119-hr1331

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1331 Introduced in House

    (IH) ]

<DOC>

119th CONGRESS
 1st Session
 H. R. 1331

To amend the Higher Education Act of 1965 to enhance teacher and school 
 leader quality partnership grants.

_______________________________________________________________________

 IN THE HOUSE OF REPRESENTATIVES

 February 13, 2025

 Ms. McClellan (for herself and Mr. Fitzpatrick) introduced the 
 following bill; which was referred to the Committee on Education and 
 Workforce

_______________________________________________________________________

 A BILL

To amend the Higher Education Act of 1965 to enhance teacher and school 
 leader quality partnership grants.

 Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

 This Act may be cited as the ``Teacher and School Leader Quality 
Partnership Grants Act''.

SEC. 2. DEFINITIONS.

 

Section 200 of the Higher Education Act of 1965 (20 U.S.C. 1021) is 
amended to read as follows:

``

SEC. 200. DEFINITIONS.

 ``Except as otherwise provided, in this title:
 ``

    (1) Arts and sciences.--The term `arts and sciences' 
 means--
 ``
        (A) when referring to an organizational unit of 
 an institution of higher education, 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 instruction; and
 ``
        (B) when referring to a specific academic subject 
 area, the disciplines or content areas in which 
 academic majors are offered by the arts and sciences 
 organizational unit.
 ``

    (2) Blended learning.--The term `blended learning' has 
 the meaning given the term in 

section 4102 of the Elementary 
 and Secondary Education Act of 1965 (20 U.S.C. 7112).
 ``

    (3) Children from low-income families.--The term 
 `children from low-income families' means children described in 
 

section 1124
            (c) (1)
        (A) of the Elementary and Secondary Education 
 Act of 1965 (20 U.S.C. 6333
            (c) (1)
        (A) ).
 ``

    (4) Comprehensive literacy instruction.--The term 
 `comprehensive literacy instruction' has the meaning given the 
 term in 

section 2221

    (b)

    (1) of the Elementary and Secondary 
 Education Act of 1965 (20 U.S.C. 6641

    (b)

    (1) ).
 ``

    (5) Digital learning.--The term `digital learning' has 
 the meaning given the term in 

section 4102 of the Elementary 
 and Secondary Education Act of 1965 (20 U.S.C. 7112).
 ``

    (6) Diverse teacher candidates.--The term `diverse 
 teacher candidates' means--
 ``
        (A) teacher candidates from underrepresented 
 populations (as defined in 

section 3

    (17) of the 
 Assistive Technology Act of 1998 (29 U.S.C. 3002

    (18) )); 
 and
 ``
        (B) teacher candidates who are linguistically and 
 culturally prepared to educate high-need students.
 ``

    (7) Early childhood educator.--The term `early childhood 
 educator' means an individual with primary responsibility for 
 the education of children in an early childhood education 
 program.
 ``

    (8) Educational service agency.--The term `educational 
 service agency' has the meaning given the term in 

section 8101 
 of the Elementary and Secondary Education Act of 1965 (20 
 U.S.C. 7801).
 ``

    (9) Educator.--The term `educator' means a teacher, 
 principal or other school leader, specialized instructional 
 support personnel, or other staff member who provides or 
 directly supports instruction at an elementary school, 
 secondary school, or an early childhood education program (such 
 as a school librarian, counselor, or paraprofessional).
 ``

    (10) Eligible partnership.--The term `eligible 
 partnership' means an entity that--
 ``
        (A) shall include--
 ``
            (i) a high-need local educational agency;
 ``
            (ii) 
            (I) a high-need school or a 
 consortium of high-need schools served by the 
 high-need local educational agency; or
 ``
            (II) as applicable, a high-need early 
 childhood education program;
 ``
            (iii) a partner institution; and
 ``
            (iv) a school, department, or program of 
 education within such partner institution, 
 which may include an existing teacher 
 professional development program with proven 
 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 title; and
 ``
        (B) may include any of the following:
 ``
            (i) The Governor of the State.
 ``
            (ii) The State educational agency.
 ``
            (iii) The State board of education.
 ``
            (iv) The State agency for higher 
 education.
 ``
            (v) A business.
 ``
            (vi) A public or private nonprofit 
 educational organization.
 ``
            (vii) An educational service agency.
 ``
            (viii) A teacher, principal, or school 
 leader organization.
 ``
            (ix) A high-performing local educational 
 agency, or a consortium of such local 
 educational agencies, that can serve as a 
 resource to the partnership.
 ``
            (x) A charter school (as defined in 
 

section 4310 of the Elementary and Secondary 
 Education Act of 1965 (20 U.S.C. 7221i)).
 ``
            (xi) A school or department within the 
 partner institution that focuses on psychology 
 and human development.
 ``
            (xii) A school or department within the 
 partner institution with comparable expertise 
 in the disciplines of teaching, learning, and 
 child and adolescent development.
 ``
            (xiii) A school or department of arts and 
 sciences within the partner institution.
 ``
            (xiv) An entity operating a program that 
 provides alternative routes to State 
 certification of teachers or principals.
 ``

    (11) English learner.--The term `English learner' has the 
 meaning given the term in 

section 8101 of the Elementary and 
 Secondary Education Act of 1965 (20 U.S.C. 7801).
 ``

    (12) Evidence-based.--The term `evidence-based' has the 
 meaning given the term in subclauses
            (I) and
            (II) of 

section 8101

    (21)
        (A)
            (i) of the Elementary and Secondary Education Act of 
 1965 (20 U.S.C. 7801

    (21)
        (A) ).
 ``

    (13) Evidence of student learning.--The term `evidence of 
 student learning' means multiple measures of student learning 
 that include the following:
 ``
        (A) Valid and reliable student assessment data, 
 which may include data--
 ``
            (i) based on--
 ``
            (I) student learning gains on 
 statewide academic assessments under 
 

section 1111

    (b)

    (2) of the Elementary 
 and Secondary Education Act of 1965; or
 ``
            (II) student academic achievement 
 assessments used at the national, 
 State, or local levels, where available 
 and appropriate for the curriculum and 
 students taught;
 ``
            (ii) from classroom-based summative 
 assessments; and
 ``
            (iii) from high-quality validated 
 performance-based assessments that are aligned 
 with challenging State academic standards 
 adopted under 

section 1111

    (b)

    (1) of the 
 Elementary and Secondary Education Act of 1965 
 (20 U.S.C. 6311

    (b)

    (1) ).
 ``
        (B) Not less than one of the following additional 
 measures:
 ``
            (i) Student work, including measures of 
 performance criteria and evidence of student 
 growth.
 ``
            (ii) Teacher-generated information about 
 student goals and growth.
 ``
            (iii) Parental feedback about student 
 goals and growth.
 ``
            (iv) Student feedback about learning and 
 teaching supports.
 ``
            (v) Assessments of affective engagement 
 and self-efficacy.
 ``
            (vi) Other appropriate measures, as 
 determined by the State.
 ``

    (14) 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 agency.
 ``

    (15) High-need local educational agency.--The term `high-
 need local educational agency' means a local educational 
 agency--
 ``
        (A)
            (i) that serves not fewer than 10,000 low-
 income children;
 ``
            (ii) for which not less than 20 percent of the 
 children served by the agency are low-income children;
 ``
            (iii) that meets the eligibility requirements for 
 funding under the Small, Rural School Achievement 
 Program under 

section 5211

    (b) of the Elementary and 
 Secondary Education Act of 1965 or the Rural and Low-
 Income School Program under 

section 6221

    (b) of such 
 Act; or
 ``
            (iv) that has a percentage of low-income children 
 that is in the highest quartile among such agencies in 
 the State; and
 ``
        (B)
            (i) for which one or more schools served by 
 the agency is identified by the State for comprehensive 
 supports and interventions under 

section 1111
            (c) (4)
            (D) 
            (i) of the Elementary and Secondary 
 Education Act of 1965; or
 ``
            (ii) for which one or more schools served by the 
 agency has a high teacher turnover rate or is 
 experiencing a teacher shortage in a high-needs field, 
 as determined by the State.
 ``

