[Congressional Record Volume 153, Number 68 (Thursday, April 26, 2007)]
[Senate]
[Pages S5202-S5209]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. REED:
  S. 1231. A bill to amend part A of title II of the Higher Education 
Act of 1965 to enhance teacher training and teacher preparation 
programs, and for other purposes; to the Committee on Health, 
Education, Labor, and Pensions.
  Mr. REED. Mr. President, today I am introducing the Preparing, 
Recruiting, and Retaining Education Professionals (PRREP) Act to 
improve education and student achievement through high-quality 
preparation, induction, and professional development for teachers, 
early childhood education providers, principals, and administrators.
  Improving teacher quality is the single most effective measure we can 
take to increase student achievement. As Congress turns to the 
reauthorization of the Higher Education Act, we must ensure that 
educators receive the training and support necessary to thrive in our 
nation's early childhood programs, elementary schools, and secondary 
schools. We have an opportunity to support the development of educators 
so they not only have the credentials to be considered a ``highly 
qualified teacher'' under the No Child Left Behind Act, but also the 
skills and training to be truly effective in the classroom. By 
strengthening the teacher preparation grants in Title II of the Higher 
Education Act, my legislation will accomplish both of these important 
goals.
  Teacher attrition undermines teacher quality and creates teacher 
shortages. According to the National Commission on Teaching and 
America's Future, one-third of beginning teachers leave the profession 
within three years, and nearly one-half leave within five years. In 
high poverty schools turnover rates are even worse--approximately one-
third higher than the rate for all teachers. The PRREP Act would create 
a year-long clinical learning experience for prospective teachers, and 
establish a comprehensive induction program, including high quality 
mentoring, for new teachers in at least their first two years of 
teaching. Research consistently shows that induction programs reduce 
the number of teachers who leave their schools or the profession. 
Comprehensive induction programs can cut that number by half or more.
  Additionally, my legislation strengthens teacher preparation programs 
so that teachers will reach their maximum potential to positively 
affect student achievement. A focus on scientific knowledge of 
effective teaching skills and methods of student learning will equip 
teachers to understand and respond to diverse student populations, 
including students with disabilities, limited-English proficient 
students, and students with different learning styles or special 
learning needs. The legislation also seeks to ensure that teachers have 
the ability to integrate technology into the classroom, use assessments 
to improve instructional practices and curriculum, and communicate with 
and involve parents in their children's education.
  My legislation further focuses on teaching skills and learning 
strategies by including in the partnership grants academic departments 
such as psychology, human development, or one with comparable expertise 
in the disciplines of teaching, learning, and child and adolescent 
development. The PRREP Act also would include early childhood educators 
for the first time in teacher preparation programs.
  Teacher preparation grants under Title II of the Higher Education Act 
are currently funded at only $60 million a year--far too small of an 
investment for this critical enterprise. The stakes are too high, not 
just in terms of meeting the highly qualified requirements of the No 
Child Left Behind Act, but also for real students in real classrooms. 
My bill significantly boosts this funding, authorizing $500 million for 
these vital programs.
  I urge my colleagues to cosponsor this legislation and work for its 
inclusion in the reauthorization of the Higher Education Act.
  I ask unanimous consent that the text of this legislation be printed 
in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                S. 1231

       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 ``Preparing, Recruiting, and 
     Retaining Education Professionals Act of 2007''.

     SEC. 2. PURPOSES; DEFINITIONS.

       Section 201 of the Higher Education Act of 1965 (20 U.S.C. 
     1021) is amended to read as follows:

     ``SEC. 201. PURPOSES; DEFINITIONS.

       ``(a) Purposes.--The purposes of this part are to--
       ``(1) improve student achievement;

[[Page S5203]]

