Title II contains funding for teacher and principal training and recruitment efforts at the state and local level, as well as teacher training at institutions of higher education. This Title is designed to provide special help for “high need” school districts; and schools that have been identified as needing improvement, having the lowest proportion of “highly qualified” teachers, and have the highest average class size under Title I. Title II monies are designed to rectify the problems of large numbers of students being taught by teachers with inadequate content knowledge and preparation in the subjects they are teaching.

Title II replaces the old Eisenhower Professional Development Program which sent a large portion of the federal funds to local school districts, targeted money to high poverty school districts, and limited the use of the money to teacher training, recruitment and curricular improvement in science and math. Title II also replaces the old Class Size Reduction Program (CSR) aimed at class size reduction, teacher and principal training and recruitment. While certain elements of these two programs are still in the new Title II, the current Title is much broader and is tied to the teacher quality mandates of NCLB (see Teacher Quality Fact Sheet).

Required Elements of District and School Teacher and
Principal Professional Development
Title II is designed to provide more flexibility for state and local school districts to spend the money based on their own educator retention and recruitment needs. As a result, there is no requirement that a specified portion of funds be used only for math and science; that state and school district provide a “match” of funds from their own resources; that 80% of the funds be spent for teacher professional development, or that Title II money be used only to reduce class size, as was included in the previous legislation.

Note:
NCLB allows state departments of education to transfer up to 50% of their non-Title I funds between five programs: Title II teacher and principal training, education technology, safe and drug free schools, 21st century learning centers and innovative programs.

At the local level, NCLB allows school districts to transfer up to 50% of their funds without state approval, except for those schools identified as “improvement-action schools,” between the following programs: Title II teacher and principal training, education technology, safe and drug free schools, 21st century learning centers and innovative programs.

While NCLB does not require it, parents and the community should be involved in decisions that relate to the transfer of funds, at both the state and local levels.

Other Programs Funded under Title II

School Leadership (Title II, Part A, Subpart 5, Section 2151-b)
This competitive grant program assists “high need” school districts in recruiting and training principals and assist principals through a number of activities. Activities could include financial incentives for new principals; stipends for principals who serve as mentors do new principals; professional development programs in instructional leadership and management; and incentive programs or teachers and other individuals who seek to become principals. Eligible applicants include “high need” school districts, or a consortia of such school districts, nonprofit organizations and college and universities.

Advanced Credentialing (Title II, Part A, Subpart 5, Section 2151-c)
Competitive grants are awarded to develop teacher standards that include measures tied to increased student academic achievement, and to promote outreach, teacher recruitment, or teacher support related to the credentialing by the National Board for Professional Teaching Standards (NBPTA).

Early Childhood Educator Professional Development (Title II, Part A, Subpart 5, Section 2151-e)
This program supports professional development programs to improve the knowledge and skills of early childhood educators who work in urban or rural high-poverty communities and who are primarily children from low-income families. Eligible applicants include state education agencies, colleges and universities, and organizations with experience in providing training to educators in early childhood education programs such as Head Start.

Mathematics and Science Partnerships (Title II, Part B)
This is a new program that funds partnerships between states, higher education institutions, districts and schools to improve teacher education, training of existing teachers, and quality of curricula. Eligible partnerships include the state education agency; the engineering, math, or science department of an institution of higher education; and a “high need” school district. The partnership could also include additional school districts; public charter schools, or public or private schools; a business; or a nonprofit or for profit organization with demonstrated effectiveness in improving the quality of math and science teachers.

Troops to Teachers (Title II, Part C, Subpart 1, Chapter A)
This program assists retired military personnel in obtaining certification as teachers in exchange for agreement to teach for three years in a “high need” school district or charter school. The Secretary of Education may use some of the funds to support state education activities in conjunction with colleges and universities in developing alternative education routes for former military personnel, but the Defense Department will continue to administer most of the program.

Transition to Teaching (Title II, Part C, Subpart 1, Chapter B)
This competitive grant program supports recruitment and training of mid-career professionals into the field of teaching, especially for “high need” school districts. School districts can partner with colleges and universities, with other “high need” school districts, the state education agency, or organizations that have a proven record of effectively recruiting and retaining high qualified teachers.

Teaching of Traditional American History (Title II, Part C, Subpart 4)
The program supports partnerships between one or more school districts and colleges and universities, non profit history or humanities organizations, libraries or museums that aim to help teachers develop the skills necessary to teach traditional American history.