    (16) High-need school.--
 ``
        (A) In general.--The term `high-need school' 
 means a school that, based on the most recent data 
 available, meets one or both of the following:
 ``
            (i) The school is in the highest quartile 
 of schools in a ranking of all schools served 
 by a local educational agency, ranked in 
 descending order by percentage of students from 
 low-income families enrolled in such schools, 
 as determined by the local educational agency 
 based on one of the following measures of 
 poverty:
 ``
            (I) The percentage of students 
 aged 5 through 17 in poverty counted in 
 the most recent census data approved by 
 the Secretary.
 ``
            (II) The percentage of students 
 eligible for a free or reduced price 
 school lunch under the Richard B. 
 Russell National School Lunch Act.
 ``
            (III) The percentage of students 
 in families receiving assistance under 
 the State program funded under part A 
 of title IV of the Social Security Act.
 ``
            (IV) The percentage of students 
 eligible to receive medical assistance 
 under the Medicaid program.
 ``
            (V) A composite of two or more of 
 the measures described in subclauses
            (I) through
            (IV) .
 ``
            (ii) In the case of--
 ``
            (I) an elementary school, the 
 school serves students not less than 60 
 percent of whom are eligible for a free 
 or reduced price school lunch under the 
 Richard B. Russell National School 
 Lunch Act; or
 ``
            (II) any other school that is not 
 an elementary school, the other school 
 serves students not less than 45 
 percent of whom are eligible for a free 
 or reduced price school lunch under the 
 Richard B. Russell National School 
 Lunch Act.
 ``
        (B) Special rule.--
 ``
            (i) Designation by the secretary.--The 
 Secretary may, upon approval of an application 
 submitted by an eligible partnership seeking a 
 grant under this title, designate a school that 
 does not qualify as a high-need school under 
 subparagraph
        (A) as a high-need school for the 
 purpose of this title. 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
            (ii) , and may also take into account 
 other information submitted by the eligible 
 partnership.
 ``
            (ii) Application requirements.--An 
 application for designation of a school under 
 clause
            (i) shall include--
 ``
            (I) the number and percentage of 
 students attending such school who 
 are--
 ``

    (aa) aged 5 through 17 in 
 poverty counted in the most 
 recent census data approved by 
 the Secretary;
 ``

    (bb) eligible for a free 
 or reduced price school lunch 
 under the Richard B. Russell 
 National School Lunch Act;
 ``
            (cc) in families 
 receiving assistance under the 
 State program funded under part 
 A of title IV of the Social 
 Security Act; or
 ``
            (dd) eligible to receive 
 medical assistance under the 
 Medicaid program;
 ``
            (II) information about the 
 student academic achievement of 
 students at such school; and
 ``
            (III) for a secondary school, the 
 four-year adjusted cohort graduation 
 rate for such school.
 ``

    (17) Highly competent.--The term `highly competent', when 
 used with respect to an early childhood educator, means an 
 educator--
 ``
        (A) with specialized education and training in 
 development and education of young children from birth 
 until entry into kindergarten or a specialization in 
 infants and toddlers or pre-school children;
 ``
        (B) with--
 ``
            (i) a baccalaureate degree in an academic 
 major in an early childhood or related field; 
 or
 ``
            (ii) an associate's degree in an early 
 childhood or related educational area; and
 ``
            (C) who has demonstrated a high level of 
 knowledge and use of content and pedagogy in the 
 relevant areas associated with quality early childhood 
 education.
 ``

    (18) Induction program.--The term `induction program' 
 means a formalized program for new teachers or school leaders, 
 during not less than the teachers' or school leaders' first 2 
 years of, respectively, teaching or leading, that is designed 
 to provide support for, and improve the professional 
 performance and increase the retention in the education field 
 of, beginning teachers or school leaders. Such program shall 
 promote effective teaching or leadership skills and shall 
 include the following components:
 ``
        (A) High-quality mentoring.
 ``
        (B) Periodic, structured time for collaboration, 
 including with mentors, as well as time for 
 information-sharing among teachers, principals, other 
 school leaders and administrators, other appropriate 
 instructional staff, and participating faculty or 
 program staff in the partner institution.
 ``
            (C) The application of evidence-based 
 instructional practices.
 ``
            (D) Opportunities for new teachers or school 
 leaders to draw directly on the expertise of mentors, 
 faculty or program staff, and researchers to support 
 the integration of evidence-based research with 
 practice.
 ``
        (E) The development of skills in evidence-based 
 instructional and behavioral interventions.
 ``
        (F) Faculty or program staff who--
 ``
            (i) model the integration of research and 
 practice in the classroom and school; and
 ``
            (ii) as appropriate, assist new teachers 
 or school leaders with the effective use and 
 integration of educational technology and the 
 principles of universal design for learning 
 into the classroom or school.
 ``
        (G) Interdisciplinary collaboration among teacher 
 leaders or school leaders, faculty or program staff, 
 researchers, and other staff who prepare new teachers 
 or school leaders with respect to, as applicable, the 
 learning process, the assessment of learning, or the 
 leadership of a school.
 ``
        (H) As applicable to the role, assistance with 
 understanding of the effective use of data, 
 particularly student achievement data, and the 
 applicability of such data to inform and improve 
 classroom instruction and school leadership.
 ``
            (I) Regular and structured observation and 
 evaluation of new teachers, principals, or other school 
 leaders that are based in part on evidence of student 
 learning, shall include multiple measures of educator 
 performance, and shall provide clear, timely, and 
 useful feedback to teachers, principals, or other 
 school leaders, as applicable.
 ``
        (J) The development of skills in improving the 
 school culture and climate related to school leadership 
 and the role of the principal, including to--
 ``
            (i) nurture teacher and staff development 
 to strengthen classroom practice;
 ``
            (ii) build and sustain an inclusive 
 culture of learning among adults and children;
 ``
            (iii) strengthen communications and 
 relationships with parents, caregivers, 
 paraprofessionals, and community stakeholders;
 ``
            (iv) facilitate the sharing of knowledge, 
 insight, and best practices in the community 
 served by the school, preschool program, or 
 early childhood education program, including 
 with youth serving programs (such as before- 
 and after-school and summer programs); and
 ``
            (v) build relationships and communicate 
 effectively with State and local educational 
 agency officials.
 ``

    (19) Infant or toddler with a disability.--The term 
 `infant or toddler with a disability' has the meaning given the 
 term in 

section 632 of the Individuals with Disabilities 
 Education Act (20 U.S.C. 1432).
 ``

    (20) Mentoring.--The term `mentoring' means the mentoring 
 of new or prospective teachers or school leaders through a 
 program that--
 ``
        (A) includes clear criteria for the selection of 
 teacher or school leader mentors who may be program 
 staff and who will provide role model relationships for 
 mentees, which criteria shall be developed by the 
 eligible partnership and based on measures of teacher 
 or school leader effectiveness;
 ``
        (B) provides high-quality training for such 
 mentors, including instructional strategies for 
 literacy instruction and classroom management 
 (including approaches that improve the schoolwide 
 climate for learning, create inclusive classroom 
 environments, and address the social and emotional 
 needs of students, which may include positive 
 behavioral interventions and supports);
 ``
            (C) provides regular and ongoing opportunities 
 for mentors and mentees to observe each other's 
 teaching or leading methods in classroom or school 
 settings during the day in a high-need school in the 
 high-need local educational agency in the eligible 
 partnership;
 ``
            (D) provides paid release time for mentors;
 ``
        (E) in the case of mentees who are new or 
 prospective teachers, provides mentoring to each mentee 
 by a colleague who teaches in the same field, grade, or 
 subject as the mentee;
 ``
        (F) in the case of mentees who are new or 
 prospective teachers, promotes empirically based 
 practice of, and evidence-based research on, where 
 applicable--
 ``
            (i) teaching and learning;
 ``
            (ii) assessment of student learning;
 ``
            (iii) the development of teaching skills 
 through the use of instructional and behavioral 
 interventions; and
 ``
            (iv) the improvement of the mentees' 
 capacity to measurably advance student 
 learning; and
 ``
        (G) includes--
 ``
            (i) common planning time or regularly 
 scheduled collaboration for the mentor and 
 mentee; and
 ``
            (ii) as applicable, joint professional 
 development opportunities.
 ``

    (21) Parent.--The term `parent' has the meaning given the 
 term in 

section 8101 of the Elementary and Secondary Education 
 Act of 1965.
 ``

    (22) Partner institution.--The term `partner institution' 
 means an institution of higher education, which may include a 
 2-year institution of higher education offering a dual program 
 with a 4-year institution of higher education, participating in 
 an eligible partnership that has a teacher preparation program 
 or school leader preparation program that is accredited by the 
 State--
 ``
        (A) in the case of a teacher preparation 
 program--
 ``
            (i) whose graduates exhibit strong 
 performance on State-determined qualifying 
 assessments for new teachers through--
 ``
            (I) demonstrating that 80 percent 
 or more of the graduates of the program 
 who intend to enter the field of 
 teaching have passed all of the 
 applicable State qualification 
 assessments for new teachers, which 
 shall include an assessment of each 
 prospective teacher's subject matter 
 knowledge in the content area in which 
 the teacher intends to teach; or
 ``
            (II) that is not designated as a 
 low-performing teacher preparation 
 program in the State as determined by 
 the State--
 ``

    (aa) using criteria 
 consistent with the 
 requirements for the State 
 assessment under 

section 207

    (a) before the first publication of 
 such report card; and
 ``

    (bb) using the State 
 assessment required under 
 

section 207

    (a) , after the first 
 publication of such report card 
 and for every year thereafter; 
 and
 ``
            (ii) that requires--
 ``
            (I) each student in the program 
 to meet high academic standards or 
 demonstrate a record of success, as 
 determined by the institution 
 (including prior to entering and being 
 accepted into a program), and 
 participate in intensive clinical 
 experience;
 ``
            (II) each student in the program 
 preparing to become a teacher who meets 
 the applicable State certification and 
 licensure requirements, including any 
 requirements for certification obtained 
 through alternative routes to 
 certification, or, with regard to 
 special education teachers, the 
 qualifications described in 

section 612

    (a)