       ``(2) improve the quality of the current and future 
     teaching force by improving the preparation of prospective 
     teachers and enhancing ongoing professional development 
     activities;
       ``(3) encourage partnerships among institutions of higher 
     education, early childhood education programs, elementary 
     schools or secondary schools, local educational agencies, 
     State educational agencies, teacher organizations, and 
     nonprofit educational organizations;
       ``(4) hold institutions of higher education and all other 
     teacher preparation programs (including programs that provide 
     alternative routes to teacher preparation) accountable in an 
     equivalent manner for preparing--
       ``(A) teachers who have strong teaching skills, are highly 
     qualified, and are trained in the effective uses of 
     technology in the classroom; and
       ``(B) early childhood education providers who are highly 
     competent;
       ``(5) recruit and retain qualified individuals, including 
     individuals from other occupations, into the teaching force 
     for early childhood education programs or in elementary 
     schools or secondary schools;
       ``(6) improve the recruitment, retention, and capacities of 
     principals to provide instructional leadership and to support 
     teachers in maintaining safe and effective learning 
     environments;
       ``(7) expand the use of research to improve teaching and 
     learning by teachers, early childhood education providers, 
     principals, and faculty; and
       ``(8) enhance the ability of teachers, early childhood 
     education providers, principals, administrators, and faculty 
     to communicate with, work with, and involve parents in ways 
     that improve student achievement.
       ``(b) Definitions.--In this part:
       ``(1) Arts and sciences.--The term `arts and sciences' 
     means--
       ``(A) when referring to an organizational unit of an 
     institution of higher education, any academic unit that 
     offers 1 or more academic majors in disciplines or content 
     areas corresponding to the academic subject matter areas in 
     which teachers provide instruction; and
       ``(B) when referring to a specific academic subject matter 
     area, the disciplines or content areas in which academic 
     majors are offered by the arts and science organizational 
     unit.
       ``(2) Early childhood education program.--The term `early 
     childhood education program' means a family child care 
     program, center-based child care program, prekindergarten 
     program, school program, or other out-of-home child care 
     program that is licensed or regulated by the State serving 2 
     or more unrelated children from birth until school entry, or 
     a Head Start program carried out under the Head Start Act or 
     an Early Head Start program carried out under section 645A of 
     that Act.
       ``(3) Exemplary teacher.--The term `exemplary teacher' has 
     the meaning given the term in section 9101 of the Elementary 
     and Secondary Education Act of 1965.
       ``(4) Faculty.--
       ``(A) In general.--The term `faculty' means individuals in 
     institutions of higher education who are responsible for 
     preparing teachers.
       ``(B) Inclusions.--The term `faculty' includes professors 
     of education and professors in academic disciplines such as 
     the arts and sciences, psychology, and human development.
       ``(5) High-need local educational agency.--The term `high-
     need local educational agency' means a local educational 
     agency that serves an early childhood education program, 
     elementary school, or secondary school located in an area in 
     which--
       ``(A)(i) 15 percent or more of the students served by the 
     agency are from families with incomes below the poverty line;
       ``(ii) there are more than 5,000 students served by the 
     agency from families with incomes below the poverty line; or
       ``(iii) there are less than 600 students in average daily 
     attendance in all the schools that are served by the agency 
     and all of whose schools are designated with a school locale 
     code of 7 or 8, as determined by the Secretary; and
       ``(B)(i) there is a high percentage of teachers who are not 
     highly qualified; or
       ``(ii) there is a chronic shortage, or annual turnover rate 
     of 20 percent or more, of highly qualified teachers.
       ``(6) High-need school.--The term `high-need school' means 
     an early childhood education program, public elementary 
     school, or public secondary school--
       ``(A)(i) in which there is a high concentration of students 
     from families with incomes below the poverty line; or
       ``(ii) that, in the case of a public elementary school or 
     public secondary school, is identified as in need of school 
     improvement or corrective action pursuant to section 1116 of 
     the Elementary and Secondary Education Act of 1965; and
       ``(B) in which there exists--
       ``(i) in the case of a public elementary school or public 
     secondary school, a persistent and chronic shortage, or 
     annual turnover rate of 20 percent or more, of highly 
     qualified teachers; and
       ``(ii) in the case of an early childhood education program, 
     a persistent and chronic shortage of early childhood 
     education providers who are highly competent.
       ``(7) Highly competent.--The term `highly competent' when 
     used with respect to an early childhood education provider 
     means a provider--
       ``(A) with specialized education and training in 
     development and education of young children from birth until 
     entry into kindergarten;
       ``(B) with--
       ``(i) a baccalaureate degree in an academic major in the 
     arts and sciences; or
       ``(ii) an associate's degree in a related educational area; 
     and
       ``(C) who has demonstrated a high level of knowledge and 
     use of content and pedagogy in the relevant areas associated 
     with quality early childhood education.
       ``(8) Highly qualified.--
       ``(A) In general.--Except as provided in subparagraph (B), 
     the term `highly qualified' has the meaning given the term in 
     section 9101 of the Elementary and Secondary Education Act of 
     1965.
       ``(B) Special education teachers.--When used with respect 
     to a special education teacher, the term `highly qualified' 
     has the meaning given the term in section 602 of the 
     Individuals with Disabilities Education Act.
       ``(9) Induction.--The term `induction' means a formalized 
     program designed to provide support for, improve the 
     professional performance of, and promote the retention in the 
     teaching field of, beginning teachers, and that--
       ``(A) shall include--
       ``(i) mentoring;
       ``(ii) structured collaboration time with teachers in the 
     same department or field;
       ``(iii) structured meeting time with administrators; and
       ``(iv) professional development activities; and
       ``(B) may include--
       ``(i) reduced teaching loads;
       ``(ii) support of a teaching aide;
       ``(iii) orientation seminars; and
       ``(iv) regular evaluation of the teacher inductee, the 
     mentors, and the overall formalized program.
       ``(10) Mentoring.--The term `mentoring' means a process by 
     which a teacher mentor who is an exemplary teacher, either 
     alone or in a team with faculty, provides active support for 
     prospective teachers and new teachers through a system for 
     integrating evidence-based practice, including rigorous, 
     supervised training in high-quality teaching settings. Such 
     support includes activities specifically designed to 
     promote--
       ``(A) knowledge of the scientific research on, and 
     assessment of, teaching and learning;
       ``(B) development of teaching skills and skills in 
     evidence-based educational interventions;
       ``(C) development of classroom management skills;
       ``(D) a positive role model relationship where academic 
     assistance and exposure to new experiences is provided; and
       ``(E) ongoing supervision and communication regarding the 
     prospective teacher's development of teaching skills and 
     continued support for the new teacher by the mentor, other 
     teachers, principals, and administrators.
       ``(11) Parent.--The term `parent' has the meaning given the 
     term in section 9101 of the Elementary and Secondary 
     Education Act of 1965.
       ``(12) Parental involvement.--The term `parental 
     involvement' has the meaning given the term in section 9101 
     of the Elementary and Secondary Education Act of 1965.
       ``(13) Poverty line.--The term `poverty line' means the 
     poverty line (as defined by the Office of Management and 
     Budget, and revised annually in accordance with section 
     673(2) of the Community Services Block Grant Act (42 U.S.C. 
     9902(2))) applicable to a family of the size involved.
       ``(14) Professional development.--
       ``(A) In general.--Except as provided in subparagraph (B), 
     the term `professional development' has the meaning given the 
     term in section 9101 of the Elementary and Secondary 
     Education Act of 1965.
       ``(B) Early childhood education providers.--The term 
     `professional development' when used with respect to an early 
     childhood education provider means knowledge and skills in 
     all domains of child development (including cognitive, 
     social, emotional, physical, and approaches to learning) and 
     pedagogy of children from birth until entry into 
     kindergarten.
       ``(15) Teaching skills.--The term `teaching skills' means 
     skills--
       ``(A) grounded in the disciplines of teaching and learning 
     that teachers use to create effective instruction in subject 
     matter content and that lead to student achievement and the 
     ability to apply knowledge; and
       ``(B) that require an understanding of the learning process 
     itself, including an understanding of--
       ``(i) the use of teaching strategies specific to the 
     subject matter;
       ``(ii) the application of ongoing assessment of student 
     learning, particularly for evaluating instructional practices 
     and curriculum;
       ``(iii) ensuring successful learning for students with 
     individual differences in ability and instructional needs;
       ``(iv) effective classroom management; and
       ``(v) effective ways to communicate with, work with, and 
     involve parents in their children's education.''.

     SEC. 3. STATE GRANTS.

       Section 202 of the Higher Education Act of 1965 (20 U.S.C. 
     1022) is amended to read as follows:

[[Page S5204]]

     ``SEC. 202. STATE GRANTS.

