§1022e — Title 20 Education | U.S. Code

Summary

Colleges and universities that run teacher training programs and enroll students who get federal aid must set yearly, measurable goals to train more future teachers in shortage areas named by the U.S. Secretary of Education or the state. Those shortage areas include mathematics, science, special education, and teaching students who are learning English. They must also promise the Secretary that their training matches local hiring needs (based on past hiring and recruitment trends), focuses on real classroom teaching, gives special education teachers coursework and training in core academic subjects, prepares general teachers to teach diverse learners (including students with disabilities, English learners, and low-income students), and readies teachers for urban or rural schools as needed. Schools do not have to create new degree programs or follow a specific curriculum to meet these rules.

Title 20, §1022e

Education — Source: USLM XML via OLRC

(a)Each institution of higher education that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative routes to State certification or licensure program, and that enrolls students receiving Federal assistance under this chapter, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the State educational agency, including mathematics, science, special education, and instruction of limited English proficient students.

(b)Each institution described in subsection (a) shall provide assurances to the Secretary that—

(1)training provided to prospective teachers responds to the identified needs of the local educational agencies or States where the institution’s graduates are likely to teach, based on past hiring and recruitment trends;

(2)training provided to prospective teachers is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom;

(3)prospective special education teachers receive course work in core academic subjects and receive training in providing instruction in core academic subjects;

(4)general education teachers receive training in providing instruction to diverse populations, including children with disabilities, limited English proficient students, and children from low-income families; and

(5)prospective teachers receive training on how to effectively teach in urban and rural schools, as applicable.

(c)Nothing in this section shall be construed to require an institution to create a new teacher preparation area of concentration or degree program or adopt a specific curriculum in complying with this section.

Notes & Related Subsidiaries

Editorial Notes

Prior Provisions

A prior section 206 of Pub. L. 89–329 was classified to section 1026 of this title, prior to repeal by Pub. L. 110–315. Another prior section 206 of Pub. L. 89–329 was classified to section 1026 of this title, prior to the general amendment of this subchapter by Pub. L. 96–374.

§1022e Teacher development

Summary

Title 20, §1022e

Notes & Related Subsidiaries

Editorial Notes

Prior Provisions

Citations & Metadata