students2 7#b7 cohort support2 7#c7 programs that provide pathways from community colleges to baccalaureate programs in the field of education2 and 7#d7 programs that pay for certification or licensure exams1 including re-taking of exams as necessary and the additional preparation to ensure passage of the exams4 #bcc4 ,pipelines into educator preparation 7a7 ,education careers opportunity program 7#a7 ,authority for grants ,the ,secretary may make grants to partner institutions or eligible partnerships to assist those institutions or partnerships in carrying out the activities described in paragraph 7#b7 in order to assist individuals from underrepresented backgrounds1 as determined in accordance with criteria prescribed by the ,secretary1 to undertake education to become an educator4 7#b7 ,authorized expenditures ,a partner institution or eligible partnership may use grant funds under this section to carry out one or more of the following3 7,a7 ,identifying1 recruiting1 and selecting individuals from underrepresented backgrounds for education and training as an educator4 7,b7 ,facilitating the entry of such individuals into an educator preparation program4 7,c7 ,providing counseling1 mentoring1 or other services designed to assist such individuals in successfully completing an educator preparation program4 7,d7 ,providing1 for a period prior to the entry of such individuals into the regular course of education of an educator preparation program1 preliminary education designed to assist them in successfully completing such regular course of education in such program1 or referring such individuals to institutions providing such preliminary education4 7,e7 ,publicizing existing sources of financial aid available to students in the educator preparation program or who are undertaking education necessary to qualify them to enroll in such a program4 7,f7 ,paying such scholarships as the ,secretary may determine for such individuals for any period of an educator preparation program4 7,g7 ,paying such stipends as the ,secretary may approve for such individuals for any period of education in student-enhancement programs 7other than regular courses71 except that-- 7i7 such a stipend may not be provided to an individual for more than #ab months2 and 7ii7 notwithstanding any other provision of law regarding the amount of stipends1 such a stipend shall be in an amount determined appropriate by the ,secretary4 7,h7 ,carrying out programs under which such individuals gain experience regarding a career as an educator through working at an elementary or secondary school4 7,i7 ,conducting activities to develop a larger and more competitive applicant pool for the relevant teacher preparation program and for local educational agencies and schools through partnerships with institutions of higher education1 local educational agencies1 and other community-based entities4 7#c7 ,definition ,in this section1 the term regular course of education in such program includes a graduate program in education4 7#d7 ,matching ,requirements ,the ,secretary may require that a partner institution or eligible partnership that applies for a grant under this subsection1 provide non-,federal matching funds1 as appropriate1 to ensure the institutional commitment of the entity to the projects funded under the grant4 ,as determined by the ,secretary1 such non-,federal matching funds may be provided directly or through donations from public or private entities and may be in cash or in-kind1 fairly evaluated1 including plant1 equipment1 or services4 #c ,capacity building grants #bda4 ,school leader professional development ,from amounts appropriated under section #bba1 the ,secretary may award grants to institutions of higher education that have educator preparation programs for school leaders in order to allow those programs to develop and support school leaders in one or more of the following areas3 7#a7 ,culturally and linguistically responsive practices4 7#b7 ,universal design for learning4 7#c7 ,social and emotional learning4 7#d7 ,trauma-informed instruction4 7#e7 ,strengthening knowledge of child and youth development4 7#f7 ,creating a safe school environment to minimize and respond to violence in schools4 7#g7 ,creating an inclusive school for educators1 staff1 and students1 including through restorative justice training4 7#h7 ,response to intervention and non-exclusionary1 positive behavioral interventions and supports 7including eliminating the use of adverse interventions such as seclusion and restraints74 7#i7 ,differentiated and data-driven instruction1 including-- 7,a7 the use of data to identify and address disparities in academic achievement1 academic opportunities 7including advanced coursework1 dual enrollment1 and career and technical education71 and disciplinary rates among student subgroups2 and 7,b7 determining and using accommodations for instruction and assessments for students with disabilities and ,english learners4 7#aj7 ,evidence-based anti-bias training4 7#aa7 ,effective and equitable use of technology for digital and blended learning 7including the appropriate use of technology and assistive technology for students with disabilities74 7#ab7 ,effective strategies to engage and collaborate with stakeholders to advance the learning of all students 7including parents and families1 other educational professionals1 out-of-school time providers1 and community members74 7#ac7 ,other evidence-based strategies and practices that advance the academic achievement of all students1 including students of color1 ,english learners1 students from low-income families1 and students with disabilities4 #bdb4 ,faculty professional development and training ,the ,secretary may award grants to institutions of higher education that have educator preparation programs in order to allow those programs to develop and support faculty in a college1 school1 or department of education in-- 7#a7 culturally responsive pedagogy2 7#b7 trauma-informed instruction2 7#c7 creating an inclusive climate for faculty1 staff1 and students1 including restorative justice training2 and 7#d7 strengthening knowledge of child and youth development4 #bdc4 ,resiliency grants 7a7 ,in general ,the ,secretary may award grants1 on a competitive basis1 to institutions of higher education that have educator preparation programs1 to enable those programs to carry out the activities described in subsection 7b7 or 7c74 ,such grants shall be known as ,resiliency ,grants4 7b7 ,technology ,an educator preparation program that receives a ,resiliency ,grant for technology shall use grant funds to-- 7#a7 support the preparation of profession-ready educators by expanding the use of technology in pre-service clinical and field experiences of students enrolled in educator preparation programs2 7#b7 expand the use of technology for the in-class instruction of students in educator preparation programs2 7#c7 conduct research on and analysis of technological tools in classroom settings2 7#d7 ensure that technology is used in an equitable manner to enhance the learning and opportunities of students2 and 7#e7 ensure that educators are prepared to support the continuity of instruction in the event of national or local emergencies that disrupt in-person schooling4 7c7 ,educator workforce partnerships 7#a7 ,in ,general ,an educator preparation program that receives a ,resiliency ,grant for educator workforce partnerships shall use grant funds to facilitate partnerships between the educator preparation program and at least one eligible entity in order to address shortages in certain subject matter fields in schools documented by the ,state educational agency where the educator preparation program is authorized to operate1 by-- 7,a7 expanding pathways for individuals to become profession-ready educators2 7,b7 expanding pathways for currently practicing educators to earn supplemental credentials or licenses1 which may include-- 7i7 certification in shortage areas or fields as identified by a ,state or local educational agency2 or 7ii7 nationally recognized1 standards-based advanced certification2 or 7,c7 ensuring that schools have adequate staffing to provide continuity of instruction in the event of national or local emergencies that disrupt in-person schooling4 7#b7 ,eligible entity ,in this subsection1 the term eligible entity means-- 7,a7 a local educational agency2 7,b7 a #b-year institution of higher education1 which may include a community college2 or 7,c7 a #d-year institution of higher education4 7#c7 ,priority ,in awarding grants under this subsection1 the ,secretary shall prioritize proposals that create degree pathways for the purpose of increasing the number of individuals from groups that have been historically underrepresented in the field of education who pursue and attain profession-ready educator credentials4 #bdd4 ,doctoral fellowships to prepare and diversify faculty in high-need areas at colleges of education 7a7 ,grants by secretary ,the ,secretary may make grants to eligible institutions to enable such institutions to make doctoral fellowship awards to qualified individuals in accordance with this section4 7b7 ,eligible institutions ,in this section1 the term eligible institution means an institution of higher education that offers a program of postbaccalaureate study leading to a doctoral degree4 7c7 ,applications ,an eligible institution that desires a grant under this section shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may reasonably require4 7d7 ,types of fellowships supported 7#a7 ,in general ,an eligible institution that receives a grant under this section shall use the grant funds to provide doctoral fellowships to individuals who are preparing for the professorate1 including individuals from groups that are underrepresented in the field of education4 7#b7 ,types of study ,a doctoral fellowship provided under this section shall support an individual in pursuing postbaccalaureate study1 which leads to a doctoral degree and may include a master's degree as part of such study1 related to teacher preparation and pedagogy in one of the following areas3 7,a7 ,science1 technology1 engineering1 or mathematics1 if the individual has completed a master's degree in mathematics or science and is pursuing a doctoral degree in mathematics1 science1 or education4 7,b7 ,special or exceptional student education4 7,c7 ,the instruction of ,english learners1 including postbaccalaureate study in language instruction educational programs4 7e7 ,fellowship terms and conditions 7#a7 ,selection of fellows ,the ,secretary shall ensure that an eligible institution that receives a grant under this section-- 7,a7 shall provide doctoral fellowship awards to individuals who plan to pursue a career in instruction at an institution of higher education that has a teacher preparation program2 7,b7 in providing fellowship awards under this section1 shall give priority to individuals who are from groups that are underrepresented in the higher education professoriate1 including people of color1 and people with disabilities2 and 7,c7 may not provide a doctoral fellowship to an otherwise eligible individual-- 7i7 during periods in which such individual is enrolled at an institution of higher education unless such individual is