[Congressional Bills 106th Congress]
[From the U.S. Government Publishing Office]
[S. 136 Introduced in Senate (IS)]







106th CONGRESS
  1st Session
                                 S. 136

         To provide for teacher excellence and classroom help.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                            January 19, 1999

  Mr. Kennedy (for himself, Mr. Daschle, Mrs. Murray, Mr. Levin, Mr. 
    Wellstone, Mrs. Boxer, Mr. Kerry, Ms. Mikulski, and Mr. Baucus) 
introduced the following bill; which was read twice and referred to the 
          Committee on Health, Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL


 
         To provide for teacher excellence and classroom help.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Teacher Excellence and Classroom 
Help Act''.

SEC. 2. FINDINGS.

    Congress makes the following findings:
            (1) According to the National Commission for Teaching and 
        America's Future, what teachers know and can do is the most 
        important influence on what students learn.
            (2) The Nation will need 2,000,000 new teachers over the 10 
        year period beginning with 1999. Unfortunately, the need for 
        new teachers in 1998 was met by admitting 50,000 unqualified 
        teachers to the classroom.
            (3) Too many new teachers leave the teaching profession in 
        the first 3 years. Thirty to fifty percent of all new urban 
        teachers leave the teaching profession within the first 3 to 5 
        years of teaching. The sink or swim mentality is too often the 
        practice in schools. Too many beginning teachers are thrown 
        into the classroom without the guidance and support the 
        teachers need to succeed.
            (4) Too many teachers and principals are not prepared to 
        help all children meet new, high State standards, and use new 
        technologies well.
            (5) States and school districts should be held accountable 
        for making sure every child is taught by a qualified teacher.
            (6) The National Commission for Teaching and America's 
        Future recommends a major investment in recruiting, preparing, 
        and training teachers as a central strategy for improving 
        schools.

SEC. 3. DEFINITIONS.

    In this Act:
            (1) Beginning teacher.--The term ``beginning teacher'' 
        means an individual who is--
                    (A) in the last year of a course of study to 
                prepare to become an elementary school or secondary 
                school teacher;
                    (B) in the first 3 years of a teaching assignment 
                at a public elementary school or secondary school; or
                    (C) an experienced teacher who is new to a school 
                or subject area.
            (2) Elementary school, local educational agency, outlying 
        area, secondary school, secretary, state, and state educational 
        agency.--The terms ``elementary school'', ``local educational 
        agency'', ``outlying area'', ``secondary school'', 
        ``Secretary'', ``State'', and ``State educational agency'' have 
        the meanings given the terms in section 14101 of the Elementary 
        and Secondary Education Act of 1965.
            (3) Induction program.--The term ``induction program'' 
        means a program to help beginning teachers succeed and stay in 
        the classroom. Such program may include--
                    (A) mentoring and coaching by trained mentor 
                teachers;
                    (B) team teaching with veteran teachers;
                    (C) time for observation of and consultation with 
                veteran teachers;
                    (D) assignment of fewer course preparations; and
                    (E) provision of additional time for course 
                preparation.
            (4) Veteran teacher.--The term ``veteran teacher'' means an 
        individual who is--
                    (A) certified to teach in an elementary school or 
                secondary school;
                    (B) teaching in a public elementary school or 
                secondary school; or
                    (C) recently retired from teaching in a public 
                elementary school or secondary school.

 TITLE I--CHALLENGING STATES TO ENSURE THAT EVERY CHILD IS TAUGHT BY A 
                           QUALIFIED TEACHER

SEC. 101. PURPOSES.

    The purposes of this title are as follows:
            (1) To improve student achievement in meeting State content 
        and performance standards.
            (2) To improve the quality and performance of the Nation's 
        teaching force.
            (3) To hold States, school districts, and schools 
        accountable for improving the quality and success of the 
        teaching force by providing beginning and veteran teachers with 
        the support the teachers need to succeed and stay in teaching, 
        by offering incentives for more qualified individuals to go 
        into teaching, by reducing out-of-field placement of teachers, 
        and by reducing the number of teachers with emergency 
        credentials.
            (4) To provide beginning and veteran teachers and 
        principals with the induction and ongoing professional 
        development they need to help all children meet high standards 
        of achievement.
            (5) To retain and support promising beginning teachers in 
        the teaching profession.

