II 

112TH CONGRESS 

1ST SESSION S. 1674 

To improve teacher quality, and for other purposes. 

IN THE SENATE OF THE UNITED STATES 

OCTOBER 6, 2011 

Mr. REED introduced the following bill; which was read twice and referred to 

the Committee on Health, Education, Labor, and Pensions 

A BILL 

To improve teacher quality, and for other purposes. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Effective Teaching and 

5 Leading Act’’. 

6 SEC. 2. FINDINGS AND PURPOSES. 

7 (a) FINDINGS.—Congress finds the following: 

8 (1) Teacher quality is the single most important 

9 in-school factor influencing student learning and 

10 achievement. 

11 (2) A report by William L. Sanders and June 

12 C. Rivers showed that if 2 average 8-year-old stuVerDate Mar 15 2010 01:56 Oct 08, 2011 Jkt 019200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\S1674.IS S1674

rfrederick on DSK6VPTVN1PROD with BILLS
2 

•S 1674 IS

1 dents were given different teachers, 1 of them a high 

2 performer, the other a low performer, the students’ 

3 performance diverged by more than 50 percentile 

4 points within 3 years. 

5 (3) A similar study by Heather Jordan, Robert 

6 Mendro, and Dash Weerasinghe showed that the 

7 performance gap between students assigned 3 effec8 tive teachers in a row, and those assigned 3 ineffec9 tive teachers in a row, was 49 percentile points. 

10 (4) In Boston, research has shown that stu11 dents placed with high-performing mathematics 

12 teachers made substantial gains, while students 

13 placed with the least effective teachers regressed and 

14 their mathematics scores decreased. 

15 (5) McKinsey & Company found that studies 

16 that take into account all of the available evidence 

17 on teacher effectiveness suggest that students placed 

18 with high-performing teachers will progress 3 times 

19 as fast as those placed with low-performing teachers. 

20 (6) A 2003 study by Richard Ingersoll found 

21 that new teachers, not just those in hard-to-staff 

22 schools, face such challenging working conditions 

23 that nearly one-half leave the profession within their 

24 first 5 years, one-third leave within their first 3 


rfrederick on DSK6VPTVN1PROD with BILLS
3 

•S 1674 IS

1 years, and 14 percent leave by the end of their first 

2 year. 

3 (7) A report by the National Commission on 

4 Teaching and America’s Future estimated that the 

5 nationwide cost of replacing public school teachers 

6 who have dropped out of the profession is 

7 $7,300,000,000 annually. 

8 (8) A randomized controlled trial of comprehen9 sive teacher induction, sponsored by the Institute of 

10 Education Sciences found that beginning teachers 

11 who received 2 years of induction support produced 

12 greater student learning gains as a result, the equiv13 alent of a student moving from the 50th to 58th 

14 percentile in mathematics achievement and from the 

15 50th to 54th percentile in reading achievement. 

16 (9) Research by Thomas Smith, Richard Inger17 soll, Michael Strong, Anthony Villar, and Jonah 

18 Rockoff has shown that comprehensive mentoring 

19 and induction reduces teacher attrition by as much 

20 as one-half and strengthens new teacher effective21 ness. 

22 (10) A recent School Redesign Network at 

23 Stanford University and National Staff Development 

24 Council report by Linda Darling-Hammond, Ruth 


rfrederick on DSK6VPTVN1PROD with BILLS
4 

•S 1674 IS

1 Chung Wei, Alethea Andree, Nikole Richardson, and 

2 Stelios Orphanos found that— 

3 (A) a set of programs that offered substan4 tial contact hours of professional development 

5 (ranging from 30 to 100 hours in total) spread 

6 over 6 to 12 months showed a positive and sig7 nificant effect on student achievement gains; 

8 and 

9 (B) intensive professional development, es10 pecially when it includes applications of knowl11 edge to teachers’ planning and instruction, has 

12 a greater chance of influencing teacher prac13 tices, and in turn, leading to gains in student 

14 learning, and such intensive professional devel15 opment has shown a positive and significant ef16 fect on student achievement gains, in some 

17 cases by approximately 21 percentile points. 

18 (11) Teachers can acquire and use new knowl19 edge and skills in their instruction when provided 

20 with adequate opportunities to learn, according to 

21 ‘‘Student Achievement Through Staff Development’’ 

22 published by ASCD, which found that more than 90 

23 percent of participants attained skill proficiency if it 

24 includes theory presentation, demonstration, prac25 tice, and peer coaching. 


rfrederick on DSK6VPTVN1PROD with BILLS
5 

•S 1674 IS

1 (12) Recent reports from the Center for Amer2 ican Progress, Education Sector, Hope Street 

3 Group, and the New Teacher Project have collec4 tively demonstrated the significant flaws in current 

5 teacher evaluation and implementation, and the ne6 cessity for redesigning these systems and linking 

7 such evaluation to individualized feedback and sub8 stantive targeted support in order to ensure effective 

9 teaching. 

