Sec. 4. Partnership grants
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/bill/116/hr/4423/ih/section-4A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Section 202 of the Higher Education Act of 1965 ( 20 U.S.C. 1022a ) is amended— in subsection (b)— in paragraph (1), by inserting equitable distribution, after professional development, ; by amending paragraph
(2)to read as follows: a description of the extent to which the program to be carried out with grant funds, as described in subsection (c), will prepare prospective teachers, school leaders, and new educators with strong teaching, leadership, and other professional skills necessary to increase learning and academic achievement; ; in paragraph (3), by inserting , school leaders, and other educators, after new teachers ; in paragraph (4)— in subparagraph (A), by inserting , school leader, and other educator after other teacher ; and in subparagraph (B), by inserting , school leader, and other educator after promote teacher ; in paragraph (6)— by striking subparagraphs (F), (G), and
(H)and inserting the following: 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 to ensure that students with disabilities receive effective services, consistent with the requirements of the Individuals with Disabilities Education Act, that are needed for such students to achieve to challenging State academic standards; how the partnership will prepare educators to teach and work with students who are English learners to ensure that students who are English learners receive the services that are needed for such students to achieve to challenging State academic standards; 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— 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; train other classroom teachers, principals or other school leaders, school librarians, and other educators to implement literacy programs that incorporate the components of comprehensive literacy instruction; and provide evidence-based, high-quality professional development activities to strengthen the instructional and leadership skills of elementary school and secondary school principals or other school leaders and district superintendents, if the partner institution has a principal or school leader preparation program; ; in subparagraph (I), by inserting as applicable before how the partnership ; and in subparagraph (K)— by inserting , principals or other school leaders after teachers ; and by striking ; and and inserting a semicolon; and in paragraph (7)— in the matter before subparagraph (A), by striking under this section and inserting under paragraphs (1)(B)(iv) and
(3)of subsection
(d); in subparagraph (A), by inserting as applicable, before a demonstration ; in subparagraph (B), by striking scientifically valid and inserting evidence-based ; and in subparagraph (D), by striking the period at the end and inserting ; and ; by amending subsection
(c)to read as follows: An eligible partnership that receives a grant under this section— shall use such grant to carry out— a program for the pre-baccalaureate or post-baccalaureate preparation of teachers described in subsection (d); a teaching or principal or other school leader residency program described in subsection (e); or a combination of such programs; and may use such grant to carry out other educator development programs under subsection (f), based upon the results of the needs assessment in subsection (b)(1). ; in subsection (d)— in paragraph (1)— by striking limited English proficient both places it appears and inserting English learners ; by striking scientifically valid both places it appears and inserting evidence-based ; and in subparagraph (B)(ii)(VI), by striking reading instruction both places it appears and inserting comprehensive literacy instruction ; in paragraph (5)(B), by striking limited English proficient and inserting English learners ; and in paragraph (6)(A), by striking reading instruction and inserting comprehensive literacy instruction ; by amending subsection
(e)to read as follows: An eligible partnership receiving a grant to carry out an effective teaching residency program or principal or other school leader residency program that meets the following requirements: An eligible partnership carrying out a teaching residency program shall— support a teaching residency program described in paragraph
(2)for high-need schools, as determined by the needs of high-need local educational agency in the partnership, and in high-need subjects and areas, as defined by such local educational agency; and place 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. An eligible partnership carrying out a principal or school leader 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. 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: The integration of pedagogy, classroom practice and teacher mentoring. The exposure to principles of child and youth development, and understanding and applying principles of learning, behavior, and community and family engagement. The exposure to principles of universal design for learning and multi-tiered systems of support. Engagement of teaching residents in rigorous graduate-level coursework to earn a master's degree while undertaking a guided teaching clinical experience. Experience and learning opportunities alongside a trained and experienced mentor teacher— whose teaching shall complement the residency program so that school-based clinical practice is tightly aligned and integrated with coursework; 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 who may be relieved from teaching duties or may be offered a stipend as a result of such additional responsibilities. 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: Planning and preparation, including demonstrated knowledge of content, pedagogy, and assessment, including the use of formative, summative, and diagnostic assessments to inform instruction and improve student learning. Appropriate instruction that engages all students. Collaboration with colleagues to improve instruction. Analysis of evidence of student learning. Collaboration and the cultivation of relationships with external stakeholders (which may include professional disciplinary organizations and nonprofit advocacy organizations) to foster the sharing of evidence-based resources to promote high-quality, effective practices. The development of admissions goals and priorities— 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 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. Continued support for residents once such residents are hired as the teachers of record, through an induction program, evidence-based professional development, and networking opportunities to support the residents through not less than the residents' first 2 years of teaching. In order to be eligible to be a teacher resident in a teacher residency program under this paragraph, an individual shall— be a recent graduate of a 4-year institution of higher education or a mid-career professional possessing strong content knowledge or a record of professional accomplishment; and submit an application to the residency program. 