Educator Preparation Reform Act - Amends title II (Teacher Quality Enhancement) of the Higher Education Act of 1965 (HEA) to revise the Teacher Quality Partnership grant program. (The grant program provides funds to partnerships of high-need local educational agencies [LEAs], high-need schools, institutions of higher education [IHEs], and, as applicable, high-need early childhood education programs which are to use the funds for a pre-baccalaureate teacher preparation program, a teaching residency program, or a combination of such programs. Partnerships may also use grant funds for a leadership development program.)
Allows grant funds to be used for pre- or post-baccalaureate teacher preparation programs.
Allows grant funds to be used for teaching or principal residency programs.
Requires principal residency programs to prepare principals for success in the high-need schools in the partnership by engaging residents in rigorous graduate-level coursework to earn an appropriate advanced credential while they undertake a guided principal apprenticeship alongside a trained and experienced mentor principal. Requires principal residents to have prior prekindergarten through grade 12 teaching experience. Provides them with a living stipend or salary during the one-year residency program in exchange for at least three years of service as a principal in a high-need school immediately following their successful completion of the residency program.
Replaces the leadership development program with an educator development program that addresses a partnership's need to train and retain educators other than teachers or principals, such as specialized instructional support personnel and other school staff who provide or support instruction.
Authorizes a partnership to receive more than one grant during a five-year period if one of the grants is used to establish a teaching or principal residency program that was not established with the prior grant.
Applies certain partnership accountability and evaluation requirements to teachers, principals, and other educators.
Revises teacher preparation program accountability requirements. Applies them not only to IHEs, but also to other organizations approved by the state to prepare teachers for classrooms.
Requires those programs to train prospective teachers to teach diverse populations and core academic subjects.
Requires states to: (1) establish a period of improvement and redesign for teacher preparation programs they identify as at-risk, and (2) provide such programs with technical assistance for up to three years before identifying those that fail to make sufficient improvement as low-performing and closing them down.
Reauthorizes appropriations for the Teacher Quality Partnership grant program through FY2019.
Amends part A (Teacher and Principal Training and Recruiting Fund) of title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 (ESEA) to require states to develop, implement, and publicly disclose their criteria for identifying a teacher preparation program as low-performing or at risk of being identified as such. Requires those criteria to include multiple measures of teacher performance.
Replaces the program under subpart 3 (Subgrants to Eligible Partnerships) of part A of title II of the ESEA with a program under which states, directly or through subgrants to certain educational entities, use funds reserved under part A to: (1) provide technical assistance to and close low-performing teacher preparation programs identified under the HEA, and (2) develop a system for assessing the quality and effectiveness of professional development offered throughout the state.
Permits states to use such funding, directly or through subgrants: (1) to develop and implement a teacher performance assessment for teacher preparation programs, LEAs, and the state agency responsible for licensing teachers; and (2) for certain professional development activities currently funded under subpart 3.
Amends title IV (Student Assistance) of the HEA to prohibit IHEs that offer a teacher preparation program that is projected to close from awarding new TEACH grants. (The TEACH grant program provides tuition assistance to students who commit to teaching a high-need subject in a high-need elementary or secondary school for four years.)
Makes students who are completing a postbaccalaureate teacher education program eligible to participate in the TEACH grant program.
[Congressional Bills 113th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2172 Introduced in House (IH)]
113th CONGRESS
1st Session
H. R. 2172
To improve quality and accountability for educator preparation
programs.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
May 23, 2013
Mr. Honda (for himself, Mr. Hinojosa, and Mrs. Napolitano) introduced
the following bill; which was referred to the Committee on Education
and the Workforce
_______________________________________________________________________
A BILL
To improve quality and accountability for educator preparation
programs.
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 ``Educator Preparation Reform Act''.
TITLE I--EDUCATOR QUALITY ENHANCEMENT
SEC. 101. DEFINITIONS.
