,,ii #aaith ,,congress #b;d ,session ,s4 #eedi ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,september #bd1 #bjbf,mr4 ,reed 7for himself1 ,mr4 ,van ,hollen1 and ,mr4 ,wyden7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to support educators4 #a4 ,short title ,this ,act may be cited as the ,quality ,educator ,partnership ,act4 #b4 ,findings ,congress finds the following3 7#a7 ,decades of research have demonstrated that teacher quality is the single most important in-school factor affecting student achievement4 ,every child1 in every community1 deserves access to well-prepared1 well-supported1 and respected educators4 7#b7 ,while education has been1 and remains1 a ,state and local responsibility1 the ,federal ,government has long played an essential role in filling gaps in ,state and local support for education when critical national needs arise4 7#c7 ,following the launch of ,sputnik1 ,congress passed the ,national ,defense ,education ,act of #aieh 7,public ,law #he-hfd 7#gb ,stat4 #aehj771 recognizing that the security1 economy1 and democracy of the ,united ,states are tied to its classrooms4 ,that legislation marked a revolutionary turning point1 channeling significant ,federal funding into science1 mathematics1 and foreign-language instruction while elevating the role of teacher preparation in maintaining global competitiveness4 7#d7 ,the #aihf seminal report by the ,holmes ,group entitled ,tomorrow's ,teachers reimagined teacher education as a professional discipline rather than a technical occupation and called for rigorous preparation1 clinical partnerships1 and continuous learning--principles that reshaped how institutions of higher education and elementary schools and secondary schools collaborate4 7#e7 ,research has since demonstrated the importance of strong1 rich clinical partnerships1 coherence between teacher coursework and practice1 sustained professional development for teachers1 and equity-centered teacher preparation as critical for improving both student outcomes and teacher quality4 ,this research has led to meaningful progress1 including stronger preparation programs1 increased workforce diversity1 and a deeper evidence base on teacher learning and student outcomes4 7#f7 ,yet1 as of the date of enactment of this ,act1 that progress stands at risk4 ,once viewed as a pathway to stability and public respect1 teaching has suffered from eroding professional status1 stagnant wages1 and increased political scrutiny4 ,these conditions have converged to discourage new entrants to the profession1 accelerate attrition1 and diminish public confidence in the long-term viability of the profession4 7#g7 ,these workforce challenges are unfolding against the backdrop of a national education and mental health crisis4 ,the long-term effects of the ,,covid-#ai pandemic1 coupled with economic instability and social division1 have resulted in historic declines in student well-being and academic performance4 ,educators are now on the frontlines of addressing trauma1 anxiety1 and learning loss1 often without the preparation1 staffing1 or resources to meet the magnitude of these needs4 7#h7 ,further1 education technology has the potential to empower students to expand their learning beyond the confines of the traditional classroom4 ,students and educators1 however1 must not only understand how to use the latest technologies but also be prepared to thrive in an ever-evolving technological landscape4 7#i7 ,the trends1 as of the date of enactment of this ,act1 underscore that deliberate ,federal and ,state investments in teacher quality1 wages1 and autonomy are warranted4 7#aj7 ,the ,united ,states cannot simply recruit its way out of this crisis with fragmented1 underfunded programs4 ,to meet this moment1 the ,united ,states requires deliberate ,federal investment in a comprehensive1 systemic approach for educator workforce development and design4 #c4 ,purposes ,the purposes of this ,act are-- 7#a7 to create systems for education workforce development from early childhood education through elementary and secondary education that are sustainable1 resilient1 and meet the needs of students and communities2 7#b7 to 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 are1 as of the date of enactment of this ,act1 underrepresented in the education profession2 7#c7 to authorize investments in educator preparation programs at institutions of higher education1 along with critical ,state and local partners1 to support and expand promising and successful practices for educator preparation and educator workforce design2 and 7#d7 to create mechanisms to integrate innovations in the preparation of profession-ready educators to meet the ever-changing needs of students and schools4 #d4 ,definitions ,in this ,act3 7#a7 ,,esea terms ,the terms child1 educational service agency1 elementary school1 ,english learnerevidence-based1 local educational agency1 middle grades1 outlying area1 parent1 professional development1 school leader1 secondary school1 specialized instructional support personnel1 and ,state educational agency have the meanings given the terms in section #haja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7#b7 ,arts and sciences ,the term arts and sciences has the meaning given the term in section #bjj of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajba74 7#c7 ,career lattice system ,the term career lattice system means a framework for supporting an the professional development and career progression of an individual through connected services1 education1 and employment opportunities across multiple departments1 functions1 and career pathways4 7#d7 ,certification or licensure ,the term certification or licensure means a regular or standard ,state certification or licensure1 or advanced professional certification or licensure1 that is issued after an applicant has met ,state requirements to teach in an early childhood education program or elementary school or secondary school in that ,state1 except that such term does not include any of the following3 7,a7 ,a probationary certificate4 7,b7 ,a temporary or provisional certificate4 7,c7 ,a waiver or emergency certificate4 7#e7 ,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 #aife 7#bj ,u4,s4,c4 #fccc7;c77#a77;,a774 7#f7 ,digital literacy skills ,the term digital literacy skills has the meaning given the term in section #bjb of the ,museum and ,library ,services ,act 7#bj ,u4,s4,c4 #iaja74 7#g7 ,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#h7 ,early childhood education program ,the term early childhood education program has the meaning given the term in section #ajc of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajjc74 7#i7 ,educator ,the term educator-- 7,a7 means a teacher1 including an early childhood educator1 a principal1 another school leader1 and specialized instructional support personnel 7including school counselors1 school social workers1 school psychologists1 and speech language pathologists72 and 7,b7 includes a professional that is employed in or by a school or ,state or local educational agency1 such as an occupational therapist1 library media specialist1 or other staff1 as defined in section #haja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7#aj7 ,educator mentoring ,the term educator mentoring means the mentoring of new or prospective educators through a program that-- 7,a7 includes clear criteria for the selection of mentors who will provide role model relationships for mentees1 which criteria shall be developed by the eligible partnership and based on measures of educator 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 the teaching methods of each other 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 works 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 capacity of the mentee 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#aa7 ,educator preparation program ,the term educator preparation