    (14)
            (C) of the Individuals with 
 Disabilities Education Act; and
 ``
            (III) each student in the program 
 preparing to become an early childhood 
 educator to meet degree requirements, 
 as established by the State, and become 
 highly competent; and
 ``
        (B) in the case of a school leader preparation 
 program--
 ``
            (i) whose graduates exhibit a strong 
 record of successful school leadership as 
 demonstrated by--
 ``
            (I) a high percentage of such 
 graduates taking positions as assistant 
 principals and principals within 3 
 years of completing the program; and
 ``
            (II) a high percentage of such 
 graduates rated effective or above in 
 State school leader evaluation and 
 support systems (as described in 
 

section 2101
            (c) (4)
        (B)
            (ii) of the 
 Elementary and Secondary Education Act 
 of 1965) or, if no such ratings are 
 available, other, comparable indicators 
 of performance; and
 ``
            (ii) that requires each student in the 
 program to participate in intensive clinical 
 experience in an authentic setting (including 
 by assuming substantial leadership 
 responsibilities) in which the student can be 
 evaluated on leadership skills and the 
 student's effect on student outcomes as part of 
 program completion.
 ``

    (23) Professional development.--The term `professional 
 development' has the meaning given the term in 

section 8101 of 
 the Elementary and Secondary Education Act of 1965.
 ``

    (24) Profession-ready.--The term `profession-ready'--
 ``
        (A) when used with respect to a principal or 
 other school leader, means a principal or other school 
 leader who--
 ``
            (i) has an advanced degree, or other 
 appropriate credential;
 ``
            (ii) has completed a principal or other 
 school leader preparation process and is fully 
 certified and licensed by the State in which 
 the principal or other school leader is 
 employed;
 ``
            (iii) has demonstrated instructional 
 leadership, including the ability to collect, 
 analyze, and utilize data on evidence of 
 student learning and evidence of classroom 
 practice;
 ``
            (iv) has demonstrated proficiency in 
 professionally recognized leadership standards, 
 such as through--
 ``
            (I) a performance assessment;
 ``
            (II) completion of a residency 
 program; or
 ``
            (III) other measures of 
 leadership effectiveness, as determined 
 by the State; and
 ``
            (v) has demonstrated the ability to work 
 with students who are culturally and 
 linguistically diverse;
 ``
        (B) when used with respect to a teacher, means a 
 teacher who--
 ``
            (i) has completed a teacher preparation 
 program and is fully certified and licensed to 
 teach by the State in which the teacher is 
 employed;
 ``
            (ii) has demonstrated content knowledge 
 in the subject or subjects the teacher teaches;
 ``
            (iii) has demonstrated the ability to 
 work with students who are culturally and 
 linguistically diverse;
 ``
            (iv) has demonstrated teaching skills, 
 such as through--
 ``
            (I) a teacher performance 
 assessment; or
 ``
            (II) other measures of teaching 
 skills, as determined by the State; and
 ``
            (v) has demonstrated proficiency with the 
 use of educational technology; and
 ``
            (C) when used with respect to any other educator 
 not described in subparagraph
        (A) or
        (B) , means an 
 educator who has completed an appropriate preparation 
 program and is fully certified or licensed by the State 
 in which the educator is employed.
 ``

    (25) School leader.--The term `school leader' has the 
 meaning given the term in 

section 8101 of the Elementary and 
 Secondary Education Act of 1965.
 ``

    (26) School leader preparation entity.--The term `school 
 leader preparation entity' means an institution of higher 
 education or a nonprofit organization, including those 
 institutions or organizations that provide alternative routes 
 to certification, that is approved by the State to prepare 
 school leaders to be effective.
 ``

    (27) School leader preparation program.--The term `school 
 leader preparation program' means a program offered by a school 
 leader preparation entity, whether a traditional or alternative 
 route, that is approved by the State to prepare school leaders 
 to be effective and that leads to a specific State 
 certification to be a school leader.
 ``

    (28) Teacher leader.--The term `teacher leader' means a 
 highly effective teacher who carries out formalized leadership 
 responsibilities based on the demonstrated needs of the 
 elementary school or secondary school in which the teacher is 
 employed, while maintaining a role as a classroom instructor 
 who--
 ``
        (A) is trained in and practices teacher 
 leadership; and
 ``
        (B) fosters a collaborative culture to--
 ``
            (i) support educator development, 
 effectiveness, and student learning;
 ``
            (ii) support access and use research to 
 improve practice and student learning;
 ``
            (iii) promote professional learning for 
 continuous improvement;
 ``
            (iv) facilitate improvements in 
 instruction and student learning; promote the 
 appropriate use of assessments and data for 
 school and district improvement;
 ``
            (v) improve outreach and collaboration 
 with families and community;
 ``
            (vi) advance the profession by shaping 
 and implementing policy; and
 ``
            (vii) advocate for increased access to 
 great teaching and learning for all students.
 ``

    (29) Teaching skills.--The term `teaching skills' means 
 skills that enable a teacher to--
 ``
        (A) increase student learning, achievement, and 
 the ability to apply knowledge;
 ``
        (B) effectively convey, and explain, and provide 
 opportunities for students to apply academic subject 
 matter;
 ``
            (C) effectively teach higher-order analytical, 
 evaluation, problem-solving, critical thinking, social 
 and emotional, collaboration, and communication skills;
 ``
            (D) employ strategies grounded in the disciplines 
 of teaching and learning that--
 ``
            (i) are based on empirically based 
 practice and evidence-based research, where 
 applicable, related to teaching and learning;
 ``
            (ii) are specific to academic subject 
 matter; and
 ``
            (iii) focus on the identification of 
 students' specific learning needs, particularly 
 students with disabilities, students who are 
 English-learners, students who are gifted and 
 talented, and students with low literacy 
 levels, and the tailoring of academic 
 instruction to such needs;
 ``
        (E) design and conduct an ongoing assessments of 
 student learning, which may include the use of 
 formative assessments, performance-based assessments, 
 project-based assessments, or portfolio assessments, 
 that measures higher-order thinking skills (including 
 application, analysis, synthesis, and evaluation) and 
 use this information to inform and personalize 
 instruction;
 ``
        (F) support the social, emotional, and academic 
 achievement of all students including effectively 
 manage a classroom creating a positive and inclusive 
 classroom environment, including the ability to 
 implement positive behavioral interventions and support 
 strategies;
 ``
        (G) support technology-rich instruction, 
 assessment and learning management in content areas, 
 technology literacy, and understanding of the 
 principles of universal design;
 ``
        (H) demonstrate proficiency with the use of 
 educational technology;
 ``
            (I) communicate and work with families, and 
 involve families in their children's education; and
 ``
        (J) use, in the case of an early childhood 
 educator or an educator at the elementary school or 
 secondary school level, age-appropriate and 
 developmentally appropriate strategies and practices 
 for children and youth in early childhood education and 
 elementary school or secondary school programs, 
 respectively.
 ``

    (30) 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--
 ``
        (A) based on professional teaching standards;
 ``
        (B) used to measure the effectiveness of a 
 teacher's--
 ``
            (i) curriculum planning;
 ``
            (ii) instruction of students, including 
 appropriate plans and modifications for 
 students who are limited English proficient and 
 students who are children with disabilities;
 ``
            (iii) assessment of students, including 
 analysis of evidence of student learning; and
 ``
            (iv) ability to advance student learning;
 ``
            (C) validated based on professional assessment 
 standards;
 ``
            (D) reliably scored by trained evaluators, with 
 appropriate oversight of the process to ensure 
 consistency; and
 ``
        (E) used to support continuous improvement of 
 educator practice.
 ``

    (31) Teacher preparation entity.--The term `teacher 
 preparation entity' means an institution of higher education, a 
 nonprofit organization, or other organization that is approved 
 by a State to prepare teachers to be effective in the 
 classroom.
 ``

    (32) Teacher preparation program.--The term `teacher 
 preparation program' means a program offered by a teacher 
 preparation entity that leads to a specific State teacher 
 certification.
 ``

    (33) Trauma-informed care.--The term `trauma-informed 
 care' is defined as the evidence-based practices outlined in 
 

section 4108
        (B)
            (II) (aa) of the Elementary and Secondary 
 Education Act of 1965.''.

SEC. 3. PURPOSES.