10 (13) Research by Kenneth Leithwood, Karen 

11 Seashore Louis, Stephen Anderson, and Kyla 

12 Wahlstrom found that— 

13 (A) leadership is second only to classroom 

14 instruction among school-related factors that 

15 influence student outcomes; and 

16 (B) direct and indirect leadership effects 

17 account for about one-quarter of total school ef18 fects on student learning. 

19 (14) Research by Charles Clotfelter, Helen 

20 Ladd, Kenneth Leithwood, Anthony Milanowski, and 

21 the New Teacher Center has shown that the quality 

22 of working conditions, particularly supportive school 

23 leadership, impacts student academic achievement 

24 and teacher recruitment, retention, and effective25 ness. 


rfrederick on DSK6VPTVN1PROD with BILLS
6 

•S 1674 IS

1 (15) Since 1965, more than 60 education and 

2 library studies have produced clear evidence that 

3 school libraries staffed by qualified librarians have a 

4 positive impact on student academic achievement, 

5 with a recent analysis of reading scores from 2004– 

6 2009 showing that fewer librarians translated to 

7 lower performance, or a slower rise in scores, on 

8 standardized tests. 

9 (b) PURPOSES.—The purposes of this Act are to 

10 build capacity for developing effective teachers and prin11 cipals in our Nation’s schools through— 

12 (1) the redesign of teacher and principal eval13 uation and assessment systems; 

14 (2) comprehensive, high-quality, rigorous, multi15 year induction and mentoring programs for begin16 ning teachers, principals, and other school leaders; 

17 (3) systematic, sustained, and coherent profes18 sional development for all teachers that is team19 based and job-embedded; 

20 (4) systematic, sustained, and coherent profes21 sional development for school principals, other school 

22 leaders, school librarians, paraprofessionals, and 

23 other staff; and 

24 (5) increased teacher leadership opportunities, 

25 including compensation for teacher leaders who take 


rfrederick on DSK6VPTVN1PROD with BILLS
7 

•S 1674 IS

1 on new roles in providing school-based professional 

2 development, mentoring, rigorous evaluation, and in3 structional coaching. 

4 SEC. 3. DEFINITIONS. 

5 Section 9101 of the Elementary and Secondary Edu6 cation Act of 1965 (20 U.S.C. 7801) is amended— 

7 (1) by striking paragraph (34) and inserting 

8 the following: 

9 ‘‘(34) PROFESSIONAL DEVELOPMENT.—The 

10 term ‘professional development’ means comprehen11 sive, sustained, and intensive support, provided for 

12 teachers, principals, school librarians, other school 

13 leaders, and other instructional staff, that— 

14 ‘‘(A) fosters collective responsibility for im15 proved student learning; 

16 ‘‘(B) is designed and implemented in a 

17 manner that increases teacher, principal, school 

18 librarian, other school leader, paraprofessional, 

19 and other instructional staff effectiveness in im20 proving student learning and strengthening 

21 classroom practice; 

22 ‘‘(C) analyzes and uses— 

23 ‘‘(i) real-time data and information 

24 collected from— 

25 ‘‘(I) evidence of student learning; 


rfrederick on DSK6VPTVN1PROD with BILLS
8 

•S 1674 IS

1 ‘‘(II) evidence of classroom prac2 tice; and 

3 ‘‘(III) the State’s longitudinal 

4 data system; and 

5 ‘‘(ii) other relevant data collected by 

6 the school or local educational agency; 

7 ‘‘(D) is aligned with— 

8 ‘‘(i) rigorous State student academic 

9 achievement standards developed under 

10 section 1111(b)(1); 

11 ‘‘(ii) related academic and school im12 provement goals of the school, local edu13 cational agency, and statewide curriculum; 

14 ‘‘(iii) statewide and local curricula; 

15 and 

16 ‘‘(iv) rigorous standards of profes17 sional practice and development; 

18 ‘‘(E) includes frequently scheduled, signifi19 cant blocks of time during the regular school 

20 day among established collaborative teams of 

21 teachers, principals, school librarians, other 

22 school leaders, and other instructional staff, by 

23 grade level and content area (to the extent ap24 plicable and practicable), which teams engage in 


rfrederick on DSK6VPTVN1PROD with BILLS
9 

•S 1674 IS

1 a continuous cycle of professional learning and 

2 improvement that— 

3 ‘‘(i) identifies, reviews, and analyzes— 

4 ‘‘(I) evidence of student learning; 

5 and 

6 ‘‘(II) evidence of classroom prac7 tice; 

8 ‘‘(ii) defines a clear set of educator 

9 learning goals to improve student learning 

10 and strengthen classroom practice based 

11 on the rigorous analysis of evidence of stu12 dent learning and evidence of classroom 

13 practice; 

14 ‘‘(iii) develops and implements coher15 ent, sustained, and evidenced-based profes16 sional development strategies to meet such 

17 goals (including through instructional 

18 coaching, lesson study, and study groups 

19 organized at the school, team, or individual 

20 levels); 