program means a program that leads to certification or licensure in a ,state4 7#ab7 ,eligible partnership ,the term eligible partnership means a partnership that-- 7,a7 shall include-- 7i7 a high-need local educational agency2 7ii7 a high-need school or a consortium of high-need schools served by the high-need local educational agency 7or as appropriate1 #a or more high-need early childhood education programs72 and 7iii7 an institution of higher education and a school1 department1 or program of education within such institution1 which may include an existing educator preparation program that provides intensive and sustained collaboration between faculty and local educational agencies consistent with the requirements of title ,,ii of this ,act2 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 ,state workforce development board established under section #aja of the ,workforce ,innovation and ,opportunity ,act 7#bi ,u4,s4,c4 #caaa74 7vi7 ,a business4 7vii7 ,a public or private nonprofit educational organization4 7viii7 ,an educational service agency4 7ix7 ,a teacher organization4 7x7 ,a school leader organization4 7xi7 ,an organization representing specialized instructional support personnel4 7xii7 ,a high-performing local educational agency1 or a consortium of such local educational agencies1 that can serve as a resource to the partnership4 7xiii7 ,a charter school 7as defined in section #dcaj of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #gbba;i774 7xiv7 ,a school or department of arts and sciences within the partner institution4 7xv7 ,a school or department within the partner institution that focuses on psychology and human development4 7xvi7 ,a school or department within the partner institution with comparable expertise in the disciplines of teaching1 learning1 and child and adolescent development4 7xvii7 ,a public or nonprofit entity operating a program that provides alternative routes to ,state certification or licensure of teachers4 7#ac7 ,grow your own program ,the term ,grow ,your ,own program means a partnership-- 7,a7 to recruit1 financially support1 and prepare local residents to teach in their communities2 7,b7 that is between-- 7i7 #a or more local educational agencies2 and 7ii7 #a or more educator preparation programs2 and 7,c7 that may include community organizations4 7#ad7 ,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#ae7 ,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 children from low-income families2 7ii7 for which not less than #bj percent of the children served by the agency are from low-income families2 7iii7 that meets the eligibility requirements for funding under the ,small1 ,rural ,school ,achievement ,program under section #ebaa7;b7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #gcde7;b77 or the ,rural and ,low-,income ,school ,program under section #ebba7;b7 of such ,act 7#bj ,u4,s4,c4 #gcea72 or 7iv7 that is in the highest quartile of local educational agencies in the ,state1 in a ranking of all schools served by a local educational agency1 ranked in descending order by percentage of low-income children served by the local educational agency2 and 7,b7 7i7 for which a majority of schools are identified for comprehensive support and improvement under subsection 7c77#d77;,d7 of section #aaaa of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa71 targeted support and improvement under subsection 7d77#b77;,a7 of such section1 or additional targeted support under subsection 7d77#b77;,c7 of such section2 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#af7 ,high-need school 7,a7 ,in general ,the term high-need school means a public elementary school or secondary 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 by3 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 ,act 7#db ,u4,s4,c4 #agea et seq474 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 ,act 7#db ,u4,s4,c4 #agea et seq472 or 7,,ii7 any other school that is not an elementary school1 the 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 ,act 7#db ,u4,s4,c4 #agea et seq474 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 title ,,ii of this ,act1 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 title ,,ii4 ,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 7ii7 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 ,act 7#db ,u4,s4,c4 #agea et seq472 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#ag7 ,induction program ,the term induction program means a formalized program for new educators during not less than the first #b years of the educator in the profession that-- 7,a7 is designed to provide support for1 and improve the professional performance and advance the retention in the field of1 beginning educators2 7,b7 promotes effective teaching skills1 instructional leadership skills1 and profession-readiness for educators2 and 7,c7 includes the following components3 7i7 ,high-quality mentoring4 7ii7 ,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 a partner institution4 7iii7 ,the application of evidence-based instructional practices4 7iv7 ,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 practice in instruction4 7v7 ,the development of skills in instructional and behavioral interventions derived from evidence-based practice and1 if applicable1 research4 7vi7 ,faculty who-- 7,i7 model the integration of research and practice in instruction2 7,,ii7 model personalized instruction2 and 7,,iii7 assist new educators with the effective use and integration of technology in instruction4 7vii7 ,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 7viii7 ,assistance with the understanding of evidence of student learning and the applicability of such evidence in classroom instruction4 7ix7 ,the development of skills to implement and support evidence-based practices that create a positive and inclusive school culture and climate4 7x7 ,regular and structured observation and evaluation of new educators by multiple evaluators1 using valid and reliable measures of teaching skills1 instructional leadership skills1 and methods to prepare teachers to be profession-ready4 7#ah7 ,institution of higher education ,the term institution of higher education has the meaning given the term in section #aja7;a7 of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajja7;a774 7#ai7 ,model demonstration project ,the term model demonstration project means a project that defines1 implements1 evaluates1 disseminates1 and scales research-based intervention and implementation strategies to determine the degree to which a given model can be implemented and sustained in real-world settings1 by staff employed in those settings1 while achieving outcomes similar to those attained under research conditions4 7#bj7 ,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 that-- 7,a7 is participating in an eligible partnership2 and 7,b7 has an educator preparation program that-- 7i7 has a record of preparing profession-ready educators2 7ii7 is approved by the ,state to offer an educator preparation program2 and 7iii7 is not low-performing1 as determined by the ,state4 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 degree 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 at least a baccalaureate degree and an educator preparation program and has a teacher certification or licensure for the ,state in which the teacher teaches2 7ii7 has demonstrated content knowledge in each subject that the teacher teaches2 7iii7 has demonstrated the ability to work with students who are culturally and linguistically diverse2 and 7iv7 has demonstrated teaching skills1 such as through-- 7,i7 a teacher performance assessment2 or 7,,ii7 other measures of teaching skills1 as determined by the ,state2 and 7,c7 when used with respect to any other educator not described in subparagraph 7,a7 or 7,b71 means an educator who has completed an appropriate preparation program for the educator's occupation and has a