maintaining satisfactory academic progress in1 and devoting full-time study or research to1 the pursuit of the degree for which the fellowship support was provided2 or 7ii7 if the individual is engaged in gainful employment1 other than part-time employment related to teaching1 research1 or a similar activity determined by the institution to be consistent with and supportive of the individual's progress toward the degree for which the fellowship support was provided4 7#b7 ,amount of fellowship awards 7,a7 ,in general ,an eligible institution that receives a grant under this section shall award stipends to individuals who are provided graduate fellowships under this section4 7,b7 ,awards based on need ,a stipend provided under this section shall be in an amount equal to the level of support provided by the ,national ,science ,foundation graduate fellowships1 except that such stipend shall be adjusted as necessary so as not to exceed the fellowship recipient's demonstrated need1 as determined by the institution of higher education where the fellowship recipient is enrolled4 7#c7 ,service requirement 7,a7 ,teaching required ,each individual who receives a doctoral fellowship under this section shall teach for one year at an institution of higher education that has a teacher preparation program or a teacher or school leader residency or induction program for each year of fellowship support received under this section4 7,b7 ,institutional obligation ,each eligible institution that receives a grant under this section shall provide an assurance to the ,secretary that the institution has inquired of and determined the decision of each individual who has received a graduate fellowship to begin employment1 within three years of receiving a doctoral degree1 at an institution of higher education that has a teacher preparation program1 as required by this section4 7,c7 ,agreement required ,prior to receiving an initial graduate fellowship award1 and upon the annual renewal of the graduate fellowship award1 an individual selected to receive a graduate fellowship under this section shall sign an agreement with the ,secretary agreeing to pursue a career in instruction at an institution of higher education that has a teacher preparation program in accordance with subparagraph 7,a74 7,d7 ,failure to comply ,if an individual who receives a graduate fellowship award under this section fails to comply with the agreement signed pursuant to subparagraph 7,c71 the sum of the amounts of any graduate fellowship award received by such recipient shall1 upon a determination of such a failure1 be treated as a ,federal ,direct ,unsubsidized ,stafford ,loan under part ,d of title ,,iv1 and shall be subject to repayment1 together with interest thereon accruing from the date of the fellowship award1 in accordance with terms and conditions specified by the ,secretary in regulations under this subpart4 7,e7 ,modified service requirement ,the ,secretary may waive or modify the service requirement of this paragraph in accordance with regulations promulgated by the ,secretary with respect to the criteria to determine the circumstances under which compliance with such service requirement is inequitable or represents a substantial hardship4 ,the ,secretary may waive the service requirement if compliance by the fellowship recipient is determined to be inequitable or represent a substantial hardship-- 7i7 because the individual is permanently and totally disabled at the time of the waiver request2 or 7ii7 based on documentation presented to the ,secretary of substantial economic or personal hardship4 7f7 ,institutional support for fellows ,an eligible institution that receives a grant under this section may reserve not more than ten percent of the grant amount for academic and career transition support for graduate fellowship recipients and for meeting the institutional obligation described in subsection 7e77#c77;,b74 7g7 ,restriction on use of funds ,an eligible institution that receives a grant under this section may not use grant funds for general operational overhead of the institution4 ,c ,national ,activities #bea4 ,national ,activities 7a7 ,in ,general ,the ,secretary shall establish a ,center for ,educator ,preparation to provide technical assistance relating to educator preparation and to support research and demonstration activities4 7b7 ,national evaluation of educator quality enhancement 7#a7 ,interim evaluation ,not later than #c years after the date of enactment of the ,,educators for ,america ,act1 the ,secretary shall submit to ,congress and make publicly available an interim report containing an evaluation of the effectiveness of the activities funded under this title in achieving the purposes of this title4 7#b7 ,final evaluation ,not later than #f years after the date of enactment of the ,,educators for ,america ,act1 the ,secretary shall submit to ,congress and make publicly available an interim report containing an evaluation of the effectiveness of the activities funded under this title in achieving the purposes of this title4 ,d ,general ,provisions #bfa4 ,limitations 7a7 ,federal control prohibited ,nothing in this title shall be construed to permit1 allow1 encourage1 or authorize any ,federal control over any aspect of any private1 religious1 or home school1 whether or not a home school is treated as a private school or home school under ,state law4 ,this section shall not be construed to prohibit private1 religious1 or home schools from participation in programs or services under this title4 7b7 ,no change in state control encouraged or required ,nothing in this title shall be construed