Sec. 4. Teacher support grant program
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For each fiscal year for which the total amount appropriated under subsections
(a)and
(b)of section 8 is less than or equal to $2,000,000,000, from the total amount appropriated under such subsections, the Secretary of Education— shall— reserve one-half of 1 percent to award grants, on a competitive basis, to outlying areas to carry out the activities under this section, and reallocate any amounts not awarded under this clause to award grants to eligible entities under clause (ii); and award grants, on a competitive basis, to— eligible entities that are State educational agencies to enable such eligible entities to make subgrants under subsection
(f)to eligible recipients; and eligible entities that are not State educational agencies and that do not (or will not) receive a subgrant under subsection
(f)to enable such eligible entities to carry out teacher support programs; and may reserve not more than 5 percent to carry out the activities under subsections
(a)and
(c)of section 6. For each fiscal year for which the total amount appropriated under subsections
(a)and
(b)of section 8 is greater than $2,000,000,000, from the total amount appropriated under such subsections, the Secretary— shall— reserve one-half of 1 percent for allotments for outlying areas, to be distributed among the outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purposes under section 3; and award grants to each eligible entity that is a State educational agency in the same manner in which the Secretary allots funds to the State of the State educational agency for such fiscal year under section 2101(b)(2) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6611(b)(2) ); and may reserve not more than 1 percent to carry out the activities under subsections
(a)and
(c)of section 6. A grant under subsection
(a)shall be for a period of 3 years. The Secretary may extend the 3-year grant period of a grant awarded to an eligible entity under subsection
(a)for not more than an additional 2-year period, upon request from the eligible entity, as determined by the Secretary. An eligible entity that is a State educational agency desiring to receive a grant under subsection
(a)shall submit an application to the Secretary, at such time, in such manner, and containing such information as the Secretary may require, which shall include a needs assessment to determine whether the eligible entity should be carrying out the activities described in sections 2101(c)(4) and 2103(b)(3) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 2611(c)(4) ; 6613(b)(3)). In awarding grants under subsection (a), the Secretary shall ensure, to the maximum extent practicable, an equitable geographic distribution of grants. In the case of an eligible entity that is a State educational agency, the eligible entity— shall use the grant awarded under subsection
(a)to— make subgrants to eligible recipients under subsection (f); provide technical assistance to such eligible recipients; work with the State to reduce State bureaucratic barriers to ensure prompt implementation of the activities to be carried out under the grant; and evaluate under section 5(b) the teacher support programs for which subgrants are awarded under subsection (f); and may use the grant awarded under subsection
(a)to— provide student support to high-potential, secondary school students who are seeking to become teachers; implement rigorous standards for entry into teacher preparation programs; improve teacher licensure exams; in partnership with teacher preparation programs in the State, provide scholarship funding or stipends for pre-service clinical training for high-potential, diverse teacher candidates to be hired as teachers by eligible recipients that receive subgrants under subsection (f); in the case of an eligible entity that indicates under the needs assessment under subsection
(c)that the activities described in sections 2101(c)(4) and 2103(b)(3) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 2611(c)(4) ; 6613(b)(3)) are needed in the schools or local educational agencies served by the eligible entity, carry out such activities; using not more than 5 percent of such grant, carry out administrative activities relating to awarding subgrants under subsection (f); or using not more than 1 percent of such grant, enter into a contract, grant, or cooperative agreement with an entity or individual to conduct the data collection necessary to prepare the report under section 5(a). In the case of an eligible entity that is a State educational agency, the eligible entity shall use not less than 90 percent of the grant received under subsection
(a)to make subgrants to eligible recipients to carry out the activities described in paragraph (3). In awarding subgrants under this subsection, an eligible entity shall— ensure, to the maximum extent practicable, an equitable geographic distribution of subgrants, including between urban and rural areas, small and large local educational agencies, and different regions of the country; and give priority to eligible recipients that— serve a high proportion of low-income students; have— a teacher shortage; or a high proportion of schools identified for comprehensive support and improvement or targeted support and improvement as described in subsection
(c)or
(d)of section 1111 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311 ); and in the application submitted under paragraph (2), demonstrate the capacity to carry out more than one of the activities described in paragraph (3)(B). An eligible recipient desiring a subgrant under this subsection, and an eligible entity desiring a grant under subsection (a)(1)(A)(ii)(II) shall submit an application, to the applicable eligible entity or, in the case of an eligible entity desiring a grant, the Secretary at such time, in such manner, and containing such information as such eligible entity or the Secretary may require, including the following: A description of the teacher support program for which the eligible recipient or eligible entity is seeking such subgrant or grant, including— a plan for the implementation of such teacher support program; the evidence-based strategies contained in such program; the expected outcomes of such teacher support program, which shall include the expected academic outcomes of students served by teachers participating in such program; a plan for engaging stakeholders, including elementary school and secondary school teachers, principals and other school leaders, and paraprofessionals, and, if desired, teacher preparation programs, nonprofit organizations, and other relevant organizations in— gathering input on local needs and program design for the teach support program; implementing the teacher support program; providing ongoing feedback to ensure effectiveness and continuous improvement of the teacher support program; and evaluating the teacher support program; how the eligible recipient or eligible entity will monitor, evaluate, and report on the teacher support program under section 5; an estimate of the number of students who will be served by the teacher support program, including the percentage of low-income students; the demographic