[Congressional Record Volume 147, Number 29 (Wednesday, March 7, 2001)]
[Senate]
[Page S1985]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. CRAPO:
  S. 474. A bill to amend the Elementary and Secondary Education Act of 
1965 to improve provisions relating to initial teaching experiences and 
alternative routes to certification; to the Committee on Health, 
Education, Labor, and Pensions.
  Mr. CRAPO. Mr. President, I rise today to introduce the Professional 
Development Enhancement Act to strengthen and improve professional 
development opportunities for teachers.
  Improving the quality of teaching in America's classrooms has been a 
priority of mine since the day my oldest child walked through the door 
of her public school. While I know that my five children were, and 
still are, fortunate to have outstanding teachers, I am keenly aware 
that others are not so fortunate. Nothing can replace qualified 
teachers with high standards and a desire to teach. Coupled with 
ongoing professional development opportunities, our teachers are 
equipped to positively influence and inspire every child in their 
classroom. Teachers are the backbone of education. They are our most 
important assets, therefore, we must continue to give them the support 
and appreciation they deserve.
  As Congress takes up the reauthorization of the Elementary and 
Secondary Education Act, ESEA, the focus will shift to the recruitment 
and retention of good teachers. That is why my legislation is so 
essential. While using no new funds, the bill would strengthen existing 
language by making recommendations on current mentoring programs. My 
proposal outlines the principal components of mentoring programs that 
would improve the experience of new teachers, as well as provide 
incentives for alternative teacher certification and licensure 
programs.
  Mentoring is a concept that has been around for years, but only 
recently have educators and administrators begun to talk about its real 
benefits. We all know that good teachers are not created over night. It 
is only after years of dedication and discipline that teachers 
themselves admit that they truly feel comfortable in their classrooms. 
Unfortunately, though, we see the highest level of turn-over among 
beginning teachers, one-third of teachers leave the profession within 5 
years. Our goal must be to work with new teachers to assure they are 
confident in their roles and to secure their participation in the 
teaching profession for years to come.
  My legislation will ensure program quality and accountability by 
requiring that teachers mentor their peers who teach the same subject, 
and activities are consistent with state standards. Under the 
supervision and guidance of a senior colleague, teachers are more 
likely to develop skills and achieve a higher level of proficiency. The 
confidence and experience gained during this time will improve the 
quality of instruction, which in turn will improve overall student 
achievement.
  Attracting and retaining quality teachers is a difficult task, 
especially in rural impoverished areas. As a result, teacher shortage 
and high turnover are commonplace in rural communities in almost every 
state in the nation. In addition to retention, recruitment must also be 
at the core of our efforts. My bill will provide incentives, and grant 
states the flexibility to establish, expand, or improve alternative 
teacher certification and licensure programs.
  I do not expect this legislation to solve all the problems 
confronting our schools today. But, I do see it as a practical way to 
help make our schools stronger by providing teachers with the tools to 
grow as professionals.
  I urge my colleagues to support the Professional Development 
Enhancement Act and work for its inclusion in the reauthorization of 
the ESEA.
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