SEC. 102. AUTHORIZATION OF APPROPRIATIONS; RESERVATION.

    (a) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this title $1,200,000,000 for fiscal year 
2000 and such sums as may be necessary for each of the fiscal years 
2001 through 2005.
    (b) Reservation.--From amounts appropriated under subsection (a) 
for a fiscal year the Secretary shall reserve 1 percent to award grants 
to the Bureau of Indian Affairs to carry out the purposes of this title 
for the benefit of Indians.

SEC. 103. GRANTS TO STATES.

    (a) Grants Authorized.--Using amounts appropriated under section 
102(a) and not reserved under section 102(b), the Secretary shall award 
grants to State educational agencies in each State, from allotments 
under subsection (c), to enable the agencies to implement statewide 
initiates--
            (1) to improve and expand the elementary school and 
        secondary school teaching force of the States through proven, 
        effective programs to recruit, train, and retain beginning 
        teachers; and
            (2) to provide ongoing professional development to veteran 
        teachers and principals to improve their ability to help all 
        student reach high State content and performance standards.
    (b) State Reservation.--
            (1) In general.--Subject to paragraph (2), each State 
        educational agency receiving a grant under this section may 
        reserve not more than 10 percent of the grant funds for 
        statewide activities to improve the quality of the teaching 
        force, including--
                    (A) providing assistance to local educational 
                agencies to reduce out-of-field placements;
                    (B) reducing the use of emergency credentials;
                    (C) improving alternative certification programs;
                    (D) administrative costs of activities assisted 
                under this section;
                    (E) evaluation of the activities assisted under 
                this section;
                    (F) improving State efforts to link the program 
                assisted under this section with State standards;
                    (G) supporting National Board for Professional 
                Teaching Standards certification of teachers who are or 
                will teach in high-need schools; and
                    (H) providing assistance to local educational 
                agencies in implementing effective programs of teacher 
                recruitment, induction, and professional development.
            (2) Administrative costs.--Each State educational agency 
        receiving a grant under this section may use not more than 3 
        percent of the grant funds for administrative costs described 
        in paragraph (1)(D).
    (c) Allotments.--
            (1) In general.--Subject to paragraph (2), the Secretary 
        shall make an allotment to each State educational agency in 
        each State in an amount equal to the greater of the amount the 
        State would receive if $1,200,000,000 were allocated under 
        section 1122 of the Elementary Secondary Education Act of 1965 
        or under section 2202(b) of such Act for fiscal year 1998, 
        except that such allotment shall be ratably decreased as may be 
        necessary.
            (2) Outlying areas.--The State educational agency serving 
        each outlying area shall receive an allotment under this 
        subsection in an amount equal to $500,000.
    (d) Applications.--A State educational agency that desires a grant 
under this section shall submit an application to the Secretary at such 
time, and in such manner as the Secretary may require. Each such 
application shall include--
            (1) a description of the State's teacher shortages relating 
        to high-need school districts or high-need subject areas;
            (2) a description of the need for professional development 
        of veteran teachers in the State and the need for strong 
        induction programs for beginning teachers, which needs 
        assessment shall be developed with the involvement of teachers;
            (3) a description of how the State educational agency will 
        improve the quality of the State's teaching force and meet the 
        requirements of this section;
            (4) a description of how the State educational agency will 
        align activities assisted under this section with State content 
        and performance standards, and State assessments;
            (5) a description of how the State educational agency will 
        advance teacher knowledge in content areas and of best 
        instructional practices;
            (6) a description of how the State educational agency 
        will--
                    (A) implement plans to encourage a reduction in 
                out-of-field placement of teachers;
                    (B) reduce the number of teachers hired with 
                emergency certification;
                    (C) increase the State's commitment to aligning 
                professional development with State content and 
                performance standards, and State assessments; and
                    (D) increase the rigor and quality of State 
                certification and licensure tests for teachers entering 
                the field of teaching, including subject matter tests 
                for secondary school teachers;
            (7) a description of how the State educational agency will 
        coordinate activities assisted under this section with efforts 
        under Goals 2000: Educate America Act, titles I and title II of 
        the Elementary and Secondary Education Act of 1965, section 307 
        of the Department of Education Appropriations Act, 1999, and 
        title II of the Higher Education Act of 1965, as appropriate; 
        and
            (8) a plan, developed with the extensive participation of 
        teachers, for addressing long-term teacher recruitment, 
        retention, and professional development needs, which may 
        include--
                    (A) technical assistance to help school districts 
                reform hiring practices to support strong teacher 
                recruitment and retention; or
                    (B) establishing State or regional partnerships to 
                address teacher shortages.