diversity of the teachers (as determined by the applicable local educational agency), and the schools, to be served under the program, and the extent to which the program will leverage the strengths of effective teachers and support teachers in need of improvement; if the eligible recipient or eligible entity plans to use funds for leadership pathways (described in paragraph (3)(A)(iii)), how such recipient or entity will develop and implement a fair, rigorous, reliable, and objective process to determine how leadership roles and opportunities will be granted to teachers; and how the eligible recipient or eligible entity will strengthen support for teachers to effectively implement State challenging academic standards as described in section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(b)(1) ), such as strategies to— engage students through personalized learning; utilize effective family and community engagement to improve student learning; improve student support services; or improve data collection and analysis to enhance data-driven instruction and continuous improvement. A needs analysis, created with stakeholder input (including the stakeholders described in subparagraph (A)(iv), that describes— the unique educational and teacher workforce needs of the eligible recipient or eligible entity and which strategies the eligible recipient or eligible entity will employ to meet such needs; rates of teacher attrition, staffing patterns, and existing educator support systems in the schools or local educational agency to be served under the teacher support program carried out under the subgrant or grant; and how teachers will be involved in— identifying the problems or challenges to be addressed by the teacher support program, and addressing such problems or challenges through implementation of the teacher support program. A description of how the subgrant or grant funds will be used by the eligible recipient or eligible entity, including how such funds will be used to recruit and retain a diverse teacher workforce. A description of funds, other than the subgrant or grant, that the eligible recipient or eligible entity will use to carry out the teacher support program, and any other activities under this subsection that will be carried out beyond the subgrant or grant period. A description of the logic model that demonstrates a theory of action by visually connecting the intervention to expected outcomes that are stated as well-defined and measurable goals and clarifies how the interventions will work, which will be used to— develop and evaluate the successes of the teacher support program; and outline how the subgrant or grant and other financial resources will be allocated to carry out such program. Each eligible recipient receiving a subgrant under this subsection shall use the subgrant, and each eligible entity receiving a grant under subsection (a)(1)(A)(ii)(II) shall use the grant, to carry out a teacher support program in the elementary schools and secondary schools served by the eligible recipient or eligible entity, respectively, that meets the following requirements: Strengthening teaching careers by— collaboratively reforming and improving compensation structures, including— using the funds available to the eligible recipient or eligible entity (other than the subgrant or grant) to increase teacher compensation in order to attract and reward teachers as professionals; and aligning compensation for teachers in leadership positions with their roles and responsibilities; creating opportunities for personalized professional learning and enhancement for teachers, such as opportunities for advanced credentialing, that drive student learning gains; creating leadership pathways for excellent teachers that allow participating teachers to maintain full-time or part-time teaching responsibilities during participation in the teacher support program and providing such teachers with opportunities to— mentor new teachers or teachers in need of additional support; lead a cohort of teachers; develop curricula for their school or local educational agency; or review, develop, or implement policies at the school, local educational agency, State educational agency, or Federal level; using strategies such as innovative scheduling and leadership pathways to support the improvement of teachers; and implementing teacher-led initiatives, such as communities of practice, that promote professional cultures of collaboration, openness to actionable feedback, and continuous improvement; and Carrying out at least one of the following activities: Strengthening recruitment and selection of teachers by— implementing targeted recruitment strategies, particularly for— diverse teacher candidates; teachers who have degrees in or are specifically licensed for subjects for which the eligible entity is experiencing teacher shortages; and secondary school students through support for high-quality opportunities for such students to explore teaching as a potential career path; setting up a hiring system where as many candidates as possible are hired prior to the end of the previous school year; developing a priority hiring system for schools in which the majority of enrolled students are low-income students, schools with teacher shortages, and schools identified for comprehensive support and improvement or targeted support and improvement as described in subsection
(c)or
(d)of section 1111 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311 ); partnering with local teacher preparation programs or alternative certification programs, including minority-serving institutions; collecting data on personnel needs, knowledge and skill expectations, vacancies, and hiring priorities; developing hiring procedures based on evidence-based practices in human capital; and developing recruitment strategies tailored to meeting unique challenges of certain types of local educational agencies, including rural local educational agencies and local educational agencies serving high-concentrations of low-income students. Strengthening the entry of new teachers into the teaching profession at a school served by the eligible recipient or eligible entity by— partnering with local teacher preparation programs, including minority-serving institutions; creating residency programs, in partnership with institutions of higher education or nonprofit organizations, as an option for such entry the school served; and creating high-quality, intensive induction programs that include elements such as individualized, extensive mentoring and coaching, a reduced course load, or co-teaching alongside a master teacher. Each eligible entity receiving a grant under subsection (a)(1)(A)(ii)(II) may use not more than 2 percent of such grant to enter into a contract, grant, or cooperative agreement with an entity or individual to conduct the data collection necessary to prepare the report under section 5(a). Any grant or subgrant funds provided under this section shall be used to supplement, not supplant, other Federal, State, or local funds available to carry out the purposes described in section 3.
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- 20 USC 2611(c)(4)
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