Educator Preparation Reform Act
This bill modifies federal grants and requirements for educator preparation programs.
Specifically, the bill revises the Teacher Quality Partnership Grant program to require a partnership (e.g., a high-need local educational agency or school and an institution of higher education) to use grant funds to carry out a program for the pre-baccalaureate or post-baccalaureate preparation of teachers, a teaching or principal residency program, or a combination of such programs. Currently, such grants must be used for programs specific to teachers.
A partnership may also use funds to carry out other educator development programs, including programs for school librarians, counselors, and paraprofessionals.
The bill further revises requirements for teacher residency programs and prescribes requirements for the establishment of principal residency programs. A partnership carrying out a principal residency program must perform activities for high-need schools.
The bill revises requirements for state reporting on the quality of teacher preparation programs and specifies that a state must conduct an assessment to identify at-risk and low-performing teacher preparation programs as a condition of receiving certain federal funds.
It also modifies student eligibility for the Teacher Education Assistance for College and Higher Education (TEACH) Grant program.
[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[H.R. 7319 Introduced in House (IH)]
<DOC>
116th CONGRESS
2d Session
H. R. 7319
To improve quality and accountability for educator preparation
programs.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
June 24, 2020
Ms. Shalala introduced the following bill; which was referred to the
Committee on Education and Labor
_______________________________________________________________________
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), (9), (10),
(11), (12), (14), (15), (16), (17), (18), (19), (20), (21), and
(23), as paragraphs (7), (8), (10), (11), (12), (13), (14),
(15), (16), (17), (18), (19), (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)(2) 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 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 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 (15), as redesignated by
paragraph (2), and inserting the following:
``(15) 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.
``(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 a culture of
learning among adults and children;
``(iii) strengthen communications and
relationships with parents, caregivers, 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; and
``(v) build relationships and communicate
effectively with State and local educational
agency officials.'';
(7) by inserting after paragraph (19), as redesignated by
paragraph (2), the following:
``(20) Profession ready.--The term `profession ready'--
``(A) when used with respect to a principal, means
a principal who--
``(i) has an advanced degree, or other
appropriate credential;
``(ii) has completed a principal
preparation process and is fully certified and
licensed by the State in which the principal 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, 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
teaches;
``(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; and
``(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
``(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.'';
(8) 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 profession
ready (if applicable).''; and
(9) by inserting after paragraph (24), as redesignated by
paragraph (2), the following:
``(25) 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.
``(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 profession ready 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 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;'';
(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;
``(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 profession ready teacher;
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 prorate 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 profession ready teachers,
principals, 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) the percentage of profession ready 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 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 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) Pass rates and scaled scores.--For the most
recent year for which the information is available for
each teacher preparation program offered by the teacher
preparation entity the 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.
``(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, 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, 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 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), 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, 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--
``(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 who enrolled in and
completed a teacher 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, 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) Whether such program has been
identified as low-performing.'';
(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.
``(vi) Race, gender, and ethnicity.'';
(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.''; and
(3) in subsection (d)--
(A) in paragraph (1), by striking ``(A) through
(L)'' and inserting ``(A) through (H)''; and
(B) in paragraph (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. 107. TEACHER DEVELOPMENT.
The Higher Education Act of 1965 (20 U.S.C. 1022e) is amended by
striking section 206.
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
or under title II of the Elementary and Secondary Education Act
of 1965, 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, prekindergarten 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 or under title II of the Elementary and Secondary Education
Act of 1965, 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. 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. 110. 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 ``2021''; and
(2) by striking ``two'' and inserting ``5''.
TITLE II--AMENDMENTS TO THE TEACH GRANTS
SEC. 201. 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. 202. 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 Labor.
Llama 3.2 · runs locally in your browser
Ask anything about this bill. The AI reads the full text to answer.
Enter to send · Shift+Enter for new line