21 ‘‘(iv) provides learning opportunities 

22 for teachers to collectively develop and re23 fine student learning goals and the teach24 ers’ instructional practices and the use of 

25 formative assessment; 


rfrederick on DSK6VPTVN1PROD with BILLS
10 

•S 1674 IS

1 ‘‘(v) provides an effective mechanism 

2 to support the transfer of new knowledge 

3 and skills to the classroom (including uti4 lizing teacher leaders, instructional coach5 es, school librarians, and content experts 

6 to support such transfer); and 

7 ‘‘(vi) provides opportunities for follow8 up, observation, and formative feedback 

9 and assessment of the teacher’s classroom 

10 practice, on a regular basis and in a man11 ner that allows each such teacher to iden12 tify areas of classroom practice that need 

13 to be strengthened, refined, and improved; 

14 ‘‘(F) regularly assesses the effectiveness of 

15 the support, and uses such assessments to in16 form ongoing improvements, in— 

17 ‘‘(i) improving student learning; and 

18 ‘‘(ii) strengthening classroom practice; 

19 and 

20 ‘‘(G) supports the recruiting, hiring, and 

21 training of highly qualified teachers, including 

22 teachers who become highly qualified through 

23 State and local alternative routes to certifi24 cation or licensure.’’; 

25 (2) by adding at the end the following: 


rfrederick on DSK6VPTVN1PROD with BILLS
11 

•S 1674 IS

1 ‘‘(44) EVIDENCE OF CLASSROOM PRACTICE.— 

2 The term ‘evidence of classroom practice’ means evi3 dence of practice gathered from a classroom through 

4 multiple formats and sources, including some or all 

5 of the following: 

6 ‘‘(A) Demonstration of effective teaching 

7 skills. 

8 ‘‘(B) Classroom observations based on rig9 orous teacher performance standards or rubrics. 

10 ‘‘(C) Student work. 

11 ‘‘(D) Teacher portfolios. 

12 ‘‘(E) Videos of teacher practice. 

13 ‘‘(F) Lesson plans. 

14 ‘‘(G) Information on the extent to which 

15 the teacher collaborates and shares best prac16 tices with other teachers and instructional staff. 

17 ‘‘(H) Information on the teacher’s success18 ful use of research and data. 

19 ‘‘(I) Parent, student, and peer feedback. 

20 ‘‘(45) EVIDENCE OF STUDENT LEARNING.—The 

21 term ‘evidence of student learning’ means— 

22 ‘‘(A) valid and reliable data on student 

23 learning, which shall include data based on stu24 dent learning gains on State student academic 

25 assessments under section 1111(b)(3) and other 


rfrederick on DSK6VPTVN1PROD with BILLS
12 

•S 1674 IS

1 State student academic achievement assess2 ments, where available; and 

3 ‘‘(B) other evidence of student learning, in4 cluding some or all of the following: 

5 ‘‘(i) Student work, including measures 

6 of performance criteria and evidence of 

7 student growth. 

8 ‘‘(ii) Teacher-generated information 

9 about student goals and growth. 

10 ‘‘(iii) Parental feedback about student 

11 goals and growth. 

12 ‘‘(iv) Formative assessments. 

13 ‘‘(v) Summative assessments. 

14 ‘‘(vi) Objective performance-based as15 sessments. 

16 ‘‘(vii) Assessments of affective engage17 ment and self-efficacy. 

18 ‘‘(46) LOWEST ACHIEVING SCHOOL.—The term 

19 ‘lowest achieving school’ means a school served by a 

20 local educational agency that— 

21 ‘‘(A) is failing to make adequate yearly 

22 progress as described in section 1111(b)(2), for 

23 the greatest number of subgroups described in 

24 section 1111(b)(2)(C)(v) and by the greatest 


rfrederick on DSK6VPTVN1PROD with BILLS
13 

•S 1674 IS

1 margins, as compared to the other schools 

2 served by the local educational agency; and 

3 ‘‘(B) in the case of a secondary school, has 

4 a graduation rate of less than 65 percent. 

5 ‘‘(47) SCHOOL LEADER.—The term ‘school 

6 leader’ means an individual who— 

7 ‘‘(A) is an employee or officer of a school; 

8 and 

9 ‘‘(B) is responsible for— 

10 ‘‘(i) the school’s performance; and 

11 ‘‘(ii) the daily instructional and mana12 gerial operations of the school. 

