- Jane Jackson, ASU
TITLE II - PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY
TEACHERS, PRINCIPALS, AND OTHER SCHOOL LEADERS
SEC.
2003. AUTHORIZATION OF APPROPRIATIONS.
(a)
GRANTS TO STATES AND LOCAL EDUCATIONAL AGENCIES.—
For
the purpose of carrying out part A, there are authorized to be appropriated
$2,295,830,000 for each of fiscal years 2017 through 2020.
...
(c)
STATE USES OF FUNDS.—
(1) IN GENERAL.—Except as
provided under paragraph (3), each State that receives an allotment under
subsection (b) for a fiscal year shall reserve not less than 95 percent of such
allotment to make subgrants to local educational agencies for such fiscal year,
as described in section 2102.
...
(3) PRINCIPALS OR OTHER SCHOOL
LEADERS.—Notwithstanding paragraph (1) and in addition to funds otherwise
available for activities under paragraph (4), a State educational agency may
reserve not more than 3 percent of
the amount reserved for subgrants to local educational agencies under paragraph
(1) for one or more of the activities for principals or other school leaders
that are described in paragraph (4).
(4) STATE ACTIVITIES.—
(A) IN
GENERAL.—The State educational agency for a State that receives an
allotment under subsection (b) may use funds not reserved under
paragraph (1) to carry out 1 or more of the activities described in subparagraph
(B), which may be implemented in
conjunction with a State agency of higher education (if such agencies are
separate) and carried out through a
grant or contract with a for-profit or nonprofit entity, including an institution of higher education.
(B) TYPES OF STATE
ACTIVITIES.—The activities described in this subparagraph are the
following:
...
(v) Developing,
improving, and implementing mechanisms to assist local educational agencies and
schools in effectively recruiting and
retaining teachers, principals, or other school leaders who are effective in improving student academic achievement,
including effective teachers from underrepresented minority groups and teachers
with disabilities, such as through—
(I) opportunities for effective teachers to
lead evidence-based (to the extent the State determines that such evidence
is reasonably available) professional
development for the peers of such effective teachers; and
...
(xiv) Developing, or assisting local
educational agencies in developing,
strategies that provide teachers, principals, or other school leaders with the skills, credentials, or
certifications needed to educate all students in postsecondary education
coursework through early college high school or dual or concurrent enrollment programs.
...
(xvii) Developing and providing
professional development and other comprehensive systems of support for teachers, principals, or other
school leaders to promote high-quality
instruction and instructional leadership in science, technology, engineering, and mathematics subjects,
including computer science.
...
(d) STATE APPLICATION.—
(1) IN GENERAL.—In order to receive an allotment
under this section for any fiscal year, a State
shall submit an application to the Secretary at such time and in such manner as
the Secretary may reasonably require.
...
(3) CONSULTATION.—In
developing the State application under this subsection, a State shall—
(A) meaningfully
consult with teachers, principals, other school leaders, paraprofessionals
(including organizations representing such individuals), specialized
instructional support personnel, charter school leaders (in a State that has
charter schools), parents, community partners, and other organizations or
partners with relevant and demonstrated expertise in programs and activities
designed to meet the purpose of this title;
(B) seek advice from
the individuals, organizations, or partners described in subparagraph (A)
regarding how best to improve the StateÕs activities to meet the purpose of
this title; and
(C) coordinate the
StateÕs activities under this part with other related strategies, programs, and
activities being conducted in the State.
...
TITLE VIII—GENERAL
PROVISIONS
(page 287 to 290, 298)
...
(15)
DUAL OR CONCURRENT ENROLLMENT PROGRAM.—
The
term Ôdual or concurrent enrollment programÕ means a program offered by a
partnership between at least one institution of higher education and at least
one local educational agency through which a secondary school student who has not
graduated from high school with a regular high school diploma is able to enroll
in one or more postsecondary courses and earn postsecondary credit that—
(A) is transferable to the
institutions of higher education in the partnership; and
(B) applies toward completion of
a degree or recognized educational credential as described in the Higher
Education Act of 1965 (20 U.S.C. 1001 et seq.).
...
(17)
EARLY COLLEGE HIGH SCHOOL.—The term Ôearly college high schoolÕ means a
partnership between at least one local educational agency and at least one
institution of higher education that allows participants to simultaneously
complete requirements toward earning a regular high school diploma and earn not
less than 12 credits that are transferable to the institutions of higher
education in the partnership as part of an organized course of study toward a
postsecondary degree or credential at no cost to the participant or
participantÕs family.ÕÕ;
...
