Title II Teacher Quality Enhancement

Definitions (not inclusive):

Induction programs and mentoring: Induction shall include high-quality mentoring, including "periodic, structured time for collaboration with teachers in the same department or field, including mentor teachers, as well as time for information-sharing among teachers," and "regular and structured observation and evaluation of new teachers by multiple evaluations, using valid and reliable measures of teaching skills."

Teacher mentoring: "provides high-quality training for such mentors..., regular and ongoing opportunities for mentors and mentees to observe each other’s teaching methods in classroom settings during the day in a high-need school..., paid release time for mentors, as applicable..., mentoring to each mentee by a colleague who teaches in the same field, grade, or subject as the mentee..., and common planning time or regularly scheduled collaboration for the mentor and mentee."

Teaching skills: skills that enable a teacher to "conduct an ongoing assessment of student learning, which may include the use of formative assessments, performance-based assessments, or portfolio assessments that measure high-order thinking skills."

Part A: Teacher Quality Partnership grants: 5-year grants ($300 million for FY 2009, 100% matching requirement, cash or in-kind)

Eligible partnerships are between high-need school districts, or high-need schools and a partner institution (2 or 4-year institution of higher education that has a teacher preparation program whose graduates exhibit strong performance on qualifying state assessments for new teachers and is ranked among top teacher preparation programs in state), an education department within the institution, and a department of arts and sciences within the institution.

Eligible partnerships must show:

1.  How they will prepare general education teachers to teach special education students, including training about participation in the IEP team.

2.  How they will prepare general and special education teachers to teach LEP students.

3.  How they will design, implement, or enhance a year-long and rigorous pre-service clinical program.

 

4.  How they will collect, analyze and use data on retention of all teachers in schools located in geographic area served by partnership to evaluate effectiveness of their teacher support system.

 

5. How they will carry out a required 2-year formalized induction program for all new teachers prepared by the program, including the use of mentors who are trained and compensated by such program for the mentors’ work with new teachers (also includes giving release time to mentors, a requirement that mentors and mentees be given time to meet together, including common planning periods, and regular and structured observation and evaluation of new teachers by multiple evaluations, using valid and reliable measures of teaching skills).

 

6.  How they will provide high-quality professional development to strengthen content knowledge and teaching skills of elementary and secondary teachers in the partner high-need school or district.

 

7.  How they will use empirically-based practice and scientifically valid research on teaching and learning in preparing teachers.

Partnership grants for pre-baccalaureate teacher preparation programs: partnerships must use empirically-based practice and scientifically valid research, where applicable, about teaching and learning so that all prospective teachers, among other things:

  • possess skills to analyze student academic achievement data and other measures of student learning, and use such data and measures to improve classroom instruction; and
  • can effectively participate as a member of the IEP team.

     

Eligible partnerships for grants for pre-baccalaureate teacher preparation programs must provide for:

Clinical experience and interaction

Developing and improving a sustained and high-quality pre-service clinical education program to further develop the teaching skills of all prospective teachers and, as applicable, early childhood educators involved in the program.

The program shall do the following:

(A) Incorporate year-long opportunities for enrichment, including-

(i) clinical learning in classrooms in high-need schools served by the high-need school district in the eligible partnership, and identified by the eligible partnership; and

(ii) closely supervised interaction between prospective teachers and faculty, experienced teachers, principals, other administrators, and school leaders at early childhood education programs (as applicable), elementary schools, or secondary schools, and providing support for such interaction.

(B) Integrate pedagogy and classroom practice and promote effective teaching skills in academic content areas.

(C) Provide high-quality teacher mentoring.

(D) Be offered over the course of a program of teacher preparation.

(E) Be tightly aligned with course work (and may be developed as a fifth year of a teacher preparation program).

(F) Where feasible, allow prospective teachers to learn to teach in the same school district in which the teachers will work, learning the instructional initiatives and curriculum of that school district.

(G) As applicable, provide training and experience to enhance the teaching skills of prospective teachers to better prepare such teachers to meet the unique needs of teaching in rural or urban communities.