13 ‘‘(48) TEACHING SKILLS.—The term ‘teaching 

14 skills’ means skills that enable a teacher to— 

15 ‘‘(A) increase student learning, achieve16 ment, and the ability to apply knowledge; 

17 ‘‘(B) effectively convey and explain aca18 demic subject matter; 

19 ‘‘(C) actively engage students and person20 alize learning; 

21 ‘‘(D) effectively teach higher-order analyt22 ical, evaluation, problem-solving, and commu23 nication skills; 

24 ‘‘(E) develop and effectively apply new 

25 knowledge, skills, and practices; 


rfrederick on DSK6VPTVN1PROD with BILLS
14 

•S 1674 IS

1 ‘‘(F) employ strategies grounded in the 

2 disciplines of teaching and learning that— 

3 ‘‘(i) are based on empirically based 

4 practice and scientifically valid research, 

5 where applicable, related to teaching and 

6 learning; 

7 ‘‘(ii) are specific to academic subject 

8 matter; 

9 ‘‘(iii) focus on the identification of 

10 students’ specific learning needs, (includ11 ing children with disabilities, students who 

12 are limited English proficient, students 

13 who are gifted and talented, and students 

14 with low literacy levels), and the tailoring 

15 of academic instruction to such needs; and 

16 ‘‘(iv) enable effective inclusion of chil17 dren with disabilities and English language 

18 learners, including the utilization of— 

19 ‘‘(I) response to intervention; 

20 ‘‘(II) positive behavioral sup21 ports; 

22 ‘‘(III) differentiated instruction; 

23 ‘‘(IV) universal design of learn24 ing; 


rfrederick on DSK6VPTVN1PROD with BILLS
15 

•S 1674 IS

1 ‘‘(V) appropriate accommoda2 tions for instruction and assessments; 

3 ‘‘(VI) collaboration skills; 

4 ‘‘(VII) skill in effectively partici5 pating in individualized education pro6 gram meetings required under section 

7 614 of the Individuals with Disabil8 ities Education Act; and 

9 ‘‘(VIII) evidence-based strategies 

10 to meet the linguistic and academic 

11 needs of English language learners; 

12 ‘‘(G) conduct an ongoing assessment of 

13 student learning, which may include the use of 

14 formative assessments, performance-based as15 sessments, project-based assessments, or port16 folio assessments, that measures higher-order 

17 thinking skills (including application, analysis, 

18 synthesis, and evaluation); 

19 ‘‘(H) effectively manage a classroom, in20 cluding the ability to implement positive behav21 ioral support strategies; 

22 ‘‘(I) communicate and work with parents, 

23 and involve parents in their children’s edu24 cation; and 


rfrederick on DSK6VPTVN1PROD with BILLS
16 

•S 1674 IS

1 ‘‘(J) use age-appropriate and develop2 mentally appropriate strategies and practices. 

3 ‘‘(49) FORMATIVE ASSESSMENT.—The term 

4 ‘formative assessment’ means a process used by 

5 teachers and students during instruction that pro6 vides feedback to adjust ongoing teaching and learn7 ing to improve students’ achievement of intended in8 structional outcomes.’’; and 

9 (3) by redesignating paragraphs (1) through 

10 (39), the undesignated paragraph following para11 graph (39), and paragraphs (41) through (49) (as 

12 amended by this section) as paragraphs (1) through 

13 (18), (21), (22), (24) through (29), (31) through 

14 (40), (42) through (47), (49), (19), (20), (30), (41), 

15 (48), and (23), respectively. 

16 SEC. 4. SCHOOL IMPROVEMENT. 

17 Section 1003(g)(5) of the Elementary and Secondary 

18 Education Act of 1965 (20 U.S.C. 6303(g)(5)) is amend19 ed— 

20 (1) in subparagraph (B), by striking ‘‘and’’ 

21 after the semicolon; 

22 (2) in subparagraph (C), by striking the period 

23 and inserting ‘‘; and’’; and 

24 (3) by adding at the end the following: 


rfrederick on DSK6VPTVN1PROD with BILLS
17 

•S 1674 IS

1 ‘‘(D) permitted to be used to supplement 

2 the activities required under section 2502.’’. 

3 SEC. 5. TEACHER AND PRINCIPAL PROFESSIONAL DEVEL4 OPMENT AND SUPPORT. 

5 (a) IN GENERAL.—Title II of the Elementary and 

6 Secondary Education Act of 1965 (20 U.S.C. 6601 et 

7 seq.) is amended by adding at the end the following: 

8 ‘‘PART E—BUILDING SCHOOL CAPACITY FOR 

9 EFFECTIVE TEACHING AND LEADERSHIP 

10 ‘‘SEC. 2501. LOCAL SCHOOL IMPROVEMENT ACTIVITIES. 

11 ‘‘(a) SUBGRANTS TO LOCAL EDUCATIONAL AGEN12 CIES.— 

13 ‘‘(1) GRANTS.—From amounts made available 

14 under section 2505, the Secretary shall award 

15 grants, through allotments under paragraph (3)(A), 

16 to States to enable the States to award subgrants to 

17 local educational agencies under this part. 