       ``(a) In General.--From amounts made available under 
     section 211(1) for a fiscal year, the Secretary is authorized 
     to award grants under this section, on a competitive basis, 
     to eligible States to enable the eligible States to carry out 
     the activities described in subsection (d).
       ``(b) Eligible State.--
       ``(1) Definition.--In this part, the term `eligible State' 
     means--
       ``(A) a State educational agency; or
       ``(B) an entity or agency in the State responsible for 
     teacher certification and preparation activities.
       ``(2) Consultation.--The eligible State shall consult with 
     the Governor, State board of education, State educational 
     agency, State agency for higher education, State agency with 
     responsibility for child care, prekindergarten, or other 
     early childhood education programs, and other State entities 
     that provide professional development and teacher preparation 
     for teachers, as appropriate, with respect to the activities 
     assisted under this section.
       ``(3) Construction.--Nothing in this subsection shall be 
     construed to negate or supersede the legal authority under 
     State law of any State agency, State entity, or State public 
     official over programs that are under the jurisdiction of the 
     agency, entity, or official.
       ``(c) Application.--To be eligible to receive a grant under 
     this section, an eligible State shall, at the time of the 
     initial grant application, submit an application to the 
     Secretary that--
       ``(1) meets the requirements of this section and other 
     relevant requirements for States under this title;
       ``(2) describes how the eligible State intends to use funds 
     provided under this section in accordance with State-
     identified needs;
       ``(3) describes the eligible State's plan for continuing 
     the activities carried out with the grant once Federal 
     funding ceases;
       ``(4) describes how the eligible State will coordinate 
     activities authorized under this section with other Federal, 
     State, and local personnel preparation and professional 
     development programs; and
       ``(5) contains such other information and assurances as the 
     Secretary may require.
       ``(d) Uses of Funds.--An eligible State that receives a 
     grant under this section shall use the grant funds to reform 
     teacher preparation requirements, and to ensure that current 
     and future teachers are highly qualified and possess strong 
     teaching skills and knowledge to assess student academic 
     achievement, by carrying out 1 or more of the following 
     activities:
       ``(1) Reforms.--Implementing reforms that hold institutions 
     of higher education with teacher preparation programs 
     accountable for, and assist such programs in, preparing 
     teachers who have strong teaching skills and are highly 
     qualified or early childhood education providers who are 
     highly competent. Such reforms shall include--
       ``(A) State program approval requirements regarding 
     curriculum changes by teacher preparation programs that 
     improve teaching skills based on scientific knowledge--
       ``(i) about the disciplines of teaching and learning, 
     including effective ways to communicate with, work with, and 
     involve parents in their children's education; and
       ``(ii) about understanding and responding effectively to 
     students with special needs, including students with 
     disabilities, limited-English proficient students, students 
     with low literacy levels, and students with different 
     learning styles or other special learning needs;
       ``(B) State program approval requirements for teacher 
     preparation programs to have in place mechanisms to measure 
     and assess the effectiveness and impact of teacher 
     preparation programs, including on student achievement;
       ``(C) assurances from institutions that such institutions 
     have a program in place that provides a year-long clinical 
     experience for prospective teachers;
       ``(D) collecting and using data, in collaboration with 
     institutions of higher education, schools, and local 
     educational agencies, on teacher retention rates, by school, 
     to evaluate and strengthen the effectiveness of the State's 
     teacher support system; and
       ``(E) developing methods and building capacity for teacher 
     preparation programs to assess the retention rates of the 
     programs' graduates and to use such information for 
     continuous program improvement.
       ``(2) Certification or licensure requirements.--Ensuring 
     the State's teacher certification or licensure requirements 
     are rigorous so that teachers have strong teaching skills and 
     are highly qualified.
       ``(3) Alternative routes to state certification.--Carrying 
     out programs that provide prospective teachers with high-
     quality alternative routes to traditional preparation for 
     teaching and to State certification for well-prepared and 
     qualified prospective teachers, including--
       ``(A) programs at schools or departments of arts and 
     sciences, schools or departments of education within 
     institutions of higher education, or at nonprofit educational 
     organizations with expertise in producing highly qualified 
     teachers that include instruction in teaching skills;
       ``(B) a selective means for admitting individuals into such 
     programs;
       ``(C) providing intensive support, including induction, 
     during the initial teaching experience;
       ``(D) establishing, expanding, or improving alternative 
     routes to State certification of teachers for qualified 
     individuals, including mid-career professionals from other 
     occupations, paraprofessionals, former military personnel and 
     recent college graduates with records of academic 
     distinction, that have a proven record of effectiveness and 
     that ensure that current and future teachers possess strong 
     teaching skills and are highly qualified; and
       ``(E) providing support in the disciplines of teaching and 
     learning to ensure that prospective teachers--
       ``(i) have an understanding of evidence-based effective 
     teaching practices;
       ``(ii) have knowledge of student learning methods; and
       ``(iii) possess strong teaching skills, including effective 
     ways to communicate with, work with, and involve parents in 
     their children's education.
       ``(4) State certification reciprocity.--Establishing and 
     promoting reciprocity of certification or licensing between 
     or among States for general and special education teachers 
     and principals, except that no reciprocity agreement 
     developed pursuant to this paragraph or developed using funds 
     provided under this part may lead to the weakening of any 
     State certification or licensing requirement that is shown 
     through evidence-based research to ensure teacher and 
     principal quality and student achievement.
       ``(5) Recruitment and retention.--Developing and 
     implementing effective mechanisms to ensure that local 
     educational agencies, schools, and early childhood program 
     providers are able to effectively recruit and retain highly 
     qualified teachers, highly competent early childhood 
     education providers, and principals, and provide access to 
     ongoing professional development opportunities for teachers, 
     early childhood education providers, and principals, 
     including activities described in subsections (d) and (e) of 
     section 204.
       ``(6) Social promotion.--Development and implementation of 
     efforts to address the problem of social promotion and to 
     prepare teachers, principals, administrators, and parents to 
     effectively address the issues raised by ending the practice 
     of social promotion.''.

     SEC. 4. PARTNERSHIP GRANTS.

       Section 203 of the Higher Education Act of 1965 (20 U.S.C. 
     1023) is amended to read as follows:

     ``SEC. 203. PARTNERSHIP GRANTS.

       ``(a) Grants.--From amounts made available under section 
     211(2) for a fiscal year, the Secretary is authorized to 
     award grants under this section, on a competitive basis, to 
     eligible partnerships to enable the eligible partnerships to 
     carry out the activities described in subsections (d) and 
     (e).
       ``(b) Definitions.--
       ``(1) Eligible partnership.--In this part, the term 
     `eligible partnership' means an entity that--
       ``(A) shall include--
       ``(i) a partner institution;
       ``(ii) a school or department of arts and sciences within 
     the partner institution under clause (i);
       ``(iii) a school or department of education within the 
     partner institution under clause (i);
       ``(iv)(I) a department of psychology within the partner 
     institution under clause (i);
       ``(II) a department of human development within the partner 
     institution under clause (i); or
       ``(III) a department with comparable expertise in the 
     disciplines of teaching, learning, and child and adolescent 
     development within the partner institution under clause (i);
       ``(v) a high-need local educational agency; and
       ``(vi)(I) a high-need school served by the high-need local 
     educational agency under clause (v); or
       ``(II) a consortium of schools of the high-need local 
     educational agency under clause (v); and
       ``(B) may include a Governor, State educational agency, the 
     State board of education, the State agency for higher 
     education, an institution of higher education not described 
     in subparagraph (A) (including a community college), a public 
     charter school, other public elementary school or secondary 
     school, a combination or network of urban, suburban, or rural 
     schools, a public or private nonprofit educational 
     organization, a business, a teacher organization, or an early 
     childhood education program.
       ``(2) Partner institution.--In this section, the term 
     `partner institution' means a private independent or State-
     supported public institution of higher education, or a 
     consortium of such institutions, that has not been designated 
     under section 208(a) and the teacher preparation program of 
     which demonstrates that--
       ``(A) graduates from the teacher preparation program who 
     intend to enter the field of teaching exhibit strong 
     performance on State-determined qualifying assessments and 
     are highly qualified; or
       ``(B) the teacher preparation program requires all the 
     students of the program to participate in intensive clinical 
     experience, to meet high academic standards, to possess 
     strong teaching skills, and--
       ``(i) in the case of prospective elementary school and 
     secondary school teachers, to become highly qualified; and
       ``(ii) in the case of prospective early childhood education 
     providers, to become highly competent.