SEC. 104. ATTRACTING NEW TEACHERS PROGRAMS.

    (a) Scholarships.--Each State educational agency receiving a grant 
under this title shall use 20 percent of the grant funds--
            (1) to award scholarships to qualified individuals who 
        enter the elementary school or secondary school teaching field;
            (2) to establish partnerships described in subsection (c) 
        to assist in carrying out the scholarship program under this 
        section, including the recruitment of prospective teachers and 
        support services for the teachers.
    (b) Eligible Individuals.--The scholarships shall be awarded on a 
statewide basis to individuals who--
            (1) want to change professions in mid-career and receive 
        graduate or continuing education in order to teach in public 
        elementary schools or secondary schools, including 
        paraprofessionals that want to become fully certified or 
        licensed teachers; or
            (2) want to obtain an undergraduate degree in order to 
        teach in public elementary schools or secondary schools.
    (c) Amount.--The amount of the scholarship shall be determined by 
the State educational agency. The State educational agency shall 
consider the need of the individual in determining the amount of the 
scholarship.
    (d) Partnerships.--A State educational agency shall enter into 
partnerships with local educational agencies that serve school 
districts with the greatest teacher shortages in the State and colleges 
of education at institutions of higher education in order to establish 
the scholarship program. The State educational agency may also include 
in the partnership community-based organizations and other 
organizations, for the purpose of implementing a successful scholarship 
program.
    (e) Requirements.--The scholarship program shall include the 
following:
            (1) Requirements that scholarship recipients agree to teach 
        for at least 3 years after completion of the degree for which 
        the scholarship was awarded.
            (2) Requirements that scholarship recipients agree to teach 
        in high-need school districts or high-need content areas.
            (3) Coordination of incentives under the program assisted 
        under this section with incentives under the Federal student 
        loan forgiveness program under section 428J of the Higher 
        Education Act of 1965 in order to attract more individuals to 
        teaching.

SEC. 105. LOCAL TEACHER QUALITY IMPROVEMENT GRANTS.

