Sec. 2. Definitions

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

Section 200 of the Higher Education Act of 1965 ( 20 U.S.C. 1021 ) is amended to read as follows: Except as otherwise provided, in this title: The term arts and sciences means— when referring to an organizational unit of an institution of higher education, any academic unit that offers one or more academic majors in disciplines or content areas corresponding to the academic subject matter areas in which teachers provide instruction; and when referring to a specific academic subject area, the disciplines or content areas in which academic majors are offered by the arts and sciences organizational unit.

The term blended learning has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7112 ). The term children from low-income families means children described in section 1124(c)(1)(A) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6333(c)(1)(A) ). The term comprehensive literacy instruction has the meaning given the term in section 2221(b)(1) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6641(b)(1) ).

The term digital learning has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7112 ). The term diverse teacher candidates means— teacher candidates from underrepresented populations (as defined in section 3(17) of the Assistive Technology Act of 1998 ( 29 U.S.C. 3002(18) ); and teacher candidates who are linguistically and culturally prepared to educate high-need students. The term early childhood educator means an individual with primary responsibility for the education of children in an early childhood education program.

The term educational service agency has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ). The term educator means a teacher, principal or other school leader, specialized instructional support personnel, or other staff member who provides or directly supports instruction at an elementary school, secondary school, or an early childhood education program (such as a school librarian, counselor, or paraprofessional).

The term eligible partnership means an entity that— shall include— a high-need local educational agency; a high-need school or a consortium of high-need schools served by the high-need local educational agency; or as applicable, a high-need early childhood education program; a partner institution; and a school, department, or program of education within such partner institution, which may include an existing teacher professional development program with proven outcomes within a four-year institution of higher education that provides intensive and sustained collaboration between faculty and local educational agencies consistent with the requirements of this title; and may include any of the following:

The Governor of the State. The State educational agency. The State board of education. The State agency for higher education. A business. A public or private nonprofit educational organization. An educational service agency. A teacher, principal, or school leader organization. A high-performing local educational agency, or a consortium of such local educational agencies, that can serve as a resource to the partnership. A charter school (as defined in section 4310 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7221i )).

A school or department within the partner institution that focuses on psychology and human development. A school or department within the partner institution with comparable expertise in the disciplines of teaching, learning, and child and adolescent development. A school or department of arts and sciences within the partner institution. An entity operating a program that provides alternative routes to State certification of teachers or principals. The term English learner has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ).

The term evidence-based has the meaning given the term in subclauses

(I)and

(II)of section 8101(21)(A)(i) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801(21)(A) ). The term evidence of student learning means multiple measures of student learning that include the following: Valid and reliable student assessment data, which may include data— based on— student learning gains on statewide academic assessments under section 1111(b)(2) of the Elementary and Secondary Education Act of 1965; or student academic achievement assessments used at the national, State, or local levels, where available and appropriate for the curriculum and students taught; from classroom-based summative assessments; and from high-quality validated performance-based assessments that are aligned with 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) ). Not less than one of the following additional measures: Student work, including measures of performance criteria and evidence of student growth. Teacher-generated information about student goals and growth. Parental feedback about student goals and growth. Student feedback about learning and teaching supports. Assessments of affective engagement and self-efficacy. Other appropriate measures, as determined by the State. The term high-need early childhood education program means an early childhood education program serving children from low-income families that is located within the geographic area served by a high-need local educational agency. The term high-need local educational agency means a local educational agency— that serves not fewer than 10,000 low-income children; for which not less than 20 percent of the children served by the agency are low-income children; that meets the eligibility requirements for funding under the Small, Rural School Achievement Program under section 5211(b) of the Elementary and Secondary Education Act of 1965 or the Rural and Low-Income School Program under section 6221(b) of such Act; or that has a percentage of low-income children that is in the highest quartile among such agencies in the State; and for which one or more schools served by the agency is identified by the State for comprehensive supports and interventions under section 1111(c)(4)(D)(i) of the Elementary and Secondary Education Act of 1965; or for which one or more schools served by the agency has a high teacher turnover rate or is experiencing a teacher shortage in a high-needs field, as determined by the State. The term high-need school means a school that, based on the most recent data available, meets one or both of the following: The school is in the highest quartile of schools in a ranking of all schools served by a local educational agency, ranked in descending order by percentage of students from low-income families enrolled in such schools, as determined by the local educational agency based on one of the following measures of poverty: The percentage of students aged 5 through 17 in poverty counted in the most recent census data approved by the Secretary. The percentage of students eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act. The percentage of students in families receiving assistance under the State program funded under part A of title IV of the Social Security Act. The percentage of students eligible to receive medical assistance under the Medicaid program. A composite of two or more of the measures described in subclauses