[[Page S5205]]

       ``(c) Application.--Each eligible partnership desiring a 
     grant under this section shall submit an application to the 
     Secretary at such time, in such manner, and accompanied by 
     such information as the Secretary may require. Each such 
     application shall--
       ``(1) contain a needs assessment of all the partners with 
     respect to the preparation, ongoing training, and 
     professional development of early childhood education 
     providers, general and special education teachers, and 
     principals, the extent to which the program prepares new 
     teachers with strong teaching skills, a description of how 
     the partnership will coordinate strategies and activities 
     with other teacher preparation or professional development 
     programs, and how the activities of the partnership will be 
     consistent with State, local, and other education reform 
     activities that promote student achievement and parental 
     involvement;
       ``(2) contain a resource assessment that describes the 
     resources available to the partnership, including the 
     integration of funds from other related sources, the intended 
     use of the grant funds, including a description of how the 
     grant funds will be fairly distributed in accordance with 
     subsection (f), and the commitment of the resources of the 
     partnership to the activities assisted under this part, 
     including financial support, faculty participation, time 
     commitments, and continuation of the activities when the 
     grant ends;
       ``(3) contain a description of--
       ``(A) how the partnership will meet the purposes of this 
     part, in accordance with the needs assessment required under 
     paragraph (1);
       ``(B) how the partnership will carry out the activities 
     required under subsection (d) and any permissible activities 
     under subsection (e) based on the needs identified in 
     paragraph (1) with the goal of improving student achievement;
       ``(C) the partnership's evaluation plan pursuant to section 
     206(b);
       ``(D) how faculty at the partner institution will work 
     with, over the term of the grant, principals and teachers in 
     the classrooms of the high-need local educational agency 
     included in the partnership;
       ``(E) how the partnership will enhance the instructional 
     leadership and management skills of principals and provide 
     effective support for principals, including new principals;
       ``(F) how the partnership will design, implement, or 
     enhance a year-long, rigorous, and enriching preservice 
     clinical program component;
       ``(G) the in-service professional development strategies 
     and activities to be supported; and
       ``(H) how the partnership will collect, analyze, and use 
     data on the retention of all teachers, early childhood 
     education providers, or principals in schools located in the 
     geographic areas served by the partnership to evaluate the 
     effectiveness of its educator support system;
       ``(4) contain a certification from the partnership that it 
     has reviewed the application and determined that the grant 
     proposed will comply with subsection (f);
       ``(5) include, for the residency program described in 
     subsection (d)(3)--
       ``(A) a demonstration that the schools and departments 
     within the institution of higher education that are part of 
     the residency program have relevant and essential roles in 
     the effective preparation of teachers, including content 
     expertise and expertise in the science of teaching and 
     learning;
       ``(B) a demonstration of capability and commitment to 
     evidence-based teaching and accessibility to, and involvement 
     of, faculty documented by professional development offered to 
     staff and documented experience with university 
     collaborations;
       ``(C) a description of how the residency program will 
     design and implement an induction period to support all new 
     teachers through not less than the first 2 years of teaching 
     in the further development of their teaching skills, 
     including use of mentors who are trained and compensated by 
     such program for their work with new teachers; and
       ``(D) a description of how faculty involved in the 
     residency program will be able to substantially participate 
     in an early childhood education program or an elementary or 
     secondary classroom setting, including release time and 
     receiving workload credit for their participation; and
       ``(6) include an assurance that the partnership has 
     mechanisms in place to measure and assess the effectiveness 
     and impact of the activities to be undertaken, including on 
     student achievement.
       ``(d) Required Uses of Funds.--An eligible partnership that 
     receives a grant under this section shall use the grant funds 
     to carry out the following activities, as applicable to 
     teachers, early childhood education providers, or principals, 
     in accordance with the needs assessment required under 
     subsection (c)(1):
       ``(1) Reforms.--Implementing reforms within teacher 
     preparation programs, where needed, to hold the programs 
     accountable for preparing teachers who are highly qualified 
     or early childhood education providers who are highly 
     competent and for promoting strong teaching skills, including 
     integrating reliable evidence-based teaching methods into the 
     curriculum, which curriculum shall include parental 
     involvement training and programs designed to successfully 
     integrate technology into teaching and learning. Such reforms 
     shall include--
       ``(A) teacher preparation program curriculum changes that 
     improve, and assess how well all new teachers develop, 
     teaching skills;
       ``(B) use of scientific knowledge about the disciplines of 
     teaching and learning so that all prospective teachers--
       ``(i) understand evidence-based teaching practices;
       ``(ii) have knowledge of student learning methods; and
       ``(iii) possess teaching skills that enable them to meet 
     the learning needs of all students;
       ``(C) assurances that all teachers have a sufficient base 
     of scientific knowledge to understand and respond effectively 
     to students with special needs, such as providing instruction 
     to diverse student populations, including students with 
     disabilities, limited-English proficient students, students 
     with low literacy levels, and students with different 
     learning styles or other special learning needs;
       ``(D) assurances that the most recent scientifically based 
     research, including research relevant to particular fields of 
     teaching, is incorporated into professional development 
     activities used by faculty; and
       ``(E) working with and involving parents in their 
     children's education to improve the academic achievement of 
     their children and in the teacher preparation program reform 
     process.
       ``(2) Clinical experience and interaction.--Developing and 
     providing sustained and high-quality preservice clinical 
     education programs to further develop the teaching skills of 
     all general education teachers and special education 
     teachers, at schools within the partnership, at the school or 
     department of education within the partner institution, or at 
     evidence-based practice school settings. Such programs 
     shall--
       ``(A) incorporate a year-long, rigorous, and enriching 
     activity or combination of activities, including--
       ``(i) clinical learning opportunities;
       ``(ii) field experiences; and
       ``(iii) supervised practice; and
       ``(B) be offered over the course of a program of 
     preparation and coursework (that may be developed as a 5th 
     year of a teacher preparation program) for prospective 
     general and special education teachers, including mentoring 
     in instructional skills, classroom management skills, 
     collaboration skills, and strategies to effectively assess 
     student progress and achievement, and substantially 
     increasing closely supervised interaction between faculty and 
     new and experienced teachers, principals, and other 
     administrators at early childhood education programs, 
     elementary schools, or secondary schools, and providing 
     support, including preparation time and release time, for 
     such interaction.
       ``(3) Residency programs for new teachers.--Creating a 
     residency program that provides an induction period for all 
     new general education and special education teachers for not 
     less than such teachers' first 2 years. Such program shall 
     promote the integration of the science of teaching and 
     learning in the classroom, provide high-quality induction 
     opportunities (including mentoring), provide opportunities 
     for the dissemination of evidence-based research on 
     educational practices, and provide for opportunities to 
     engage in professional development activities offered through 
     professional associations of educators. Such program shall 
     draw directly upon the expertise of teacher mentors, faculty, 
     and researchers that involves their active support in 
     providing a setting for integrating evidence-based practice 
     for prospective teachers, including rigorous, supervised 
     training in high-quality teaching settings that promotes the 
     following:
       ``(A) Knowledge of the scientific research on teaching and 
     learning.
       ``(B) Development of skills in evidence-based educational 
     interventions.
       ``(C) Faculty who model the integration of research and 
     practice in the classroom, and the effective use and 
     integration of technology.
       ``(D) Interdisciplinary collaboration among exemplary 
     teachers, faculty, researchers, and other staff who prepare 
     new teachers on the learning process and the assessment of 
     learning.
       ``(E) A forum for information sharing among prospective 
     teachers, teachers, principals, administrators, and 
     participating faculty in the partner institution.
       ``(F) Application of scientifically based research on 
     teaching and learning generated by entities such as the 
     Institute of Education Sciences and by the National Research 
     Council.
       ``(4) Professional development.--Creating opportunities for 
     enhanced and ongoing professional development for experienced 
     general education and special education teachers, early 
     childhood education providers, principals, administrators, 
     and faculty that--
       ``(A) improves the academic content knowledge, as well as 
     knowledge to assess student academic achievement and how to 
     use the results of such assessments to improve instruction, 
     of teachers in the subject matter or academic content areas 
     in which the teachers are certified to teach or in which the 
     teachers are working toward certification to teach;
       ``(B) promotes strong teaching skills and an understanding 
     of how to apply scientific knowledge about teaching and 
     learning to their teaching practice and to their ongoing 
     classroom assessment of students;