to encourage or require any change in a ,state's treatment of any private1 religious1 or home school1 whether or not a home school is treated as a private school or home school under ,state law4 7c7 ,national system of teacher certification or licensure prohibited ,nothing in this title shall be construed to permit1 allow1 encourage1 or authorize the ,secretary to establish or support any national system of teacher certification or licensure4 7d7 ,rule of construction ,nothing in this title shall be construed to alter or otherwise affect the rights1 remedies1 and procedures afforded to the employees of local educational agencies under ,federal1 ,state1 or local laws 7including applicable regulations or court orders7 or under the terms of collective bargaining agreements1 memoranda of understanding1 or other agreements between such employees and their employers4 4 #d4 ,cost of attendance 7a7 ,in ,general ,section #dgb of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajhgll7 is amended-- 7#a7 by redesignating paragraphs 7#ab7 and 7#ac7 as paragraphs 7#ac7 and 7#ad71 respectively2 and 7#b7 by inserting after paragraph 7#aa7 the following3 7#ab7 for a student enrolled in an educator preparation program1 reasonable costs associated with clinical experiences related to that program2 4 7b7 ,,fafsa ,simplification ,section #dgb of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajhgll71 as amended by title ,,vii of division ,,ff of the ,,fafsa ,simplification ,act 7,public ,law #aaf-bfj71 is amended-- 7#a7 in subsection 7a7-- 7,a7 by redesignating paragraphs 7#ac7 and 7#ad7 as paragraphs 7#ad7 and 7#ae71 respectively2 and 7,b7 by inserting after paragraph 7#ab7 the following3 7#ac7 for a student enrolled in an educator preparation program1 reasonable costs associated with clinical experiences related to that program2 2 and 7#b7 in subsection 7c71 by striking paragraphs 7#a7 through 7#ad7 and inserting paragraphs 7#a7 through 7#ae74 #e4 ,,teach ,grants ,subpart #i of part ,a of title ,,iv of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj;g et seq47 is amended to read as follows3 #i ,teach ,grants #dbj,l4 ,definitions ,for the purposes of this subpart3 7#a7 ,eligible institution ,the term eligible institution means an institution of higher education1 as defined in section #ajb1 that the ,secretary determines-- 7,a7 provides teacher preparation and professional development services1 including extensive clinical experience as a part of pre-service preparation2 7,b7 is financially responsible and is not subject to heightened cash monitoring or provisional certification2 7,c7 provides pedagogical course work1 or assistance in the provision of such coursework1 including the monitoring of student performance1 and formal instruction related to the theory and practices of teaching2 and 7,d7 provides supervision and support services to teachers1 or assistance in the provision of such services1 including mentoring focused on developing effective teaching skills and strategies4 7#b7 ,post-baccalaureate ,the term post-baccalaureate means a program of instruction for individuals who have completed a baccalaureate degree1 that does not lead to a graduate degree1 and that consists of courses required by a ,state in order for a teacher candidate to receive a professional certification or licensing credential that is required for employment as a teacher in an elementary school or secondary school in that ,state1 except that such term shall not include any program of instruction offered by an eligible institution that offers a baccalaureate degree in education4 7#c7 ,teacher candidate ,the term teacher candidate means a student or teacher described in subparagraph 7,a7 or 7,b7 of section #dbj,n7a77#b74 #dbj,m4 ,program established 7a7 ,program authority 7#a7 ,payments required ,the ,secretary shall pay to each eligible institution such sums as may be necessary to pay to each teacher candidate who files an application and agreement in accordance with section #dbj,n1 and who qualifies under paragraph 7#b7 of section #dbj,n7a71 a ,,teach ,grant in the amount of #h1jjj for each year during which that teacher candidate is in attendance at the institution4 7#b7 ,references ,grants made under paragraph 7#a7 shall be known as ,teacher ,education ,assistance for ,college and ,higher ,education ,grants or ,,teach ,grants4 7b7 ,payment methodology 7#a7 ,prepayment ,not less than #he percent of any funds provided to an eligible institution under subsection 7a7 shall be advanced to the eligible institution prior to the start of each payment period and shall be based on an amount requested by the institution as needed to pay teacher candidates until such time as the ,secretary determines and publishes in the ,federal ,register with an opportunity for comment1 an alternative payment system that provides payments to institutions in an accurate and timely manner1 except that this sentence shall not be construed to limit the authority of the ,secretary to place an institution on a reimbursement system of payment4 7#b7 ,direct payment ,nothing in this section shall be interpreted to prohibit the ,secretary from paying directly to teacher candidates1 in advance of the beginning of the academic term1 an amount for which teacher candidates are eligible1 in cases in which the eligible institution elects not to participate in the disbursement system required by paragraph 7#a74 7#c7 ,distribution of grants to teacher candidates ,payments under this subpart shall be made1 in accordance with regulations promulgated by the ,secretary for such purpose1 in such manner as will best accomplish the purposes