“To amend the Higher Education Act of 1965 to provide for a teacher leader development program, and for other purposes.”
No CRS summary available for this bill.
This section revises subsection (f) of section 202 of the Higher Education Act of 1965 (20 U.S.C. 1022a(f)) to require eligible partnerships receiving Teacher Quality Partnership Grants—competitive grants to partnerships of institutions of higher education, high-need local educational agencies, and other entities to improve teacher preparation, training, and retention—to carry out a teacher leader development program. The program provides professional development to classroom teachers assuming formalized leadership roles (e.g., curriculum development, peer coaching, family engagement) to increase student achievement and data-driven instruction in partner elementary and secondary schools. It requires (1) one year of training, coursework, fieldwork, and support—potentially resulting in a teacher leader credential—followed by one or two additional years of support; (2) a plan describing allocation of teacher leaders' work hours between classroom and leadership duties, ongoing support, and post-grant sustainability; (3) selection of state-certified teachers employed by the partner high-need LEA with at least three years of experience, based on content knowledge, effective teaching attributes, and school needs; (4) use of grant funds for two to three years of training and support, including matching stipends (grant funds covering up to 50% in years one and two, up to 33% in year three) and possible repayment of credential costs for incomplete service; and (5) a definition of teacher leader as a highly effective classroom instructor trained in leadership to foster collaboration, educator development, and student learning.