[[Page S5206]]

       ``(C) provides mentoring, team teaching, reduced class 
     schedules, and intensive professional development;
       ``(D) encourages and supports training of teachers, 
     principals, and administrators to effectively use and 
     integrate technology--
       ``(i) into curricula and instruction, including training to 
     improve the ability to collect, manage, and analyze data to 
     improve teaching, decisionmaking, school improvement efforts, 
     and accountability; and
       ``(ii) to enhance learning by children, including students 
     with disabilities, limited-English proficient students, 
     students with low literacy levels, and students with 
     different learning styles or other special learning needs;
       ``(E) offers teachers, principals, and administrators 
     training on how to effectively communicate with, work with, 
     and involve parents in their children's education;
       ``(F) creates an ongoing retraining loop for experienced 
     teachers, principals, and administrators, whereby the 
     residency program activities and practices--
       ``(i) inform the research of faculty and other researchers; 
     and
       ``(ii) translate evidence-based research findings into 
     improved practice techniques and improved teacher preparation 
     programs; and
       ``(G) includes the rotation, for varying periods of time, 
     of experienced teachers--
       ``(i) who are associated with the partnership to early 
     childhood education programs, elementary schools, or 
     secondary schools not associated with the partnership in 
     order to enable such experienced teachers to act as a 
     resource for all teachers in the local educational agency or 
     State; and
       ``(ii) who are not associated with the partnership to early 
     childhood education programs, elementary schools, or 
     secondary schools associated with the partnership in order to 
     enable such experienced teachers to observe how teaching and 
     professional development occurs in the partnership.
       ``(5) Support and training for participants.--Providing 
     support and training for those individuals participating in 
     the required activities under paragraphs (1) through (4) who 
     serve as role models or mentors for prospective, new, and 
     experienced teachers, based on such individuals' experience. 
     Such support--
       ``(A) also may be provided to the preservice clinical 
     experience participants, as appropriate; and
       ``(B) may include--
       ``(i) release time for such individual's participation;
       ``(ii) receiving course workload credit and compensation 
     for time teaching in the partnership activities; and
       ``(iii) stipends.
       ``(6) Leadership and managerial skills.--
       ``(A) In general.--Developing and implementing proven 
     mechanisms to provide principals, superintendents, early 
     childhood education program directors, and administrators 
     (and mentor teachers, as practicable) with--
       ``(i) an understanding of the skills and behaviors that 
     contribute to effective instructional leadership and the 
     maintenance of a safe and effective learning environment;
       ``(ii) teaching and assessment skills needed to support 
     successful classroom teaching;
       ``(iii) an understanding of how students learn and develop 
     in order to increase achievement for all students; and
       ``(iv) the skills to effectively involve parents.
       ``(B) Mechanisms.--The mechanisms developed and implemented 
     pursuant to subparagraph (A) may include any of the 
     following:
       ``(i) Mentoring of new principals.
       ``(ii) Field-based experiences, supervised practica, or 
     internship opportunities.
       ``(iii) Other activities to expand the knowledge base and 
     practical skills of principals, superintendents, early 
     childhood education program directors, and administrators 
     (and mentor teachers, as practicable).
       ``(e) Allowable Uses of Funds.--An eligible partnership 
     that receives a grant under this section may use such funds 
     to carry out the following activities:
       ``(1) Dissemination and coordination.--Broadly 
     disseminating information on effective practices used by the 
     partnership, including teaching strategies and interactive 
     materials for developing skills in classroom management and 
     assessment and how to respond to individual student needs, 
     abilities, and backgrounds, to early childhood education 
     providers and teachers in elementary schools or secondary 
     schools that are not associated with the partnership. 
     Coordinating with the activities of the Governor, State board 
     of education, State higher education agency, and State 
     educational agency, as appropriate.
       ``(2) Curriculum preparation.--Supporting preparation time 
     for early childhood education providers, teachers in 
     elementary schools or secondary schools, and faculty to 
     jointly design and implement teacher preparation curricula, 
     classroom experiences, and ongoing professional development 
     opportunities that promote the acquisition and continued 
     growth of teaching skills.
       ``(3) Communication skills.--Developing strategies and 
     curriculum-based professional development activities to 
     enhance prospective teachers' communication skills with 
     students, parents, colleagues, and other education 
     professionals.
       ``(4) Coordination with other institutions of higher 
     education.--Coordinating with other institutions of higher 
     education, including community colleges, to implement teacher 
     preparation programs that support prospective teachers in 
     obtaining baccalaureate degrees and State certification or 
     licensure.
       ``(5) Teacher recruitment.--Activities described in 
     subsections (d) and (e) of section 204.
       ``(6) Program improvement.--Developing, for teacher 
     preparation program improvement purposes, methods and 
     infrastructure to assess retention rates in the teaching 
     field of teacher preparation program graduates and the 
     achievement outcomes of such graduates' students.
       ``(f) Special Rule.--No individual member of an eligible 
     partnership shall retain more than 50 percent of the funds 
     made available to the partnership under this section.
       ``(g) Construction.--Nothing in this section shall be 
     construed to prohibit an eligible partnership from using 
     grant funds to coordinate with the activities of more than 1 
     Governor, State board of education, State educational agency, 
     local educational agency, or State agency for higher 
     education.''.

     SEC. 5. RECRUITMENT GRANTS.

       Section 204 of the Higher Education Act of 1965 (20 U.S.C. 
     1024) is amended to read as follows:

     ``SEC. 204. RECRUITMENT GRANTS.