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: Strong content knowledge or record of accomplishment in the field or subject area to be taught. Strong verbal and written communication skills, which may be demonstrated by performance on appropriate assessments. Other attributes linked to effective teaching, which may be determined by interviews or performance assessments, as specified by the eligible partnership. A principal or other school leader residency program under this paragraph shall be a program based upon models of successful principal or other school leader residencies that serve as a mechanism to prepare principals and other school leaders for success in high-need schools in the eligible partnership and shall be designed to include the following characteristics of successful programs: Engagement of principal or other school leader residents in rigorous graduate-level coursework to earn an appropriate advanced credential while undertaking a guided principal or other school leader clinical experience. Experience and learning opportunities, including those that provide continuous feedback throughout the program on a participants’ progress, alongside a trained and experienced mentor principal or other school leader— 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 who may be relieved from some portion of principal or other school leader duties or may be offered a stipend as a result of such additional responsibilities. The establishment of clear criteria for the selection of mentor principals or other school leaders, which may be based on observations of the following: Demonstrating awareness of, and having experience with, the knowledge, skills, and attitudes to— establish and maintain a professional learning community that effectively extracts information from data to improve the school culture and climate, and personalize instruction for all students to result in improved student achievement; create and maintain a learning culture within the school that provides an inclusive climate conducive to the development of all members of the school community, including one of continuous improvement and learning for adults tied to student learning and other school goals; develop the professional capacity and practice of school personnel and foster a professional community of teachers and other professional staff; engage in continuous professional development, utilizing a combination of academic study, developmental simulation exercises, self-reflection, mentorship, and internship; 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 actively engage with families and the community to create shared responsibility for student academic performance and successful development. Planning and articulating a shared and coherent schoolwide direction and policy for achieving high standards of student performance, and closing gaps in achievement among subgroups of students. Identifying and implementing the activities and rigorous curriculum necessary for achieving such standards of student performance. Supporting a culture of learning, collaboration, and professional behavior and ensuring quality measures of instructional practice. Communicating and engaging parents, families, and other external communities. Cultivating relationships and collaborating with external stakeholders, which may include professional disciplinary organizations and nonprofit advocacy organizations, to foster the sharing of evidence-based resources to promote high-quality, effective practices. 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. The development of admissions goals and priorities— 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 which may include consideration of applicants who reflect the communities in which they will serve and consideration of individuals from underrepresented populations in school leadership positions. Continued support for residents once such residents are hired as principals or other school leaders, through an induction program, evidence-based professional development to support the knowledge and skills of the principal or other school leader 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 or other school leader of a school. In order to be eligible to be a principal or other school leader resident in a principal or other school leader residency program under this paragraph, an individual shall— have prior prekindergarten through grade 12 teaching experience; have experience as an effective leader, manager, and written and oral communicator; and submit an application to the residency program. An eligible partnership carrying out a principal or other school leader 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: Strong instructional leadership skills in an elementary school or secondary school setting. Strong verbal and written communication skills, which may be demonstrated by performance on appropriate assessments. Other attributes linked to effective leadership, such as sound judgment, organizational capacity, collaboration, commitment to equity and inclusiveness, and openness to continuous learning, which may be determined by interviews or performance assessment, as specified by the eligible partnership. A teaching residency program, or principal or other school leader residency program, under this subsection— shall provide a 1-year living stipend or salary to teaching or principal or other school leader residents during the teaching residency program or principal residency program; and may provide a stipend to a mentor teacher or mentor principal. Each teaching, principal, or other school residency candidate desiring a stipend or salary during the period of residency shall submit an application to the eligible partnership at such time, in such manner, and containing such information and assurances, as the eligible partnership may require, and which shall include an agreement to serve described in clause (ii). Each application submitted under clause