(21)
EVIDENCE-BASED.—
(A) IN GENERAL.—Except as
provided in subparagraph (B), the term Ôevidence-basedÕ, when used with respect
to a State, local educational agency, or school activity, means an activity,
strategy, or intervention that—
(i) demonstrates a
statistically significant effect on improving student outcomes or other
relevant outcomes based on—
(I) strong evidence from at least 1 well- designed and well-implemented
experimental study;
(II) moderate evidence from at least 1 well- designed and
well-implemented quasi-experimental study; or
(III) promising evidence from at least 1 well- designed and
well-implemented correlational study with statistical controls for selection
bias; or
(ii)(I) demonstrates a
rationale based on high-quality research findings or positive evaluation that
such activity, strategy, or intervention is likely to improve student outcomes
or other relevant outcomes; and
(II) includes ongoing efforts to examine the effects of such activity,
strategy, or intervention.
(42)
PROFESSIONAL DEVELOPMENT.—The term Ôprofessional developmentÕ means
activities that—
(A) are an integral part of school and
local educational agency strategies for providing
educators (including teachers, principals, other school leaders,
specialized instructional support personnel, paraprofessionals, and, as
applicable, early childhood educators) with
the knowledge and skills necessary to enable students to succeed in a
well-rounded education and to meet the challenging State academic standards;
and
(B)
are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded,
data-driven, and classroom-focused, and may include activities that—
(i) improve and increase
teachersÕ—
(I) knowledge of the academic
subjects the teachers teach;
(II) understanding of how
students learn; and
(III) ability to analyze student
work and achievement from multiple sources, including how to adjust
instructional strategies, assessments, and materials based on such analysis;
(ii) are an integral part of broad
schoolwide and districtwide educational improvement plans;
(iii) allow personalized plans for each
educator to address the educatorÕs specific needs identified in observation or
other feedback;
(iv) improve classroom management
skills;
(v) support the recruitment, hiring, and training of effective teachers,
including teachers who became certified through State and local alternative
routes to certification;
(vi) advance teacher understanding
of—
(I)
effective instructional strategies that
are evidence-based; and
(II) strategies for improving student academic achievement or
substantially increasing the knowledge and teaching skills of teachers;
(vii) are aligned with, and directly
related to, academic goals of the school or local educational agency;
(viii) are developed with extensive participation of teachers, principals,
other school leaders, parents, representatives of Indian tribes (as
applicable), and administrators of
schools to be served under this Act;
(ix) are designed to give
teachers of English learners, and other teachers and instructional staff, the
knowledge and skills to provide instruction and appropriate language and
academic support services to those children, including the appropriate use of
curricula and assessments;
(x) to the extent appropriate, provide training for teachers,
principals, and other school leaders in
the use of technology (including education about the harms of copyright
piracy), so that technology and technology applications are effectively
used in the classroom to improve teaching and learning in the curricula and
academic subjects in which the teachers teach;
(xi) as a whole, are regularly evaluated for their impact on
increased teacher effectiveness and improved student academic achievement,
with the findings of the evaluations used to improve the quality of
professional development;
(xii) are designed to give
teachers of children with disabilities or children with developmental delays,
and other teachers and instructional staff, the knowledge and skills to provide
instruction and academic support services, to those children, including
positive behavioral interventions and supports, multi-tier system of supports,
and use of accommodations;
(xiii) include instruction in the use of data and assessments to inform
and instruct classroom practice;
(xiv) include instruction in ways that teachers,
principals, other school leaders, specialized instructional support personnel,
and school administrators may work more effectively with parents and families;
(xv) involve the forming of partnerships with
institutions of higher education, including, as applicable, Tribal Colleges and
Universities as defined in section 316(b) of the Higher Education Act of 1965
(20 U.S.C. 1059c(b)), to establish school-based teacher, principal, and other
school leader training programs that provide prospective teachers, novice
teachers, principals, and other school leaders with an opportunity to work
under the guidance of experienced teachers, principals, other school leaders,
and faculty of such institutions;
(xvi) create programs to enable
paraprofessionals (assisting teachers employed by a local educational agency
receiving assistance under part A of title I) to obtain the education necessary
for those paraprofessionals to become certified and licensed teachers;
(xvii)
provide follow-up training to teachers who have participated in activities
described in this paragraph that are designed to ensure that the knowledge and
skills learned by the teachers are implemented in the classroom; and
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(50) TECHNOLOGY.—The term
ÔtechnologyÕ means modern information, computer and communication technology
products, services, or tools, including, the Internet and other communications
networks, computer devices and other
computer and communications hardware, software applications, data systems,
and other electronic content (including multimedia content) and data storage.
51) UNIVERSAL DESIGN FOR
LEARNING.—The term Ôuniversal design for learningÕ has the meaning given
the term in section 103 of the Higher Education Act of 1965 (20 U.S.C. 1003).
(52) WELL-ROUNDED
EDUCATION.—The term Ôwell-rounded educationÕ means courses, activities,
and programming in subjects such as English, reading or language arts, writing, science, technology, engineering,
mathematics, foreign languages, civics and government, economics, arts,
history, geography, computer science, music, career and technical education,
health, physical education, and any other subject, as determined by the State
or local educational agency, with the purpose of providing all students access
to an enriched curriculum and educational experience.ÕÕ.