 

Section 201 of the Higher Education Act of 1965 (20 U.S.C. 1022) is 
amended--

    (1) in paragraph

    (2) , by striking ``by improving the 
 preparation of prospective teachers and enhancing professional 
 development activities for new teachers'' and inserting ``, 
 school leaders, including teacher leaders, and other educators 
 by improving the preparation of prospective teachers, school 
 leaders, and other educators and enhancing professional 
 development activities for new teachers, school leaders, and 
 other educators'';

    (2) in paragraph

    (3) , by striking ``; and'' and inserting a 
 semicolon; and

    (3) by striking paragraph

    (4) and inserting the following 
 new paragraphs:
 ``

    (4) hold teacher preparation programs and school leader 
 preparation programs accountable for preparing effective 
 teachers, principals and school leaders, and other educators;
 ``

    (5) recruit profession-ready individuals, including 
 underrepresented groups and individuals from other occupations 
 (including informal education and youth development fields), as 
 teachers and other educators; and
 ``

    (6) meet the staffing needs of high-need local 
 educational agencies and high-need schools through close 
 partnerships with educator preparation programs within 
 institutions of higher education.''.

SEC. 4. PARTNERSHIP GRANTS.

 

Section 202 of the Higher Education Act of 1965 (20 U.S.C. 1022a) 
is amended--

    (1) in subsection

    (b) --
        (A) in paragraph

    (1) , by inserting ``equitable 
 distribution,'' after ``professional development,'';
        (B) by amending paragraph

    (2) to read as follows:
 ``

    (2) a description of the extent to which the program to 
 be carried out with grant funds, as described in subsection
            (c) , will prepare prospective teachers, school leaders, and new 
 educators with strong teaching, leadership, and other 
 professional skills necessary to increase learning and academic 
 achievement;'';
            (C) in paragraph

    (3) , by inserting ``, school 
 leaders, and other educators,'' after ``new teachers'';
            (D) in paragraph

    (4) --
            (i) in subparagraph
        (A) , by inserting ``, 
 school leader, and other educator'' after 
 ``other teacher''; and
            (ii) in subparagraph
        (B) , by inserting ``, 
 school leader, and other educator'' after 
 ``promote teacher'';
        (E) in paragraph

    (6) --
            (i) by striking subparagraphs
        (F) ,
        (G) , and
        (H) and inserting the following:
 ``
        (F) how the partnership will prepare educators to 
 teach and work with students with disabilities, 
 including training related to early identification of 
 students with disabilities and participation as a 
 member of individualized education program teams, as 
 defined in 

section 614
            (d) (1)
        (B) of the Individuals with 
 Disabilities Education Act to ensure that students with 
 disabilities receive effective services, consistent 
 with the requirements of the Individuals with 
 Disabilities Education Act, that are needed for such 
 students to achieve to challenging State academic 
 standards;
 ``
        (G) how the partnership will prepare educators to 
 teach and work with students who are English learners 
 to ensure that students who are English learners 
 receive the services that are needed for such students 
 to achieve to challenging State academic standards;
 ``
        (H) how faculty at the partner institution will 
 work, during the term of the grant, with mentor 
 educators in the classrooms and administrators of high-
 need schools served by the high-need local educational 
 agency in the partnership to--
 ``
            (i) provide high-quality professional 
 development activities to strengthen the 
 content knowledge and teaching skills of 
 elementary school and secondary school teachers 
 and other educators, including multi-tiered 
 systems of support and universal design for 
 learning;
 ``
            (ii) train other classroom teachers, 
 principals or other school leaders, school 
 librarians, and other educators to implement 
 literacy programs that incorporate the 
 components of comprehensive literacy 
 instruction; and
 ``
            (iii) provide evidence-based, high-
 quality professional development activities to 
 strengthen the instructional and leadership 
 skills of elementary school and secondary 
 school principals or other school leaders and 
 district superintendents, if the partner 
 institution has a principal or school leader 
 preparation program;'';
            (ii) in subparagraph
            (I) , by inserting ``as 
 applicable'' before ``how the partnership''; 
 and
            (iii) in subparagraph
        (K) --
            (I) by inserting ``, principals or 
 other school leaders'' after 
 ``teachers''; and
            (II) by striking ``; and'' and 
 inserting a semicolon; and
        (F) in paragraph

    (7) --
            (i) in the matter before subparagraph
        (A) , 
 by striking ``under this section'' and 
 inserting ``under paragraphs

    (1)
        (B)
            (iv) and

    (3) of subsection
            (d) '';
            (ii) in subparagraph
        (A) , by inserting ``as 
 applicable,'' before ``a demonstration'';
            (iii) in subparagraph
        (B) , by striking 
 ``scientifically valid'' and inserting 
 ``evidence-based''; and
            (iv) in subparagraph
            (D) , by striking the 
 period at the end and inserting ``; and'';

    (2) by amending subsection
            (c) to read as follows:
 ``
            (c) Use of Grant Funds.--An eligible partnership that receives a 
grant under this section--
 ``

    (1) shall use such grant to carry out--
 ``
        (A) a program for the pre-baccalaureate or a 5th 
 year initial licensing program preparation of teachers 
 described in subsection
            (d) ;
 ``
        (B) teaching residency program or principal or 
 other school leader residency program program described 
 in subsection

    (e) ; or
 ``
            (C) a combination of such programs; and
 ``

    (2) may use such grant to carry out other educator 
 development programs under subsection

    (f) , based upon the 
 results of the needs assessment in subsection

    (b)

    (1) .'';

    (3) in subsection
            (d) --
        (A) in paragraph

    (1) --
            (i) by striking ``limited English 
 proficient'' both places it appears and 
 inserting ``English learners'';
            (ii) by striking ``scientifically valid'' 
 both places it appears and inserting 
 ``evidence-based''; and
            (iii) in subparagraph
        (B)
            (ii) 
            (VI) , by 
 striking ``reading instruction'' both places it 
 appears and inserting ``comprehensive literacy 
 instruction'';
        (B) in paragraph

    (5)
        (B) , by striking ``limited 
 English proficient'' and inserting ``English 
 learners''; and
            (C) in paragraph

    (6)
        (A) , by striking ``reading 
 instruction'' and inserting ``comprehensive literacy 
 instruction'';

    (4) by amending subsection

    (e) to read as follows:
 ``

    (e) Partnership Grants for the Establishment of Teaching and 
Principal or Other School Leader Residency Programs.--
 ``

    (1) In general.--An eligible partnership receiving a 
 grant to carry out an effective teaching residency program or 
 principal or other school leader residency program that meets 
 the following requirements:
 ``
        (A) Teaching residency program.--An eligible 
 partnership carrying out a teaching residency program 
 shall--
 ``
            (i) support a teaching residency program 
 described in paragraph

    (2) for high-need 
 schools, as determined by the needs of high-
 need local educational agency in the 
 partnership, and in high-need subjects and 
 areas, as defined by such local educational 
 agency; and
 ``
            (ii) place graduates of the teaching 
 residency program in cohorts that facilitate 
 professional collaboration, both among 
 graduates of the residency program and between 
 such graduates and mentor teachers in the 
 receiving school.
 ``
        (B) Principal or school leader residency 
 program.--An eligible partnership carrying out a 
 principal or school leader residency program shall 
 support a program described in paragraph

    (3) for high-
 need schools, as determined by the needs of the high-
 need local educational agency in the partnership.
 ``

    (2) Teaching residency program.--
 ``
        (A) 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 programs:
 ``
            (i) The integration of pedagogy, 
 classroom practice, and teacher mentoring.
 ``
            (ii) The exposure to principles of child 
 and youth development, and understanding and 
 applying principles of learning, behavior, and 
 community and family engagement.
 ``
            (iii) The exposure to principles of 
 universal design for learning and multi-tiered 
 systems of support.
 ``
            (iv) Engagement of teaching residents in 
 rigorous coursework undergraduate-level 
 coursework or graduate-level coursework, 
 which--
 ``
            (I) may include courses taught by 
 local educational agency personnel or 
 residency program faculty, in--
 ``

    (aa) the teaching of the 
 content area in which the 
 teacher will become certified 
 or licensed; and
 ``