Section 200 of the Higher Education Act of 1965 (20 U.S.C. 1021) is
amended--
(1) by striking paragraph (22);
(2) by redesignating paragraphs (6), (7), (8) through (19),
(20), (21), and (23), as paragraphs (7), (8), (10) through
(21), (23), (24), and (28), respectively;
(3) by inserting after paragraph (5) the following:
``(6) Educator.--The term `educator' means a teacher,
principal, specialized instructional support personnel, or
other staff member who provides or directly supports
instruction, such as a school librarian, counselor, or
paraprofessional.'';
(4) by inserting after paragraph (8), as redesignated by
paragraph (2), the following:
``(9) Evidence of student learning.--The term `evidence of
student learning' means multiple measures of student learning
that shall include the following:
``(A) Valid and reliable student assessment data,
which may include data--
``(i) based on--
``(I) student learning gains on
State student academic assessments
under section 1111(b)(3) of the
Elementary and Secondary Education Act
of 1965; or
``(II) student academic achievement
assessments used at the national,
State, or school district levels, where
available and appropriate for the
curriculum and students taught;
``(ii) from classroom-based formative
assessments;
``(iii) from classroom-based summative
assessments; and
``(iv) from objective performance-based
assessments.
``(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.'';
(5) by striking paragraph (12), as redesignated by
paragraph (2), and inserting the following:
``(12) 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 6211(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 persistently low achieving; or
``(ii) for which one or more schools served by the
agency has a high teacher turnover rate.'';
(6) by striking paragraph (16), as redesignated by
paragraph (2), and inserting the following:
``(16) Induction program.--The term `induction program'
means a formalized program for new teachers and principals
during not less than the first 2 years of teaching or leading a
school that is designed to provide support for, improve the
professional performance of, and advance the retention of
beginning teachers and principals. Such program shall promote
effective teaching and leadership skills and shall include the
following components:
``(A) High-quality mentoring.
``(B) Periodic, structured time for collaboration
and classroom observation opportunities with teachers
in the same department or field, including mentor
teachers, as well as time for information-sharing among
teachers, principals, administrators, other appropriate
educators, and participating faculty in the partner
institution.
``(C) The application of empirically based practice
and scientifically valid research on instructional
practices.
``(D) Opportunities for new teachers and principals
to draw directly on the expertise of mentors, faculty,
local educational agency personnel, and researchers to
support the integration of empirically based practice
and scientifically valid research with practice.
``(E) The development of skills in instructional
and behavioral interventions derived from empirically
based practice, and where applicable, scientifically
valid research.
``(F) Faculty who--
``(i) model the integration of research and
practice in the classroom;
``(ii) assist new teachers and principals
with the effective use and integration of
technology in instruction; and
``(iii) demonstrate the content knowledge
and pedagogical skills necessary to be
effective in advancing student achievement.
``(G) Interdisciplinary collaboration among
exemplary teachers, principals, faculty, researchers,
other educators, and other staff who prepare new
teachers and principals with respect to the learning
process and the assessment of learning.
``(H) Assistance with the understanding of data,
particularly student achievement data, and the
application of such data in classroom instruction.
``(I) Regular, structured observation and
evaluation of new teachers by multiple evaluators,
using valid and reliable measures of teaching and
leadership skills.'';
(7) by inserting after paragraph (21), as redesignated by
paragraph (2), the following:
``(22) Residency program.--The term `residency program'
means a school-based educator preparation program in which a
prospective teacher, principal, or other educator--
``(A) for 1 academic year, works alongside a mentor
teacher, principal, or other educator who is the
educator of record;
``(B) receives concurrent instruction during the
year described in subparagraph (A) from the partner
institution, which courses may be taught by local
educational agency personnel or residency program
faculty, in--
``(i) the teaching of the content area in
which the teacher will become certified or
licensed;
``(ii) pedagogical practices; and
``(iii) leadership, management,
organizational, and instructional skills
necessary to serve as a principal;
``(C) acquires effective teaching or leadership
skills; and
``(D) prior to completion of the program, earns a
master's degree or other appropriate advanced
credential, attains full State teacher or leader
certification or licensure, and becomes highly
qualified (if applicable).''; and
(8) by inserting after paragraph (24), as redesignated by
paragraph (2), the following:
``(25) Teacher performance assessment.--The term `teacher
performance assessment' means an 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.
``(26) Teacher preparation entity.--The term `teacher
preparation entity' means an institution of higher education, a
nonprofit organization, for-profit organization, or other
organization that is approved by the State to prepare teachers
to be effective in the classroom.
``(27) 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.''.
SEC. 102. EDUCATOR QUALITY ENHANCEMENT.
