Sec. 2101. Enhancing teacher and school leader education
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Part B of title II of the Higher Education Act of 1965 ( 20 U.S.C. 1031 et seq.) is amended to read as follows: There are authorized to be appropriated to carry out this part $100,000,000 for fiscal year 2021 and each of the 5 succeeding fiscal years. Subparts 1 through 4 of this part shall each receive a minimum of 20 percent of the amount appropriated for a fiscal year, and the Secretary shall have discretion over the distribution under this part of the remaining amount appropriated for such fiscal year.
Congress finds the following: Our Nation’s schools are experiencing a severe teacher diversity gap that negatively impacts student achievement and school culture—50 percent of current students are students of color while only 18 percent of teachers are of color, according to a 2016 study by the Brookings Institution. A 2016 report conducted by the Department of Education shows that teachers of color tend to provide more culturally relevant teaching and better understand the situations that students of color may face.
These factors help in the development of trusting teacher-student relationships. Researchers from Vanderbilt University also found that greater racial and ethnic diversity in the principal corps benefits students, especially students of color. Teachers and school leaders of color can also serve as cultural ambassadors who help students feel more welcome at school or as role models. Research consistently shows that increasing diversity in the teaching profession can have positive impacts on student educational experiences and outcomes.
Students of color demonstrate greater academic achievement and social-emotional development in classes with teachers of color. Studies also suggest that all students, including White students, benefit from having teachers of color offering their distinctive knowledge, experiences, and role modeling to the student body as a whole. The purpose of this subpart is to strengthen and expand the recruitment, training, and retention of candidates of color into the teaching profession.
In this subpart, the term eligible institution means an institution of higher education that has a teacher or school leader preparation program that is a accredited by the State and that is— a part B institution (as defined in section 322); a Hispanic-serving institution (as defined in section 502); a Tribal college or university (as defined in section 316); an Alaska Native-serving institution (as defined in section 317(b)); a Native Hawaiian-serving institution (as defined in section 317(b)); a predominantly Black institution (as defined in section 318); an Asian-American and Native American Pacific Islander-serving institution (as defined in section 320(b)); a Native American-serving, nontribal institution (as defined in section 319); a consortium of any of the institutions described in paragraphs
(1)through (8); or an institution described in paragraphs
(1)through (8), or a consortium described in paragraph (9), in partnership with any other institution of higher education, but only if the center of excellence established under section 234 is located at an institution described in paragraphs
(1)through (8). From the amounts provided to carry out this subpart, the Secretary shall award grants, on a competitive basis, to eligible institutions to establish centers of excellence. An eligible institution shall use a grant received under this subpart to ensure that programs offered at a center of excellence established by such institution prepare current and future teachers or school leaders to be profession-ready, and meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act, by carrying out one or more of the following activities: Implementing reforms within teacher or school leader preparation programs to ensure that such programs are preparing teachers or school leaders who meet such applicable State certification and licensure requirements or qualifications, and are using evidence-based instructional practices to improve student academic achievement, by— retraining or recruiting faculty; and designing (or redesigning) teacher or school leader preparation programs that— prepare teachers or school leaders to serve in low-performing schools and close student achievement gaps; and are based on— rigorous academic content; evidence-based research; and challenging State 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) ); and promote effective teaching skills. Providing sustained and high-quality preservice clinical experience, including the mentoring of prospective teachers by exemplary teachers or teacher leaders, substantially increasing interaction between faculty at institutions of higher education and new and experienced teachers, principals, school leaders, and other administrators at elementary schools or secondary schools, and providing support, including preparation time, for such interaction. Developing and implementing initiatives to promote retention of teachers who meet such applicable State certification and licensure requirements or qualifications, and principals and other school leaders, including teachers, principals, and other school leaders of color, including programs that provide— teacher or principal and other school leader mentoring; and induction and support for teachers and principals and other school leaders during their first three years of employment as teachers, principals, or other school leaders, respectively. Awarding scholarships based on financial need to help students pay the costs of tuition, room, board, and other expenses of completing a teacher or other school leader preparation program at the Center of Excellence, not to exceed the cost of attendance as defined in section 472. Disseminating information on effective practices for teacher or other school leader preparation and successful teacher or other school leader certification and licensure assessment preparation strategies. Activities authorized under section 202. Any eligible institution desiring a grant under this subpart shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require. An eligible institution that receives a grant under this subpart may use not more than 2 percent of the funds provided to administer the grant. The Secretary shall prescribe such regulations as may be necessary to carry out this subpart. Congress finds