    (bb) pedagogical 
 practices; and
 ``
            (II) shall lead to the attainment 
 of a bachelor's or master's degree, 
 respectively, and full State teacher 
 certification or licensure.
 ``
            (v) Experience and learning opportunities 
 alongside a trained and experienced mentor 
 teacher for not less than 1 academic year--
 ``
            (I) whose teaching shall 
 complement the residency program so 
 that school-based clinical practice is 
 tightly aligned and integrated with 
 coursework;
 ``
            (II) who shall have extra 
 responsibilities as a teacher leader of 
 the teaching residency program, as a 
 mentor for residents, and as a teacher 
 coach during the induction program for 
 new teachers, and for establishing, 
 within the program, a learning 
 community in which all individuals are 
 expected to continually improve their 
 capacity to advance student learning; 
 and
 ``
            (III) who may be relieved from 
 teaching duties or may be offered a 
 stipend as a result of such additional 
 responsibilities.
 ``
            (vi) The establishment of clear criteria 
 for the selection of mentor teachers based on 
 the appropriate subject area knowledge and 
 measures of teacher effectiveness, which shall 
 be based on, but not limited to, observations 
 of the following:
 ``
            (I) Planning and preparation, 
 including demonstrated knowledge of 
 content, pedagogy, and assessment, 
 including the use of formative, 
 summative, and diagnostic assessments 
 to inform instruction and improve 
 student learning.
 ``
            (II) Appropriate instruction that 
 engages all students.
 ``
            (III) Collaboration with 
 colleagues to improve instruction.
 ``
            (IV) Analysis of evidence of 
 student learning.
 ``
            (V) Collaboration and the 
 cultivation of relationships with 
 external stakeholders (which may 
 include professional disciplinary 
 organizations and nonprofit advocacy 
 organizations) to foster the sharing of 
 evidence-based resources to promote 
 high-quality, effective practices.
 ``
            (vii) The development of admissions goals 
 and priorities--
 ``
            (I) that are aligned with the 
 hiring objectives of the local 
 educational agency partnering with the 
 program, as well as the instructional 
 initiatives and curriculum of such 
 agency to hire qualified graduates from 
 the teaching residency program; and
 ``
            (II) 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 profession.
 ``
            (viii) Continued support for residents 
 once such residents are hired as the teachers 
 of record, through an induction program, 
 evidence-based professional development, and 
 networking opportunities to support the 
 residents through not less than the residents' 
 first 2 years of teaching.
 ``
        (B) Selection of individuals as teacher 
 residents.--
 ``
            (i) Eligible individual.--In order to be 
 eligible to be a teacher resident in a teacher 
 residency program under this paragraph, an 
 individual shall--
 ``
            (I) be a recent graduate of a 4-
 year institution of higher education or 
 a mid-career professional possessing 
 strong content knowledge or a record of 
 professional accomplishment; and
 ``
            (II) submit an application to the 
 residency program.
 ``
            (ii) 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 
 characteristics:
 ``
            (I) Strong content knowledge or 
 record of accomplishment in the field 
 or subject area to be taught.
 ``
            (II) Strong verbal and written 
 communication skills, which may be 
 demonstrated by performance on 
 appropriate assessments.
 ``
            (III) Other attributes linked to 
 effective teaching, which may be 
 determined by interviews or performance 
 assessments, as specified by the 
 eligible partnership.
 ``

    (3) Partnership grants for the development of principal 
 and other school leader residency programs.--
 ``
        (A) Establishment and design.--A principal or 
 other school leader residency program under this 
 paragraph shall be a program based upon models of 
 successful principal or other school leader residencies 
 that serve as a mechanism to prepare principals and 
 other school leaders for success in high-need schools 
 in the eligible partnership and shall be designed to 
 include the following characteristics of successful 
 programs:
 ``
            (i) Engagement of principal or other 
 school leader residents in rigorous graduate-
 level coursework, which--
 ``
            (I) may be courses taught by 
 local educational agency personnel or 
 residency program faculty, in 
 leadership, management, organizational, 
 and instructional skills necessary to 
 serve as a principal or other school 
 leader; and
 ``
            (II) lead to the attainment of 
 appropriate advanced credentials and 
 full State principal, or school leader 
 certification or licensure.
 ``
            (ii) Experience and learning 
 opportunities, including those that provide 
 continuous feedback throughout the program on a 
 participants' progress, alongside a trained and 
 experienced mentor principal or other school 
 leader for not less than 1 academic year--
 ``
            (I) whose mentoring shall be 
 based on standards of effective 
 mentoring practice and shall complement 
 the residence program so that school-
 based clinical practice is tightly 
 aligned with coursework; and
 ``
            (II) who may be relieved from 
 some portion of principal or other 
 school leader duties or may be offered 
 a stipend as a result of such 
 additional responsibilities.
 ``
            (iii) The establishment of clear criteria 
 for the selection of mentor principals or other 
 school leaders, which may be based on 
 observations of the following:
 ``
            (I) Demonstrating awareness of, 
 and having experience with, the 
 knowledge, skills, and attitudes to--
 ``

    (aa) establish and 
 maintain a professional 
 learning community that 
 effectively extracts 
 information from data to 
 improve the school culture and 
 climate, and personalize 
 instruction for all students to 
 result in improved student 
 achievement;
 ``

    (bb) create and maintain 
 a learning culture within the 
 school that provides an 
 inclusive climate conducive to 
 the development of all members 
 of the school community, 
 including one of continuous 
 improvement and learning for 
 adults tied to student learning 
 and other school goals;
 ``
            (cc) develop the 
 professional capacity and 
 practice of school personnel 
 and foster a professional 
 community of teachers and other 
 professional staff;
 ``
            (dd) engage in continuous 
 professional development, 
 utilizing a combination of 
 academic study, developmental 
 simulation exercises, self-
 reflection, mentorship, and 
 internship;
 ``

    (ee) understand youth 
 development appropriate to the 
 age level served by the school, 
 and use this knowledge to set 
 high expectations and standards 
 for the academic, social, 
 emotional, and physical 
 development of all students; 
 and
 ``

    (ff) actively engage with 
 families and the community to 
 create shared responsibility 
 for student academic 
 performance and successful 
 development.
 ``
            (II) Planning and articulating a 
 shared and coherent schoolwide 
 direction and policy for achieving high 
 standards of student performance, and 
 closing gaps in achievement among 
 subgroups of students.
 ``
            (III) Identifying and 
 implementing the activities and 
 rigorous curriculum necessary for 
 achieving such standards of student 
 performance.
 ``
            (IV) Supporting a culture of 
 learning, collaboration, and 
 professional behavior and ensuring 
 quality measures of instructional 
 practice.
 ``
            (V) Communicating and engaging 
 parents, families, and other external 
 communities.
 ``
            (VI) Cultivating relationships 
 and collaborating with external 
 stakeholders, which may include 
 professional disciplinary organizations 
 and nonprofit advocacy organizations, 
 to foster the sharing of evidence-based 
 resources to promote high-quality, 
 effective practices.
 ``
            (VII) Collecting, analyzing, 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 
 accountability.
 ``
            (iv) The development of admissions goals 
 and priorities--
 ``
            (I) that are aligned with the 
 hiring objectives of the local 
 educational agency partnering with the 
 program, as well as the instructional 
 initiatives and curriculum of such 
 agency to hire qualified graduates from 
 the principal residency program; and
 ``
            (II) which may include 
 consideration of applicants who reflect 
 the communities in which they will 
 serve and consideration of individuals 
 from underrepresented populations in 
 school leadership positions.
 ``
            (v) Continued support for residents once 
 such residents are hired as principals or other 
 school leaders, through an induction program, 
 evidence-based professional development to 
 support the knowledge and skills of the 
 principal or other school leader in a continuum 
 of learning and content expertise in 
 developmentally appropriate or age-appropriate 
 educational practices, and networking 
 opportunities to support the residents through 
 not less than the residents' first 2 years of 
 serving as principal or other school leader of 
 a school.
 ``
        (B) Selection of individuals as principal or 
 other school leader residents.--
 ``
            (i) Eligible individual.--In order to be 
 eligible to be a principal or other school 
 leader resident in a principal or other school 
 leader residency program under this paragraph, 
 an individual shall--
 ``
            (I) have prior prekindergarten 
 through grade 12 teaching experience;
 ``
            (II) have experience as an 
 effective leader, manager, and written 
 and oral communicator; and
 ``
            (III) submit an application to 
 the residency program.
 ``
            (ii) Selection criteria.--An eligible 
 partnership carrying out a principal or other 
 school leader 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 characteristics:
 ``
            (I) Strong instructional 
 leadership skills in an elementary 
 school or secondary school setting.
 ``
            (II) Strong verbal and written 
 communication skills, which may be 
 demonstrated by performance on 
 appropriate assessments.
 ``
            (III) Other attributes linked to 
 effective leadership, such as sound 
 judgment, organizational capacity, 
 collaboration, commitment to equity and 
 inclusiveness, and openness to 
 continuous learning, which may be 
 determined by interviews or performance 
 assessment, as specified by the 
 eligible partnership.
 ``

    (4) Stipends or salaries; applications; agreements; and 
 repayments.--
 ``
        (A) Stipends or salaries.--A residency program 
 under this subsection--
 ``
            (i) shall provide a 1-year living stipend 
 or salary to teaching or principal or other 
 school leader residents during the teaching 
 residency program or principal residency 
 program; and
 ``
            (ii) may provide a stipend to a mentor 
 teacher or mentor principal.
 ``
        (B) Applications.--
 ``
            (i) In general.--Each teaching, 
 principal, or other school residency candidate 
 desiring a stipend or salary during the period 
 of residency shall submit an application to the 
 eligible partnership at such time, in such 
 manner, and containing such information and 
 assurances, as the eligible partnership may 
 require, and which shall include an agreement 
 to serve described in clause
            (ii) .
 ``
            (ii) Agreements to serve.--Each 
 application submitted under clause
            (i) shall 
 contain or be accompanied by an agreement that 
 the applicant will--
 ``
            (I) upon successfully completing 
 the 1-year teaching, principal, or 
 other school leader residency program, 
 serve as a full-time teacher, 
 principal, or other school leader for a 
 total of not less than 3 school years 
 at--
 ``

