Sec. 203. State use of funds
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/bill/113/hr/791/ih/section-203A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Section 2113(c) (20 U.S.C. 6613(c)) is amended— by striking paragraph
(1)and inserting the following: Reforming teacher and principal certification (including recertification) or licensing requirements to ensure that— teachers have the necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach and the necessary specialized knowledge of child development and learning for those teachers working with children in the early grades of elementary school and younger children, including knowledge of State early learning guidelines and State early grade standards, and understanding of child instructional assessment, including observational assessment, to improve instruction and services for children; principals have the instructional leadership skills, including collaboration with other early childhood education providers and support services, and knowledge of child development and learning to help teachers teach and students learn; teacher certification (including recertification) or licensing requirements are aligned with challenging State academic content standards and State early learning guidelines, including a separate certification for teachers of early childhood education for the early grades of elementary school and younger children; and teachers have the subject matter knowledge and teaching skills, including technology literacy, and principals have the instructional leadership skills and knowledge of child development and learning and collaboration with early childhood education providers, necessary to help— students meet challenging State student academic achievement standards, and State early learning guidelines and State early grade standards; and promote appropriate and effective transitions from early childhood education programs to school. ; in paragraph (2)— in subparagraph (A), by inserting or coaching after mentoring ; and in subparagraph (B), by inserting and State early learning guidelines, as appropriate after academic achievement standards ; in paragraph (4), by inserting teachers with a specialized certification or licensure in early childhood education for the early grades of elementary school, after core academic subjects, ; by redesignating paragraphs
(7)through
(18)as paragraphs
(9)through (20), respectively; by inserting after paragraph
(6)the following: Developing high-quality, evidence-based professional development opportunities— for principals, superintendents, and local educational agency staff with responsibility for curriculum, assessment, special education, and teacher professional development, to gain knowledge of— child development and learning (including cognitive, social, emotional, and physical development and approaches to learning) of children from birth through the early grades of elementary school; and developmentally appropriate practices to support children’s positive development and learning; and to create collaborations with community-based early childhood education programs for joint high-quality, evidence-based professional development and transition activities for young children and families. Providing joint high-quality, evidence-based professional development for elementary school teachers and staff with early childhood education program staff, for— a shared understanding and communication of continuity of expectations for students in all domains of learning and development (including language, literacy, mathematics, creative arts, science, social studies, social and emotional development, physical development and health, and approaches to learning); appropriate curricula and instructional assessment practices; family engagement; and transition between community-based early childhood education programs and school. ; in paragraph (9), as redesignated by paragraph (4), by inserting and other after the academic ; in paragraph (12), as redesignated by paragraph (4), by inserting teacher mentoring or coaching, after peer networks, ; in paragraph (17), as redesignated by paragraph (4), by inserting , including scholarships with compensation rewards linked to attaining an associate's degree or a bachelor's degree in early childhood education after 2001) ; in paragraph (18), as redesignated by paragraph (4), by striking State academic content standards and all that follows through the period and inserting State academic content standards, student academic achievement standards, State early learning guidelines, and State assessments, to improve instructional practices and improve student academic achievement and areas of development that support student cognitive development in the early elementary grades and in younger children. ; and in paragraph (20), as redesignated by paragraph (4), in subparagraph (A), by inserting preschool teachers (including in community-based programs) and after placement of .
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Sec. 203
State use of funds
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