Sec. 101. Definitions
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Section 200 of the Higher Education Act of 1965 ( 20 U.S.C. 1021 ) is amended— by striking paragraph (22); by redesignating paragraphs (6), (7),
(8)through (19), (20), (21), and (23), as paragraphs (7), (8),
(10)through (21), (23), (24), and (28), respectively; by inserting after paragraph
(5)the following: 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. ; by inserting after paragraph (8), as redesignated by paragraph (2), the following: The term evidence of student learning means multiple measures of student learning that shall include the following: Valid and reliable student assessment data, which may include data— based on— student learning gains on State student academic assessments under section 1111(b)(3) of the Elementary and Secondary Education Act of 1965; or student academic achievement assessments used at the national, State, or school district levels, where available and appropriate for the curriculum and students taught; from classroom-based formative assessments; from classroom-based summative assessments; and from objective performance-based assessments. Not less than one of the following additional measures: Student work, including measures of performance criteria and evidence of student growth. Teacher-generated information about student goals and growth. Parental feedback about student goals and growth. Student feedback about learning and teaching supports. Assessments of affective engagement and self-efficacy. Other appropriate measures as determined by the State. ; by striking paragraph (12), as redesignated by paragraph (2), and inserting the following: The term high-need local educational agency means a local educational agency— that serves not fewer than 10,000 low-income children; for which not less than 20 percent of the children served by the agency are low-income children; 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 that has a percentage of low-income children that is in the highest quartile among such agencies in the State; and for which one or more schools served by the agency is persistently low achieving; or for which one or more schools served by the agency has a high teacher turnover rate. ; by striking paragraph (16), as redesignated by paragraph (2), and inserting the following: 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: High-quality mentoring. 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. The application of empirically based practice and scientifically valid research on instructional practices. 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. The development of skills in instructional and behavioral interventions derived from empirically based practice, and where applicable, scientifically valid research. Faculty who— model the integration of research and practice in the classroom; assist new teachers and principals with the effective use and integration of technology in instruction; and demonstrate the content knowledge and pedagogical skills necessary to be effective in advancing student achievement. 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. Assistance with the understanding of data, particularly student achievement data, and the application of such data in classroom instruction. Regular, structured observation and evaluation of new teachers by multiple evaluators, using valid and reliable measures of teaching and leadership skills. ; by inserting after paragraph (21), as redesignated by paragraph (2), the following: The term residency program means a school-based educator preparation program in which a prospective teacher, principal, or other educator— for 1 academic year, works alongside a mentor teacher, principal, or other educator who is the educator of record; 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— the teaching of the content area in which the teacher will become certified or licensed; pedagogical practices; and leadership, management, organizational, and instructional skills necessary to serve as a principal; acquires effective teaching or leadership skills; and 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 by inserting after paragraph (24), as redesignated by paragraph (2), the following: The term teacher performance assessment means an assessment used to measure teacher performance that is approved by the State and is— based on professional teaching standards; used to measure the effectiveness of a teacher’s— curriculum planning; instruction of students, including appropriate plans and modifications for students who are limited English proficient and students who are children with disabilities; assessment of students, including analysis of evidence of student learning; and ability to advance student learning; validated based on professional assessment standards; reliably scored by trained evaluators, with appropriate oversight of the process to ensure consistency; and used to support continuous improvement of educator practice. 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. The term teacher preparation program means a program offered by a teacher preparation entity that leads to a specific State teacher certification. .
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U.S. Code