       ``(a) Program Authorized.--From amounts made available 
     under section 211(3) for a fiscal year, the Secretary is 
     authorized to award grants, on a competitive basis, to 
     eligible applicants to enable the eligible applicants to 
     carry out activities described in subsections (d) and (e).
       ``(b) Eligible Applicant Defined.--In this part, the term 
     `eligible applicant' means--
       ``(1) an eligible State described in section 202(b) that 
     has--
       ``(A) high teacher shortages or annual turnover rates; or
       ``(B) high teacher shortages or annual turnover rates of 20 
     percent or more in high-need local educational agencies; or
       ``(2) an eligible partnership described in section 203(b) 
     that--
       ``(A) serves not less than 1 high-need local educational 
     agency with high teacher shortages or annual turnover rates 
     of 20 percent or more;
       ``(B) serves schools that demonstrate great difficulty 
     meeting State challenging academic content standards; or
       ``(C) demonstrates great difficulty meeting the requirement 
     that teachers be highly qualified.
       ``(c) Application.--Any eligible applicant desiring to 
     receive a grant under this section shall submit an 
     application to the Secretary at such time, in such form, and 
     containing such information as the Secretary may require, 
     including--
       ``(1) a description of the assessment that the eligible 
     applicant, and the other entities with whom the eligible 
     applicant will carry out the grant activities, have 
     undertaken to determine the most critical needs of the 
     participating high-need local educational agencies;
       ``(2) a description of how the eligible applicant will 
     recruit and retain highly qualified teachers or other 
     qualified individuals, including principals and early 
     childhood education providers, or both, who are enrolled in, 
     accepted to, or plan to participate in teacher preparation 
     programs or professional development activities, as described 
     under section 203, in geographic areas of greatest need, 
     including data on the retention rate, by school, of all 
     teachers in schools located within the geographic areas 
     served by the eligible applicant;
       ``(3) a description of the activities the eligible 
     applicant will carry out with the grant; and
       ``(4) a description of the eligible applicant's plan for 
     continuing the activities carried out with the grant once 
     Federal funding ceases.
       ``(d) Required Uses of Funds.--An eligible applicant 
     receiving a grant under this section shall use the grant 
     funds--
       ``(1)(A) to award scholarships to help students pay the 
     costs of tuition, room, board, and other expenses of 
     completing a teacher preparation program;
       ``(B) to provide support services, if needed, to enable 
     scholarship recipients to complete postsecondary education 
     programs;
       ``(C) for followup services (including induction 
     opportunities, mentoring, and professional development 
     activities) provided to former scholarship recipients during 
     not less than the recipients' first 2 years of teaching; and
       ``(D) in the case where the eligible applicant also 
     receives a grant under section 203, for support and training 
     for mentor teachers who participate in the residency program; 
     or
       ``(2) to develop and implement effective mechanisms, 
     including a professional development system and career 
     ladders, to ensure that high-need local educational agencies, 
     high-need schools, and early childhood education programs are 
     able to effectively recruit and retain highly competent early 
     childhood education providers, highly qualified teachers, and 
     principals.
       ``(e) Allowable Use of Funds.--An eligible applicant 
     receiving a grant under this section may use the grant funds 
     to carry out the following:
       ``(1) Outreach.--Conducting outreach and coordinating with 
     urban and rural secondary schools to encourage students to 
     pursue teaching as a career.
       ``(2) Early childhood education compensation.--For eligible 
     applicants focusing on early childhood education, 
     implementing initiatives that increase compensation of

[[Page S5207]]

     early childhood education providers who attain degrees in 
     early childhood education.
       ``(3) Program improvement.--Developing, for teacher 
     preparation program improvement purposes, methods and 
     infrastructure to assess retention rates in the teaching 
     field of teacher preparation program graduates and the 
     achievement outcomes of such graduates' students.
       ``(f) Service Requirements.--The Secretary shall establish 
     such requirements as the Secretary finds necessary to ensure 
     that recipients of scholarships under this section who 
     complete teacher education programs subsequently teach in a 
     high-need local educational agency, for a period of time 
     equivalent to the period for which the recipients receive 
     scholarship assistance, or repay the amount of the 
     scholarship. The Secretary shall use any such repayments to 
     carry out additional activities under this section.''.

     SEC. 6. ADMINISTRATIVE PROVISIONS.

       Section 205 of the Higher Education Act of 1965 (20 U.S.C. 
     1025) is amended--
       (1) in subsection (a)--
       (A) in the heading, by striking ``ONE-TIME AWARDS;'';
       (B) by striking paragraph (2); and
       (C) by redesignating paragraph (3) as paragraph (2);
       (2) in subsection (b)--
       (A) by redesignating paragraph (3) as paragraph (4);
       (B) by striking paragraph (2) and inserting the following:
       ``(2) Composition of panel.--The peer review panel shall be 
     composed of experts who are competent, by virtue of their 
     training, expertise, or experience, to evaluate applications 
     for grants under this part. A majority of the panel shall be 
     composed of individuals who are not employees of the Federal 
     Government.'';
       (C) by inserting after paragraph (2) the following:
       ``(3) Evaluation and priority.--The peer review panel shall 
     evaluate the applicants' proposals to improve the current and 
     future teaching force through program and certification 
     reforms, teacher preparation program activities (including 
     implementation and assessment strategies), and professional 
     development activities described in sections 202, 203, and 
     204, as appropriate. In recommending applications to the 
     Secretary for funding under this part, the peer review panel 
     shall--
       ``(A) with respect to grants under section 202, give 
     priority to eligible States that--
       ``(i) have initiatives to reform State program approval 
     requirements for teacher preparation programs that are 
     designed to ensure that current and future teachers are 
     highly qualified and possess strong teaching skills, 
     knowledge to assess student academic achievement, and the 
     ability to use this information in such teachers' classroom 
     instruction;
       ``(ii) include innovative reforms to hold institutions of 
     higher education with teacher preparation programs 
     accountable for preparing teachers who are highly qualified 
     and have strong teaching skills; or
       ``(iii) involve the development of innovative efforts aimed 
     at reducing the shortage of--

       ``(I) highly qualified teachers in high-poverty urban and 
     rural areas; and
       ``(II) highly qualified teachers in fields with 
     persistently high teacher shortages, including special 
     education;

       ``(B) with respect to grants under section 203--
       ``(i) give priority to applications from eligible 
     partnerships that involve broad participation within the 
     community, including businesses; and
       ``(ii) take into consideration--

       ``(I) providing an equitable geographic distribution of the 
     grants throughout the United States; and
       ``(II) the potential of the proposed activities for 
     creating improvement and positive change; and

       ``(C) with respect to grants under section 204, give 
     priority to eligible applicants that have in place, or in 
     progress, articulation agreements between 2- and 4-year 
     public and private institutions of higher education and 
     nonprofit providers of professional development with 
     demonstrated experience in professional development 
     activities.''; and
       (D) by adding at the end the following:
       ``(5) Payment of fees and expenses of certain members.--The 
     Secretary may use available funds appropriated to carry out 
     this part to pay the expenses and fees of peer review panel 
     members who are not employees of the Federal Government.''; 
     and
       (3) by striking subsection (e) and inserting the following:
       ``(e) Technical Assistance.--For each fiscal year, the 
     Secretary may expend not more than $500,000 or 0.75 percent 
     of the funds appropriated to carry out this title for such 
     fiscal year, whichever amount is greater, to provide 
     technical assistance to States and partnerships receiving 
     grants under this part.''.

     SEC. 7. ACCOUNTABILITY AND EVALUATION.