certification or licensure described in paragraph 7#d7 for such occupation1 for the ,state in which the educator is employed4 7#bb7 ,secretary ,the term ,secretary means the ,secretary of ,education4 7#bc7 ,social and emotional learning ,the term social and emotional learning means the process through which all children 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 ,state ,the term ,state means each of the #ej ,states1 the ,district of ,columbia1 the ,commonwealth of ,puerto ,rico1 and each of the outlying areas4 7#be7 ,teacher residency program ,the term teacher residency program has the meaning given the term in section #bjjb of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffjb74 #e4 ,rules of construction 7a7 ,collective bargaining ,nothing in this ,act 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 7b7 ,federal control prohibited ,nothing in this ,act 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 ,act4 7c7 ,no change in state control encouraged or required ,nothing in this ,act 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 7d7 ,national system of teacher certification or licensure prohibited ,nothing in this ,act shall be construed to permit1 allow1 encourage1 or authorize the ,secretary to establish or support any national system of teacher certification or licensure4 ,i ,federal leadership and systemic accountability #aja4 ,establishment of the ,office of ,educator ,workforce ,title ,,ii of the ,department of ,education ,organization ,act 7#bj ,u4,s4,c4 #cdaa et seq47 is amended by adding at the end the following3 #bba4 ,office of ,educator ,workforce 7a7 ,establishment ,there shall be in the ,department an ,office of ,educator ,workforce 7referred to in this section as the ,office74 7b7 ,director appointment and duties 7#a7 ,appointment ,the ,office shall be administered by a ,director of ,educator ,workforce 7referred to in this section as the ,director71 who shall be appointed by the ,secretary4 7#b7 ,administration ,the ,director shall-- 7,a7 administer such functions affecting educator recruitment1 preparation1 professional development1 retention1 and advancement in elementary and secondary education as the ,secretary shall delegate2 7,b7 serve as the principal adviser to the ,secretary on matters affecting the educator workforce for elementary and secondary education2 and 7,c7 have the authority and expertise to provide national leadership1 inform policy across the ,department and the ,federal ,government1 and elevate the importance of developing and supporting a thriving ,united ,states educator workforce for elementary and secondary education4 7c7 ,office functions ,the functions of the ,office are the following1 with respect to elementary and secondary education3 7#a7 ,develop and coordinate national policy on educator recruitment1 preparation1 professional development1 retention1 and advancement4 7#b7 ,provide guidance and technical assistance to help ,states1 local educational agencies1 and educator preparation programs build their capacity to ensure a well-prepared and supported educator in every classroom4 7#c7 ,administer ,federal educator workforce grant programs1 including the programs authorized in titles ,,ii and ,,iii of the ,quality ,educator ,partnership ,act1 to create a unified system of investment in the educator workforce4 7#d7 ,evaluate large-scale and cross-,state initiatives and disseminate best practices on educator workforce programs such as ,grow ,your ,own programs1 teacher residencies1 and apprenticeships registered under the ,act of ,august #af1 #aicg 7commonly known as the ,national ,apprenticeship ,act2 #ej ,stat4 #ffd1 chapter #ffc2 #bi ,u4,s4,c4 #ej et seq474 7#e7 ,serve as the ,federal focal point for educator workforce collaboration among ,states1 institutions of higher education1 and local educational agencies4 4 #ajb4 ,office of ,educational ,technology and ,digital ,literacy ,title ,,ii of the ,department of ,education ,organization ,act 7#bj ,u4,s4,c4 #cdaa et seq471 as amended by section #aja1 is further amended by adding at the end the following3 #bbb4 ,office of ,educational ,technology and ,digital ,literacy 7a7 ,establishment ,there shall be in the ,department an ,office of ,educational ,technology and ,digital ,literacy 7in this section referred to as the ,office74 7b7 ,director ,the ,office shall be administered by a ,director of ,educational ,technology and ,digital ,literacy 7in this section referred to as the ,director71 who shall be appointed by the ,secretary4 7c7 ,functions ,the ,director shall administer the functions of the ,department affecting educational technology1 including developing educational technology policy and establishing strategies to support the development of digital literacy skills at the elementary and secondary levels 7including the middle grades7 and the postsecondary level4 ,such activities shall include-- 7#a7 supporting research to improve learning outcomes and digital literacy skills1 including skills related to ,artificial ,intelligence2 7#b7 developing1 disseminating1 and updating the ,national ,education ,technology ,plan in collaboration with other ,federal agencies involved with educational technology and digital literacy skills development and external stakeholders including educators1 students1 and families2 and 7#c7 building the capacity of local educational agencies and educator preparation programs to integrate emerging technologies and support the development of digital literacy skills1 including skills related to ,artificial ,intelligence4 4 #ajc4 ,civil rights enforcement ,the ,secretary shall conduct an annual evaluation on the adequacy of the staffing and resources available to the ,office for ,civil ,rights of the ,department to-- 7#a7 ensure compliance and enforcement of civil rights complaints2 7#b7 collect or coordinate the collection of data necessary to ensure compliance with civil rights laws within the jurisdiction of the ,office for ,civil ,rights2 and 7#c7 meet the requirements of section #bjc of the ,department of ,education ,organization ,act 7#bj ,u4,s4,c4 #cdac71 in order to ensure that every student1 regardless of race1 national origin1 income1 sex1 age1 language1 or disability1 has equal access to a high-quality education1 including equitable access to profession-ready educators4 #ajd4 ,civil rights equity plan report ,section #bjc of the ,department of ,education ,organization ,act 7#bj ,u4,s4,c4 #cdac7 is amended by adding at the end the following3 7d7 ,the ,assistant ,secretary for ,civil ,rights shall monitor and provide an annual report to ,congress on the implementation by the ,states of the ,state educator equity plans described in section #aaaa7;g77#a77;,b7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;g77#a77;,b774 4 #aje4 ,data infrastructure ,part ,c of the ,education ,sciences ,reform ,act of #bjjb 7#bj ,u4,s4,c4 #ieda7 is amended by adding at the end the following3 #aei ,educator data infrastructure program 7a7 ,educator preparation data ,the ,statistics ,commissioner shall collect and publish timely information on educator preparation1 placement1 and performance to inform educator workforce development and design1 including by carrying out the following3 7#a7 ,collecting and publishing data annually on all ,state-approved educator preparation programs that includes the following 7for each individual program1 in the aggregate1 and disaggregated for comprehensive and alternative preparation programs73 7,a7 ,the programs offered1 including the academic and clinical practice requirements of the programs4 7,b7 ,program participant enrollment1 in the aggregate and disaggregated by sex and race or ethnicity4 7,c7 ,program participant completion rates1 in the aggregate and disaggregated by sex1 race or ethnicity1 subject area1 and grade level4 7,d7 ,the program participant passage rate on the teacher licensure examinations for the ,state in which the