PUBLIC LAW 103-382—OCT. 20, 1994 108 STAT. 3625 "(2) REVIEW.— In reviewing applications under this section, the Secretary shall obtain the advice of non-Federal experts on education in the core academic subjects and on teacher education, including teachers and administrators. "SEC. 2206. PRIORITY FOR 1 ROFESSIONAL DEVELOPMENT IN MATHE- 20 USC 6646. MATICS AND StoIENCE. "(a) APPROPRIATION OF LESS THAN $250,000,000.—In any fiscal year for which the amount appropriated for this title is less than $250,000,000, each State shall ensure that all funds distributed in accordance with section 2203(1)(C) are used for professional development in mathematics and science. "(b) APPROPRIATION EQUAL TO OR ABOVE $250,000,000.—In any fiscal year for which the amount appropriated for this title is equal to or exceeds $250,000,000, each State and local educational agency shall use for professional development activities in mathematics and science the amount of funds that would have been made available to each such agency in accordance with sections 2202 and 2203 if the amount appropriated was $250,000,000, consistent with subsection (a), and are permitted and encouraged to use the amount of funds in excess of $250,000,000 that is made available in accordance with sections 2202 and 2203 for professional development activities in mathematics and science. "SEC. 2207. STATE-LEVEL ACTIVITIES. 20 USC 6647. "Each State may use funds made available under section 2203(1)(A) to carry out activities described in the plan under section 2205(b), such as— "(1) reviewing and reforming State requirements for teacher and administrator licensure, including certification and recertification, to align, such requirements with the State's challenging State content standards and ensure that teachers and administrators have the knowledge and skills necessary to help students meet chsdlenging State student performance standards; "(2) developing performance assessments and peer review procedures, as well as other methods, for licensing teachers and administrators; "(3) providing technical assistance to schools and local educational agencies, especially schools and local educational agencies that receive assistance under part A of title I, to help such schools and agencies provide effective professional development in the core academic subjects; "(4) developing or supporting professional development networks, either within a State or in a regional consortium of States, that provide a forum for interaction among teachers and that allow exchange of information on advances in content and pedagogy; "(5) supporting partnerships between schools, consortia of schools, or local educational agencies and institutions of higher education, including schools of education, which encourage— "(A) teachers to participate in intensive, ongoing professional development programs, both academic and pedagogical, at institutions of higher education; and "(B) students at institutions of higher education study- ing to become teachers to have direct, practical experience at the schools;
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