of this subpart4 ,any disbursement allowed to be made by crediting the teacher candidate's account shall be used for the full cost of attendance 7as defined in section #dgb74 7c7 ,reductions in amount 7#a7 ,part-time students ,in any case in which a teacher candidate attends an eligible institution on less than a full-time basis 7including a teacher candidate who attends an eligible institution on less than a half-time basis7 during any year1 the amount of a grant under this subpart for which that teacher candidate is eligible shall be reduced in proportion to the degree to which that teacher candidate is not attending on a full-time basis1 in accordance with a schedule of reductions established by the ,secretary for the purposes of this subpart1 computed in accordance with this subpart4 ,such schedule of reductions shall be established by regulation and published in the ,federal ,register in accordance with section #dhb of this ,act4 7#b7 ,no exceeding cost ,the amount of a grant awarded under this subpart1 in combination with ,federal assistance and other assistance the student may receive1 shall not exceed the cost of attendance 7as defined in section #dgb7 at the eligible institution at which that teacher candidate is in attendance4 7d7 ,period of eligibility for grants 7#a7 ,undergraduate and post-baccalaureate students ,the period during which an undergraduate or post-baccalaureate student may receive grants under this subpart shall be the period required for the completion of the first undergraduate baccalaureate or post-baccalaureate course of study being pursued by the teacher candidate at the eligible institution at which the teacher candidate is in attendance1 except that-- 7,a7 any period during which the teacher candidate is enrolled in a noncredit or remedial course of study as described in paragraph 7#c7 shall not be counted for the purpose of this paragraph2 and 7,b7 the total amount that a teacher candidate may receive under this subpart for undergraduate or post-baccalaureate study shall not exceed #dj1jjj4 7#b7 ,graduate students ,the period during which a graduate student may receive grants under this subpart shall be the period required for the completion of a master's degree course of study pursued by the teacher candidate at the eligible institution at which the teacher candidate is in attendance1 except that the total amount that a teacher candidate may receive under this subpart for graduate study shall not exceed #af1jjj4 7#c7 ,remedial course2 study abroad ,nothing in this section shall be construed to exclude from eligibility courses of study which are noncredit or remedial in nature 7including courses in ,english language acquisition7 which are determined by the eligible institution to be necessary to help the teacher candidate be prepared for the pursuit of a first undergraduate baccalaureate or post-baccalaureate degree or certificate or1 in the case of courses in ,english language instruction1 to be necessary to enable the teacher candidate to use already existing knowledge1 training1 or skills4 ,nothing in this section shall be construed to exclude from eligibility programs of study abroad that are approved for credit by the home institution at which the teacher candidate is enrolled4 7e7 ,institutional eligibility ,notwithstanding subsections 7a7 and 7b71 an institution shall not be eligible to participate in the ,,teach grant program under this subpart for a period of #c years1 and shall be required to submit an application to regain eligibility after that #c year period1 if for a period of #c consecutive years1 #ej percent or more of the ,,teach grant recipients who are graduates of that institution have ,,teach grants converted to loans under section #dbj,n7c77#a74 #dbj,n4 ,applications2 eligibility 7a7 ,applications2 demonstration of eligibility 7#a7 ,filing required ,the ,secretary shall periodically set dates by which teacher candidates shall file applications for grants under this subpart4 ,each teacher candidate desiring a grant under this subpart for any year shall file an application containing such information and assurances as the ,secretary may determine necessary to enable the ,secretary to carry out the functions and responsibilities of this subpart4 7#b7 ,demonstration of teach grant eligibility ,each application submitted under paragraph 7#a7 shall contain such information as is necessary to demonstrate that-- 7,a7 if the applicant is an enrolled student-- 7i7 the student is an eligible student for purposes of section #dhd2 and 7ii7 the student is completing coursework and other requirements necessary to begin a career in teaching1 or plans to complete such coursework and requirements prior to graduating2 or 7,b7 if the applicant is a current or prospective teacher applying for a grant to obtain a graduate degree-- 7i7 the applicant is a teacher or a retiree from another occupation with expertise in a field in which there is a shortage of teachers1 such as mathematics1 science1 special education1 ,english language acquisition1 or another high-need subject2 7ii7 the applicant is or was a teacher who is using evidence-based alternative certification routes2 or 7iii7 the applicant is a practicing teacher in another field and is pursuing an additional credential in a field in which there is a shortage of teachers1 such as mathematics1 science1 special education1 ,english language acquisition1 or another high-need subject4 7b7 ,agreements ,to serve ,each application under subsection 7a7 shall contain or be accompanied by an agreement by the applicant that-- 7#a7 the applicant will-- 7,a7 serve as a full-time teacher for a