Section 201 of the Higher Education Act of 1965 (20 U.S.C. 1022) is
amended--
(1) in paragraph (2), by inserting ``, principals, and
other educators'' after ``teachers'' each place the term
appears;
(2) in paragraph (3), by striking ``and'' after the
semicolon;
(3) by striking paragraph (4) and inserting the following:
``(4) recruit highly qualified individuals, including
minorities and individuals from other occupations, as teachers,
principals, and other educators; and''; and
(4) by adding at the end the following:
``(5) 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. 103. 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 ``other
educators,'' after ``principals,'';
(B) by striking paragraph (2) and inserting the
following:
``(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 and new educators with strong
teaching, leadership, and other professional skills necessary
to increase learning and academic achievement;'';
(C) in paragraph (3), by inserting ``, principals,
and other educators'' after ``teachers'';
(D) in paragraph (4)--
(i) in subparagraph (A), by inserting ``,
principal, and other educator'' after
``teacher''; and
(ii) in subparagraph (B), by striking
``teacher'' and inserting ``educator'';
(E) in paragraph (6)--
(i) by striking subparagraph (F) and
inserting the following:
``(F) how the partnership will prepare educators to
teach and work with students with disabilities,
including training related to participation as a member
of individualized education program teams, as defined
in section 614(d)(1)(B) of the Individuals with
Disabilities Education Act;'';
(ii) by striking subparagraph (G) and
inserting the following:
``(G) how the partnership will prepare educators to
teach and work with students who are limited English
proficient;'';
(iii) by striking subparagraph (H) and
inserting the following:
``(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, school librarians, and other
educators to implement literacy programs that
incorporate the essential components of reading
and writing instruction; and
``(iii) provide high-quality professional
development activities to strengthen the
instructional and leadership skills of
elementary school and secondary school
principals and district superintendents, if the
partner institution has a principal preparation
program;'';
(iv) in subparagraph (I), by striking
``teaching'' and inserting ``educator''; and
(v) in subparagraph (K), by striking
``teachers'' and inserting ``educators''; and
(F) by striking paragraph (7) and inserting the
following:
``(7) with respect to the induction program required as
part of the activities carried out under this section--
``(A) a description of how the schools and
departments within the institution of higher education
that are part of the induction program will effectively
prepare educators, including providing content
expertise and expertise in teaching and leadership, as
appropriate;
``(B) a description of the eligible partnership's
capacity to use empirically based practice and
scientifically valid research on teaching and learning;
``(C) a description of how the educator preparation
program will design and implement an induction program
to support all new educators who are prepared by the
educator preparation program in the partnership and who
are employed in the high-need local educational agency
in the partnership, and, to the extent practicable, all
new educators who teach in such high-need local
educational agency; and
``(D) a description of how higher education faculty
involved in the induction program will be able to
substantially participate in an early childhood
education program or an elementary school or secondary
school classroom setting, as applicable.'';
(2) by striking subsection (c) and inserting the following:
``(c) Use of Grant Funds.--An eligible partnership that receives a
grant under this section--
``(1) shall use grant funds to carry out a program for the
pre-baccalaureate or post-baccalaureate preparation of teachers
under subsection (d), a teaching or principal residency program
under subsection (e), or a combination of such programs; and
``(2) may use funds to carry out other educator development
programs under subsection (f), based upon the results of the
needs assessment in subsection (b)(1).'';
(3) by striking subsection (e) and inserting the following:
``(e) Partnership Grants for the Establishment of Teaching and
Principal Residency Programs.--
``(1) In general.--An eligible partnership receiving a
grant to carry out an effective teaching or principal residency
program shall carry out a program that includes the following
activities:
``(A) For teaching residency programs.--An eligible
partnership carrying out a teaching residency program
shall carry out both of the following activities:
``(i) Supporting a teaching residency
program described in paragraph (2) for high-
need schools and in high-need subjects and
areas, as determined by the needs of the high-
need local educational agency in the
partnership.
``(ii) Placing 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) For principal residency programs.--An
eligible partnership carrying out a principal 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) Teacher residency programs.--
``(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
development as well as understanding and
applying principles of learning and behavior.
``(iii) Engagement of teaching residents in
rigorous graduate-level coursework to earn a
master's degree while undertaking a guided
teaching apprenticeship.