    (a) Grants Authorized.--Each State educational agency receiving a 
grant under this title shall use not less than 70 percent of the grant 
funds to award grants, on a competitive basis, to eligible local 
educational agencies to enable the local educational agencies to carry 
out the authorized activities described in subsection (e).
    (b) Definition of Eligible Local Educational Agencies.--In this 
section the term ``eligible local educational agency'' means a local 
education agency that--
            (1) is eligible to receive assistance under title I of the 
        Elementary and Secondary Education Act of 1965, and meets 
        additional eligibility criteria established by the State 
        educational agency with respect to--
                    (A) high rates of poverty of the families of the 
                children attending schools served by the local 
                educational agency;
                    (B) the need for support for improving teacher 
                quality based on low achievement of students served by 
                the local educational agency;
                    (C) low-teacher retention rates in the schools 
                served by the local educational agency;
                    (D) the need for improving or expanding veteran 
                teacher knowledge and skills in high-priority areas, 
                such as--
                            (i) State content and performance 
                        standards, and State assessments;
                            (ii) technology;
                            (iii) improving the ability of children 
                        with disabilities and limited English 
                        proficient children to meet State content and 
                        performance standards;
                            (iv) discipline; and
                            (v) implementing proven programs and 
                        research-based best practices; and
                    (E) high out-of-field placement rates.
    (c) Equitable Geographic Distribution.--A State educational agency 
shall ensure an equitable distribution of grants under this section 
among local educational agencies serving urban and rural areas.
    (d) Award Rule.--A State educational agency shall ensure that a 
portion of the funds awarded to eligible local educational agencies 
under this section are awarded to eligible local educational agencies 
with high numbers of children in poverty and high percentages of 
children in poverty.
    (e) Authorized Activities.--A local educational agency that 
receives a grant under this section--
            (1) shall use the grant funds--
                    (A) to provide high-quality induction programs for 
                beginning teachers, including mentor and internship 
                programs; and
                    (B) to provide high-quality professional 
                development for veteran teachers and principals to 
                ensure that every child has the opportunity to meet 
                high State standards under the guidance of--
                            (i) teaching by a qualified, knowledgeable, 
                        skillful teacher in the classroom; and
                            (ii) a qualified, knowledgeable, skillful 
                        principal of a school; and
            (2) may use the grant funds to establish a partnership with 
        an institution of higher education, another local educational 
        agency, or another organization, for the purpose of carrying 
        out the activities under this program.
    (f) Local Educational Agency Application.--Each eligible local 
educational agency desiring a grant under this section shall submit an 
application to the State educational agency at such time, in such 
manner, and accompanied by such information as the State educational 
agency may require. Each such application shall include a description 
of--
            (1) the partnership that the local educational agency will 
        form to carry out the authorized activities described in 
        subsection (d);
            (2) the goals of the activities assisted under this section 
        and the role of each member of the partnership in meeting the 
        goals;
            (3) a plan for selecting and assigning beginning and 
        veteran teachers for participation in the program;
            (4) the release time and other rewards or incentives 
        offered to beginning teachers and veteran teachers for 
        participation in the induction or professional development 
        program;
            (5) the training and support that will be provided to 
        veteran teachers participating in the induction program;
            (6) how the program--
                    (A) shall address the ongoing professional 
                development of teachers and principals in the areas 
                of--
                            (i) course content; and
                            (ii) instructional strategies;
                    (B) may address the ongoing professional 
                development of teachers and principals in the areas 
                of--
                            (i) meaningful parental and community 
                        involvement in schools;
                            (ii) use of educational technologies and 
                        the integration of the technologies into the 
                        curriculum;
                            (iii) understanding the special needs and 
                        cultural diversity of students insofar as the 
                        special needs and cultural diversity impact 
                        student learning; and
                            (iv) classroom management and discipline;
            (7) a description of how the induction and professional 
        development activities will--
                    (A) improve the ability of teachers and principals 
                to help all students reach high State content and 
                performance standards;
                    (B) advance teacher knowledge of content areas and 
                best instructional practices in 1 or more of the core 
                academic content areas;
                    (C) involve collaborative groups of teachers and 
                administrators from the same school district and, to 
                the greatest extent possible, from the same school;
                    (D) be of sufficient duration to have a positive 
                and lasting impact on classroom instruction and, to the 
                greatest extent possible, include school-based followup 
                support such as coaching or study groups;
                    (E) be embedded in school districtwide and school-
                based professional development plans designed to raise 
                student achievement on State academic standards; and
                    (F) be based on the best, most recent research and 
                practice on school leadership, teaching, and learning;
            (8) how teachers, parents, and school administrators will 
        be extensively involved in developing and implementing the 
        induction and professional development activities;
            (9) how the program will address the professional 
        development needs of paraprofessionals and other student 
        services personnel, including counselors; and
            (10) a plan for reducing out-of-field placement of 
        teachers.
    (g) Evaluation.--Each local educational agency receiving a grant 
under this section shall submit to the State educational agency, a 
biennial evaluation of the program assisted under this section, which 
evaluation shall be developed with the extensive participation of 
teachers. Each such evaluation shall describe--
            (1) the effectiveness of the program in meeting the goals 
        of the program;
            (2) the effectiveness of the mentor training to effectively 
        address the skills, pedagogy, and academic areas the mentor 
        teachers need in order to provide appropriate assistance to 
        beginning teachers;
            (3) the benefits and concerns identified by mentor teachers 
        and beginning teachers participating in the program;
            (4) the impact of the program with respect to--
                    (A) the classes taught by new teachers;
                    (B) staff members;
                    (C) parents; and
                    (D) the elementary school or secondary school 
                involved in the program;
            (5) the effectiveness of the induction and professional 
        development programs in helping the teachers help their 
        students meet State content and performance standards;
            (6) data relating to--
                    (A) how many new teachers participated in the 
                program;
                    (B) how many new teachers who participated in the 
                program are retained in the teaching profession 
                compared to how many new teachers were retained in the 
                teaching profession during years in which the program 
                did not operate; and
                    (C) how many mentor teachers who participated in 
                the program continued the participation; and
            (7) any changes made by an institution of higher education 
        in the preparation of new teachers, and in the professional 
        development opportunities related to teaching that are offered 
        by the institution, as a result of the institution's 
        participation in the program.