that— students have diverse learning needs and teachers must be prepared to provide a high-quality, equitable education to every child; improving the pedagogical competencies, behavior management skills, and cultural competencies of teacher candidates prepares them to effectively teach students from diverse backgrounds and increases the likelihood they will remain in the profession; and teachers who hold dual certification and receive training in social and emotional learning competencies and nonexclusionary, positive behavior management practices are better prepared to create a supportive school climate and meet the needs of all students, including English learners, racially diverse students, students with disabilities, low-income students, and students who have experienced trauma. The purpose of this subpart is to— strengthen and expand teacher preparation programs that embed dual certification for teacher candidates in special education; and strengthen and expand teacher preparation programs that embed training on inclusive practices, culturally responsive teaching, social and emotional learning competencies and nonexclusionary, positive behavior management practices to teacher candidates. From the amounts provided to carry out this subpart, the Secretary shall award grants, on a competitive basis, to eligible partnerships to improve the preparation of general education teacher candidates to ensure that such teacher candidates possess the knowledge, skills, and credentials necessary to effectively instruct students with disabilities in general education classrooms, and an understanding of positive behavior-management practices that reduce the use of exclusionary and aversive disciplinary practices and create a supportive school climate. A grant under this subpart shall be awarded for a period of not more than 5 years. An eligible partnership that receives a grant under this subpart shall provide not less than 25 percent of the cost of the activities carried out with such grant from non-Federal sources, which may be provided in cash or in-kind. In this section, the term eligible partnership means a partnership that— shall include— one or more departments or programs at an institution of higher education— that prepare elementary or secondary general education teachers; that have a program of study that leads to an undergraduate degree, a master’s degree, or completion of a postbaccalaureate program required for teacher certification; and the profession-ready graduates of which meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act; a department or program that has expertise in special education at an institution of higher education; and a high-need local educational agency; and may include— a department or program of mathematics, earth or physical science, foreign language, or another department at the institution that has a role in preparing teachers; or a non-profit, research-based organization. An eligible partnership that receives a grant under this section— shall use the grant funds to— develop or strengthen an undergraduate, postbaccalaureate, or master’s teacher preparation program by integrating special education pedagogy into the general education curriculum and academic content that results in applicable dual State certification for teacher candidates who complete the program; develop or strengthen an undergraduate, postbaccalaureate, or master’s teacher preparation program by embedding social and emotional learning strategies, inclusive practices, culturally responsive teaching, and nonexclusionary, positive behavior-management practices into the general education curriculum and academic content; provide teacher candidates participating in the program under subparagraph
(A)with skills related to— response to intervention, positive behavioral interventions and supports (including eliminating the use of aversive interventions such as seclusion and restraints), differentiated instruction, and data-driven instruction (including the use of data to identify and address disparities in rates of discipline among student subgroups); universal design for learning; determining and utilizing accommodations for instruction and assessments for students with disabilities; collaborating with stakeholders such as special educators, related services providers, out-of-school time providers, and parents, including participation in individualized education program development and implementation; appropriately utilizing technology and assistive technology for students with disabilities; and effectively and equitably using technology for digital and blended learning; provide teacher candidates participating in the program under subparagraph
(B)with skills related to— social and emotional learning competencies; positive behavior interventions and supports or multitiered systems of support; trauma-informed care; evidenced-based restorative justice practices; culturally responsive teaching and anti-bias training that is evidence-based; and provide extensive clinical experience for participants described in subparagraphs
(A)and
(B)with mentoring and induction support throughout the program that continues during the first 2 years of full-time teaching. An eligible partnership seeking a grant under this section shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require. Such application shall include— a self-assessment by the eligible partnership of the existing teacher preparation program at the institution of higher education and needs related to preparing general education teacher candidates to instruct students with disabilities; and an assessment of the existing personnel needs for general education teachers who instruct students with disabilities, performed by the high-need local educational agency described in subsection (d)(1)(C). The Secretary shall convene a peer review committee to review applications for grants under this subpart and to make recommendations to the Secretary regarding the selection of eligible partnerships for such grants. Members of the peer review committee shall be recognized experts in the fields of special education, social and emotional learning, teacher preparation, and general education and shall not be in a position to benefit financially from any grants awarded under this section. In awarding grants under this subpart, the Secretary shall, to the maximum extent possible, provide for an equitable geographic distribution of such grants. An eligible partnership receiving a grant under this subpart shall conduct an evaluation at the end of the grant period to determine— the effectiveness of the general education teachers who completed a program under subsection (c)(1) with respect to instruction of students with disabilities in general education classrooms; and the systemic impact of the activities carried out by such grant on how each institution of higher education that is a member of the partnership prepares teachers for instruction in elementary schools and secondary schools. Each eligible partnership performing an evaluation under subparagraph