(H) Provide support and training for individuals participating in an activity for prospective or new teachers and for individuals who serve as mentors for such teachers, based on each individual’s experience. Such support may include-

(i) with respect to a prospective teacher or a mentor, release time for such individual’s participation;

(ii) with respect to a faculty member, receiving course workload credit and compensation for time teaching in the eligible partnership’s activities; and

(iii) with respect to a mentor, a stipend, which may include bonus, differential, incentive, or performance pay, based on the mentor’s extra skills and responsibilities.

Teacher recruitment

Developing and implementing effective mechanisms (which may include alternative routes to state certification of teachers) to ensure that the eligible partnership is able to recruit qualified individuals to become highly qualified teachers through the activities of the eligible partnership, which may include an emphasis on recruiting into the teaching profession-

(A) individuals from under-represented populations;

(B) individuals to teach in rural communities and teacher shortage areas, including mathematics, science, special education, and the instruction of LEP students; and

(C) mid-career professionals from other occupations, former military personnel, and recent college graduates with a record of academic distinction.

Partnership Grants for Teaching Residency Program: provides for students pursuing master’s degrees in education to work alongside mentor teachers at high-poverty K-12 schools while they take their graduate-level courses.

A teaching residency program shall be a program based upon models of successful teaching residencies that serves as a mechanism to prepare teachers for success in the high-need schools in the eligible partnership, and shall be designed to include the following characteristics of successful programs:

(i) The integration of pedagogy, classroom practice, and teacher mentoring.

(ii) Engagement of teaching residents in rigorous graduate-level coursework to earn a master’s degree while undertaking a guided teaching apprenticeship.

(iii) Experience and learning opportunities alongside a trained and experienced mentor teacher-

(I) whose teaching shall complement the residency program so that classroom clinical practice is tightly aligned with coursework;

(II) who shall have extra responsibilities as a teacher leader of the teaching residency program, as a mentor for residents, and as a teacher coach during the induction program for novice teachers, and for establishing, within the program, a learning community in which all individuals are expected to continually improve their capacity to advance student learning; and

(III) who may be relieved from teaching duties as a result of such additional responsibilities.

(iv) The establishment of clear criteria for the selection of mentor teachers based on measures of teacher effectiveness and the appropriate subject area knowledge.

Evaluation of teacher effectiveness shall be based on observations of such domains of teaching as the following:

(I) Planning and preparation, including demonstrated knowledge of content, pedagogy, and assessment, including the use of formative assessments to improve student learning.

(II) Appropriate instruction that engages students with different learning styles.

(III) Collaboration with colleagues to improve instruction.

(IV) Analysis of gains in student learning, based on multiple measures, that, when feasible, may include valid and reliable objective measures of the influence of teachers on the rate of student academic progress.

(vi) The development of admissions goals and priorities aligned with the hiring objectives of the school district partnering with the program, as well as the instructional initiatives and curriculum of the school district, in exchange for a commitment by the school district to hire graduates from the teaching residency program.

(vii) Support for residents, once the teaching residents are hired as teachers of record, through an induction program, professional development, and networking opportunities to support the residents through not less than the residents’ first 2 years of teaching.

Selection: In order to be eligible to be a teacher resident in a teaching residency program under this paragraph, an individual shall be a recent graduate of a 4-year institution of higher education or a mid-career professional from outside the field of education possessing strong content knowledge or a record of professional accomplishment.

Stipend and Service Requirement: A teaching residency program shall provide a 1-year living stipend or salary to teaching residents during the 1-year teaching residency program.  An applicant agrees to serve as full-time teacher for a total of not less than three academic years immediately after successfully completing the one-year teaching residency program in a high-need school served by the high-need school district in the partnership AND teach a subject or area that is designated as high-need by the partnership.

Repayment: If a teaching resident who received a stipend under this subparagraph does not complete the service requirement such individual shall repay the stipend to the partnership at a rate specified by the partnership.

Partnership with Digital Education Content Developer: An eligible partnership that receives a grant under this section may use grant funds provided to carry out the activities for pre-baccalaureate teacher preparation program grants or teacher residency program grants, or both, to partner with a television public broadcast station, as defined in section 397(6) of the Communications Act of 1934 (47 U.S.C. 397(6)), or another entity that develops digital educational content, for the purpose of improving the quality of pre-baccalaureate teacher preparation programs or to enhance the quality of pre-service training for prospective teachers.

