12 2 STA T .3 13 6PUBLIC LA W 11 0– 31 5— AU G .1 4, 200 8ane a rlychi l d h o od ed u ca t ion p ro g ra m or an elementary s chool or secondary school classroom setting , as applica b le, including release time and recei v ing w or k load credit f or such participation .‘ ‘ ( c )USEOFGRANTFU N D S. —A n eligible partnership that receives a grant under this section— ‘‘( 1 ) shall use grant funds to carry out a program for the pre - baccalaureate preparation of teachers under subsection (d), a teaching residency program under subsection (e), or a com- bination of such programs
and ‘‘( 2 ) may use grant funds to carry out a leadership develop- ment program under subsection (f). ‘‘(d) P ARTNERS HIP GRANTS FOR PRE- B A C CA L AUREATE PREPARA- TION OF T EACHERS.—An eligible partnership that receives a grant to carry out an effective program for the pre-baccalaureate prepara- tion of teachers shall carry out a program that includes all of the following
‘‘(1) R EFOR M S.— ‘‘(A) I N G ENERAL.—Implementing reforms, described in subparagraph (B), within each teacher preparation program and, as applicable, each preparation program for early childhood education programs, of the eligible partnership that is assisted under this section, to hold each program accountable for— ‘‘(i) preparing— ‘‘(I) new or prospective teachers to be highly q ualified (including teachers in rural school dis- tricts who may teach multiple sub j ects, special educators, and teachers of students who are lim- ited E nglish proficient who may teach multiple subjects); ‘‘(II) such teachers and, as applicable, early childhood educators, to understand empirically- based practice and scientifically valid research related to teaching and learning and the applica- bility of such practice and research, including through the effective use of technology, instruc- tional techniques, and strategies consistent with the principles of universal design for learning, and through positive behavioral interventions and sup- port strategies to improve student achievement; and ‘‘(III) as applicable, early childhood educators to be highly competent; and ‘‘(ii) promoting strong teaching skills and, as applicable, techniques for early childhood educators to improve children ’ s cognitive, social, emotional, and physical development. ‘‘(B) RE Q UIRED REFORMS.—The reforms described in subparagraph (A) shall include— ‘‘(i) implementing teacher preparation program curriculum changes that improve, evaluate, and assess how well all prospective and new teachers develop teaching skills; ‘‘(ii) using empirically-based practice and scientif- ically valid research, where applicable, about teaching
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