The purpose of “The Teacher Education Excellence Act of 2005” is to project a clear vision from America’s colleges of education regarding the appropriate federal role in supporting and promoting effective teacher education.

Overview:
The legislation begins with findings and purposes statements, as well as a definition of a high quality teacher preparation program, building the case for an investment in higher education that will keep the promise of other laws (such as No Child Left Behind, the Individuals with Disabilities Education Act, and the Head Start Act) to ensure that highly qualified – and in the case of Head Start, well trained – teachers are available to every student.

The AACTE legislation combines two of the existing authorities for partnership grants into one authority. It retains the state grant authority with a new focus on accountability. It substitutes a third new authority that is targeted to building capacity and innovation in higher education teacher education programs.

The authorization of appropriations for the bill is structured as follows: 60% of the funds are targeted to the partnership grants; 20% of the funds are targeted to capacity building grants for teacher preparation programs; and 20% of the funds are targeted to the state grants. Such sums are authorized.

There are four parts to the bill.

1. Partnerships for Teacher Education Quality Enhancement Grants (Sec. 203)
   • Partnerships are awarded 5-year grants for a variety of activities, reforms, clinical experience and interaction and professional development.

   • Optional activities include new options, such as preparing secondary teachers; developing new teacher induction programs; integrating technology; preparing pre-school teachers; and developing training programs for graduate students who will become teacher education faculty in faculty shortage areas such as early childhood education and special education.

2. Strengthening the Capacity for Teacher Education Grants
   • Academies for Faculty Excellence (Sec. 204) – Consortia of institutes of higher education will receive grants to establish and maintain a postdoctoral system of professional development for teacher education faculty.

   • Centers of Excellence (Sec. 205) – Institutes of higher education will receive funds to reform teacher preparation programs; improve retention of highly qualified teachers and principals, including minorities; award need-based scholarships for prospective teachers; disseminate information on effective practices; and provide pre-service clinical experience and mentoring for prospective teachers.

   • Charter Schools of Education (Sec. 206) – Partnerships will receive grants to develop innovative charter colleges of education.

   • National Research Council Study of Teacher Preparation Programs (Sec. 207) – The Department will enter a contract with the National Research Council to conduct a study of teacher preparation programs across the country. This authority builds on the effort already underway at the National Research Council.

   • Research Based Curriculum for Teacher Preparation Programs (Sec. 208) authorizes funds to provide access to state-of-the-art research-based curriculum in teacher preparation with a focus on distance learning and on-line access.

3. State Grants – Sec. 209
   • State grants are authorized to a) develop state wide data collection systems; b) ensure alignment of state licensing and certification requirements with “highly qualified” requirements and address teacher shortages; c) develop and gather data required for the state report cards; and d) provide technical assistance to low performing institutions of higher education.

4. Accountability Provisions
   • Evaluation and Accountability for Grants:
     • Partnerships, institutions, and states receiving funding under Secs. 203 - 208 will report annually to the Secretary on their progress toward meeting the goals of the grants.
   • Evaluation and Accountability for Teacher Preparation Programs

     • Institutions of higher education will provide an annual report card to the state and the public including a variety of indicators for both traditional and alternative certification programs. Changes to current law include a) reporting on both pass rates and scaled scores; b) reporting on the program’s admission criteria; c) disaggregating the number of students in programs by race and gender; and d) reporting on only prospective teachers who have completed 100 percent of the coursework required by the teacher preparation program.

     • States will provide an annual report card to the Secretary and the public including a variety of indicators on teacher qualifications; teacher preparation through both traditional and alternative certification programs; information on the data systems developed or expanded through grants received under Sec. 208; and information on capacity building initiatives funded through grants received under Secs. 204 – 207. Changes to current law include a) reporting on both pass rates and scaled scores; b) reporting on the program’s admission criteria; c) disaggregating reporting of information regarding alternative certification programs run within and outside of institutions of higher education; d) disaggregating the number of students in programs by race and gender; and d) reporting on only prospective teachers who have completed 100 percent of the coursework required by the teacher preparation program.

     • The Secretary of Education will provide an annual report card to Congress and the public on teacher qualifications and preparation in the United States. Institutions and partnerships receiving funding under Secs. 204 - 207 will report annually to the Secretary on their progress toward meeting the goals of the grants.

Top of page