(i)shall contain or be accompanied by an agreement that the applicant will— upon successfully completing the 1-year teaching, principal, or other school leader residency program, serve as a full-time teacher, principal, or other school leader for a total of not less than 3 school years at— a high-need school served by the high-need local educational agency in the eligible partnership and, in the case of a teacher, teach a subject or area that is designated as high-need by the partnership; or in a case in which no appropriate position is available in a high-need school served by the high-need local educational agency in the eligible partnership, any other high-need school; provide to the eligible partnership a certificate, from the chief administrative officer of the local educational agency in which the teacher or principal, or other school leader is employed, of the employment required under subclause
(I)at the beginning of, and upon completion of, each year or partial year of service; in the case of a teacher resident, meet the requirements to be a profession-ready teacher; and comply with the requirements set by the eligible partnership under subparagraph
(C)if the applicant is unable or unwilling to complete the service obligation required by this subparagraph. An eligible partnership carrying out a teaching or principal, or other school leader, 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
(B)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. 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 or principal, or other school leader, resident’s service obligation required by subparagraph (B), 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. 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. ; and by striking subsection
(f)and inserting the following: A teacher leader development program carried out with a grant awarded under this section shall involve the professional development of teachers, as described in paragraph (2), who maintain their roles as classroom teachers and who also carry out formalized leadership responsibilities to increase the academic achievement of students and promote data-driven instructional practices that address the demonstrated needs at the elementary schools and secondary schools in which the teachers are employed, such as— development of curriculum and curricular resources; facilitating the work of committees and teams; family and community engagement; school discipline and culture; peer observations and coaching; or dual enrollment instruction. The professional development of teachers in a teacher leader development program carried out with a grant awarded under this section shall include— one year of professional development, training, and support that may— include— the engagement of teachers in rigorous coursework and fieldwork relevant to their role as a teacher leader, including available teacher leader standards; and regular observations and professional support from— a principal, vice principal, or a designated instructional leader of the school; a representative from the institution of higher education that is a partner in the eligible partnership; a representative from another entity that is a partner in the eligible partnership; and another member of the teacher leader cohort, if applicable, or a peer teacher; and result in the awarding of a credential in teacher leadership; and one or two additional years of support from a principal, vice principal, or a designated instructional leader of the school, a representative from the institution of higher education that is a partner in the eligible partnership, and a representative from another entity that is a partner in the eligible partnership. In carrying out a teacher leader development program under this section, an eligible partnership shall develop a plan that shall describe— how the work hours of teacher leaders will be allocated between their classroom responsibilities and responsibilities as a teacher leader, which may include a description of whether the teacher leader will be relieved from teaching duties during their participation in the teacher leader development program; how the partnership will support teacher leaders after the first year of professional development in the program; and how teacher leader activities could be sustained by the eligible partnership after the program concludes, which may include a description of opportunities for the teacher leaders to assist in the educator preparation program at the institution of higher education in the partnership. In carrying out a teacher leader development program under this section, an eligible partnership— shall select a teacher for participation in the program— who— is fully certified to teach in the State of the high-need local educational agency that is a partner in the eligible partnership; is employed by such high-need local educational agency; has not less than 3 years of teaching experience; and submits an application for participation to the eligible partnership; and based on selection criteria that includes— demonstration of strong content knowledge or a record of accomplishment in the field or subject area the teacher will support as a teacher leader; and demonstration of attributes linked to effective teaching that is determined through interviews, observations, artifacts, student achievement, or performance assessments, such as those leading to an advanced credential; may develop admissions goals and priorities for the teacher leader development program that— are aligned with the demonstrated needs of the school or high-need local educational agency in which the teacher is employed; considers cultural competencies that would make the applicant effective in the applicant’s teacher leader role; and considers whether the teacher has substantial teaching experience in the school in which the teacher is employed or in a school that is similar to the school in which the teacher is employed; shall use the grant funds to pay for costs of training and supporting teacher leaders for not less than 2 years and not more than 3 years; may use the grant funds to pay for a portion of a stipend for teacher leaders if such grant funds are matched by additional non-Federal public or private funds as follows: during each of the first and second years of the grant period, grant funds may pay not more than 50 percent of such stipend; and during the third year of the grant period, grant funds may pay not more than 33 percent of such stipend; and may require teacher leaders to pay back the cost of attaining the credential described in paragraph (2)(A)(ii) if they do not complete their term of service in the teacher leader development program. .
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Sec. 4
Partnership grants
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