18 ‘‘(2) RESERVATIONS.—A State that receives a 

19 grant under this part for a fiscal year shall— 

20 ‘‘(A) reserve 95 percent of the funds made 

21 available through the grant to make subgrants, 

22 through allocations under paragraph (3)(B), to 

23 local educational agencies; and 

24 ‘‘(B) use the remainder of the funds for— 


rfrederick on DSK6VPTVN1PROD with BILLS
18 

•S 1674 IS

1 ‘‘(i) administrative activities and tech2 nical assistance in helping local educational 

3 agencies carry out this part; 

4 ‘‘(ii) statewide capacity building strat5 egies to support local educational agencies 

6 in the implementation of the required ac7 tivities under section 2502; and 

8 ‘‘(iii) conducting the evaluation re9 quired under section 2504. 

10 ‘‘(3) FORMULAS.— 

11 ‘‘(A) ALLOTMENTS.—The allotment pro12 vided to a State under this section for a fiscal 

13 year shall bear the same relation to the total 

14 amount available under this part for such allot15 ments for the fiscal year, as the allotment pro16 vided to the State under section 2111(b) for 

17 such year bears to the total amount available 

18 under such section 2111(b) for such allotments 

19 for such year. 

20 ‘‘(B) ALLOCATIONS.—The allocation pro21 vided to a local educational agency under this 

22 section for a fiscal year shall bear the same re23 lation to the total amount available under this 

24 part for such allocations for the fiscal year, as 

25 the allocation provided to the local educational 


rfrederick on DSK6VPTVN1PROD with BILLS
19 

•S 1674 IS

1 agency under section 2121(a) for such year 

2 bears to the total amount available for such al3 locations for such year. 

4 ‘‘(4) SCHOOLS FIRST SUPPORTED.—A local 

5 educational agency receiving a subgrant under this 

6 part shall first use such funds to carry out the ac7 tivities described in section 2502(a) in each lowest 

8 achieving school served by the local educational 

9 agency— 

10 ‘‘(A) that demonstrates the greatest need 

11 for subgrant funds based on the data analysis 

12 described in subsection (b)(3); and 

13 ‘‘(B) in which not less than 40 percent of 

14 the students enrolled in the school are eligible 

15 for a free or reduced price lunch under the 

16 Richard B. Russell National School Lunch Act 

17 (42 U.S.C. 1751 et seq.). 

18 ‘‘(b) LOCAL EDUCATIONAL AGENCY APPLICATION.— 

19 ‘‘(1) IN GENERAL.—To be eligible to receive a 

20 subgrant under this part, a local educational agency 

21 shall submit to the State educational agency an ap22 plication described in paragraph (2), and a summary 

23 of the data analysis conducted under paragraph (3), 

24 at such time, in such manner, and containing such 


rfrederick on DSK6VPTVN1PROD with BILLS
20 

•S 1674 IS

1 information as the State educational agency may 

2 reasonably require. 

3 ‘‘(2) CONTENTS OF APPLICATION.—Each appli4 cation submitted pursuant to paragraph (1) shall in5 clude— 

6 ‘‘(A) a description of how the local edu7 cational agency will assist the lowest achieving 

8 schools served by the local educational agency 

9 in carrying out the requirements of section 

10 2502, including— 

11 ‘‘(i) developing and implementing the 

12 teacher and principal evaluation system 

13 pursuant to section 2502(a)(3); 

14 ‘‘(ii) implementing teacher induction 

15 programs pursuant to section 2502(a)(1); 

16 ‘‘(iii) providing effective professional 

17 development in accordance with section 

18 2502(a)(2); 

19 ‘‘(iv) implementing mentoring, coach20 ing, and sustained professional develop21 ment for school principals and other school 

22 leaders pursuant to section 2502(a)(4); 

23 and 


rfrederick on DSK6VPTVN1PROD with BILLS
21 

•S 1674 IS

1 ‘‘(v) providing significant and sustain2 able teacher stipends, pursuant to section 

3 2502(a)(6); 

4 ‘‘(B) a description of how the local edu5 cational agency will— 

6 ‘‘(i) conduct and utilize valid and reli7 able surveys pursuant to section 2502(b); 

8 and 

9 ‘‘(ii) ensure that such programs are 

10 integrated and aligned pursuant to section 

11 2502(c); 

12 ‘‘(C)(i) a description of how the local edu13 cational agency will use subgrant funds to tar14 get and support the lowest achieving schools de15 scribed in subsection (a)(4) before using funds 

16 for other lowest achieving schools; and 

17 ‘‘(ii) a list that identifies all of the lowest 

18 achieving schools that will be assisted under the 

19 subgrant; 

20 ‘‘(D) a description of how the local edu21 cational agency will enable effective inclusion of 

22 children with disabilities and English language 

23 learners, including through utilization by the 

24 teachers, principals, and other school leaders of 

25 the local educational agency of— 


rfrederick on DSK6VPTVN1PROD with BILLS
22 

•S 1674 IS

1 ‘‘(i) response to intervention; 

2 ‘‘(ii) positive behavioral supports; 

3 ‘‘(iii) differentiated instruction; 

4 ‘‘(iv) universal design of learning; 

5 ‘‘(v) appropriate accommodations for 

6 instruction and assessments; 

7 ‘‘(vi) collaboration skills; 