(I)through (IV). In the case of— an elementary school, the school serves students not less than 60 percent of whom are eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act; or any other school that is not an elementary school, the other school serves students not less than 45 percent of whom are eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act. The Secretary may, upon approval of an application submitted by an eligible partnership seeking a grant under this title, designate a school that does not qualify as a high-need school under subparagraph

(A)as a high-need school for the purpose of this title. The Secretary shall base the approval of an application for designation of a school under this clause on a consideration of the information required under clause (ii), and may also take into account other information submitted by the eligible partnership. An application for designation of a school under clause

(i)shall include— the number and percentage of students attending such school who are— aged 5 through 17 in poverty counted in the most recent census data approved by the Secretary; eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act; in families receiving assistance under the State program funded under part A of title IV of the Social Security Act; or eligible to receive medical assistance under the Medicaid program; information about the student academic achievement of students at such school; and for a secondary school, the four-year adjusted cohort graduation rate for such school. The term highly competent , when used with respect to an early childhood educator, means an educator— with specialized education and training in development and education of young children from birth until entry into kindergarten or a specialization in infants and toddlers or pre-school children; with— a baccalaureate degree in an academic major in an early childhood or related field; or an associate’s degree in an early childhood or related educational area; and who has demonstrated a high level of knowledge and use of content and pedagogy in the relevant areas associated with quality early childhood education. The term induction program means a formalized program for new teachers or school leaders, during not less than the teachers’ or school leaders’ first 2 years of, respectively, teaching or leading, that is designed to provide support for, and improve the professional performance and increase the retention in the education field of, beginning teachers or school leaders. Such program shall promote effective teaching or leadership skills and shall include the following components: High-quality mentoring. Periodic, structured time for collaboration, including with mentors, as well as time for information-sharing among teachers, principals, other school leaders and administrators, other appropriate instructional staff, and participating faculty or program staff in the partner institution. The application of evidence-based instructional practices. Opportunities for new teachers or school leaders to draw directly on the expertise of mentors, faculty or program staff, and researchers to support the integration of evidence-based research with practice. The development of skills in evidence-based instructional and behavioral interventions. Faculty or program staff who— model the integration of research and practice in the classroom and school; and as appropriate, assist new teachers or school leaders with the effective use and integration of educational technology and the principles of universal design for learning into the classroom or school. Interdisciplinary collaboration among teacher leaders or school leaders, faculty or program staff, researchers, and other staff who prepare new teachers or school leaders with respect to, as applicable, the learning process, the assessment of learning, or the leadership of a school. As applicable to the role, assistance with understanding of the effective use of data, particularly student achievement data, and the applicability of such data to inform and improve classroom instruction and school leadership. Regular and structured observation and evaluation of new teachers, principals, or other school leaders that are based in part on evidence of student learning, shall include multiple measures of educator performance, and shall provide clear, timely, and useful feedback to teachers, principals, or other school leaders, as applicable. The development of skills in improving the school culture and climate related to school leadership and the role of the principal, including to— nurture teacher and staff development to strengthen classroom practice; build and sustain an inclusive culture of learning among adults and children; strengthen communications and relationships with parents, caregivers, paraprofessionals, and community stakeholders; facilitate the sharing of knowledge, insight, and best practices in the community served by the school, preschool program, or early childhood education program, including with youth serving programs (such as before- and after-school and summer programs); and build relationships and communicate effectively with State and local educational agency officials. The term infant or toddler with a disability has the meaning given the term in section 632 of the Individuals with Disabilities Education Act ( 20 U.S.C. 1432 ). The term mentoring means the mentoring of new or prospective teachers or school leaders through a program that— includes clear criteria for the selection of teacher or school leader mentors who may be program staff and who will provide role model relationships for mentees, which criteria shall be developed by the eligible partnership and based on measures of teacher or school leader effectiveness; provides high-quality