total of not less than #d academic years within #h years after completing the course of study for which the applicant received a ,,teach ,grant under this subpart 7referred to in this section as the service obligation window72 7,b7 teach in a school described in section #dfe7;a77#b77;,a72 7,c7 teach in any of the following fields-- 7i7 mathematics2 7ii7 science2 7iii7 a foreign language2 7iv7 bilingual education2 7v7 special education2 7vi7 as a reading specialist2 7vii7 early childhood education2 or 7viii7 another field documented as high-need by the ,federal ,government1 ,state government1 or local educational agency1 and approved by the ,secretary2 and 7,d7 submit evidence of such employment in the form of a certification by the chief administrative officer of the school upon completion of each year of such service2 7#b7 in the event that the applicant is determined to have failed or refused to carry out such service obligation1 an amount 7which shall be a pro-rated amount for partial service7 of any ,,teach ,grants received by such applicant will be treated as a loan and collected from the applicant in accordance with subsection 7c7 and the regulations thereunder2 and 7#c7 contains1 or is accompanied by1 a plain-language disclosure form developed by the ,secretary that clearly describes the nature of the ,,teach ,grant award1 the service obligation1 and the loan repayment requirements that are the consequence of the failure to complete the service obligation4 7c7 ,repayment for failure ,to complete service 7#a7 ,in general ,if any recipient of a grant under this subpart fails or refuses to comply with some or all of the service obligation in the agreement under subsection 7b7-- 7,a7 the ,secretary shall determine the proportion of the total amount of time of the service obligation that the recipient has failed or refused to complete2 and 7,b7 the ,secretary shall determine1 on a pro-rated basis and based on the proportion described in subparagraph 7,a71 the amounts of any ,,teach ,grants received by such recipient that shall1 upon a determination of such a failure or refusal in such service obligation1 be treated as a ,federal ,direct ,stafford ,loan under part ,d of title ,,iv 7except that such loan shall not begin to accrue interest until the time of conversion7 and shall ensure that those amounts are subject to repayment1 in accordance with terms and conditions specified by the ,secretary in regulations under this subpart4 7#b7 ,loan deferment ,in the case of a ,,teach grant recipient whose grant has been converted to a ,federal ,direct loan under part ,d in accordance with paragraph 7#a7 and who is1 at the time of such conversion1 teaching in an elementary or secondary school that is not a school described in section #dfe7;a77#b77;,a71 the ,secretary shall-- 7,a7 issue that recipient a deferment for a period of not more than #c years1 during which time periodic installments on such loan need not be paid and interest shall be paid by the ,secretary2 and 7,b7 ensure that such recipient is enrolled in the loan credit program under section #dfj1 if eligible4 7d7 ,additional administrative provisions 7#a7 ,changes to school or designation 7,a7 ,change of high-need designation field ,if a recipient of an initial grant under this subpart has acquired an academic degree1 or expertise1 in a field that was1 at the time of the recipient's application for that grant1 designated as high need in accordance with subsection 7b77#a77;,c77viii71 but is no longer so designated1 the grant recipient may fulfill the service obligation described in subsection 7b77#a7 by teaching in that field4 7,b7 ,change of high-need designation field or school ,notwithstanding subsection 7b71 if a recipient of a grant under this subpart begins teaching at a school described in subsection 7b77#a77;,b7 and in a field described in subsection 7b77#a77;,c7 during the service obligation window1 but such school or field later is no longer designated under subsection 7b71 the grant recipient may fulfill the service obligation described in subsection 7b77#a7 by continuing to teach in that school and field and completing the required period of service within the service obligation window4 7#b7 ,extenuating circumstances ,the ,secretary shall establish1 by regulation1 categories of extenuating circumstances under which a recipient of a grant under this subpart who is unable to fulfill all or part of the recipient's service obligation may be excused from fulfilling that portion of the service obligation4 7#c7 ,extension of service obligation window ,the ,secretary shall extend the service obligation window of a ,,teach grant recipient for a period of not more than #c additional years1 if that recipient has experienced an event described in section #ajb7;a7 of the ,family and ,medical ,leave ,act of #aiic 7#bi ,u4,s4,c4 #bfab7;a774 #dbj,o4 ,program period and funding ,beginning on ,july #a1 #bjjh1 there shall be available to the ,secretary to carry out this subpart1 from funds not otherwise appropriated1 such sums as may be necessary to provide ,,teach ,grants in accordance with this subpart to each eligible applicant4 #dbj,p4 ,reports to authorizing committees 7a7 ,program report ,not later than two years after the date of enactment of the ,,educators for ,america ,act and every #b years thereafter1 the ,secretary shall prepare and submit to the authorizing committees a report on ,,teach grants with respect to the schools and students served by recipients of such grants4 ,such report shall take into consideration information related to-- 7#a7 the number of ,,teach grant recipients2 7#b7 the degrees obtained