       Section 206 of the Higher Education Act of 1965 (20 U.S.C. 
     1026) is amended--
       (1) in subsection (a)--
       (A) in the matter preceding paragraph (1)--
       (i) by striking ``Committee on Labor and Human Resources'' 
     and inserting ``Committee on Health, Education, Labor, and 
     Pensions''; and
       (ii) by striking ``Committee on Education and the 
     Workforce'' and inserting ``Committee on Education and 
     Labor'';
       (B) in paragraph (2), by striking ``, including,'' and all 
     that follows through the period and inserting ``as a highly 
     qualified teacher.'';
       (C) in paragraph (3)--
       (i) by striking ``highly''; and
       (ii) by striking the period at the end and inserting ``that 
     meet the same standards and criteria of State certification 
     or licensure programs.'';
       (D) by striking paragraph (4) and inserting the following:
       ``(4) Teacher and provider qualifications.--
       ``(A) Elementary and secondary school classes.--Increasing 
     the percentage of elementary school and secondary school 
     classes taught by teachers--
       ``(i) who have strong teaching skills and are highly 
     qualified;
       ``(ii) who have completed preparation programs that provide 
     such teachers with the scientific knowledge about the 
     disciplines of teaching, learning, and child and adolescent 
     development so the teachers understand and use evidence-based 
     teaching skills to meet the learning needs of all students; 
     or
       ``(iii) who have completed a residency program through not 
     less than their first 2 years of teaching that includes 
     mentoring by faculty who are trained and compensated for 
     their work with new teachers.
       ``(B) Early childhood education programs.--Increasing the 
     percentage of classrooms in early childhood education 
     programs taught by providers who are highly competent.'';
       (E) by striking paragraph (5) and inserting the following:
       ``(5) Decreasing shortages.--Decreasing shortages of--
       ``(A) qualified teachers and principals in poor urban and 
     rural areas; and
       ``(B) qualified teachers in fields with persistently high 
     teacher shortages, including special education.''; and
       (F) by striking paragraph (6) and inserting the following:
       ``(6) Increasing opportunities for professional 
     development.--Increasing opportunities for enhanced and 
     ongoing professional development that--
       ``(A) improves--
       ``(i) the knowledge and skills of early childhood education 
     providers;
       ``(ii) the knowledge of teachers in special education;
       ``(iii) the knowledge of general education teachers, 
     principals, and administrators about special education 
     content and instructional practices;
       ``(iv) the knowledge and skills to assess student academic 
     achievement and use the results of such assessments to 
     improve instruction;
       ``(v) the knowledge of subject matter or academic content 
     areas--

       ``(I) in which the teachers are certified or licensed to 
     teach; or
       ``(II) in which the teachers are working toward 
     certification or licensure to teach; or

       ``(vi) the knowledge and skills to effectively communicate 
     with, work with, and involve parents in their children's 
     education;
       ``(B) promotes strong teaching skills and an understanding 
     of how to apply scientific knowledge about teaching and 
     learning to teachers' teaching practice and to teachers' 
     ongoing classroom assessment of students; and
       ``(C) provides enhanced instructional leadership and 
     management skills for principals.'';
       (2) in subsection (b)--
       (A) in the matter preceding paragraph (1), by striking 
     ``for'' and inserting ``for teachers, early childhood 
     education providers, or principals, as appropriate, according 
     to the needs assessment required under section 203(c)(1), 
     for''; and
       (B) by striking paragraphs (1) through (6) and inserting 
     the following:
       ``(1) increased demonstration by program graduates of 
     teaching skills grounded in scientific knowledge about the 
     disciplines of teaching and learning;
       ``(2) increased student achievement for all students as 
     measured by the partnership, including mechanisms to measure 
     student achievement due to the specific activities conducted 
     by the partnership;
       ``(3) increased teacher retention in the first 3 years of a 
     teacher's career based, in part, on teacher retention data 
     collected as described in section 203(c)(3)(H);
       ``(4) increased success in the pass rate for initial State 
     certification or licensure of teachers;
       ``(5) increased percentage of elementary school and 
     secondary school classes taught by teachers who are highly 
     qualified;
       ``(6) increased percentage of early childhood education 
     program classes taught by providers who are highly competent;
       ``(7) increased percentage of early childhood education 
     programs and elementary school and secondary school classes 
     taught by providers and teachers who demonstrate clinical 
     judgment, communication, and problem-solving skills resulting 
     from participation in a residency program;
       ``(8) increased percentage of highly qualified special 
     education teachers;
       ``(9) increased number of general education teachers 
     trained in working with students with disabilities, limited-
     English proficient students, and students with different 
     learning styles or other special learning needs;
       ``(10) increased number of teachers trained in technology; 
     and

[[Page S5208]]

       ``(11) increased number of teachers, early childhood 
     education providers, or principals prepared to work 
     effectively with parents.''; and
       (3) in subsection (d)--
       (A) by inserting ``, with particular attention to the 
     reports and evaluations provided by the eligible States and 
     eligible partnerships pursuant to this section,'' after 
     ``funded under this part'';
       (B) by striking ``Committee on Labor and Human Resources'' 
     and inserting ``Committee on Health, Education, Labor, and 
     Pensions''; and
       (C) by striking ``Committee on Education and the 
     Workforce'' and inserting ``Committee on Education and 
     Labor''.

     SEC. 8. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.

       Section 207 of the Higher Education Act of 1965 (20 U.S.C. 
     1027) is amended--
       (1) by striking subsection (a);
       (2) by redesignating subsections (b) through (f) as 
     subsections (a) through (e), respectively;
       (3) in subsection (a), as redesignated by paragraph (2)--
       (A) in the matter preceding paragraph (1), by striking ``, 
     within 2 years'' and all that follows through ``the 
     following'' and inserting ``, on an annual basis and in a 
     uniform and comprehensible manner that conforms with the 
     definitions and reporting methods previously developed for 
     teacher preparation programs by the Commissioner for 
     Education Statistics, a State report card on the quality of 
     teacher preparation in the State, which shall include not 
     less than the following'';
       (B) in paragraph (4)--
       (i) by striking ``teaching candidates'' and inserting 
     ``prospective teachers''; and
       (ii) by striking ``candidate'' and inserting ``prospective 
     teacher'';
       (C) in paragraph (5)--
       (i) by striking ``teaching candidates'' and inserting 
     ``prospective teachers'';
       (ii) by striking ``teacher candidate'' and inserting 
     ``prospective teacher''; and
       (iii) by striking ``candidate's'' and inserting 
     ``teacher's'';
       (D) in paragraph (7), by inserting ``how the State has 
     ensured that the alternative certification routes meet the 
     same State standards and criteria for teacher certification 
     or licensure,'' after ``if any,''; and
       (E) in paragraph (8)--
       (i) by striking ``teacher candidate'' and inserting 
     ``prospective teacher''; and
       (ii) by inserting ``(including the ability to provide 
     instruction to diverse student populations (including 
     students with disabilities, limited-English proficient 
     students, and students with different learning styles or 
     other special learning needs) and the ability to effectively 
     communicate with, work with, and involve parents in their 
     children's education)'' after ``skills'';
       (F) by adding at the end the following:
       ``(10) Information on the extent to which teachers or 
     prospective teachers in each State are prepared to work in 
     partnership with parents and involve parents in their 
     children's education.'';
       (4) in subsection (b)(1), as redesignated by paragraph 
     (2)--
       (A) by striking ``not later than 6 months of the date of 
     enactment of the Higher Education Amendments of 1998 and'';
       (B) by striking ``subsection (b)'' and inserting 
     ``subsection (a)'';
       (C) by striking ``Committee on Labor and Human Resources'' 
     and inserting ``Committee on Health, Education, Labor, and 
     Pensions'';
       (D) by striking ``Committee on Education and the 
     Workforce'' and inserting ``Committee on Education and 
     Labor''; and
       (E) by striking ``not later than 9 months after the date of 
     enactment of the Higher Education Amendments of 1998'';
       (5) in subsection (c)(1), as redesignated by paragraph 
     (2)--
       (A) by striking ``(9) of subsection (b)'' and inserting 
     ``(10) of subsection (a)''; and
       (B) by striking ``and made available not later than 2 years 
     6 months after the date of enactment of the Higher Education 
     Amendments of 1998 and annually thereafter'' and inserting 
     ``, and made available annually''; and
       (6) in subsection (e)(1), as redesignated by paragraph 
     (2)--
       (A) by striking ``not later than 18 months after the date 
     of enactment of the Higher Education Amendments of 1998 and 
     annually thereafter, shall report'' and inserting ``shall 
     report annually''; and
       (B) by striking ``methods established under subsection 
     (a)'' and inserting ``reporting methods developed for teacher 
     preparation programs''.