program is located4 7#b7 ,collecting and publishing data annually on ,state educator preparation and workforce policies and outcomes1 including the following3 7,a7 ,the number of each type of credential for an educator in the ,state1 including regular or standard1 probationary1 temporary or provisional1 waiver or emergency1 and any other type of educator licenses or certificates issued1 in the aggregate and disaggregated by grade and subject area4 7,b7 ,the academic and clinical preparation requirements for each license or certificate type1 including required assessments4 7,c7 ,the number of licenses or certificates issued to individuals who do not possess at least a baccalaureate degree4 7,d7 ,the number of licenses or certificates issued to individuals who had not completed any formal educator preparation program4 7,e7 ,as of ,october #a of the year for which the report is prepared1 the number and percentage of teaching positions in each ,state for each of the following categories1 in the aggregate and disaggregated by grade and subject area and by schools with and without high-need status for each of the following categories3 7i7 ,teaching positions that are vacant4 7ii7 ,teaching positions filled by individuals teaching in a subject area for which the individuals do not have a license or certificate4 7iii7 ,teaching positions filled by individuals with temporary or provisional1 waiver or emergency1 or other non-standard licenses or certificates1 or by individuals with no license or certificate4 7,f7 ,the #c-year retention rate of newly licensed or certified teachers1 disaggregated by license or certificate type and educator preparation program4 7,g7 ,student performance data1 such as results on ,state assessments1 disaggregated by the type of license teachers hold and by the type of teacher preparation program completed4 7b7 ,special rule ,if any of the data described in subsection 7a7 is not available1 a ,state or educator preparation program receiving funds under the ,quality ,educator ,partnership ,act shall provide the ,statistics ,commissioner with a plan demonstrating that the ,state will make such data available by not later than #b years after the date on which the ,department notifies the ,state or educator preparation program that such information is requested4 7c7 ,annual ,report ,using the data collected from educator preparation programs and ,states1 the ,statistics ,commissioner shall produce an annual report to ,congress and the public on educator qualifications and preparation in the ,united ,states4 7d7 ,panel 7#a7 ,establishment ,to enhance the quality1 utility1 and timeliness of data on the educator workforce and to reduce the reporting burden for local educational agencies1 ,states1 and educator preparation programs1 the ,statistics ,commissioner shall convene a panel to study and make recommendations for revised reporting on educator qualifications1 preparation1 and the educator workforce4 7#b7 ,membership of panel ,the panel convened under paragraph 7#a7 shall include researchers1 practitioners1 and experts in educational data systems4 7#c7 ,report contents ,not later than #a year after establishment1 the panel convened under paragraph 7#a7 shall prepare and submit to the ,statistics ,commissioner and to ,congress a report regarding the study described in paragraph 7#a71 which shall include recommendations for making data available that link student performance to educator qualifications4 4 ,,ii ,investment1 innovation1 and sustainability #bja4 ,purposes ,the purposes of this title are-- 7#a7 to test1 replicate1 and scale research-based educator preparation intervention and implementation strategies2 7#b7 to design education workforce systems that integrate recruitment1 preparation1 support1 retention1 and advancement opportunities for educators2 7#c7 to increase the supply of new1 profession-ready educators1 who represent and understand the communities and children the educators are serving2 7#d7 to ensure educator preparation programs are prepared to deploy innovative pathways1 as appropriate1 to address the needs of prospective educators of any age or experience level2 7#e7 to incentivize individuals to enroll in and complete high-quality educator preparation programs in high-need fields1 particularly individuals who belong to groups that are1 as of the date of enactment of this ,act1 underrepresented in the education profession2 and 7#f7 to incentivize ,states1 high-need local educational agencies1 and educator preparation programs to implement education workforce strategies that align with workforce and economic development plans and that attract and retain profession-ready educators in public schools4 #bjb4 ,authorization of appropriations ,there are authorized to be appropriated #fjj1jjj1jjj for fiscal year #bjbg and #a1jjj1jjj1jjj for the succeeding #d fiscal years1 of which-- 7#a7 #b percent shall be reserves for the ,secretary to fund technical assistance and capacity building for entities eligible to receive assistance under this title2 7#b7 #e percent shall be for the ,augustus ,f4 ,hawkins ,centers of ,excellence program under subpart #b of part ,b of title ,,ii of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajcc et seq472 7#c7 #dc percent shall be used to carry out subtitle ,a of this title2 and 7#d7 #ej percent shall be used to carry out subtitle ,b of this title4 ,a ,educator workforce development partnership grants #baa4 ,grant programs authorized ,the ,secretary is authorized to award grants1 on a competitive basis1 to eligible partnerships1 to enable the eligible partnerships to develop and implement a systemic approach to educator workforce development by carrying out the activities described in section #bac4 #bab4 ,application2 award basis 7a7 ,application ,each eligible partnership desiring a grant under this subtitle 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 each of the following3 7#a7 ,an assessment of-- 7,a7 the current 7at the time of the application7 and future needs of students served by the participating local educational agency2 and 7,b7 the current 7at the time of the application7 and future needs of the educator workforce that supports those students4 7#b7 ,a description of barriers to recruiting1 preparing1 retaining1 supporting and advancing the educator workforce of that local educational agency4 7#c7 ,a description of the strategies the eligible partnership will employ to systemically address educator workforce development1 including the recruitment1 preparation1 and support of educators4 7#d7 ,a description of how the eligible partnership will ensure educators1 including prospective educators1 develop an understanding of the students and families in the communities the educators serve1 prepare prospective educators to serve in those communities1 and understand school contexts to address needs in the local educational agency4 7#e7 ,a description of how the eligible partnership will work with community partners beyond those required by this ,act1 including ,states1 parent and community-based organizations1 labor organizations1 ,state and local workforce boards1 and philanthropic organizations1 as appropriate1 to understand local needs and leverage strengths and resources4 7#f7 ,a description of how the eligible partnership will prioritize the community-based activities described in subsection 7b74 7#g7 ,a description of how the eligible partnership will support the development of digital literacy skills and integrate technology1 consistent with best practices for safeguarding privacy and security and including ,artificial ,intelligence1 into the strategies and initiatives carried out with funds under this subtitle to-- 7,a7 empower students to expand their learning beyond the confines of the traditional classroom2 7,b7 support self-directed learning2 7,c7 help educators tailor learning experiences to individual student needs2 7,d7 support ,english learners and students who are children with disabilities2 and 7,e7 improve student outcomes4 7#h7 ,a description of how the eligible partnership will coordinate strategies and activities assisted under the grant with other educator preparation or professional development programs1 such as programs under part ,a of title ,,ii of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffaa et seq471 the ,augustus ,f4 ,hawkins ,centers of ,excellence program under subpart #b of part ,b of title ,,ii of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajcc et seq471 and part ,d of the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adej et seq474 7#i7 ,a description of how the eligible partnership will-- 7,a7 carry out the purposes of this title2 7,b7 carry out the activities described in section #bac2 7,c7 evaluate the effectiveness of the activities carried out with grant funds2 and 7,d7 disseminate and support scaling of effective initiatives and strategies4 7#aj7 ,a description of how the eligible partnership will ensure that prospective educators-- 7,a7 in the case of teachers1 gain teaching experience through clinical work before becoming the teacher of record2 7,b7 in the case of school principals1 gain experience in school leadership in a school setting2 7,c7 in the case of other educators1 gain experience through clinical work in school settings2 7,d7 are compensated for their clinical work in the school setting2 7,e7 receive direct instruction with faculty2 and 7,f7 are paired with qualified mentors4 7b7 ,award basis ,in awarding grants under this subtitle1 the ,secretary shall give priority to-- 7#a7 eligible partnerships that-- 7,a7 propose an innovative approach to one or more aspects of educator preparation that-- 7i7 is grounded in research2 7ii7 aims to meet demonstrated ,state or local needs within the educator workforce2 and 7iii7 requires a demonstration project to determine whether the innovative approach should be implemented at scale2 and 7,b7 provide a financial and logistical analysis describing how the proposed activities to be funded by the grant could be sustained by the partner organizations after the grant concludes1 or by similar organizations seeking to implement the proposed activities2 and 7#b7 as appropriate1 community-based partnerships between institutions of higher education and high-need local educational agencies with the following characteristics1 as determined by the ,secretary3 7,a7 ,joint governance structures linking educator preparation faculty at an institution of higher education with school-based mentors4 7,b7 ,a local advisory board that may include parents1 students1 and community organizations4 7,c7 ,data systems for tracking educator retention and performance1 based on multiple measures1 that are shared between the institution of higher education and high-need local educational agency4 7,d7 ,continuous professional development frameworks connecting educator preparation to in-service learning4 7,e7 ,an intentional commitment and plans for educator engagement with families and communities4 #bac4 ,activities 7a7 ,in ,general ,an eligible partnership that receives a grant under this subtitle shall use grant funds to carry out model demonstration projects for the pre-baccalaureate or post-baccalaureate preparation of educators4 ,such model demonstration projects shall include-- 7#a7 collaboration with departments1 programs1 or units of a partner institution outside of the educator preparation program in all academic content areas1 as appropriate1 to ensure that prospective educators receive training in both teaching and relevant content areas in order to meet the applicable ,state requirements to gaining full certification or licensure2 7#b7 prospective teacher1 principal1 and other educator recruitment goals and program priorities developed in coordination with the hiring objectives of the high-need local educational agency participating in the eligible partnership2 7#c7 integration of technology1 including ,artificial ,intelligence1 with appropriate privacy and safety guardrails1 into the strategies and initiatives carried out with grant funds to empower students to expand their learning beyond the confines of the traditional classroom1 support self-directed learning1 help educators tailor learning experiences to individual student needs1 support students with disabilities and ,english language learners1 and improve student outcomes2 7#d7 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 students2 7#e7 a rigorous external evaluation of the impact of the model demonstration project on both student and educator outcomes1 including academic achievement and educator satisfaction and retention2 and 7#f7 a comprehensive external assessment of the degree to which the model demonstration project can be replicated1 scaled1 and sustained in real-world settings1 by staff employed in those settings1 while achieving outcomes similar to those attained under the demonstration project supported by the grant4 7b7 ,permissible activities ,an eligible partnership that receives a grant under this subtitle may use grant funds to carry out-- 7#a7 educator preparation program curriculum changes that address gaps in educator knowledge or skills identified by the educator preparation program or other members of the eligible partnership2 7#b7 enhanced training to ensure that general education teachers and other educators1 including school principals1 can effectively participate as members of an individualized education program team1 as defined in section #fad7;d77#a77;,b7 of the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adad72 7#c7 specialized preparation to ensure educators possess the skills to meet the social and emotional needs of students and can create inclusive and culturally responsive learning environments2 7#d7 preparation on effective strategies for comprehensive literacy instruction1 as defined in section #bbba7;b7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffda72 7#e7 expanded preservice clinical experience1 including through residency programs that blend a rigorous full-year clinical experience with closely aligned academic coursework1 ,grow ,your ,own programs1 and other models2 7#f7 an induction program for new educators2 or 7#g7 activities in support of the movement toward team-based staffing models1 integration of curricula or clinical experiences that emphasize working effectively as part of an instructional team1 and specialized preparation for school leaders on successfully managing the transition to a team-based structure4 ,b ,educator ,workforce ,design ,grants to ,states #bba4 ,funding 7a7 ,allocation of funds for planning grants ,from the amount made available to carry out this subtitle1 the ,secretary shall use #ajj1jjj1jjj for #a-year planning grants1 awarded in accordance with the formula described in section #bbb to ,states and the ,bureau of ,indian ,education to support the development1 design1 and initial structuring of educator workforce design initiatives4 7b7 ,allocation of funds for implementation grants ,from the amount made available to carry out this subtitle1 the ,secretary shall use #djj1jjj1jjj for #c-year implementation grants1 awarded on a competitive basis as described in section #bbc1 to ,states and the ,bureau of ,indian ,education to implement1 study1 and disseminate innovative approaches to educator workforce design initiatives that make education careers more attractive and sustainable4 #bbb4 ,planning grants 7a7 ,reservation ,from amounts made available under section #bba7;a71 the ,secretary shall-- 7#a7 reserve #j4g percent of such amounts for the ,secretary of the ,interior to carry out the purposes of this section for schools operated or funded by the ,bureau of ,indian ,education2 and 7#b7 from the amounts remaining after the reservation under paragraph 7#a71 allot funds to each ,state having an approved application