(A)shall report the findings of such evaluation to the Secretary. Not later than 180 days after the last day of the grant period for which an evaluation was conducted under paragraph (1), the Secretary shall make available to the authorizing committees and the public the findings of the evaluations submitted under paragraph (1), and information on best practices related to effective instruction of students with disabilities in general education classrooms. The Secretary shall award grants, on a competitive basis, to eligible partnerships to improve the preparation of teacher candidates to ensure that such teacher candidates possess the knowledge and skills necessary to effectively instruct English learners. A grant under this section shall be awarded for a period of not more than 5 years. An eligible partnership that receives a grant under this section shall provide not less than 25 percent of the cost of the activities carried out with such grant from non-Federal sources, which may be provided in cash or in kind. The term eligible partnership means an eligible institution of higher education in partnership with a high-need local educational agency or a high-need early childhood education program. An eligible partnership that receives a grant under this section shall use the grant to— develop or strengthen an undergraduate, postbaccalaureate, or master’s teacher preparation program by integrating strategies for teaching English learners into the education curriculum and academic content; provide teacher candidates participating in a program under paragraph
(1)with skills related to— helping English learners— achieve at high levels in prekindergarten programs, and elementary schools and secondary schools so that such English learners can meet the challenging State academic standards adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(b)(1) ) by the State of the school attended by the English learners, which all children in the State are expected to meet; and attain English proficiency; appropriately identifying and meeting the specific learning needs of children with disabilities who are English learners; recognizing and addressing the social and emotional needs of English learners; and promoting parental, family, and community engagement in educational programs that serve English learners; provide authentic clinical learning opportunities for teacher candidates participating in the program involving sustained interactions with teachers and English learners at public prekindergarten programs, or elementary schools or secondary schools, to the extent practicable, or simulated environments at the eligible institution of higher education involved, that foster in-depth, first-hand engagement with tasks required of a teacher providing instruction to English learners; and provide teacher candidates with the required coursework to qualify for an English-as-a-second-language certification, endorsement, or initial teaching credential, as recognized by the State of the eligible partnership. An eligible partnership seeking a grant under this section shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require. Such application shall include— a self-assessment by the eligible partnership of the existing teacher preparation program at the institution of higher education and the needs related to preparing teacher candidates to instruct English learners in the manner described in subsection (d)(2); and a self-assessment by the eligible partnership of the personnel needs for teachers who instruct English learners at local, public prekindergarten programs, and elementary schools and secondary schools. In awarding grants under this section, the Secretary shall, to the maximum extent possible, provide for an equitable geographic distribution of such grants. An eligible partnership receiving a grant under this section shall submit to the Secretary the results of an evaluation conducted by the partnership at the end of the grant period to determine— the effectiveness of teachers who completed a program under subsection (d)(1) with respect to instruction of English learners; and the systemic impact of the activities carried out by such grant on how such partnership prepares teachers to provide instruction in prekindergarten programs, and elementary schools and secondary schools. Not later than 180 days after the last day of the grant period under this section, the Secretary shall make available to the authorizing committees and the public— the findings of the evaluations submitted under paragraph (1); and information on best practices related to effective instruction of English learners. From the amounts provided to carry out this subpart, the Secretary shall award grants, on a competitive basis, to eligible institutions to enable such institutions to make graduate fellowship awards to qualified individuals in accordance with the provisions of this section. In this section, the term eligible institution means an institution of higher education, or a consortium of such institutions, that offers a program of postbaccalaureate study leading to a doctoral degree. An eligible institution that desires a grant under this section shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may reasonably require. An eligible institution that receives a grant under this subpart shall use the grant funds to provide graduate fellowships to individuals who are preparing for the professorate in order to prepare individuals to become elementary school and secondary school science, technology, engineering, and math teachers, special education teachers, and teachers who provide instruction for English-learners, who meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act. A graduate fellowship provided under this section shall support an individual in pursuing postbaccalaureate study, which