    (aa) a high-need school 
 served by the high-need local 
 educational agency in the 
 eligible partnership and, in 
 the case of a teacher, teach a 
 subject or area that is 
 designated as high-need by the 
 partnership; or
 ``

    (bb) in a case in which 
 no appropriate position is 
 available in a high-need school 
 served by the high-need local 
 educational agency in the 
 eligible partnership, any other 
 high-need school;
 ``
            (II) provide to the eligible 
 partnership a certificate, from the 
 chief administrative officer of the 
 local educational agency in which the 
 teacher or principal, or other school 
 leader is employed, of the employment 
 required under subclause
            (I) at the 
 beginning of, and upon completion of, 
 each year or partial year of service;
 ``
            (III) in the case of a teacher 
 resident, meet the requirements to be a 
 profession-ready teacher; and
 ``
            (IV) comply with the requirements 
 set by the eligible partnership under 
 subparagraph
            (C) if the applicant is 
 unable or unwilling to complete the 
 service obligation required by this 
 subparagraph.
 ``
            (C) Repayments.--
 ``
            (i) In general.--An eligible partnership 
 carrying out a teaching or principal, or other 
 school leader, residency program under this 
 subsection shall require a recipient of a 
 stipend or salary under subparagraph
        (A) who 
 does not complete, or who notifies the 
 partnership that the recipient intends not to 
 complete, the service obligation required by 
 subparagraph
        (B) to repay such stipend or 
 salary to the eligible partnership, together 
 with interest, at a rate specified by the 
 partnership in the agreement, and in accordance 
 with such other terms and conditions specified 
 by the eligible partnership, as necessary.
 ``
            (ii) Other terms and conditions.--Any 
 other terms and conditions specified by the 
 eligible partnership may include reasonable 
 provisions for prorate repayment of the stipend 
 or salary described in subparagraph
        (A) or for 
 deferral of a teaching or principal, or other 
 school leader, resident's service obligation 
 required by subparagraph
        (B) , on grounds of 
 health, incapacitation, inability to secure 
 employment in a school served by the eligible 
 partnership, being called to active duty in the 
 Armed Forces of the United States, or other 
 extraordinary circumstances.
 ``
            (iii) 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 section.''; and

    (5) by striking subsection

    (f) and inserting the following:
 ``

    (f) Teacher Leader Development Program.--
 ``

    (1) In general.--A teacher leader development program 
 carried out with a grant awarded under this section shall 
 involve the professional development of teachers, as described 
 in paragraph

    (2) , who maintain their roles as classroom 
 teachers and who also carry out formalized leadership 
 responsibilities to increase the academic achievement of 
 students and promote data-driven instructional practices that 
 address the demonstrated needs at the elementary schools and 
 secondary schools in which the teachers are employed, such as--
 ``
        (A) development of curriculum and curricular 
 resources;
 ``
        (B) facilitating the work of committees and 
 teams;
 ``
            (C) family and community engagement;
 ``
            (D) school discipline and culture;
 ``
        (E) peer observations and coaching; or
 ``
        (F) dual enrollment instruction.
 ``

    (2) Professional development.--The professional 
 development of teachers in a teacher leader development program 
 carried out with a grant awarded under this section shall 
 include--
 ``
        (A) one year of professional development, 
 training, and support that may--
 ``
            (i) include--
 ``
            (I) the engagement of teachers in 
 rigorous coursework and fieldwork 
 relevant to their role as a teacher 
 leader, including available teacher 
 leader standards; and
 ``
            (II) regular observations and 
 professional support from--
 ``

    (aa) a principal, vice 
 principal, or a designated 
 instructional leader of the 
 school;
 ``

    (bb) a representative 
 from the institution of higher 
 education that is a partner in 
 the eligible partnership;
 ``
            (cc) a representative 
 from another entity that is a 
 partner in the eligible 
 partnership; and
 ``
            (dd) another member of 
 the teacher leader cohort, if 
 applicable, or a peer teacher; 
 and
 ``
            (ii) result in the awarding of a 
 credential in teacher leadership; and
 ``
        (B) one or two additional years of support from a 
 principal, vice principal, or a designated 
 instructional leader of the school, a representative 
 from the institution of higher education that is a 
 partner in the eligible partnership, and a 
 representative from another entity that is a partner in 
 the eligible partnership.
 ``

    (3) Teacher leader development program plan.--In carrying 
 out a teacher leader development program under this section, an 
 eligible partnership shall develop a plan that shall describe--
 ``
        (A) how the work hours of teacher leaders will be 
 allocated between their classroom responsibilities and 
 responsibilities as a teacher leader, which may include 
 a description of whether the teacher leader will be 
 relieved from teaching duties during their 
 participation in the teacher leader development 
 program;
 ``
        (B) how the partnership will support teacher 
 leaders after the first year of professional 
 development in the program; and
 ``
            (C) how teacher leader activities could be 
 sustained by the eligible partnership after the program 
 concludes, which may include a description of 
 opportunities for the teacher leaders to assist in the 
 educator preparation program at the institution of 
 higher education in the partnership.
 ``

    (4) Selection of teacher leaders; use of funds.--In 
 carrying out a teacher leader development program under this 
 section, an eligible partnership--
 ``
        (A) shall select a teacher for participation in 
 the program--
 ``
            (i) who--
 ``
            (I) is fully certified to teach 
 in the State of the high-need local 
 educational agency that is a partner in 
 the eligible partnership;
 ``
            (II) is employed by such high-
 need local educational agency;
 ``
            (III) has not less than 3 years 
 of teaching experience; and
 ``
            (IV) submits an application for 
 participation to the eligible 
 partnership; and
 ``
            (ii) based on selection criteria that 
 includes--
 ``
            (I) demonstration of strong 
 content knowledge or a record of 
 accomplishment in the field or subject 
 area the teacher will support as a 
 teacher leader; and
 ``
            (II) demonstration of attributes 
 linked to effective teaching that is 
 determined through interviews, 
 observations, artifacts, student 
 achievement, or performance 
 assessments, such as those leading to 
 an advanced credential;
 ``
        (B) may develop admissions goals and priorities 
 for the teacher leader development program that--
 ``
            (i) are aligned with the demonstrated 
 needs of the school or high-need local 
 educational agency in which the teacher is 
 employed;
 ``
            (ii) considers cultural competencies that 
 would make the applicant effective in the 
 applicant's teacher leader role; and
 ``
            (iii) considers whether the teacher has 
 substantial teaching experience in the school 
 in which the teacher is employed or in a school 
 that is similar to the school in which the 
 teacher is employed;
 ``
            (C) shall use the grant funds to pay for costs of 
 training and supporting teacher leaders for not less 
 than 2 years and not more than 3 years;
 ``
            (D) may use the grant funds to pay for a portion 
 of a stipend for teacher leaders if such grant funds 
 are matched by additional non-Federal public or private 
 funds as follows:
 ``
            (i) during each of the first and second 
 years of the grant period, grant funds may pay 
 not more than 50 percent of such stipend; and
 ``
            (ii) during the third year of the grant 
 period, grant funds may pay not more than 33 
 percent of such stipend; and
 ``
        (E) may require teacher leaders to pay back the 
 cost of attaining the credential described in paragraph

    (2)
        (A)
            (ii) if they do not complete their term of 
 service in the teacher leader development program.''.

SEC. 5. ADMINISTRATIVE PROVISIONS.

 

Section 203 of the Higher Education Act of 1965 (20 U.S.C. 1022b) 
is amended--

    (1) in subsection

    (a)

    (2) , by striking ``five-year period'' 
 and inserting ``five-year period, except such partnership may 
 receive an additional grant during such period if such grant is 
 used to establish a teacher residency program or principal or 
 other school leader residency program if such residency program 
 was not established with the prior grant''; and

    (2) in subsection

    (b)

    (2)
        (A) , by striking ``teacher 
 preparation program'' and inserting ``teacher education, school 
 leader preparation, or educator development program''.

SEC. 6. ACCOUNTABILITY AND EVALUATION.