8 ‘‘(vii) skill in effectively participating 

9 in individualized education program meet10 ings required under section 614 of the In11 dividuals with Disabilities Education Act; 

12 and 

13 ‘‘(viii) evidence-based strategies to 

14 meet the linguistic and academic needs of 

15 English language learners; 

16 ‘‘(E) a description of how the local edu17 cational agency will assist the lowest achieving 

18 schools in utilizing real-time student learning 

19 data, based on evidence of student learning and 

20 evidence of classroom practice, to— 

21 ‘‘(i) inform instruction; and 

22 ‘‘(ii) inform professional development 

23 for teachers, mentors, principals, and other 

24 school leaders; 


rfrederick on DSK6VPTVN1PROD with BILLS
23 

•S 1674 IS

1 ‘‘(F) a description of how the programs 

2 and assistance provided under section 2502 will 

3 be managed and designed, including a descrip4 tion of the division of labor and different roles 

5 and responsibilities of local educational agency 

6 central office staff members, school leaders, 

7 teacher leaders, coaches, mentors, and eval8 uators; and 

9 ‘‘(G) a description of how the local edu10 cational agency will work with institutions of 

11 higher education and local teacher and principal 

12 preparation programs to improve the perform13 ance of beginning teachers and principals, im14 prove induction programs, and strengthen pro15 fessional development. 

16 ‘‘(3) DATA ANALYSIS.—A local educational 

17 agency desiring a subgrant under this part shall, 

18 prior to applying for the subgrant, conduct a data 

19 analysis of each school served by the local edu20 cational agency, based on data and information col21 lected from evidence of student learning, evidence of 

22 classroom practice, and the State’s longitudinal data 

23 system, in order to— 

24 ‘‘(A) determine which schools have the 

25 most critical teacher, principal, school librarian, 


rfrederick on DSK6VPTVN1PROD with BILLS
24 

•S 1674 IS

1 and other school leader quality, effectiveness, 

2 and professional development needs; and 

3 ‘‘(B) allow the local educational agency to 

4 identify the specific needs regarding the quality, 

5 effectiveness, and professional development 

6 needs of the school’s teachers, principals, librar7 ians, and other school leaders, including with 

8 respect to instruction provided for individual 

9 student subgroups (including children with dis10 abilities and English language learners) and 

11 specific grade levels and content areas. 

12 ‘‘(4) JOINT DEVELOPMENT AND SUBMISSION.— 

13 ‘‘(A) IN GENERAL.—Except as provided in 

14 subparagraph (B), a local educational agency 

15 shall— 

16 ‘‘(i) jointly develop the application 

17 and data analysis framework under this 

18 subsection with local organizations rep19 resenting the teachers, principals, and 

20 other school leaders in the local edu21 cational agency; and 

22 ‘‘(ii) submit the application and data 

23 analysis in partnership with such local 

24 teacher, principal, and school leader orga25 nizations. 


rfrederick on DSK6VPTVN1PROD with BILLS
25 

•S 1674 IS

1 ‘‘(B) EXCEPTION.—A State may, after 

2 consultation with the Secretary, consider an ap3 plication from a local educational agency that is 

4 not jointly developed and submitted in accord5 ance with subparagraph (A) if the application 

6 includes documentation of the local educational 

7 agency’s extensive attempt to work jointly with 

8 local teacher, principal, and school leader orga9 nizations. 

10 ‘‘SEC. 2502. USE OF FUNDS. 

11 ‘‘(a) INDUCTION, PROFESSIONAL DEVELOPMENT, 

12 AND EVALUATION SYSTEM.—A local educational agency 

13 that receives a subgrant under this part shall use the 

14 subgrant funds to improve teaching and school leadership 

15 through a system of teacher and principal induction, pro16 fessional development, and evaluation. Such system shall 

17 be developed, implemented, and evaluated in collaboration 

18 with local teacher, principal, and school leader organiza19 tions and local teacher, principal, and school leader prepa20 ration programs and shall provide assistance to each 

21 school that the local educational agency has identified 

22 under section 2501(b)(2)(C)(ii), to— 

23 ‘‘(1) implement a comprehensive, coherent, 

24 high-quality formalized induction program for begin25 ning teachers during not less than the teachers’ first 


rfrederick on DSK6VPTVN1PROD with BILLS
26 

•S 1674 IS

1 2 years of full-time employment as teachers with the 

2 local educational agency, that shall include— 

3 ‘‘(A) rigorous mentor selection by school or 

4 local educational agency leaders with mentoring 

5 and instructional expertise, including require6 ments that the mentor demonstrate— 

7 ‘‘(i) a proven track record of improv8 ing student learning; 

9 ‘‘(ii) strong interpersonal skills; 

10 ‘‘(iii) exemplary teaching skills, par11 ticularly with diverse learners, including 

12 children with disabilities and English lan13 guage learners; 

14 ‘‘(iv) not less than 5 years teaching 

15 experience; 