under this section to carry out activities under this section 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 section4 7b7 ,applications ,a ,state shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 ,at a minimum1 the application shall describe-- 7#a7 the ,state agency that will lead in carrying out the grant program under this subtitle1 and the identification and roles of other ,state and local partners2 7#b7 the process and timeline for conducting a statewide educator workforce needs assessment as described in subsection 7c77#a72 7#c7 the process and timeline for the ,state to develop a strategic plan as described in subsection 7c77#b72 and 7#d7 a description of how the ,state will conduct stakeholder engagement to ensure alignment with community needs1 which may include outreach to administrators of institutions of higher education1 local educational agencies1 elementary school and secondary school 7including middle grades7 principals1 educator preparation programs1 teachers1 labor organizations1 specialized instructional support personnel1 parents1 students1 civil rights organizations1 community-based organizations1 and workforce development programs4 7c7 ,activities ,the ,state shall use planning grant funds to support the following activities3 7#a7 ,development of a needs assessment to identify gaps in skills1 personnel1 and resource allocation in the educator workforce in the ,state1 which shall include an assessment of-- 7,a7 teacher turnover rates by certification or licensure status1 subjects taught1 grade levels1 school composition1 and race1 gender1 and ethnicity2 7,b7 vacancies1 out-of-field assignments1 and teachers lacking full certification or licensure by subject area1 and grade2 7,c7 workforce needs of school leaders and principals1 for early childhood education and elementary schools and secondary schools 7including middle grades7 in the ,state2 7,d7 the number and percentage of teachers of record in the ,state who do not have full certification or licensure2 7,e7 the demographics of the student population1 the demographics of the educator workforce1 and the extent to which the educator workforce reflects the demographics of the student population2 7,f7 high-need fields1 high-need schools1 and high-need local educational agencies2 7,g7 the ,state's educator equity plan described in section #aaaa7;g77#a77;,b7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaa7;g77#a77;,b772 7,h7 the extent to which authorized teacher preparation programs in the ,state1 as of the time of the assessment1 are producing graduates who have full certification or licensure2 and 7,i7 the capacity of programs that are authorized in the ,state1 as of the time of the assessment to meet the ,state's educator 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 programs2 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 development4 7#b7 ,based on the information from the needs assessment1 development of a strategic plan that ensures ,states play a leading role in educator workforce design by setting workforce and economic development strategies and aligning education1 training1 and resources with current industry demands4 ,the strategic plan shall include a plan for each of the following3 7,a7 ,leveraging other ,federal and ,state funds to promote new career redesign initiatives1 such as strategic staffing1 which may include-- 7i7 flexible schedules that create more time for planning1 collaboration1 and professional development2 7ii7 leadership opportunities1 with aligned compensation1 for experienced educators who supervise teams or mentor teacher candidates and novice teachers2 7iii7 intensive support and mentoring for teacher candidates and early-career teachers2 7iv7 enhanced opportunities for teacher specialization2 7v7 targeted intervention by specialists such as librarians1 instructional technologists1 reading specialists1 ,english language teachers1 and special educators2 7vi7 intentional family and community engagement to augment teacher expertise and deepen ties between schools and the families and communities they serve2 7vii7 more small-group and one-on-one interaction between students and adults that address the unique learning and personal needs of students2 7viii7 clear pathways into teaching for tutors or paraprofessionals2 or 7ix7 professional development for school and local educational agency leaders to implement the activities described in this subparagraph4 7,b7 ,ensuring that educator salaries and total compensation are competitive with other professions requiring similar levels of education1 including a description of the policies the ,state will implement to provide compensation increases for teachers in high-need fields and locations1 as well as for educator expertise and leadership4 7,c7 ,ensuring high-quality induction programs provide new teachers with comprehensive supports that help them transition into the classroom and become effective teachers1 accelerate professional growth and teacher effectiveness1 reduce teacher turnover1 and improve student learning4 7,d7 ,ensuring school leaders are well prepared to support teachers and have access to high-quality professional learning1 including a description of the policies the ,state will implement to support access to principal preparation programs that develop strong instructional leadership skills1 leverage certification and licensure requirements and program approval standards1 and support opportunities for teachers to collaborate4 7,e7 ,improving working conditions for educators1 including the policies the ,state will implement to provide educators with the time to collaborate and plan with peers1 support shared decision making1 ensure school buildings are safe and well-equipped1 and to provide mental health services for their students from other professionals such as counselors and school nurses4 7,f7 ,providing career advancement and growth opportunities within the school building4 7,g7 ,providing ongoing training on ,artificial ,intelligence tools or products4 #bbc4 ,implementation grants 7a7 ,grants authorized ,from amounts made available under section #bba7;b71 the ,secretary shall-- 7#a7 reserve #j4g percent of such amounts for the ,secretary of the ,interior to carry out the purposes of this section for schools operated or funded by the ,bureau of ,indian ,education2 and 7#b7 award implementation grants1 on a competitive basis1 to ,states to enable ,states to carry out the activities described in subsection 7c74 7b7 ,applications ,each ,state shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 7c7 ,activities ,a ,state receiving a grant under this section shall use such implementation grant funds to carry out each of the following activities3 7#a7 ,implementing the strategic plan developed in accordance with section #bbb7;c77#b74 7#b7 ,incentivizing local educational agencies to rethink the way schools are staffed by providing competitive subgrants to local partnerships to enable those local partnerships to implement #a or more of the following3 7,a7 ,differentiate roles and compensation1 including through innovative staffing models such as strategic staffing4 7,b7 ,carrying out induction and mentoring activities for novice educators4 7,c7 ,establishing educator pipelines1 including residencies1 apprenticeships1 and ,grow ,your ,own programs4 7,d7 ,supporting job-embedded professional learning and team-based collaboration4 7,e7 ,supporting school leader development4 7,f7 ,carrying out evidence-based planning1 ongoing evaluation1 and continuous improvement4 7#c7 ,identifying and addressing policy changes to enable and promote innovative educator workforce designs1 which may include #a or more of the following3 7,a7 ,career-lattice systems that rewards mastery without requiring departure from the classroom4 7,b7 ,family-sustaining supports1 including childcare1 transportation1 and housing assistance4 7,c7 ,compensation reform