 

Section 204

    (a) of the Higher Education Act of 1965 (20 U.S.C. 
1022c

    (a) ) is amended to read as follows:
 ``

    (a) Eligible Partnership Evaluation.--Each eligible partnership 
submitting an application for a grant under this part shall establish, 
and include in such application, an evaluation plan that includes 
rigorous, comprehensive, and measurable performance objectives. The 
plan shall include objectives and measures for--
 ``

    (1) achievement for all prospective and new educators as 
 measured by the eligible partnership;
 ``

    (2) educator retention in the first 5 years of service as 
 an educator;
 ``

    (3) as applicable, pass rates and scaled scores for 
 initial State certification or licensure of teachers or pass 
 rates and average scores on valid and reliable teacher 
 performance assessments; and
 ``

    (4)
        (A) the percentage of profession-ready teachers, 
 principals or other school leaders, and other educators hired 
 by the high-need local educational agency participating in the 
 eligible partnership;
 ``
        (B) the percentage of profession-ready teachers, 
 principals, and other educators hired by the high-need local 
 educational agency who are members of underrepresented groups;
 ``
            (C) as applicable, the percentage of profession-ready 
 teachers hired by the high-need local educational agency who 
 teach high-need academic subject areas, such as reading, 
 science, technology, engineering, mathematics, computer 
 science, and foreign language (including less commonly taught 
 languages and critical foreign languages);
 ``
            (D) as applicable, the percentage of profession-ready 
 teachers hired by the high-need local educational agency who 
 teach in high-need areas, including special education, 
 bilingual education, language instruction educational programs 
 for English language learners, and early childhood education;
 ``
        (E) the percentage of profession-ready teachers, 
 principals or other school leaders, and other educators hired 
 by the high-need local educational agency who teach in high-
 need schools, disaggregated by the elementary school and 
 secondary school levels;
 ``
        (F) as applicable, 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 competent;
 ``
        (G) as applicable, the percentage of educators able to--
 ``
            (i) integrate technology effectively into 
 curricula and instruction, including technology 
 consistent with the principles of universal design for 
 learning; and
 ``
            (ii) use technology effectively to collect, 
 manage, and analyze data to improve teaching and 
 learning for the purpose of improving student learning 
 outcomes; and
 ``
        (H) as applicable, the percentage of educators taking 
 school leadership positions who, after 3 years in the role, 
 receive ratings of effective or above in State school leader 
 evaluation and support systems (as described in 

section 2014
            (c) (4)
        (B)
            (ii) of the Elementary and Secondary Education Act 
 of 1965) or, if no such ratings are available, other comparable 
 indicators of performance.''.

SEC. 7. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS OR OTHER 
 SCHOOL LEADERS.

 

Section 205 of the Higher Education Act of 1965 (20 U.S.C. 1022d)--

    (1) by amending subsection

    (a)

    (1) to read as follows:
 ``

    (1) Report card.--Each teacher preparation or school 
 leader preparation entity approved to operate teacher 
 preparation or school leader preparation programs in the State 
 and that receives or enrolls students receiving Federal 
 assistance shall report annually to the State and the general 
 public, in a uniform and comprehensive manner that conforms 
 with the definitions and methods established by the Secretary, 
 the following:
 ``
        (A) Pass rates and scaled scores.--For the most 
 recent year for which the information is available for 
 each teacher or school leader preparation program 
 offered by the teacher preparation or school leader 
 preparation entity the following:
 ``
            (i) Except as provided in clause
            (ii) , 
 for those students who took the assessments 
 used for teacher or school leader certification 
 or licensure by the State in which the entity 
 is located and are enrolled in the teacher or 
 school leader preparation program or, and for 
 those who have taken such assessments and have 
 completed the teacher or school preparation 
 program during the 2-year period preceding such 
 year, for each of such assessments--
 ``
            (I) the percentage of all 
 students who passed such assessment;
 ``
            (II) the percentage of students 
 who have taken such assessment who 
 enrolled in and completed the teacher 
 or school leader preparation program; 
 and
 ``
            (III) the average scaled score 
 for all students who took such 
 assessment.
 ``
            (ii) In the case of an entity that 
 requires a valid and reliable teacher 
 performance assessment in order to complete the 
 preparation program, the entity may submit in 
 lieu of the information described in clause
            (i) the pass rate and average score of students 
 taking the teacher performance assessment.
 ``
        (B) Entity information.--A description of the 
 following:
 ``
            (i) The median grade point average and 
 range of grade point averages for admitted 
 students.
 ``
            (ii) The number of students in the entity 
 disaggregated by race (as defined in 

section 153

    (a)

    (3) of the Education Sciences Reform Act 
 of 2002 (20 U.S.C. 9543

    (a)

    (3) )), ethnicity, and 
 gender.
 ``
            (iii) The number of hours and types of 
 supervised clinical preparation required for 
 each program.
 ``
            (iv) The total number of students who 
 have completed programs for certification or 
 licensure disaggregated by subject area and by 
 race (as defined in 

section 153

    (a)

    (3) of the 
 Education Sciences Reform Act of 2002 (20 
 U.S.C. 9543

    (a)

    (3) )), ethnicity, and gender, 
 except that such disaggregation shall not be 
 required in a case in which the result would 
 reveal personally identifiable information 
 about an individual student.
 ``
            (C) Accreditation.--Whether the program or entity 
 is accredited by a specialized accrediting agency 
 recognized by the Secretary for accreditation of 
 professional teacher or school leader education 
 programs.
 ``
            (D) Designation as low-performing.--Which 
 programs (if any) offered by the entity have been 
 designated as low-performing by the State under 

section 207

    (a) .'';

    (2) in subsection

    (b) --
        (A) in paragraph

    (1) --
            (i) in subparagraph
        (A) --
            (I) by inserting ``and school 
 leader'' after ``teacher''; and
            (II) by inserting ``, including 
 teacher performance assessments'' after 
 ``the State'';
            (ii) by amending subparagraph
            (D) to read 
 as follows:
 ``
            (D) 
            (i) Except as provided in clause
            (ii) , for 
 each of the assessments used by the State for teacher 
 or school leader certification or licensure, 
 disaggregated by subject area, race (as defined in 
 

section 153

    (a)

    (3) of the Education Sciences Reform Act 
 of 2002 (20 U.S.C. 9543

    (a)

    (3) )), ethnicity, and gender, 
 except that such disaggregation shall not be required 
 in a case in which the result would reveal personally 
 identifiable information about an individual student--
 ``
            (I) for each entity located in the State, 
 the percentage of students at such entities who 
 have completed 100 percent of the nonclinical 
 coursework and taken the assessment who pass 
 such assessment;
 ``
            (II) the percentage of all such students 
 in all such programs and entities who have 
 taken the assessment who pass such assessment;
 ``
            (III) the percentage of students who have 
 taken the assessment and who enrolled in and 
 completed a teacher or school leader 
 preparation program; and
 ``
            (IV) the average scaled score of 
 individuals participating in such a program, or 
 who have completed such a program during the 2-
 year period preceding the first year for which 
 the annual State report card is provided, who 
 took each such assessment.
 ``
            (ii) In the case of a State that has implemented 
 a valid and reliable teacher performance assessment, 
 the State may submit in lieu of the information 
 described in clause
            (i) the pass rate and average score 
 of students taking the teacher performance assessment, 
 disaggregated by subject area, race (as defined in 
 

section 153

    (a)

    (3) of the Education Sciences Reform Act 
 of 2002 (20 U.S.C. 9543

    (a)

    (3) )), ethnicity, and gender, 
 except that such disaggregation shall not be required 
 in a case in which the result would reveal personally 
 identifiable information about an individual 
 student.''; and
            (iii) by striking subparagraphs
        (G) through
            (L) and inserting the following:
 ``
        (G) For each teacher and school leader 
 preparation program in the State the following:
 ``
            (i) The programs' admission rate and 
 median grade point average and range of grade 
 point averages for admitted students.
 ``
            (ii) The number of students in the 
 program disaggregated by race (as defined in 
 

section 153

    (a)

    (3) of the Education Sciences 
 Reform Act of 2002 (20 U.S.C. 9543

    (a)

    (3) )), 
 ethnicity, and gender.
 ``
            (iii) The number of hours and types of 
 supervised clinical preparation required.
 ``
            (iv) Whether such program has been 
 identified as low-performing, as designated by 
 the State under 

section 207

    (a) .
 ``
            (v) For each school leader preparation 
 program in the State, the total number and 
 percentage of program completers placed as 
 principals who are rated as effective or above 
 on the State school leader evaluation and 
 support systems (as described in 

section 2101
            (c) (4)
        (B) (2) of the Elementary and 
 Secondary Education Act of 1965) or, if no such 
 ratings are available, other comparable 
 indicators of performance after three years of 
 leading a school.
 ``
        (H) For the State as a whole, and for each 
 teacher preparation entity in the State, the number of 
 teachers prepared, in the aggregate and reported 
 separately by the following:
 ``
            (i) Area of certification or licensure.
 ``
            (ii) Academic major.
 ``
            (iii) Subject area for which the teacher 
 has been prepared to teach.
 ``
            (iv) The relationship of the subject area 
 and grade span of teachers graduated by the 
 teacher preparation entity to the teacher 
 workforce needs of the State.
 ``
            (v) The percentage of teachers graduated 
 teaching in high-need schools.
 ``
            (vi) Race (as defined in 

section 153

    (a)

    (3) of the Education Sciences Reform Act 
 of 2002 (20 U.S.C. 9543

    (a)

    (3) )), gender, and 
 ethnicity.''; and
        (B) by adding at the end the following:
 ``

    (3) 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 
 State.''; and

    (3) in subsection
            (d) (2) , by adding at the end the 
 following:
 ``
            (D) The relationship of the subject area and 
 grade span of teachers graduated by teacher preparation 
 entities across the States to identified teacher 
 shortage areas.
 ``
        (E) The number and percentages of such graduates 
 teaching in high-need schools.''.