16 ‘‘(v) commitment to personal and pro17 fessional growth and learning, such as Na18 tional Board for Professional Teaching 

19 Standards certification; 

20 ‘‘(vi) willingness and experience in 

21 using real-time data, as well as school and 

22 classroom level practices that have dem23 onstrated the capacity to— 

24 ‘‘(I) improve student learning 

25 and classroom practice; and 


rfrederick on DSK6VPTVN1PROD with BILLS
27 

•S 1674 IS

1 ‘‘(II) inform instruction and pro2 fessional growth; 

3 ‘‘(vii) a commitment to participate in 

4 professional development throughout the 

5 year to develop the knowledge and skills 

6 related to effective mentoring; and 

7 ‘‘(viii) the ability to improve the effec8 tiveness of the mentor’s mentees, as as9 sessed by the evaluation system described 

10 in paragraph (3); 

11 ‘‘(B) a program of high-quality, intensive, 

12 and ongoing mentoring and mentor-teacher 

13 interactions that— 

14 ‘‘(i) ensures that new teachers are 

15 supported in ways that help improve con16 tent-specific knowledge and pedagogy, in17 cluding by matching mentors with begin18 ning teachers by grade level and content 

19 area; 

20 ‘‘(ii) assists each beginning teacher 

21 in— 

22 ‘‘(I) analyzing data based on the 

23 beginning teacher’s evidence of stu24 dent learning and evidence of class25 room practice, and utilizing researchVerDate Mar 15 2010 01:56 Oct 08, 2011 Jkt 019200 PO 00000 Frm 00027 Fmt 6652 Sfmt 6201 E:\BILLS\S1674.IS S1674

rfrederick on DSK6VPTVN1PROD with BILLS
28 

•S 1674 IS

1 based instructional strategies, includ2 ing differentiated instruction, to in3 form and strengthen such practice; 

4 ‘‘(II) developing and enhancing 

5 effective teaching skills; 

6 ‘‘(III) enabling effective inclusion 

7 of children with disabilities and 

8 English language learners, including 

9 through the utilization of— 

10 ‘‘(aa) response to interven11 tion; 

12 ‘‘(bb) positive behavioral 

13 supports; 

14 ‘‘(cc) differentiated instruc15 tion; 

16 ‘‘(dd) universal design of 

17 learning; 

18 ‘‘(ee) appropriate accom19 modations for instruction and as20 sessments; 

21 ‘‘(ff) collaboration skills; 

22 ‘‘(gg) skill in effectively par23 ticipating in individualized edu24 cation program meetings required 

25 under section 614 of the IndividVerDate Mar 15 2010 01:56 Oct 08, 2011 Jkt 019200 PO 00000 Frm 00028 Fmt 6652 Sfmt 6201 E:\BILLS\S1674.IS S1674

rfrederick on DSK6VPTVN1PROD with BILLS
29 

•S 1674 IS

1 uals with Disabilities Education 

2 Act; and 

3 ‘‘(hh) evidence-based strate4 gies to meet the linguistic and 

5 academic needs of English lan6 guage learners; 

7 ‘‘(IV) using formative evaluations 

8 to— 

9 ‘‘(aa) collect and analyze 

10 classroom-level data; 

11 ‘‘(bb) foster evidence-based 

12 discussions; 

13 ‘‘(cc) provide opportunities 

14 for self assessment; 

15 ‘‘(dd) examine classroom 

16 practice; and 

17 ‘‘(ee) establish goals for pro18 fessional growth; and 

19 ‘‘(V) achieving the goals of the 

20 school, district, and statewide cur21 ricula; 

22 ‘‘(iii) provides regular and ongoing op23 portunities for beginning teachers to ob24 serve exemplary teaching in classroom set25 tings during the school day; 


rfrederick on DSK6VPTVN1PROD with BILLS
30 

•S 1674 IS

1 ‘‘(iv) aligns with the mission and 

2 goals of the local educational agency and 

3 school; 

4 ‘‘(v)(I) acts as a vehicle for a begin5 ning teacher to establish short- and long6 term planning and professional goals and 

7 to improve student learning and classroom 

8 practice; and 

9 ‘‘(II) guides, monitors, and assesses 

10 the beginning teacher’s progress toward 

11 such goals; 

12 ‘‘(vi) assigns not more than 12 begin13 ning teacher mentees to a mentor who is 

14 released full-time from classroom teaching, 

15 and reduces such maximum number of 

16 mentees proportionately for a mentor who 

17 works on a part-times basis; 

18 ‘‘(vii) provides joint professional devel19 opment opportunities for mentors and be20 ginning teachers; 

21 ‘‘(viii) may include the use of master 

22 teachers to support mentors or other 

23 teachers; and 

24 ‘‘(ix) improves student learning and 

25 classroom practice, as measured by the 


rfrederick on DSK6VPTVN1PROD with BILLS
31 

•S 1674 IS

1 evaluation system described in paragraph 

2 (3); 