supported by ,federal-,state partnerships4 7,d7 ,embedded professional development systems linking educator growth to student outcomes4 7,e7 ,rigorous evaluation of implementation and outcomes of the activities undertaken under this grant4 7,f7 ,providing technical assistance and support for implementation and replication of the activities that were evaluated as effective under this grant4 7d7 ,local partnership ,in this section the term local partnership means a partnership between #a or more of the following3 7#a7 ,an educational service agency4 7#b7 ,a local educational agency4 7#c7 ,an educator preparation program4 7#d7 ,a labor organization for teachers4 7#e7 ,community-based partners4 #bbd4 ,supplement1 not supplant ,a ,state receiving a grant under section #bbb or #bbc shall use ,federal funds received under this subtitle only to supplement1 and not supplant1 the funds that would1 in the absence of such ,federal funds1 be made available from non-,federal sources to carry out the activities authorized under such section4 ,,iii ,national ,educator ,service ,corps #cja4 ,definitions ,in this title3 7#a7 ,eligible program ,the term eligible program means a teacher preparation program or an educator preparation program leading to a school library media credential that-- 7,a7 is legally authorized in the ,state in which the program is located2 7,b7 results1 upon successful completion1 in students receiving a regular or standard ,state license or certificate1 an advanced professional teaching license or certificate1 or a ,state library media specialist license or certificate2 7,c7 is offered by an accredited institution of higher education that is eligible to participate in the ,federal student financial assistance programs under title ,,iv of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj et seq472 7,d7 for teachers1 includes a clinical residency of not less than one school year2 and 7,e7 offers preparation leading to a regular or standard ,state certificate or license or advanced professional certificate or license in a high-need field4 7#b7 ,eligible student ,the term eligible student means a student enrolled in an eligible program who-- 7,a7 is an undergraduate or postbaccalaureate student2 7,b7 is a citizen1 national1 or legal permanent resident of the ,united ,states2 7,c7 is enrolled in an eligible program of preparation to teach in a high-need field or to serve as a library media specialist2 and 7,d7 maintains satisfactory academic progress1 as defined for purposes of title ,,iv of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj et seq474 7#c7 ,high-need field ,the term high-need field means any of the following3 7,a7 ,science4 7,b7 ,mathematics4 7,c7 ,foreign language4 7,d7 ,bilingual education4 7,e7 ,english language acquisition4 7,f7 ,reading specialist4 7,g7 ,special education4 7,h7 ,early childhood education4 7,i7 ,any other field identified as high-need in the most recent annual ,teacher ,shortage ,area ,nationwide ,listing published by the ,department of ,education4 7#d7 ,qualifying high-need school ,the term qualifying high-need school means-- 7,a7 a high-need early childhood education program1 a high-need school1 or an educational service agency serving children from low-income families that is listed in the annual ,teacher ,cancellation ,low-,income ,directory of the ,department of ,education2 or 7,b7 an early childhood education program or elementary school or secondary school operated by the ,bureau of ,indian ,education or a ,bureau-funded school 7as defined in section #aadf of the ,education ,amendments of #aigh74 #cjb4 ,service ,corps ,established 7a7 ,national ,educator ,service ,corps ,established ,the ,secretary shall establish a ,national ,educator ,service ,corps program 7referred to in this title as the ,corps7 in order to alleviate teacher shortages1 through which the ,secretary shall pay the benefits described in subsection 7b7 to1 or on behalf of1 an eligible student who agrees to the service obligation requirements described in subsection 7c74 7b7 ,scholarship and stipends 7#a7 ,in ,general ,subject to paragraph 7#b71 the ,secretary shall pay to1 or on behalf of1 each eligible student who agrees to the service obligation requirements described in subsection 7c7 the following benefits for each year 7for a maximum of #d years7 for which that eligible student is enrolled in an eligible program3 7,a7 ,scholarship ,an amount1 not to exceed #ae1jjj per year1 equal to the remaining amount of tuition and fees that the eligible student would be required to pay for attendance at the eligible program after the receipt of any ,federal ,pell ,grant assistance under section #dja of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj;a74 7,b7 ,stipend ,a monthly living expense stipend for each month during which the eligible student is enrolled full-time in the eligible program1 of-- 7i7 #a1ejj per month for each eligible student without dependents2 and 7ii7 #b1ejj per month for each eligible student dependents to accommodate childcare expenses and other costs4 7,c7 ,a #be1jjj annual stipend for a #a-year clinical residency that is a required element of the eligible program4 7#b7 ,inflation adjustment ,the amounts under paragraph 7#a7 shall be adjusted annually to reflect the change in the ,consumer ,price ,index for ,all ,urban ,consumers published by the ,bureau of ,labor ,statistics of the ,department of ,labor4 7#c7 ,eligibility ,an eligible student may receive the benefits under this subsection for a maximum of #d years1 which may include any combination of baccalaureate and post-baccalaureate years of study in an eligible program1 as long as the total does not exceed #d years4 7c7 ,service requirement and qualifying schools 7#a7 ,application ,each eligible student desiring to participate in the ,national ,educator ,service ,corps program shall submit an application to the ,secretary at such time1 and containing such information and assurances1 as the ,secretary may require1 including the service obligation agreement under paragraph 7#b74 7#b7 ,service obligation agreement ,the application of each eligible student who desires to join the ,corps shall be accompanied by a service obligation agreement through which the applicant will agree to serve1 not later than #f months after completing the program1 as a full-time teacher in a high-need field or as a library media specialist1 at a qualifying high-need school for a total of not less than #a academic year for each year of assistance received under subsection 7b71 or an equivalent time as described in paragraph 7#c77;,c74 7#c7 ,special rules 7,a7 ,qualifying high-need school ,in order to count as qualifying employment for purposes of the service obligation under paragraph 7#b71 a school must be a qualifying high-need school at the time the ,corps participant begins employment at that school4 ,if the school subsequently is no longer designated as a high-need school1 the ,corps participant may continue employment at that school in a high-need field and such continued employment shall be counted toward the ,corps participant's service obligation4 7,b7 ,change of high-need field designation ,if an eligible student receives the benefits under subsection 7b7 with respect to enrollment in an eligible program for preparation to teach in a field that is designated as a high-need field at the time the service agreement is entered into1 but is no longer so designated1 the eligible student may fulfill the service obligation by teaching in that field4 7,c7 ,part-time employment ,if a ,corps participant is employed part-time1 the ,secretary shall extend the service obligation requirement such that the participant will be required to complete the equivalent service described in paragraph 7#b74 ,for example1 the ,secretary may determine that a ,corps participant shall be required to complete #b years of part-time employment in a high-need field at