``(iv) Experience and learning
opportunities alongside a trained and
experienced mentor teacher--
``(I) whose teaching shall
complement the residency program so
that school-based clinical practice is
tightly aligned 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.
``(v) 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 improve student learning.
``(II) Appropriate instruction that
engages all students.
``(III) Collaboration with
colleagues to improve instruction.
``(IV) Analysis of evidence of
student learning.
``(vi) 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.
``(vii) Support for residents once such
residents are hired as the teachers of record,
through an induction program, 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 of 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) Principal residency programs.--
``(A) Establishment and design.--A principal
residency program under this paragraph shall be a
program based upon models of successful principal
residencies that serve as a mechanism to prepare
principals for success in high-need schools in the
eligible partnership and shall be designed to include
the following characteristics of successful programs:
``(i) Engagement of principal residents in
rigorous graduate-level coursework to earn an
appropriate advanced credential while
undertaking a guided principal apprenticeship.
``(ii) Experience and learning
opportunities alongside a trained and
experienced mentor principal--
``(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 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, 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
personalize instruction for all
students to result in improved
student achievement;
``(bb) create and maintain
a learning culture within the
school that provides a climate
conducive to the development of
all members of the school
community, including one of
continuous learning for adults
tied to student learning and
other school goals;
``(cc) engage in continuous
professional development,
utilizing a combination of
academic study, developmental
simulation exercises, self-
reflection, mentorship, and
internship;
``(dd) 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
``(ee) actively engage 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.
``(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) 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 as well as consideration of
individuals from underrepresented
populations in school leadership
positions.
``(v) Support for residents once such
residents are hired as principals, through an
induction program, professional development to
support the knowledge and skills of the
principal in a continuum of learning and
content expertise in developmentally
appropriate or age-appropriate educational
practices, and networking opportunities to
support the residents through not less than the
residents' first 2 years of serving as
principal of a school.
``(B) Selection of individuals as principal
residents.--
``(i) Eligible individual.--In order to be
eligible to be a principal resident in a
principal 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 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, 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;
repayments.--
``(A) Stipends or salaries.--A teaching or
principal residency program under this subsection--
``(i) shall provide a 1-year living stipend
or salary to teaching or principal residents
during the 1-year teaching or principal
residency program; and
``(ii) may provide a stipend to a mentor
teacher or mentor principal.
``(B) Applications for stipends or salaries.--Each
teacher or principal residency candidate desiring a
stipend or salary during the period of residency shall
submit an application to the eligible partnership at
such time, and containing such information and
assurances, as the eligible partnership may require.
``(C) Agreements to serve.--Each application
submitted under subparagraph (B) shall contain or be
accompanied by an agreement that the applicant will--
``(i) serve as a full-time teacher or
principal for a total of not less than 3
academic years immediately after successfully
completing the 1-year teaching or principal
residency program;
``(ii) fulfill the requirement under clause
(i)--
``(I) by teaching or serving as a
principal in a high-need school served
by the high-need local educational
agency in the eligible partnership and,
if a teacher, teaching a subject or
area that is designated as high need by
the partnership; or
``(II) if there is no appropriate
position available in a high-need
school served by the high-need local
educational agency in the eligible
partnership, by teaching or serving as
a principal in any other high-need
school;
``(iii) provide to the eligible partnership
a certificate, from the chief administrative
officer of the local educational agency in
which the resident is employed, of the
employment required under clauses (i) and (ii)
at the beginning of, and upon completion of,
each year or partial year of service;
``(iv) for teacher residents, meet the
requirements to be a highly qualified teacher,
as defined in section 9101 of the Elementary
and Secondary Education Act of 1965, or section
602 of the Individuals with Disabilities
Education Act, when the applicant begins to
fulfill the service obligation under this
clause; and
``(v) comply with the requirements set by
the eligible partnership under subparagraph (D)
if the applicant is unable or unwilling to
complete the service obligation required by
this subparagraph.
