Sec. 103. Partnership grants
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Section 202 of the Higher Education Act of 1965 ( 20 U.S.C. 1022a ) is amended— in subsection (b)— in paragraph (1), by inserting other educators, after principals, ; by striking paragraph
(2)and inserting the following: a description of the extent to which the program to be carried out with grant funds, as described in subsection (c), will prepare prospective and new educators with strong teaching, leadership, and other professional skills necessary to increase learning and academic achievement; ; in paragraph (3), by inserting , principals, and other educators after teachers ; in paragraph (4)— in subparagraph (A), by inserting , principal, and other educator after teacher ; and in subparagraph (B), by striking teacher and inserting educator ; in paragraph (6)— by striking subparagraph
(F)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; ; by striking subparagraph
(G)and inserting the following: how the partnership will prepare educators to teach and work with students who are limited English proficient; ; by striking subparagraph
(H)and inserting the following: 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, school librarians, and other educators to implement literacy programs that incorporate the essential components of reading and writing instruction; provide high-quality professional development activities to strengthen the instructional and leadership skills of elementary school and secondary school principals and district superintendents, if the partner institution has a principal preparation program; ; in subparagraph (I), by striking teaching and inserting educator ; and in subparagraph (K), by striking teachers and inserting educators ; and by striking paragraph
(7)and inserting the following: with respect to the induction program required as part of the activities carried out under this section— a description of how the schools and departments within the institution of higher education that are part of the induction program will effectively prepare educators, including providing content expertise and expertise in teaching and leadership, as appropriate; a description of the eligible partnership's capacity to use empirically based practice and scientifically valid research on teaching and learning; a description of how the educator preparation program will design and implement an induction program to support all new educators who are prepared by the educator preparation program in the partnership and who are employed in the high-need local educational agency in the partnership, and, to the extent practicable, all new educators who teach in such high-need local educational agency; and a description of how higher education faculty involved in the induction program will be able to substantially participate in an early childhood education program or an elementary school or secondary school classroom setting, as applicable. ; by striking subsection
(c)and inserting the following: An eligible partnership that receives a grant under this section— shall use grant funds to carry out a program for the pre-baccalaureate or post-baccalaureate preparation of teachers under subsection (d), a teaching or principal residency program under subsection (e), or a combination of such programs; and may use funds to carry out other educator development programs under subsection (f), based upon the results of the needs assessment in subsection (b)(1). ; by striking subsection
(e)and inserting the following: An eligible partnership receiving a grant to carry out an effective teaching or principal residency program shall carry out a program that includes the following activities: An eligible partnership carrying out a teaching residency program shall carry out both of the following activities: Supporting a teaching residency program described in paragraph
(2)for high-need schools and in high-need subjects and areas, as determined by the needs of the high-need local educational agency in the partnership. Placing 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 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 development as well as understanding and applying principles of learning and behavior. Engagement of teaching residents in rigorous graduate-level coursework to earn a master's degree while undertaking a guided teaching apprenticeship. 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 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 improve student learning. Appropriate instruction that engages all students. Collaboration with colleagues to improve instruction. Analysis of evidence of student learning. 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. Support for residents once such residents are hired as the teachers of record, through an induction program, 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 of 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 residency program under this paragraph shall be a program based upon models of successful principal residencies that serve as a mechanism to prepare principals 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 residents in rigorous graduate-level coursework to earn an appropriate advanced credential while undertaking a guided principal apprenticeship. Experience and learning opportunities alongside a trained and experienced mentor principal— 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 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, 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 personalize instruction for all students to result in improved student achievement; create and maintain a learning culture within the school that provides a climate conducive to the development of all members of the school community, including one of continuous learning for adults tied to student learning and other school goals; 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 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. 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. 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 as well as consideration of individuals from underrepresented populations in school leadership positions. Support for residents once such residents are hired as principals, through an induction program, professional development to support the knowledge and skills of the principal 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 of a school. In order to be eligible to be a principal resident in a principal 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 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, and openness to continuous learning, which may be determined by interviews or performance assessment, as specified by the eligible partnership. A teaching or principal residency program under this subsection— shall provide a 1-year living stipend or salary to teaching or principal residents during the 1-year teaching or principal residency program; and may provide a stipend to a mentor teacher or mentor principal. Each teacher or principal residency candidate desiring a stipend or salary during the period of residency shall submit an application to the eligible partnership at such time, and containing such information and assurances, as the eligible partnership may require. Each application submitted under subparagraph
(B)shall contain or be accompanied by an agreement that the applicant will— serve as a full-time teacher or principal for a total of not less than 3 academic years immediately after successfully completing the 1-year teaching or principal residency program; fulfill the requirement under clause (i)— by teaching or serving as a principal in a high-need school served by the high-need local educational agency in the eligible partnership and, if a teacher, teaching a subject or area that is designated as high-need by the partnership; or if there is no appropriate position available in a high-need school served by the high-need local educational agency in the eligible partnership, by teaching or serving as a principal in 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 resident is employed, of the employment required under clauses
(i)and
(ii)at the beginning of, and upon completion of, each year or partial year of service; for teacher residents, meet the requirements to be a profession ready teacher; and comply with the requirements set by the eligible partnership under subparagraph
(D)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 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
(C)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 resident's service obligation required by subparagraph (C), 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. ; by striking subsection
(f)and inserting the following: An eligible partnership that receives a grant under this section may carry out effective educator development programs for other educators besides teachers and principals based on the needs identified in subsection (b)(1) that may include the following activities: Implementing curriculum changes that improve, evaluate, and assess how well prospective and new educators develop instructional skills. Preparing educators to use empirically based practice and scientifically valid research, where applicable. Providing pre-service clinical experience. Creating induction programs for new educators. Aligning recruitment and admissions goals and priorities with the hiring objectives of the high-need local educational agency in the eligible partnership. Professional development and training for mentor teachers and principals. ; and by adding at the end the following: Notwithstanding any other provision of law, from funds appropriated to carry out this part, the Secretary shall continue to fund any multiyear grant awarded under this part (as such provisions were in effect on the day before the date of enactment of the Educator Preparation Reform Act), for the duration of such multiyear grant in accordance with its terms. .
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U.S. Code
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Sec. 103
Partnership grants
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