a qualifying high-need school for each year of assistance received under subsection 7b74 7#d7 ,extenuating circumstances ,the ,secretary shall-- 7,a7 establish1 by regulation1 categories of extenuating circumstances under which a ,corps participant who is unable to fulfill all or part of the participant's service obligation may be excused from fulfilling that portion of the service obligation2 and 7,b7 temporarily suspend a participant's service obligation if that participant is unable to work due to a qualifying event1 including family or medical leave1 military service1 or temporary disability4 7#e7 ,permanent discharge ,the ,secretary shall establish1 by regulation1 categories of circumstances under which a ,corps participant would have their obligation permanently discharged1 including death and permanent disability4 7#f7 ,repayment for failure to complete service ,the ,secretary may require a ,corps participant who fails to abide by the service obligation agreement to repay all1 or a portion of1 the benefits under subsection 7b7 that such participant has received proportionate to the amount of service completed4 ,failure to abide by the service obligation agreement may include failure to complete the eligible program1 failure to attain regular certification or licensure1 or failure to meet employment requirements4 ,in the event that any ,corps participant fails or refuses to comply with some or all of the service obligation required under 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 to complete2 and 7,b7 the ,secretary shall-- 7i7 determine1 on a prorated basis based on the proportion described in subparagraph 7,a71 the amounts of any funds received by such recipient that shall1 upon a determination of such a failure in such service obligation1 be treated as a ,federal ,direct ,stafford ,loan 7except that such loan shall not begin to accrue interest until the time of conversion72 and 7ii7 ensure that such amounts are subject to repayment1 in accordance with terms and conditions specified by the ,secretary in regulations under this title4 7#g7 ,reconsideration of conversion decisions 7,a7 ,request to reconsider ,in any case where the ,secretary has determined that a recipient has failed to comply with the service obligation in the agreement and has converted the grant into a ,federal loan1 the recipient may request that the ,secretary reconsider such initial determination and may submit additional information to demonstrate satisfaction of the service obligation4 ,upon receipt of such a request1 the ,secretary shall reconsider the determination in accordance with this paragraph not later than #ij days after the date that such request was received4 7,b7 ,reconsideration ,if1 in reconsidering an initial determination under subparagraph 7,a7 regarding a conversion into a ,federal loan1 the ,secretary determines that the reason for such determination was the recipient's failure to timely submit a certification1 an error or processing delay by the ,secretary1 a change to the fields considered eligible for fulfillment of the service obligation1 or another valid reason determined by the ,secretary1 and that the recipient has1 as of the date of the reconsideration1 demonstrated that the recipient did meet1 or is meeting1 the service obligation in the agreement under subsection 7b71 the ,secretary shall-- 7i7 discharge the ,federal loan2 7ii7 discharge any interest or fees that may have accumulated during the period that the ,federal loan was in effect2 7iii7 if the recipient has other ,federal loans1 apply any payments made for such ,federal loan during such period to those other loans2 7iv7 if the recipient does not have other loans1 reimburse the recipient for any amounts paid on such loan during such period2 7v7 request that consumer reporting agencies remove any negative credit reporting due to the ,federal loan2 and 7vi7 use the additional information provided under subparagraph 7,a7 to determine the progress the recipient has made in meeting the service obligation and extend the time remaining for the recipient to fulfill the service obligation accordingly4 7#h7 ,interaction with ,,teach grants 7,a7 ,no double benefits ,an eligible student may not receive a scholarship under subsection 7b7 and a ,,teach grant under subpart #i of part ,a of title ,,iv of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj;g et seq47 for the same academic year4 7,b7 ,concurrent service ,in the case of a participant in the ,corps who1 for different academic years1 has received a scholarship under subsection 7b7 and a ,,teach grant under subpart #i of part ,a of title ,,iv of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajgj;g et seq471 any period of service by the participant that satisfies all or part of the service obligation requirement under subsection 7c7 shall concurrently be deemed to satisfy an equivalent period of the service obligation under section #dbj,n7b7 of such ,act1 if the service occurs during the service obligation window described in paragraph 7#a77;,a7 of such section4 #cjc4 ,authorization ,there are authorized to be appropriated to carry out this title1 including administering the ,national ,educator ,service ,corps1 the following amounts3 7#a7 #ejj1jjj1jjj for fiscal year #bjbg4 7#b7 #fjj1jjj1jjj for fiscal year #bjbh4 7#c7 #gjj1jjj1jjj for fiscal year #bjbi4 7#d7 #hjj1jjj1jjj for fiscal year #bjcj4 7#e7 #ijj1jjj1jjj for fiscal year #bjca4 7#f7 #a1jjj1jjj1jjj for fiscal year #bjcb4 ,,iv ,research1 evidence1 and the future of learning #dja4 ,national ,center for ,research and ,technical ,support ,the ,secretary shall establish a ,national ,center for ,research and ,technical ,support on ,educator ,workforce ,development and ,design within the ,institute of ,education ,sciences4 ,that ,center shall-- 7#a7 conduct longitudinal studies on educator preparation1 retention1 and staffing models2 7#b7 provide technical assistance for ,state and local evaluation of new educator workforce designs2 7#c7 manage a dedicated ,what ,works ,clearinghouse channel focused on educator workforce initiatives2 and 7#d7 partner with the ,office of ,educational ,technology and the ,office of ,educator ,workforce to conduct research on best practices for using ,artificial ,intelligence in the classroom1 simulation1 and immersive technologies in educator preparation4 #djb4 ,research grants 7a7 ,grants authorized ,the ,secretary is authorized to award grants to institutions of higher education and nonprofit organizations1 in partnership with local educational agencies1 in order to enable those recipients to evaluate and scale promising practices regarding-- 7#a7 educator preparation strategies and instructional and leadership practices that improve student achievement1 including closing achievement gaps among-- 7,a7 each major racial and ethnic group2 7,b7 economically disadvantaged students as compared to students who are not economically disadvantaged2 7,c7 children with disabilities as compared to children without disabilities2 7,d7 ,english proficiency status2 7,e7 gender2 and 7,f7 migrant status2 7#b7 evidence-based staffing1 residency1 induction1 mentoring1 and career advancement models that improve educator recruitment and retention2 7#c7 strategies to expand access to high-quality educator preparation programs in rural1 high-need1 and underserved communities2 7#d7 high-impact tutoring as a clinical component of educator preparation2 and 7#e7 emerging technology tools1 such as ,,ai-driven tutoring platforms1 virtual-reality classroom simulations1 and avatar-based coaching tools to improve candidate readiness and reduce training costs4 7b7 ,authorization of appropriations ,there are authorized to be appropriated such sums as may be necessary to carry out this section4 7c7 ,rule of construction ,nothing in this section shall be construed to authorize the use of technology to supplant or replace educators in the classroom4