Evaluation

A partnership is required to evaluate the results of the grant regarding increasing, among other things:

  • teacher retention in the first 3 years of teacher’s career;
  • improvement in pass rates on initial state certification exams;
  • percentage of highly qualified teachers hired by high-need school districts;
  • percentage of highly qualified teachers hired by high-need school districts who teach in high-need subject areas; and
  • as applicable, the percentage of teachers trained to integrate technology effectively into curricula and instruction, including technology consistent with the principles of universal design for learning, and to use technology effectively to collect, manage and analyze data to improve teaching and learning for the purpose of improving student academic achievement.

 

Part A/Accountability for Programs that Prepare Teachers

Requires each institution of higher education that conducts a traditional teacher preparation program or alternative routes to state certification or licensure program and that enrolls students receiving Federal assistance under this Act to report annually to the state on the following (not inclusive):

Pass rates and scaled scores

For the most recent year for which the information is available for those students who took the assessments used for teacher certification or licensure by the state in which the program is located and are enrolled in the traditional teacher preparation program or alternative routes to state certification or licensure program, and for those who have taken such assessments and have completed the traditional teacher preparation program or alternative routes to state certification or licensure program during the two-year period preceding such year, for each of such assessments-

(i) the percentage of students who have completed 100 percent of the nonclinical coursework and taken the assessment who pass such assessment;

(ii) the percentage of all students who passed such assessment;

(iii) the percentage of students who have taken such assessment who enrolled in and completed the traditional teacher preparation program or alternative routes to State certification or licensure program, as applicable;

(iv) the average scaled score for all students who took such assessment;

(v) a comparison of the program’s pass rates with the average pass rates for programs in the state; and

(vi) a comparison of the program’s average scaled scores with the average scaled scores for programs in the state.

Program Information

A description of-

(i) the criteria for admission into the program;

(ii) the number of students in the program (disaggregated by race, ethnicity, and gender);

(iii) the average number of hours of supervised clinical experience required for those in the program;

(iv) the number of full-time equivalent faculty and students in the supervised clinical experience; and

(v) the total number of students who have been certified or licensed as teachers, disaggregated by subject and area of certification or licensure.

 

Use of Technology

A description of the activities, including activities consistent with the principles of universal design for learning, that prepare teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement.

Teacher Training

A description of the activities that prepare general education and special education teachers to teach students with disabilities effectively, including training related to participation as a member of IEP teams, and to effectively teach students who are limited English proficient.

Fines

The U. S. Secretary of Education may impose a fine not to exceed $27,500 on an institution of higher education for failure to provide the information described in this subsection in a timely or accurate manner.

Each institution must set annual goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including math, science, special education, and limited English proficiency.

State Functions: Requires states receiving funds under the Act to identify low-performing teacher preparation programs in the state and assist such programs via technical assistance. 

Requires states to provide the U.S. Secretary of Education with an annual list of low-performing teacher preparation programs and an identification of those programs at risk of being placed on such list, as applicable. Levels of performance shall be determined solely by the state and may include criteria based on information collected pursuant to this part, including progress in meeting the goals of-

(1) increasing the percentage of highly qualified teachers in the state, including increasing professional development opportunities;

(2) improving student academic achievement for elementary and secondary students; and

(3) raising the standards for entry into the teaching profession.

Part B: Enhancing Teacher Education 3-year grants ($2 million):

Use of funds: among other things, must be used to provide teacher candidates, early in their preparation, with field experiences with technology in educational settings; build the skills of teacher candidates to support technology-rich instruction, assessment and learning management in content areas, technology literacy, an understanding of the principles of universal design, and the development of other skills for entering the workforce; and provide professional development in the use of technology for teachers, administrators, and content specialists who participate in field placement;

Teach to Reach Grants (5-year grant, requires 25% matching, cash or in-kind)

Competitive grants to eligible partnerships to improve the preparation of general education teacher candidates to ensure that such teacher candidates possess the knowledge and skills necessary to effectively instruct students with disabilities in general education classrooms.