by such recipients2 7#c7 the location1 including the school1 local educational agency1 and ,state1 where the recipients completed the service agreed to under section #dbj,n7b7 and the subject taught2 7#d7 the duration of such service2 and 7#e7 any other data necessary to conduct such evaluation4 7b7 ,annual report ,not later than #a year after the date of enactment of the ,,educators for ,america ,act and annually thereafter1 the ,secretary shall prepare and submit to the authorizing committees a report containing information about the following in the period since the last report was submitted3 7#a7 ,the number of ,,teach grants converted to loans under section #dbj,n7c77#a74 7#b7 ,the number of such grant conversions that were reversed in accordance with section #dbj,n7c77#b74 7#c7 ,the number of contacts or complaints to the ,department of ,education or the ,consumer ,financial ,protection ,bureau 7including through any ombudsman7 received from a ,,teach grant recipient1 and the resolutions of those contacts or complaints4 7#d7 ,demographic information about recipients of ,,teach grants1 including race1 ethnicity1 and gender4 #dbj,q4 ,servicer accountability ,the ,secretary shall prescribe such regulations as may be necessary to ensure accurate administrative oversight and appropriate penalties for third party servicers in order to ensure that-- 7#a7 those servicers properly perform their contractual obligations with respect to this subpart2 and 7#b7 those servicers are held responsible with respect to the loss of benefits of ,,teach grant recipients due to servicer failures4 4 #f4 ,loan credit for educators 7a7 ,loan credit for educators ,section #dfj of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajhg;j7 is amended to read as follows3 #dfj4 ,loan credit for eligible educator borrowers 7a7 ,statement of purpose ,it is the purpose of this section to encourage individuals to enter and continue in the education profession4 7b7 ,program authorized ,beginning not later than #a year after the date of enactment of the ,,educators for ,america ,act1 the ,secretary shall carry out a program of applying monthly credits in accordance with subsection 7c7 for covered loans for any new borrower on or after ,october #a1 #aiih1 who is an eligible educator borrower4 7c7 ,qualified loan amounts 7#a7 ,in general 7,a7 ,amount of credit ,for every eligible educator borrower enrolled in an income contingent or income-based repayment plan 7including plans under section #dic;,c or section #dee7;d77#a77;,d771 the ,secretary shall apply a monthly credit for each month of covered service 7including past covered service on or after the date of enactment of the ,,educators for ,america ,act7 to the balance of interest and principal due on any covered loan for that eligible educator borrower in an amount that1 when added to the monthly payment required from the borrower1 would be equal to the monthly payment amount that would repay the borrower's original balance and accrued interest on the basis of a #aj-year amortization schedule4 7,b7 ,covered service ,with respect to monthly credits described in subparagraph 7,a71 covered service means full-time employment as an educator beginning on or after the date of enactment of the ,,educators for ,america ,act4 7#b7 ,amounts for high-need service 7,a7 ,educators in high-need schools ,subject to subparagraph 7,c71 and in addition to any amount specified in paragraph 7#a7 for which a borrower is eligible1 the ,secretary shall apply a monthly non-refundable credit 7including for past covered service7 in the amount of #ij for not more than #fj months to the balance of interest and principal due on any covered loan 7or until such loan obligation is fulfilled7 for each month that a borrower is an eligible educator borrower in the case of-- 7i7 an eligible educator borrower who is employed as a full-time educator in a school or location that qualifies under section #dfe7;a77#b77;,a7 for loan cancellation for ,perkins loan recipients who teach in such schools or locations2 or 7ii7 an eligible educator borrower who is employed as an elementary school or secondary school educator and meets the requirements of subsection 7g77#a74 7,b7 ,teachers in mathematics1 science1 or special education ,subject to subparagraph 7,c71 and in addition to any amount specified in paragraph 7#a7 for which a borrower is eligible1 the ,secretary shall apply a monthly non-refundable credit 7including for past covered service7 in the amount of #cjj for not more than #fj months to the balance of interest and principal due on any covered loan 7or until such loan obligation is fulfilled7 for each month that a borrower is an eligible educator borrower in the case of-- 7i7 a secondary school teacher-- 7,i7 who is an eligible educator borrower2 and 7,,ii7 whose qualifying employment for purposes of this section is teaching mathematics or science on a full-time basis2 and 7ii7 an elementary school or secondary school teacher-- 7,i7 who is an eligible educator borrower2 7,,ii7 whose qualifying employment for purposes of this section is as a special education teacher whose primary responsibility is to provide special education to children with disabilities 7as those terms are defined in section #fjb of the ,individuals with ,disabilities ,education ,act72 and 7,,iii7 who1 as certified by the chief administrative officer of the public or non-profit private elementary school or secondary school in which the borrower is employed1 or1 in the case of a teacher who is employed by an educational service agency1 as certified by the chief administrative officer of such agency1 is teaching