``(D) Repayments.--
``(i) In general.--An eligible partnership
carrying out a teaching or principal residency
program under this subsection shall require a
recipient of a stipend or salary under
subparagraph (A) who does not complete, or who
notifies the partnership that the recipient
intends not to complete, the service obligation
required by subparagraph (C) 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 prorata repayment of the stipend
or salary described in subparagraph (A) or for
deferral of a teaching resident's service
obligation required by subparagraph (C), 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.'';
(4) by striking subsection (f) and inserting the following:
``(f) Partnership Grants for Educator Development.--An eligible
partnership that receives a grant under this section may carry out
effective educator development programs for other educators besides
teachers and principals based on the needs identified in subsection
(b)(1) that may include the following activities:
``(1) Implementing curriculum changes that improve,
evaluate, and assess how well prospective and new educators
develop instructional skills.
``(2) Preparing educators to use empirically based practice
and scientifically valid research, where applicable.
``(3) Providing pre-service clinical experience.
``(4) Creating induction programs for new educators.
``(5) Aligning recruitment and admissions goals and
priorities with the hiring objectives of the high-need local
educational agency in the eligible partnership.
``(6) Professional development and training for mentor
teachers and principals.''; and
(5) by adding at the end the following:
``(l) Continuation of Awards.--Notwithstanding any other provision
of law, from funds appropriated to carry out this part, the Secretary
shall continue to fund any multiyear grant awarded under this part (as
such provisions were in effect on the day before the date of enactment
of the Educator Preparation Reform Act), for the duration of such
multiyear grant in accordance with its terms.''.
SEC. 104. ADMINISTRATIVE PROVISIONS.
Section 203 of the Higher Education Act of 1965 (20 U.S.C. 1022b)
is amended--
(1) in subsection (a), by striking paragraph (2) and
inserting the following:
``(2) Number of awards.--An eligible partnership may not
receive more than 1 grant during a 5-year period, except such
partnership may receive an additional grant during such period
if such grant is used to establish a teacher or principal
residency program if such residency program was not established
with the prior grant. Nothing in this title shall be construed
to prohibit an individual member, that can demonstrate need, of
an eligible partnership that receives a grant under this title
from entering into another eligible partnership consisting of
new members and receiving a grant with such other eligible
partnership before the 5-year period described in the preceding
sentence applicable to the eligible partnership with which the
individual member has first partnered has expired.''; and
(2) in subsection (b)(2)(A), by striking ``teacher
preparation program'' and inserting ``teacher education program
or educator development program''.
SEC. 105. 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
strong 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 3 years;
``(3) 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 highly qualified teachers,
principals, and other educators hired by the high-need local
educational agency participating in the eligible partnership;
``(B) the percentage of highly qualified teachers,
principals, and other educators hired by the high-need local
educational agency who are members of underrepresented groups;
``(C) the percentage of highly qualified teachers hired by
the high-need local educational agency who teach high-need
academic subject areas (such as reading, mathematics, science,
and foreign language, including less commonly taught languages
and critical foreign languages);
``(D) the percentage of highly qualified 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 limited English
proficient students, and early childhood education);
``(E) the percentage of highly qualified teachers 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; and
``(G) as applicable, the percentage of educators trained
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.''.
SEC. 106. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.
Section 205 of the Higher Education Act of 1965 (20 U.S.C. 1022d)
is amended--
(1) in subsection (a)--
(A) by striking the subsection heading and
inserting ``Teacher Preparation Entity Report Cards'';
and
(B) by striking paragraph (1) and inserting the
following:
``(1) Report card.--Each teacher preparation entity
approved to operate teacher preparation programs in the State
and that receives or enrolls students receiving Federal
assistance shall report annually to the State and the general
public, in a uniform and comprehensible manner that conforms
with the definitions and methods established by the Secretary,
the following:
``(A) Goals and assurances.--
``(i) For the most recent year for which
the information is available for the entity
whether the goals set under section 206 have
been met.
``(ii) A description of the steps the
entity is taking to improve its performance in
meeting the annual goals set under section 206.
``(iii) A description of the activities the
entity has implemented to meet the assurances
provided under section 206.
``(B) Pass rates and scaled scores.--For the most
recent year for which the information is available the
following:
``(i) Except as provided in clause (ii),
for those students who took the assessments
used for teacher certification or licensure by
the State in which the entity is located and
are enrolled in the teacher preparation program
or, and for those who have taken such
assessments and have completed the teacher
preparation program during the two-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
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,
disaggregated by subject area, race, 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) 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, ethnicity, and gender).
``(iii) The number of hours and types of
supervised clinical preparation required.
