The "Teacher and School Leader Quality Partnership Grants Act" amends the Higher Education Act of 1965 to significantly enhance the quality of teachers, school leaders, and other educators. It expands the scope of existing grant programs to include a broader range of educators and focuses on improving their preparation and professional development. The bill also introduces new accountability measures for educator preparation programs and mandates a comprehensive study to elevate the education profession. The bill updates and expands numerous definitions, including "educator," "diverse teacher candidates," "high-need local educational agency," "high-need school," and "profession-ready" for various roles. It redefines "limited English proficient" to English learner and emphasizes evidence-based practices and comprehensive literacy instruction . The purposes of the grants are broadened to include holding preparation programs accountable, recruiting diverse and profession-ready individuals, and addressing staffing needs in high-need areas. Applications for partnership grants must now detail how programs will prepare educators with strong teaching and leadership skills, ensure equitable distribution, and specifically address the needs of students with disabilities and English learners. Grant funds can be used for pre-baccalaureate or 5th-year initial licensing programs, teaching or principal/school leader residency programs, or a combination, with flexibility for other educator development based on needs assessments. The bill establishes detailed requirements for teaching residency programs and principal or school leader residency programs . These programs must integrate pedagogy, classroom practice, and mentoring, include rigorous coursework leading to certification, and provide extensive experience alongside trained mentors. Residents receive a living stipend or salary and must commit to serving at least three school years in a high-need school or local educational agency, with repayment obligations if the service is not completed. A new Teacher Leader Development Program is introduced, focusing on professional development for highly effective teachers who take on formalized leadership responsibilities while maintaining their classroom roles. This includes training in curriculum development, coaching, and family engagement. The program provides one year of intensive professional development and up to two additional years of support, with selection criteria based on experience and demonstrated effectiveness. The bill significantly strengthens accountability by requiring eligible partnerships to establish evaluation plans with measurable objectives for educator retention, certification pass rates, and the percentage of profession-ready educators hired in high-need areas. States are mandated to conduct assessments to identify and provide technical assistance to at-risk and low-performing teacher and school leader preparation programs. Programs that fail to improve face termination of eligibility for federal funding and student aid. Finally, a new Advisory Committee will conduct a feasibility study to examine State policies related to educator preparation and certification. The study's purpose is to develop a comprehensive set of expectations for entry into the profession, identify best practices for producing "profession-ready" educators, and recommend ways to elevate the education profession. The Secretary of Education is also directed to create an accessible online clearinghouse of State certification procedures and best practices.