training for such mentors, including instructional strategies for literacy instruction and classroom management (including approaches that improve the schoolwide climate for learning, create inclusive classroom environments, and address the social and emotional needs of students, which may include positive behavioral interventions and supports); provides regular and ongoing opportunities for mentors and mentees to observe each other’s teaching or leading methods in classroom or school settings during the day in a high-need school in the high-need local educational agency in the eligible partnership; provides paid release time for mentors; in the case of mentees who are new or prospective teachers, provides mentoring to each mentee by a colleague who teaches in the same field, grade, or subject as the mentee; in the case of mentees who are new or prospective teachers, promotes empirically based practice of, and evidence-based research on, where applicable— teaching and learning; assessment of student learning; the development of teaching skills through the use of instructional and behavioral interventions; and the improvement of the mentees’ capacity to measurably advance student learning; and includes— common planning time or regularly scheduled collaboration for the mentor and mentee; and as applicable, joint professional development opportunities. The term parent has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965. The term partner institution means an institution of higher education, which may include a 2-year institution of higher education offering a dual program with a 4-year institution of higher education, participating in an eligible partnership that has a teacher preparation program or school leader preparation program that is accredited by the State— in the case of a teacher preparation program— whose graduates exhibit strong performance on State-determined qualifying assessments for new teachers through— demonstrating that 80 percent or more of the graduates of the program who intend to enter the field of teaching have passed all of the applicable State qualification assessments for new teachers, which shall include an assessment of each prospective teacher’s subject matter knowledge in the content area in which the teacher intends to teach; or that is not designated as a low-performing teacher preparation program in the State as determined by the State— using criteria consistent with the requirements for the State assessment under section 207(a) before the first publication of such report card; and using the State assessment required under section 207(a), after the first publication of such report card and for every year thereafter; and that requires— each student in the program to meet high academic standards or demonstrate a record of success, as determined by the institution (including prior to entering and being accepted into a program), and participate in intensive clinical experience; each student in the program preparing to become a teacher who meets 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; and each student in the program preparing to become an early childhood educator to meet degree requirements, as established by the State, and become highly competent; and in the case of a school leader preparation program— whose graduates exhibit a strong record of successful school leadership as demonstrated by— a high percentage of such graduates taking positions as assistant principals and principals within 3 years of completing the program; and a high percentage of such graduates rated effective or above in State school leader evaluation and support systems (as described in section 2101(c)(4)(B)(ii) of the Elementary and Secondary Education Act of 1965) or, if no such ratings are available, other, comparable indicators of performance; and that requires each student in the program to participate in intensive clinical experience in an authentic setting (including by assuming substantial leadership responsibilities) in which the student can be evaluated on leadership skills and the student’s effect on student outcomes as part of program completion. The term professional development has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965. The term profession-ready — when used with respect to a principal or other school leader, means a principal or other school leader who— has an advanced degree, or other appropriate credential; has completed a principal or other school leader preparation process and is fully certified and licensed by the State in which the principal or other school leader is employed; has demonstrated instructional leadership, including the ability to collect, analyze, and utilize data on evidence of student learning and evidence of classroom practice; has demonstrated proficiency in professionally recognized leadership standards, such as through— a performance assessment; completion of a residency program; or other measures of leadership effectiveness, as determined by the State; and has demonstrated the ability to work with students who are culturally and linguistically diverse; when used with respect to a teacher, means a teacher who— has completed a teacher preparation program and is fully certified and licensed to teach by the State in which the teacher is employed; has demonstrated content knowledge in the subject or subjects the teacher teaches; has demonstrated the ability to work with students who are culturally and linguistically diverse; has demonstrated teaching skills, such as through— a teacher performance assessment; or other measures of teaching skills, as determined by the State; and has demonstrated proficiency with the use of educational technology; and when used with respect to any other educator not described in subparagraph