leads to a doctoral degree and may include a master’s degree as part of such study, related to teacher preparation and pedagogy in one of the following areas: Science, technology, engineering, mathematics, and computer science, and their related subfields, if the individual has completed a master’s degree in mathematics, engineering, science, or computer science and is pursuing a doctoral degree in mathematics, science, engineering, or education. Special education. The instruction of English-learners, including postbaccalaureate study in language instruction educational programs. The Secretary shall ensure that an eligible institution that receives a grant under this subpart— shall provide graduate fellowship awards to individuals who plan to pursue a career in instruction at an institution of higher education that has a teacher preparation program; and may not provide a graduate fellowship to an otherwise eligible individual— during periods in which such individual is enrolled at an institution of higher education unless such individual is maintaining satisfactory academic progress in, and devoting full-time study or research to, the pursuit of the degree for which the fellowship support was provided; or if the individual is engaged in gainful employment, other than part-time employment related to teaching, research, or a similar activity determined by the institution to be consistent with and supportive of the individual’s progress toward the degree for which the fellowship support was provided. An eligible institution that receives a grant under this subpart shall award stipends to individuals who are provided graduate fellowships under this subpart. A stipend provided under this subpart shall be in an amount equal to the level of support provided by the National Science Foundation graduate fellowships, except that such stipend shall be adjusted as necessary so as not to exceed the fellowship recipient’s demonstrated need, as determined by the institution of higher education where the fellowship recipient is enrolled. Each individual who receives a graduate fellowship under this subpart and earns a doctoral degree shall teach for 1 year at an institution of higher education that has a teacher preparation program for each year of fellowship support received under this section. Each eligible institution that receives a grant under this subpart shall provide an assurance to the Secretary that the institution has inquired of and determined the decision of each individual who has received a graduate fellowship to, within 3 years of receiving a doctoral degree, begin employment at an institution of higher education that has a teacher preparation program, as required by this section. Prior to receiving an initial graduate fellowship award, and upon the annual renewal of the graduate fellowship award, an individual selected to receive a graduate fellowship under this section shall sign an agreement with the Secretary agreeing to pursue a career in instruction at an institution of higher education that has a teacher preparation program in accordance with subparagraph (A). If an individual who receives a graduate fellowship award under this section fails to comply with the agreement signed pursuant to subparagraph (C), the sum of the amounts of any graduate fellowship award received by such recipient shall, upon a determination of such a failure, be treated as a Federal Direct Unsubsidized Stafford Loan under part D of title IV, and shall be subject to repayment, together with interest thereon accruing from the date of the fellowship award, in accordance with terms and conditions specified by the Secretary in regulations under this subpart. The Secretary may waive or modify the service requirement of this paragraph in accordance with regulations promulgated by the Secretary with respect to the criteria to determine the circumstances under which compliance with such service requirement is inequitable or represents a substantial hardship. The Secretary may waive the service requirement if compliance by the fellowship recipient is determined to be inequitable or represent a substantial hardship— because the individual is permanently and totally disabled at the time of the waiver request; or based on documentation presented to the Secretary of substantial economic or personal hardship. An eligible institution that receives a grant under this section may reserve not more than ten percent of the grant amount for academic and career transition support for graduate fellowship recipients and for meeting the institutional obligation described in subsection (e)(3)(B). An eligible institution that receives a grant under this section may not use grant funds for general operational overhead of the institution. In awarding grants under subparts 1 through 4, the Secretary shall award competitive priority to eligible institutions, eligible partnerships, and eligible entities that demonstrate in the application for such a grant a plan to— increase the diversity in the educator workforce through— recruiting, enrolling, and preparing diverse teacher candidates; and efforts that help retain diverse teacher candidates in high-needs schools; address the shortage of teachers in high-needs fields including science, technology, engineering, arts, mathematics, or computer science through— recruiting, enrolling, and preparing teacher candidates to achieve certification, as required by the State, to offer instruction in high-needs fields, including science, technology, engineering, arts, mathematics, or computer science; and efforts that help retain teachers of high-needs fields in high-needs schools; expand the pipeline of school leaders through preparing teacher leaders, which may be achieved by efforts that may include— embedding pedagogical coursework for teacher candidates that fosters— leadership and advocacy skills; knowledge of school management and finance; school operations and business skills; effective use and management of educational technology; strategies for community and family engagement; and mentorship and coaching strategies; and providing opportunities for teacher candidates to receive— exposure to and modeling from teacher leaders and school leaders; and ongoing support and continuation of professional development on teacher or other school leadership once exiting the teacher or other school leader preparation program. .
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