``(iv) The total number of students who
have completed programs for certification or
licensure (disaggregated by subject area).
``(D) Accreditation.--Whether the program is
accredited by a specialized accrediting agency
recognized by the Secretary for accreditation of
professional teacher education programs.
``(E) Designation as low-performing.--Whether the
program has been designated as low-performing by the
State under section 207(a).''; and
(2) in subsection (b)--
(A) in paragraph (1)--
(i) in subparagraph (A), by inserting ``,
including teacher performance assessments''
after ``State'';
(ii) by striking subparagraph (D) and
inserting the following:
``(D)(i) Except as provided in clause (ii), for
each of the assessments used by the State for teacher
certification or licensure--
``(I) the percentage of all such students
in all such programs and entities who have
taken the assessment who pass such assessment;
``(II) the percentage of students who have
taken the assessment who enrolled in and
completed a teacher preparation program; and
``(III) the average scaled score of
individuals participating in such a program, or
who have completed such a program during the
two-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, 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.'';
(iii) by striking subparagraph (G) and
inserting the following:
``(G) For each teacher preparation program in the
State the following:
``(i) The median grade point average and
range of grade point averages for admitted
students.
``(ii) The number of students in the
program (disaggregated by race, ethnicity, and
gender).
``(iii) The number of hours and types of
supervised clinical preparation required.'';
(iv) by striking subparagraph (H) and
inserting the following:
``(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.'';
(v) by striking subparagraphs (I), (J),
(K), and (L); and
(vi) by adding at the end the following:
``(I) The capacity of the statewide longitudinal
data system to report valid and reliable outcome data
on the graduates of teacher preparation entities in the
State and where available the results of such data on
the following:
``(i) Evidence of student learning,
including information on the academic
performance of students with disabilities and
limited English proficient students taught by
graduates of teacher preparation entities in
the State by subject area and grade.
``(ii) Job placement of program completers
within 12 months of graduation.
``(iii) Retention of program completers in
teaching after 3 years.
``(iv) Other outcome indicators, such as
average results from teacher evaluations.'';
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.''.
SEC. 107. TEACHER DEVELOPMENT.
Section 206 of the Higher Education Act of 1965 (20 U.S.C. 1022e)
is amended--
(1) in subsection (a), by striking ``Each institution'' and
all that follows through ``under this Act,'' and inserting
``Each teacher preparation entity that enrolls students
receiving Federal assistance under this Act, or receives other
Federal funding to support its teacher preparation programs,'';
(2) in subsection (b)--
(A) in the matter preceding paragraph (1), by
striking ``institution'' and inserting ``entity'';
(B) in paragraph (1), by striking ``institution's''
and inserting ``entity's''; and
(C) by striking paragraph (3) and inserting the
following:
``(3) prospective teachers receive--
``(A) coursework and training in providing
instruction in core academic subjects;
``(B) training in providing instruction to diverse
populations, including children with disabilities,
limited English proficient students, gifted students,
and children from low-income families; and
``(C) training on how to effectively teach in urban
and rural schools, as applicable.''; and
(3) in subsection (c), by striking ``institution'' and
inserting ``entity''.
SEC. 108. 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, a State shall conduct an assessment to identify at-risk
and low-performing teacher preparation programs in the State
and to assist such programs through the provision of technical
assistance.
``(2) Provision of low performing list.--Each State
described in paragraph (1) shall--
``(A) provide the Secretary with an annual list of
low-performing teacher preparation programs and an
identification of those programs at risk of being
placed on such list, as applicable;
``(B) report any teacher 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 preparation
programs, pre-kindergarten through 12th grade leaders and
instructional staff, current teacher candidates participating
in traditional and alternative route teacher 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, a State shall--
``(1) report any programs described in subsection (a) to
the Secretary;
``(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 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. 109. AUTHORIZATION OF APPROPRIATIONS.
Section 209 of the Higher Education Act of 1965 (20 U.S.C. 1022h)
is amended--
(1) by striking ``2009'' and inserting ``2014''; and
(2) by striking ``two'' and inserting ``5''.
TITLE II--PARTNERSHIPS WITH HIGHER EDUCATION TO IMPROVE TEACHER
PREPARATION PROGRAMS
SEC. 201. STATE USE OF FUNDS.