(A)or (B), means an educator who has completed an appropriate preparation program and is fully certified or licensed by the State in which the educator is employed. The term school leader has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965. The term school leader preparation entity means an institution of higher education or a nonprofit organization, including those institutions or organizations that provide alternative routes to certification, that is approved by the State to prepare school leaders to be effective. The term school leader preparation program means a program offered by a school leader preparation entity, whether a traditional or alternative route, that is approved by the State to prepare school leaders to be effective and that leads to a specific State certification to be a school leader. The term teacher leader means a highly effective teacher who carries out formalized leadership responsibilities based on the demonstrated needs of the elementary school or secondary school in which the teacher is employed, while maintaining a role as a classroom instructor who— is trained in and practices teacher leadership; and fosters a collaborative culture to— support educator development, effectiveness, and student learning; support access and use research to improve practice and student learning; promote professional learning for continuous improvement; facilitate improvements in instruction and student learning; promote the appropriate use of assessments and data for school and district improvement; improve outreach and collaboration with families and community; advance the profession by shaping and implementing policy; and advocate for increased access to great teaching and learning for all students. The term teaching skills means skills that enable a teacher to— increase student learning, achievement, and the ability to apply knowledge; effectively convey, and explain, and provide opportunities for students to apply academic subject matter; effectively teach higher-order analytical, evaluation, problem-solving, critical thinking, social and emotional, collaboration, and communication skills; employ strategies grounded in the disciplines of teaching and learning that— are based on empirically based practice and evidence-based research, where applicable, related to teaching and learning; are specific to academic subject matter; and focus on the identification of students’ specific learning needs, particularly students with disabilities, students who are English-learners, students who are gifted and talented, and students with low literacy levels, and the tailoring of academic instruction to such needs; design and conduct an ongoing assessments of student learning, which may include the use of formative assessments, performance-based assessments, project-based assessments, or portfolio assessments, that measures higher-order thinking skills (including application, analysis, synthesis, and evaluation) and use this information to inform and personalize instruction; support the social, emotional, and academic achievement of all students including effectively manage a classroom creating a positive and inclusive classroom environment, including the ability to implement positive behavioral interventions and support strategies; support technology-rich instruction, assessment and learning management in content areas, technology literacy, and understanding of the principles of universal design; demonstrate proficiency with the use of educational technology; communicate and work with families, and involve families in their children’s education; and use, in the case of an early childhood educator or an educator at the elementary school or secondary school level, age-appropriate and developmentally appropriate strategies and practices for children and youth in early childhood education and elementary school or secondary school programs, respectively. The term teacher performance assessment means a pre-service assessment used to measure teacher performance that is approved by the State and is— based on professional teaching standards; used to measure the effectiveness of a teacher’s— curriculum planning; instruction of students, including appropriate plans and modifications for students who are limited English proficient and students who are children with disabilities; assessment of students, including analysis of evidence of student learning; and ability to advance student learning; validated based on professional assessment standards; reliably scored by trained evaluators, with appropriate oversight of the process to ensure consistency; and used to support continuous improvement of educator practice. The term teacher preparation entity means an institution of higher education, a nonprofit organization, or other organization that is approved by a State to prepare teachers to be effective in the classroom. The term teacher preparation program means a program offered by a teacher preparation entity that leads to a specific State teacher certification. The term trauma-informed care is defined as the evidence-based practices outlined in section 4108(B)(II)(aa) of the Elementary and Secondary Education Act of 1965. .

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