 CHAPTER 70--STRENGTHENING AND IMPROVEMENT OF ELEMENTARY AND SECONDARY 
                                 SCHOOLS
 
  SUBCHAPTER II--DWIGHT D. EISENHOWER PROFESSIONAL DEVELOPMENT PROGRAM
 
                   Part B--State and Local Activities
 
Sec. 6647. State-level activities

    Each State may use funds made available under section 6643(1)(A) of 
this title to carry out activities described in the plan under section 
6645(b) of this title, 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 challenging 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 subchapter I of 
    this chapter, 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 studying to 
        become teachers to have direct, practical experience at the 
        schools;

        (6) providing professional development in the effective use of 
    educational technology as an instructional tool for increasing 
    student understanding of the core academic subjects, including 
    efforts to train teachers in methods of achieving gender equity both 
    in students' access to computers and other educational technology 
    and in teaching practices used in the application of educational 
    technology;
        (7) providing incentives for teachers to be involved in 
    assessment, curriculum development, and technical assistance 
    processes for teachers and students;
        (8) providing professional development to enable teachers, and, 
    where appropriate, pupil services personnel, and other school staff, 
    to ensure that girls and young women, minorities, limited English 
    proficient students, individuals with disabilities, and economically 
    disadvantaged students have the full opportunity to achieve 
    challenging State content standards and challenging State student 
    performance standards in the core academic subjects by, for example, 
    encouraging girls and young women and minorities to pursue advanced 
    courses in mathematics and science;
        (9) professional development and recruitment activities designed 
    to increase the numbers of minorities, individuals with 
    disabilities, and women teaching in the core academic subjects in 
    which such individuals are underrepresented;
        (10) providing financial or other incentives for teachers to 
    become certified by nationally recognized professional teacher 
    enhancement organizations;
        (11) providing professional development activities which prepare 
    teachers, and where appropriate, pupil services personnel, 
    paraprofessionals, and other staff in the collaborative skills 
    needed to appropriately teach children with disabilities, in the 
    core academic subjects;
        (12) identifying, developing, or supporting professional 
    development strategies to better equip parents to assist their 
    children in raising their children's achievement in the core 
    academic subjects; and
        (13) professional development activities designed to increase 
    the number of women and other underrepresented groups in the 
    administration of schools.

(Pub. L. 89-10, title II, Sec. 2207, as added Pub. L. 103-382, title I, 
Sec. 101, Oct. 20, 1994, 108 Stat. 3625.)

                  Section Referred to in Other Sections

    This section is referred to in sections 6643, 6645 of this title.