Section 2113 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6613) is amended--
(1) in subsection (a)(2) by striking ``to make subgrants''
and all that follows and inserting ``for activities consistent
with subpart 3; and''; and
(2) by adding at the end the following:
``(g) Additional Activities.--The State educational agency for a
State that receives a grant under section 2111 shall assist the State
higher education agency (if the State higher education agency is not
the State educational agency) in conducting the activities described
under subpart 3.
``(h) Activities Related to the Higher Education Act.--A State that
receives a grant under section 2111 shall--
``(1) apply the requirements of section 207 of the Higher
Education Act of 1965 to all teacher preparation programs in
the State, including programs operated by institutions of
higher education (whether such institutions are public,
private, or for-profit), and any other program in the State
which provides teacher preparation; and
``(2) develop and solicit public comment on criteria used
to assess or identify low-performing teacher preparation
programs under section 207 of the Higher Education Act of 1965
(including any criteria in existence on the day before the date
of enactment of the Educator Preparation Reform Act) and make
any such criteria publicly available.
``(i) Criteria.--The criteria described under subsection (h)(2)
shall--
``(1) include multiple measures of performance of
individual teachers, such as teacher and principal evaluation,
student satisfaction, and evidence of student learning; and
``(2) consider information reported by teacher preparation
entities under section 205 of the Higher Education Act of 1965.
``(j) Withholding of State Administrative Funds.--The Secretary may
withhold administrative funds provided to States under this Act if a
State fails to develop, implement, and publicly disclose its criteria
for low-performing and at-risk teacher preparation programs.''.
SEC. 202. STATE AGENCY FOR HIGHER EDUCATION.
Subpart 3 of part A of title II of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6631 et seq.) is amended to read as
follows:
``Subpart 3--State Educational Agency or State Agency for Higher
Education Grants
``SEC. 2131. GRANTS.
``(a) In General.--The State agency for higher education for a
State that receives a grant under section 2111, working in conjunction
with the State educational agency (if such agencies are separate),
shall use the funds reserved under section 2113(a)(2) to carry out the
activities described in section 2133, either directly or through
subgrants to eligible entities, as described in this subpart.
``(b) Distribution.--In making subgrants to eligible entities under
this subpart, the State agency for higher education shall ensure that
such subgrants are equitably distributed by geographic area within the
State.
``SEC. 2132. APPLICATIONS.
``If the State agency for higher education makes subgrants under
this subpart to carry out the activities described in section 2133, to
be eligible to receive a subgrant, an eligible entity shall submit an
application to the State agency for higher education at such time, in
such manner, and containing such information as the agency may require.
``SEC. 2133. USE OF FUNDS AND WITHHOLDING.
``(a) In General.--
``(1) Required uses of funds.--In using the funds reserved
under section 2113(a)(2), the State agency for higher education
shall, directly or through subgrants to eligible entities, use
such funds for the following activities:
``(A) Providing technical assistance to and closing
low-performing teacher preparation programs, as
identified under section 207 of the Higher Education
Act of 1965, under which the State agency for higher
education shall--
``(i) assist teacher preparation programs
that are at risk of being identified as low
performing, or have been identified as low
performing, under such section, through--
``(I) technical assistance designed
to identify the reasons such programs
are at risk of being identified, or
have been identified, as low
performing;
``(II) the development of an
improvement plan to address the reasons
identified under subclause (I);
``(III) technical assistance to
implement the plan described under
subclause (II); and
``(IV) other such assistance that
responds to the reasons for such
identification; and
``(ii) if such a program described under
clause (i) is identified as low performing
after such technical assistance and a period of
time for program improvement (as determined by
the State), terminate the eligibility of such a
program as described in section 207 of the
Higher Education Act of 1965 or if the State
agency for higher education does not oversee
such program, assisting such other State agency
in terminating such eligibility.
``(B) Developing a system for assessing the quality
and effectiveness of professional development offered
throughout the State (in conjunction with the
appropriate State agency, if an agency other than the
State agency for higher education is responsible for
professional development of teachers in such State).