     SEC. 9. STATE FUNCTIONS.

       Section 208 of the Higher Education Act of 1965 (20 U.S.C. 
     1028) is amended--
       (1) in subsection (a)--
       (A) by striking ``, not later than 2 years after the date 
     of enactment of the Higher Education Amendments of 1998,'';
       (B) by inserting ``and within entities providing 
     alternative routes to teacher preparation'' after 
     ``institutions of higher education'';
       (C) by inserting ``and entities'' after ``low-performing 
     institutions'';
       (D) by inserting ``and entities'' after ``those 
     institutions''; and
       (E) by striking ``207(b)'' and inserting ``207(a)'';
       (2) by redesignating subsections (b) and (c) as subsections 
     (c) and (d), respectively;
       (3) by inserting after subsection (a) the following:
       ``(b) Teacher Quality Plan.--In order to receive funds 
     under this Act, a State shall submit a State teacher quality 
     plan that--
       ``(1) details how such funds will ensure that all teachers 
     are highly qualified; and
       ``(2) indicates whether each teacher preparation program in 
     the State that has not been designated as low-performing 
     under subsection (a) is of sufficient quality to meet all 
     State standards and produce highly qualified teachers with 
     the teaching skills needed to teach effectively in the 
     schools of the State.'';
       (4) in subsection (c), as redesignated by paragraph (2)--
       (A) in paragraph (1), by striking ``of Education''; and
       (B) in paragraph (2), by striking ``of this Act''; and
       (5) in subsection (d), as redesignated by paragraph (2), by 
     striking ``subsection (b)(2)'' and inserting ``subsection 
     (c)(2)''.

     SEC. 10. ACADEMIES FOR FACULTY EXCELLENCE.

       Part A of title II of the Higher Education Act of 1965 (20 
     U.S.C. 1021 et seq.) is amended--
       (1) by redesignating section 210 as section 211; and
       (2) by inserting after section 209 the following:

     ``SEC. 210. ACADEMIES FOR FACULTY EXCELLENCE.

       ``(a) Program Authorized.--From amounts made available 
     under subsection (e), the Secretary is authorized to award 
     grants to eligible entities to enable such entities to create 
     Academies for Faculty Excellence.
       ``(b) Eligible Entity.--In this section:
       ``(1) In general.--The term `eligible entity' means a 
     consortium composed of institutions of higher education 
     that--
       ``(A) award doctoral degrees in education; and
       ``(B) are partner institutions (as such term is defined in 
     section 203).
       ``(2) Inclusions.--The term `eligible entity' may include 
     the following:
       ``(A) Institutions of higher education that--
       ``(i) do not award doctoral degrees in education; and
       ``(ii) are partner institutions (as such term is defined in 
     section 203).
       ``(B) Nonprofit entities with expertise in preparing highly 
     qualified teachers.
       ``(c) Application.--An eligible entity desiring to receive 
     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, including--
       ``(1) a description of how the eligible entity will provide 
     professional development that is grounded in scientifically 
     based research to faculty;
       ``(2) evidence that the eligible entity is well versed in 
     current scientifically based research related to teaching and 
     learning across content areas and fields;
       ``(3) a description of the assessment that the eligible 
     entity will undertake to determine the most critical needs of 
     the faculty who will be served by the Academies for Faculty 
     Excellence; and
       ``(4) a description of the activities the eligible entity 
     will carry out with grant funds received under this section, 
     how the entity will include faculty in the activities, and 
     how the entity will conduct these activities in collaboration 
     with programs and projects that receive Federal funds from 
     the Institute of Education Sciences.
       ``(d) Required Use of Funds.--Each eligible entity that 
     receives a grant under this section shall use the grant funds 
     to enhance the caliber of teaching undertaken in preparation 
     programs for teachers, early childhood education providers, 
     and principals and other administrators through the 
     establishment and maintenance of a postdoctoral system of 
     professional development by carrying out the following:
       ``(1) Recruitment.--Recruit a faculty of experts who are 
     knowledgeable about scientifically based research related to 
     teaching and learning, who have direct experience working 
     with teachers and students in school settings, who are 
     capable of implementing scientifically based research to 
     improve teaching practice and student achievement in school 
     settings, and who are capable of providing professional 
     development to faculty and others responsible for preparing 
     teachers, early childhood education providers, principals, 
     and administrators.
       ``(2) Professional development curricula.--Develop a series 
     of professional development curricula to be used by the 
     Academies for Faculty Excellence and disseminated broadly to 
     teacher preparation programs nationwide.
       ``(3) Professional development experiences.--Support the 
     development of a range of ongoing professional development 
     experiences (including the use of the Internet) for faculty 
     to ensure that such faculty are knowledgeable about effective 
     evidence-based practice in teaching and learning. Such 
     experiences shall promote joint faculty activities that link 
     content and pedagogy.
       ``(4) Development programs.--Provide fellowships, 
     scholarships, and stipends for teacher educators to 
     participate in various faculty development programs offered 
     by the Academies for Faculty Excellence.
       ``(e) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section 
     $10,000,000 for fiscal

[[Page S5209]]

     year 2008 and such sums as may be necessary for each of the 5 
     succeeding fiscal years.''.

     SEC. 11. AUTHORIZATION OF APPROPRIATIONS.

       Section 211 of the Higher Education Act of 1965 (20 U.S.C. 
     1030), as redesignated by section 10, is amended--
       (1) by striking ``part $300,000,000 for fiscal year 1999'' 
     and inserting ``part, other than section 210, $500,000,000 
     for fiscal year 2008'';
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding'';
       (3) in paragraph (1), by striking ``45'' and inserting 
     ``20'';
       (4) in paragraph (2), by striking ``45'' and inserting 
     ``60''; and
       (5) in paragraph (3), by striking ``10'' and inserting 
     ``20''.
                                 ______