An eligible partnership that receives a grant under this section shall use the grant funds to-

(A) develop or strengthen an undergraduate, post-baccalaureate, or master’s teacher preparation program by integrating special education strategies into the general education curriculum and academic content;

(B) provide teacher candidates participating in the program under subparagraph (A) with skills related to-

(i) response to intervention, positive behavioral interventions and supports, differentiated instruction, and data driven instruction;

(ii) universal design for learning;

(iii) determining and utilizing accommodations for instruction and assessments;

(iv) collaborating with special educators, related services providers, and parents, including participation in individualized education program development and implementation; and

(v) appropriately utilizing technology and assistive technology for students with disabilities; and

(C) provide extensive clinical experience for participants described in subparagraph (B) with mentoring and induction support throughout the program that continues during the first two years of full-time teaching; and

A partnership may use grant funds to develop and administer alternate assessments of students with disabilities. The application shall include, among other things, an assessment of the existing personnel needs for general education teachers who instruct students with disabilities, performed by the school district in which most graduates of the teacher preparation program are likely to teach after completion of the program.

Adjunct Teacher Corps (5-year grants, 100% matching, cash or in-kind) The purpose of this section is to create opportunities for professionals and other individuals with subject matter expertise in mathematics, science, or critical foreign languages to provide such subject matter expertise to secondary school students on an adjunct basis.

The application shall include, among other things:

  • measurable objectives for the activities supported by the grant, including the number of adjunct content specialists the eligible entity intends to place in schools and classrooms, and the gains in academic achievement expected as a result of the addition of such specialists;
  • how the eligible entity will provide pre-service training and on-going professional development to adjunct content specialists to ensure that such specialists have the capacity to serve effectively;
  • an assurance that the use of adjunct content specialists will not result in the displacement or transfer of currently employed teachers nor a reduction in the number of overall teachers in the district.

 

The U.S. Secretary of Education shall evaluate the activities supported by grants under this section, including the impact of such activities on student academic achievement, and shall report the results of such evaluation to the authorizing committees.

"Adjunct content specialist" means an individual who meets the requirements of NCLB "highly qualified;" has demonstrated expertise in mathematics, science, or a critical foreign language, as determined by the school district; and is not the primary provider of instructional services to a student, unless the adjunct content specialist is under the direct supervision of a teacher who meets the requirements of NCLB "highly qualified."

Title IV Student Assistance

Loan Forgiveness for Service in Areas of National Need

The measure provides a new $10,000 loan forgiveness program for individuals serving in an area of national need.  It provides up to $2,000 per year for five years for nurses, early childhood educators, foreign language specialists, librarians, teachers, speech language pathologists, national service participants, school counselors, public sector employees, nutrition professionals, medical specialists, and mental health professionals.  Qualifying teachers must meet NCLB highly qualified requirements, and must be employed full-time as a teacher (i) educating students who are Limited English proficient, (ii) in a school that qualifies for loan cancellation for Perkins loan recipients who teach in such a school; (iii) from an underrepresented population in the teaching profession, as determined by the U.S. Secretary of Education; or (iv) in an educational service agency.

Borrowers will not qualify for loan forgiveness for the same service under both this provision and other loan forgiveness provisions in the HEA.

For each school, academic, or calendar year of full-time employment in an area of national need that a borrower completes on or after the date of enactment of the Act, the U.S. Secretary of Education shall forgive not more than $2,000 of the student loan obligation of the borrower that is outstanding after the completion of each such school, academic, or calendar year of employment, respectively.

Loan Cancellation for Teachers: Clarifies that teachers employed by an educational service agency are eligible for the teacher loan forgiveness program

Cancellation for Public Service

  • Provides Perkins Loan cancellation for a full-time teacher’s service during an academic year at an educational service agency.
  • Expands existing Perkins Loan cancellations to include service in a pre-kindergarten or child care program licensed or regulated by the State, as a full-time fire fighter, as a full-time faculty member at a Tribal College or University, as a librarian with a master’s degree in library science at a low-income school, or in a public library serving low-income schools, and for a full-time speech language pathologist with a master’s degree working exclusively at low-income schools.