``(2) Allowable uses of funds.--In using the funds reserved
under section 2113(a)(2), the State agency for higher education
may, directly or through subgrants to eligible entities, use
such funds for the following activities:
``(A) Developing and implementing a valid and
reliable teacher performance assessment for use by--
``(i) institutions of higher education and
other providers of teacher preparation in the
State in assessing the effectiveness of
graduates of teacher preparation programs;
``(ii) a State educational agency (or other
State agency if such agency is responsible
under State law for certification or licensure
of teachers in such State) in determining any
certification or licensure, including
certification through alternative routes and
full State certification or licensure; or
``(iii) a local educational agency to
inform hiring decisions, induction, and
mentoring programs, and to facilitate the
alignment of such performance assessments to
the criteria used in teacher evaluations.
``(B) Professional development activities in core
academic subjects to ensure that--
``(i) teachers and highly qualified
paraprofessionals, and, if appropriate,
principals have subject matter knowledge in the
academic subjects that the individuals teach,
including the use of computer related
technology to enhance student learning; and
``(ii) principals have the instructional
leadership skills that will help such
principals work most effectively with teachers
to help students master core academic subjects.
``(C) Developing and providing assistance to local
educational agencies and individuals who are teachers,
highly qualified paraprofessionals, or principals of
schools served by such agencies, for sustained, high-
quality professional development activities that--
``(i) ensure that the individuals are able
to use challenging State academic content
standards and student academic achievement
standards, and State assessments, to improve
instructional practices and improve student
academic achievement;
``(ii) may include intensive programs
designed to prepare such individuals who will
return to a school to provide instruction
related to the professional development
described in clause (i) to other such
individuals within such school; and
``(iii) may include activities of
partnerships between one or more local
educational agencies, one or more schools
served by such local educational agencies, and
one or more institutions of higher education
for the purpose of improving teaching and
learning at low-performing schools.
``(b) Withholding.--In any fiscal year, if a State does not meet
the requirements of section 207 of the Higher Education Act of 1965,
including any requirements described under this part related to such
section 207, the Secretary shall withhold a portion of the
administrative funds that would be allocated to such State under this
Act.
``SEC. 2134. RULE OF CONSTRUCTION.
``Nothing in this subpart shall be construed to alter or otherwise
affect the rights, remedies, and procedures afforded to the employees
of local educational agencies under Federal, State, or local laws
(including applicable regulations or court orders) or under the terms
of collective bargaining agreements, memoranda of understanding, or
other agreements between such employees and their employers.
``SEC. 2135. DEFINITION OF ELIGIBLE ENTITY.
``In this subpart, the term `eligible entity' means--
``(1) an institution of higher education, as defined in
section 101(a) of the Higher Education Act of 1965;
``(2) a local educational agency;
``(3) a school or college of education;
``(4) a nonprofit organization; or
``(5) a partnership of any of the entities described in
paragraphs (1) through (4).''.
TITLE III--AMENDMENTS TO THE TEACH GRANTS
SEC. 301. PROGRAM ESTABLISHED.
Section 420M of the Higher Education Act of 1965 (20 U.S.C. 1070g-
1) is amended by adding at the end the following:
``(e) Programs Projected To Close.--An institution of higher
education that offers a teacher preparation program that is projected
to close--
``(1) may not provide new awards under this subpart; and
``(2) shall provide transitional support, including
remedial services if necessary, for students enrolled in the
program in the year prior to such closure.''.
SEC. 302. APPLICATIONS; ELIGIBILITY.
Section 420N of the Higher Education Act of 1965 (20 U.S.C. 1070g-
2) is amended--
(1) in subsection (a)(2)--
(A) in subparagraph (A), by striking clause (iii)
and inserting the following:
``(iii) the student is completing the
third, fourth, or fifth year of a program of
undergraduate education or a program of
postbaccalaureate education, necessary to begin
a career in teaching; or''; and
(B) in subparagraph (B), by striking clause (ii)
and inserting the following:
``(ii) the applicant is or was a teacher
who is using alternative certification routes
that have not been identified as low performing
or at risk by the State.''; and
(2) in subsection (b), by striking paragraph (2) and
inserting the following:
``(2) in the event that the applicant is determined to have
failed or refused to carry out such service obligation, the sum
of the amounts of any TEACH Grants received by such applicant,
pro-rated by the percentage of service obligation that has not
been met, will be treated as a loan and collected from the
applicant in accordance with subsection (c) and regulations
thereunder; and''.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and the Workforce.
Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education.
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