children with disabilities that correspond with the borrower's special education training and has demonstrated knowledge and teaching skills in the content areas of the elementary school or secondary school curriculum that the borrower is teaching4 7,c7 ,rules for high-need service 7i7 ,limitation on additional benefits ,an eligible educator borrower shall not receive the credit amounts under both subparagraphs 7,a7 and 7,b74 ,in the case of an eligible educator borrower who may otherwise be eligible for both additional credit amounts1 that borrower shall receive the additional credit amount described in subparagraph 7,b74 7ii7 ,eligibility ,a borrower shall be eligible to receive credit amounts under subparagraph 7,a7 or 7,b7 regardless of the borrower's repayment plan4 ,a borrower shall not be required to be enrolled in an income contingent or income-based repayment plan to receive credit amounts under subparagraph 7,a7 or 7,b74 7,d7 ,covered service 7i7 ,high-need schools ,with respect to monthly credits described in subparagraph 7,a71 covered service means full-time employment completed after ,october #a1 #aiih-- 7,i7 as an educator at a school or location described in clause 7i7 or 7ii7 of such subparagraph2 or 7,,ii7 which would have been considered qualifying service for the benefits under this section as in effect on the day before the date of enactment of the ,,educators for ,america ,act4 7ii7 ,high-need fields ,with respect to monthly credits described in subparagraph 7,b71 covered service means full-time employment completed after ,october #a1 #aiih-- 7,i7 as a teacher described in clause 7i7 or 7ii7 of such subparagraph2 or 7,,ii7 which would have been considered qualifying service for the benefits under this section as in effect on the day before the date of enactment of the ,,educators for ,america ,act4 7d7 ,regulations ,the ,secretary is authorized to promulgate such regulations as may be necessary to carry out the provisions of this section1 including regulations-- 7#a7 to facilitate the transition of the program carried out under this section as in effect on the day before the date of enactment of the ,,educators for ,america ,act2 and 7#b7 to ensure that educators receive credits for past eligible service which may have been completed before the date of enactment of the ,,educators for ,america ,act1 except that borrowers shall not be eligible to receive both loan cancellation under this section as in effect before such date of enactment and loan credits under this section after such date of enactment4 7e7 ,construction ,nothing in this section shall be construed to authorize any refunding of any amounts credited to a loan in accordance with this section4 7f7 ,list ,if the list of schools in which an educator may perform service pursuant to subsection 7c77#b77;,a7 is not available before ,may #a of any year1 the ,secretary may use the list for the year preceding the year for which the determination is made to make such service determination4 7g7 ,additional eligibility provisions 7#a7 ,continued eligibility ,any educator who performs service in a school that-- 7,a7 meets the requirements of subsection 7c77#b77;,a7 in any year during such service2 and 7,b7 in a subsequent year fails to meet the requirements of such subsection1 may continue to serve as an educator in such school and shall be eligible for the additional monthly credit amount pursuant to subsection 7c77#b77;,a74 7#b7 ,prevention of double benefits ,no borrower may1 for the same voluntary service1 receive a benefit under both this section and-- 7,a7 section #dbh;,j2 7,b7 section #dbh,k2 or 7,c7 subtitle ,d of title ,i of the ,national and ,community ,service ,act of #aiij 7#db ,u4,s4,c4 #abfja et seq474 7h7 ,definitions 7#a7 ,covered loan 7,a7 ,in ,general ,subject to subparagraph 7,b71 the term covered loan means a loan that is not in default that is-- 7i7 a ,federal ,direct ,stafford ,loan1 a ,federal ,direct ,unsubsidized ,stafford ,loan1 or a ,federal ,direct ,,plus ,loan1 under this part2 or 7ii7 a loan amount for a ,federal ,direct ,consolidation ,loan only to the extent that such loan amount was used to repay a ,federal ,direct ,stafford ,loan1 a ,federal ,direct ,unsubsidized ,stafford ,loan1 or a ,federal ,direct ,,plus ,loan under this part4 7,b7 ,exclusion of parent ,,plus loans ,a covered loan does not include any of the following loans under this part3 7i7 ,a ,federal ,direct ,,plus ,loan made to the parents of a dependent student4 7ii7 ,a loan made under section #dee7;g71 to the extent that such loan was used to repay-- 7,i7 a loan made to the parents of a dependent student under section #dbh;,b2 or 7,,ii7 a ,federal ,direct ,,plus ,loan made to the parents of a dependent student4 7#b7 ,eligible educator borrower ,in this section1 the term eligible educator borrower means an individual who is employed on a full-time basis as an educator1 as defined under section #bjj4 7#c7 ,year ,for the purpose of this section1 the term year where applied to service as a teacher means an academic year as defined by the ,secretary4 4 7b7 ,technical amendment ,section #dee7m77#d7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajhg;e7m77#d77 is amended by striking 1 or #dfj4 7c7 ,report to ,congress ,not later than #ahj days after the date of enactment of this ,act1 and annually thereafter1 the ,secretary shall prepare and submit to ,congress a report containing information about the impact of the amendment made under subsection 7a71 which shall include data on the participation rate of eligible borrowers1 the dollar amount of benefits to participants1 and the performance of servicers4