SEC. 8. TEACHER DEVELOPMENT.

 

Section 206 of the Higher Education Act of 1965 (20 U.S.C. 1022e) 
is amended by striking ``limited English proficient'' both places it 
appears and inserting ``English learner''.

SEC. 9. STATE FUNCTIONS.

 

Section 207 of the Higher Education Act of 1965 (20 U.S.C. 1022f) 
is amended to read as follows:

``

SEC. 207. STATE FUNCTIONS.

 ``

    (a) State Assessment.--
 ``

    (1) In general.--In order to receive funds under this Act 
 or under title II of the Elementary and Secondary Education Act 
 of 1965 (20 U.S.C. 6601 et seq.), a State shall conduct an 
 assessment to identify at-risk and low-performing teacher and 
 school leader preparation programs in the State and to assist 
 such programs through the provision of technical assistance.
 ``

    (2) Provision of low-performing list.--Each State 
 described in paragraph

    (1) shall--
 ``
        (A) provide the Secretary and the general public 
 an annual list of low-performing teacher and school 
 leader preparation programs and an identification of 
 those programs at risk of being placed on such list, as 
 applicable;
 ``
        (B) report any teacher and school leader 
 preparation program that has been closed and the 
 reasons for such closure; and
 ``
            (C) describe the assessment, described in 
 paragraph

    (1) , in the report under 

section 205

    (b) .
 ``

    (3) Determination of at-risk and low-performing 
 programs.--The levels of performance and the criteria for 
 meeting those levels for purposes of the assessment under 
 paragraph

    (1) shall be determined by the State in consultation 
 with a representative group of community stakeholders, 
 including, at a minimum, representatives of leaders and faculty 
 of traditional and alternative route teacher and school leader 
 preparation programs, prekindergarten through 12th grade 
 leaders and instructional staff, current teacher and school 
 leader candidates participating in traditional and alternative 
 route teacher or school leader preparation programs, the 
 State's standards board or other appropriate standards body, 
 and other stakeholders identified by the State. In making such 
 determination, the State shall consider multiple measures and 
 the information reported by teacher preparation entities under 
 

section 205.
 ``

    (b) Reporting and Improvement.--In order to receive funds under 
this Act or under title II of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6601 et seq.), a State shall--
 ``

    (1) report to the Secretary and the general public any 
 programs described in subsection

    (a) ;
 ``

    (2) establish a period of improvement and redesign (as 
 established by the State) for programs identified as at-risk 
 under subsection

    (a) ;
 ``

    (3) provide programs identified as at-risk under 
 subsection

    (a) with technical assistance for a period of not 
 longer than 3 years;
 ``

    (4) identify at-risk programs as low-performing if there 
 is not sufficient improvement following the period of technical 
 assistance provided by the State; and
 ``

    (5) subject low-performing programs to the provisions 
 described in subsection
            (c) (as determined by the State) not 
 later than 1 year after the date of such identification as a 
 low-performing program.
 ``
            (c) Termination of Eligibility.--Any teacher or school leader 
preparation program that is projected to close--
 ``

    (1) shall be ineligible for any funding for professional 
 development activities awarded by the Department;
 ``

    (2) may not be permitted to provide new awards under 
 subpart 9 of part A of title IV; and
 ``

    (3) shall provide transitional support, including 
 remedial services if necessary, for students enrolled in the 
 program in the year prior to such closure.
 ``
            (d) Application of the Requirements.--The requirements of this 
section shall apply to both traditional teacher preparation programs 
and alternative routes to State certification and licensure 
programs.''.

SEC. 10. GENERAL PROVISIONS.

 

Section 208

    (a) of the Higher Education Act of 1965 (20 U.S.C. 
1022g

    (a) ) is amended by striking ``sections 205 and 206'' and inserting 
``

section 205''.

SEC. 11. ELEVATION OF THE EDUCATION PROFESSION STUDY.

 Part A of title II of the Higher Education Act of 1965 (20 U.S.C. 
1022 et seq.) is amended by inserting after 

section 208 the following:

``

SEC. 209. ELEVATION OF THE EDUCATION PROFESSION STUDY.

 ``

    (a) 

=== Purpose ===
-The purpose of the elevation of the profession 
feasibility study is to examine State policies related to teacher and 
school leader education and certification, produce a comprehensive set 
of expectations that sets a high bar for entry into the profession and 
ensures that all entering teachers and school leaders are profession-
ready, and develop recommendations to Congress on best practices with 
respect to elevating the education profession that are evidence-based, 
reliable, and verified by the field.
 ``

    (b) Establishment.--
 ``

    (1) In general.--The Secretary of Education shall 
 establish an Advisory Committee to carry out the elevation of 
 the education profession study described in subsection
            (c) and 
 make recommendations to Congress on the findings.
 ``

    (2) Membership of the advisory committee.--The Advisory 
 Committee shall include representatives or advocates from the 
 following categories:
 ``
        (A) Teacher unions.
 ``
        (B) School leader organizations.
 ``
            (C) State and local officials.
 ``
            (D) State educational agencies and local 
 educational agencies.
 ``
        (E) Teacher and school leader advocacy 
 organizations.
 ``
        (F) School administrator organizations.
 ``
        (G) Institutions of higher education, including 
 colleges of teacher education.
 ``
        (H) Civil rights organizations.
 ``
            (I) Organizations representing students with 
 disabilities.
 ``
        (J) Organizations representing English learners.
 ``
        (K) Nonprofit organizations representing subject-
 fields, such as STEM Educator organizations, 
 comprehensive literacy Educator organizations, and arts 
 and humanities educator organizations.
 ``
            (L) Professional development organizations.
 ``
            (M) Educational technology organizations.
 ``
        (N) Nonprofit research organizations.
 ``
        (O) Organizations representing nontraditional 
 pathways into teacher and school leader education.
 ``
        (P) Organizations representing parents.
 ``
            (c) Duties of the Advisory Committee.--
 ``

    (1) Feasibility study.--The Advisory Committee shall 
 conduct a feasibility study to--
 ``
        (A) assess the state of policies and practices 
 related to teacher and school leader education and 
 entry into the profession including barriers to 
 achieving certification and licensure, best practices 
 in producing profession-ready teachers and school 
 leaders, and recruitment and retention of teachers and 
 school leaders in schools;
 ``
        (B) compile best practices for educating and 
 training profession-ready teachers and school leaders 
 including evidence-based practices for training 
 teachers and school leaders to support diverse 
 learners, developing teacher and school leaders, and 
 successful pre-service and in-service educational 
 activities;
 ``
            (C) review certification and credentialing 
 practices throughout the Nation including minimum 
 standards in each State, differences in types of 
 credentials, and impact of different certification 
 processes in each State for teachers and school leaders 
 who relocate; and
 ``
            (D) recommend a comprehensive set of rigorous 
 expectations for States standards to elevate the 
 profession of teaching and to produce profession-ready 
 teachers and school leaders prepared to educate diverse 
 learners in inclusive educational settings.
 ``

    (2) Reports.--
 ``
        (A) Not later than 1 year after the Advisory 
 Committee's first meeting, the Committee shall submit 
 an interim report to the Secretary and to the 
 authorizing committees detailing the methods of the 
 study and progress in developing the set of 
 comprehensive and rigorous expectations.
 ``
        (B) Not later than 3 years after the Advisory 
 Committee's first meeting, the Committee shall submit a 
 final report to the Secretary and to the authorizing 
 committees detailing the findings, recommendations, and 
 suggested set of comprehensive and rigorous 
 expectations.
 ``

    (3) Dissemination of information.--In carrying out the 
 study under paragraph

    (1) , the Secretary shall disseminate 
 information found in the study in an accessible format to all 
 stakeholders.
 ``

    (4) Database.--Not later than 180 days after the date of 
 the enactment of this subsection, the Secretary shall produce 
 an electronically accessible clearinghouse of State 
 certification procedures and best State practices for producing 
 and retaining profession-ready teachers and school leaders.''.

SEC. 12. AUTHORIZATION OF APPROPRIATIONS.

 Part A of title II of the Higher Education Act of 1965 (20 U.S.C. 
1022 et seq.) is amended--

    (1) by redesignating 

section 209 as 

section 210; and

    (2) in 

section 210, as so redesignated--
        (A) by striking ``2009'' and inserting ``2026''; 
 and
        (B) by striking ``two succeeding'' and inserting 
 ``5 succeeding''.
 <all>