Programs for baccalaureate degrees in science, technology, engineering, mathematics, or critical foreign languages, with concurrent teacher certification
(b) ApplicationEach eligible recipient desiring a grant under this section shall submit an application to the Secretary at such time and in such manner as the Secretary may require. Each application shall—
describe the program for which assistance is sought;
describe how a department of science, technology, engineering, mathematics, or a critical foreign language participating in the partnership will ensure significant collaboration with a teacher preparation program in the development of undergraduate degrees in science, technology, engineering, mathematics, or a critical foreign language, with concurrent teacher certification, including providing student teaching and other clinical classroom experiences or how a department or school participating in the partnership with a competency-based degree program has ensured, in the development of a baccalaureate degree program in science, technology, engineering, mathematics, or a critical foreign language, the provision of concurrent teacher certification, including providing student teaching and other clinical classroom experiences;
describe the high-quality research, laboratory, or internship experiences, integrated with coursework, that will be provided under the program;
describe how members of groups that are underrepresented in the teaching of science, technology, engineering, mathematics, or critical foreign languages will be encouraged to participate in the program;
describe how program participants will be encouraged to teach in schools determined by the partnership to be most in need, and the assistance in finding employment in such schools that will be provided;
describe the ongoing activities and services that will be provided to graduates of the program;
describe how the activities of the partnership will be coordinated with any activities funded through other Federal grants, and how the partnership will continue the activities assisted under the program when the grant period ends;
describe how the partnership will assess the content knowledge and teaching skills of the program participants; and
provide any other information the Secretary may reasonably require.
(e) Annual reportEach eligible recipient receiving a grant under this section shall collect and report to the Secretary annually such information as the Secretary may reasonably require, including—
the number of participants in the program;
information on the academic majors of participating students;
the race, gender, income, and disability status of program participants;
the placement of program participants as teachers in schools determined by the partnership to be most in need;
the extent to which the program succeeded in meeting the objectives and benchmarks described in subsection (d)(2)(G); and
the data collected under subparagraphs (G) and (H) of subsection (d)(2).
(h) Induction program definedIn this section, the term “induction program” means a formalized program for new teachers during not less than the teachers’ first 2 years of teaching that is designed to provide support for, and improve the professional performance and advance the retention in the teaching field of, beginning teachers. Such program shall promote effective teaching skills and shall include the following components:
High-quality teacher mentoring.
Periodic, structured time for collaboration with teachers in the same department or field, as well as time for information-sharing among teachers, principals, administrators, and participating faculty in the partner institution.
The application of empirically based practice and scientifically valid research on instructional practices.
Opportunities for new teachers to draw directly upon the expertise of teacher mentors, faculty, and researchers to support the integration of empirically based practice and scientifically valid research with practice.
The development of skills in instructional and behavioral interventions derived from empirically based practice and, where applicable, scientifically valid research.
(6) Faculty who—
model the integration of research and practice in the classroom; and
assist new teachers with the effective use and integration of technology in the classroom.
Interdisciplinary collaboration among exemplary teachers, faculty, researchers, and other staff who prepare new teachers on the learning process and the assessment of learning.
Assistance with the understanding of data, particularly student achievement data, and the data’s applicability in classroom instruction.
Regular evaluation of the new teacher.