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Code · BILL · 113th Congress · S. 1052 (Introduced in Senate) — To create and expand innovative teacher and principal preparation programs known as teacher and principal preparation... · Sec. 3

Sec. 3. Definitions

893 words·~4 min read·/bill/113/s/1052/is/section-3

A research copy — for the controlling text, always check the official state or federal source. Not legal advice.

In this Act: The term principal preparation academy means a public or other nonprofit institution for preparing principals that— enters into a charter with a State authorizer that specifies the goals and outcomes expected of the principal preparation academy and the obligations of the State authorizer, including— a requirement that— principal candidates, or principals serving on alternative certificates, licenses, or credentials, who are enrolled in the principal preparation academy receive a significant part of their training through clinical preparation that partners the principal candidate with a mentor principal; and the academy will provide instruction to the principal candidate that links to the clinical preparation experience; the number of principals the principal preparation academy will produce and the minimum number and percentage of effective principals with a demonstrated track record of success in getting a school's students on track to being career and college ready; a requirement that a certificate of completion (or degree, if the principal preparation academy is, or is affiliated with, an institution of higher education) will be conferred upon a graduate from the principal preparation academy only after the graduate demonstrates a track record of success in getting a school's students on track to being college and career ready; a requirement that the principal preparation academy survey the academy's alumni not less than once every 3 years to track the number of alumni employed as principals and in education; and timelines for producing cohorts of graduates and conferring certificates of completion (or degrees, if the principal preparation academy is, or is affiliated with, an institution of higher education) from the principal preparation academy; shall not have unnecessary restrictions on the methods the principal preparation academy will use to train principal candidates, including restrictions or requirements— obligating the faculty of the principal preparation academy faculty to hold advanced degrees; obligating such faculty to conduct academic research; related to the physical infrastructure of the principal preparation academy; or related to the number of course credits required as part of the program of study; and limits admission to its program to candidates who demonstrate strong potential to be effective principals, based on a rigorous, competency-based selection process that reviews a candidate's prior academic achievement or record of professional accomplishment.
The term State authorizer means an entity designated by the State to recognize teacher or principal preparation academies within the State that— may be a nonprofit organization, State educational agency, or other public entity, or consortium of such entities (including a consortium of States); and does not renew a teacher or principal preparation academy’s charter if the academy fails to produce the minimum number or percentage of effective teachers or principals, respectively, identified in the academy's charter.
The term teacher or principal preparation academy means a teacher preparation academy or a principal preparation academy. The term teacher preparation academy means a public or other nonprofit institution for preparing teachers that— enters into a charter with a State authorizer that specifies the goals and outcomes expected of the teacher preparation academy and the obligations of the State authorizer, including— a requirement that— teacher candidates, or teachers teaching on alternative certificates, licenses, or credentials, who are enrolled in the teacher preparation academy receive a significant part of their training through clinical preparation that partners teacher candidates with mentor teachers with a demonstrated track record of success in improving academic achievement in the classroom; and the academy will provide instruction to teacher candidates that links to the clinical preparation experience; the number of teachers the teacher preparation academy will produce and the minimum number and percentage of effective teachers with a demonstrated track record of success in getting students on track to being college and career ready, based on multiple measures of student achievement; a requirement that a teacher preparation academy will only award a certificate of completion (or degree, if the teacher preparation academy is, or is affiliated with, an institution of higher education) after the graduate demonstrates the track record of success described in clause (ii), either as a student teacher or teacher-of-record on an alternative certificate, license, or credential; a requirement that the teacher preparation academy survey the academy's alumni not less than once every 3 years to track the number of alumni employed as teachers and in education; and timelines for producing cohorts of graduates and conferring certificates of completion (or degrees, if the teacher preparation academy is, or is affiliated with, an institution of higher education) from the teacher preparation academy; shall not have unnecessary restrictions on the methods or inputs the teacher preparation academy will use to train teacher candidates or teachers teaching on alternative certificates, licenses, or credentials, including restrictions or requirements— obligating the faculty of the teacher preparation academy to hold advanced degrees; obligating such faculty to conduct academic research; related to the physical infrastructure of the teacher preparation academy; related to the number of course credits required as part of the program of study; related to the undergraduate coursework completed by teachers teaching on alternative certificates, licenses, or credentials, as long as such teachers have successfully passed all relevant State-approved content area examinations; or related to obtaining additional accreditation from a national accrediting body; and limits admission to its program to candidates who demonstrate strong potential to be effective teachers, based on a rigorous selection process that reviews a candidate's prior academic achievement or record of professional accomplishment.
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