SEC. 106. SUPPLEMENT NOT SUPPLANT.

    Funds made available under this title shall be used to supplement 
and not supplant other Federal, State, and local funds expended for 
teacher programs.

                TITLE II--IMPROVING TEACHER PREPARATION

SEC. 201. SENSE OF THE SENATE.

    It is the sense of the Senate that--
            (1) Congress should fully fund title II of the Higher 
        Education Act of 1965, relating to Teacher Quality Enhancement 
        Grants for States and Partnerships, at $300,000,000; and
            (2) the 105th Congress made a strong commitment to holding 
        institutions of higher education accountable for improving the 
        initial preparation of teachers, and the 106th Congress should 
        make a strong investment in accomplishing that goal.

            TITLE III--IMPROVING TEACHER TECHNOLOGY TRAINING

SEC. 301. IMPROVING TEACHER TECHNOLOGY TRAINING.

    (a) Statement of Purpose for Title I.--Section 1001(d)(4) of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301(d)(4)) 
is amended by inserting ``, giving particular attention to the role 
technology can play in professional development and improved teaching 
and learning'' before the semicolon.
    (b) School Improvement.--Section 1116(c)(3) of such Act (20 U.S.C. 
6317(c)(3)) is amended by adding at the end the following:
                    ``(D) In carrying out professional development 
                under this paragraph a school shall give particular 
                attention to professional development that incorporates 
                technology used to improve teaching and learning.''.
    (c) Professional Development.--Section 1119(b) of such Act (20 
U.S.C. 6320(b)) is amended--
            (1) in paragraph (1)--
                    (A) in subparagraph (D), by striking ``and'' after 
                the semicolon;
                    (B) in subparagraph (E), by striking the period and 
                inserting ``; and''; and
                    (C) by adding at the end the following:
                    ``(F) include instruction in the use of 
                technology.''; and
            (2) in paragraph (2)--
                    (A) by striking subparagraph (D); and
                    (B) by redesignating subparagraphs (E) through (I) 
                as subparagraphs (D) through (H), respectively.
    (d) Purposes for Title II.--Section 2002(2) of such Act (20 U.S.C. 
6602(2)) is amended--
            (1) in subparagraph (E), by striking ``and'' after the 
        semicolon;
            (2) in subparagraph (F), by striking the period and 
        inserting ``; and''; and
            (3) by adding at the end the following:
                    ``(G) uses technology to enhance the teaching and 
                learning process.''.
    (e) National Teacher Training Project.--Section 2103(b)(2) of such 
Act (20 U.S.C. 6623(b)(2)) is amended by adding at the end the 
following:
                    ``(J) Technology.''.
    (f) Local Plan for Improving Teaching and Learning.--Section 
2208(d)(1)(F) of such Act (20 U.S.C. 6648(d)(1)(F)) is amended by 
inserting ``, technologies,'' after ``strategies''.
    (g) Authorized Activities.--Section 2210(b)(2)(C) of such Act (20 
U.S.C. 6650(b)(2)(C)) is amended by inserting ``, and in particular 
technology,'' after ``practices''.
    (h) Higher Education Activities.--Section 2211(a)(1)(C) of such Act 
(20 U.S.C. 6651(a)(1)(C)) is amended by inserting ``, including 
technological innovation,'' after ``innovation''.
                                 <all>