3 ‘‘(C) paid school release time that allows 

4 for at least weekly high-quality mentoring and 

5 mentor-teacher interactions; 

6 ‘‘(D) foundational training and ongoing 

7 professional development for mentors that sup8 port the high-quality mentoring and mentor9 teacher interactions described in subparagraph 

10 (B); 

11 ‘‘(E) use of research-based teaching stand12 ards, formative assessments, teacher portfolio 

13 processes (such as the National Board for Pro14 fessional Teaching Standards certification proc15 ess), and teacher development protocols that 

16 support the high-quality mentoring and mentor17 teacher interactions described in subparagraph 

18 (B); and 

19 ‘‘(F) feedback on the performance of be20 ginning teachers to local teacher preparation 

21 programs and recommendations for improving 

22 such programs; 

23 ‘‘(2) implement high-quality effective profes24 sional development for teachers, principals, school liVerDate Mar 15 2010 01:56 Oct 08, 2011 Jkt 019200 PO 00000 Frm 00031 Fmt 6652 Sfmt 6201 E:\BILLS\S1674.IS S1674

rfrederick on DSK6VPTVN1PROD with BILLS
32 

•S 1674 IS

1 brarians, and other school leaders serving the 

2 schools targeted for assistance under the subgrant; 

3 ‘‘(3) develop and implement a rigorous, trans4 parent, and equitable teacher and principal evalua5 tion system for all schools served by the local edu6 cational agency that— 

7 ‘‘(A)(i) provides formative individualized 

8 feedback to teachers and principals on areas for 

9 improvement; 

10 ‘‘(ii) provides for substantive support and 

11 interventions targeted specifically on such areas 

12 of improvement; and 

13 ‘‘(iii) results in summative evaluations; 

14 ‘‘(B) differentiates the effectiveness of 

15 teachers and principals using multiple rating 

16 categories that take into account evidence of 

17 student learning; 

18 ‘‘(C) shall be developed, implemented, and 

19 evaluated in partnership with local teacher and 

20 principal organizations; and 

21 ‘‘(D) includes— 

22 ‘‘(i) valid, clearly defined, and reliable 

23 performance standards and rubrics for 

24 teacher evaluation based on multiple perVerDate Mar 15 2010 01:56 Oct 08, 2011 Jkt 019200 PO 00000 Frm 00032 Fmt 6652 Sfmt 6201 E:\BILLS\S1674.IS S1674

rfrederick on DSK6VPTVN1PROD with BILLS
33 

•S 1674 IS

1 formance measures, which shall include a 

2 combination of— 

3 ‘‘(I) evidence of classroom prac4 tice; and 

5 ‘‘(II) evidence of student learning 

6 as a significant factor; 

7 ‘‘(ii) valid, clearly defined, and reliable 

8 performance standards and rubrics for 

9 principal evaluation based on multiple per10 formance measures of student learning and 

11 leadership skills, which standards shall in12 clude— 

13 ‘‘(I) planning and articulating a 

14 shared and coherent schoolwide direc15 tion and policy for achieving high 

16 standards of student performance; 

17 ‘‘(II) identifying and imple18 menting the activities and rigorous 

19 curriculum necessary for achieving 

20 such standards of student perform21 ance; 

22 ‘‘(III) supporting a culture of 

23 learning, collaboration, and profes24 sional behavior and ensuring quality 

25 measures of instructional practice; 


rfrederick on DSK6VPTVN1PROD with BILLS
34 

•S 1674 IS

1 ‘‘(IV) communicating and engag2 ing parents, families, and other exter3 nal communities; and 

4 ‘‘(V) collecting, analyzing, and 

5 utilizing data and other tangible evi6 dence of student learning and evi7 dence of classroom practice to guide 

8 decisions and actions for continuous 

9 improvement and to ensure perform10 ance accountability; 

11 ‘‘(iii) multiple and distinct rating op12 tions that allow evaluators to— 

13 ‘‘(I) conduct multiple classroom 

14 observations throughout the school 

15 year; 

16 ‘‘(II) examine the impact of the 

17 teacher or principal on evidence of 

18 student learning and evidence of class19 room practice; 

20 ‘‘(III) specifically describe and 

21 compare differences in performance, 

22 growth, and development; and 

23 ‘‘(IV) provide teachers or prin24 cipals with detailed individualized 

25 feedback and evaluation in a manner 


rfrederick on DSK6VPTVN1PROD with BILLS
35 

•S 1674 IS

1 that allows each teacher or principal 

2 to identify the areas of classroom 

3 practice that need to be strengthened, 

4 refined, and improved; 

5 ‘‘(iv) implementing a formative and 

6 summative evaluation process based on the 

7 performance standards established under 

8 clauses (i) and (ii); 

9 ‘‘(v) rigorous training for evaluators 

10 on the performance standards established 

11 under clauses (i) and (ii) and the process 

12 of conducting effective evaluations, includ13 ing how to provide specific feedback and 

14 improve teaching and principal practice 

15 based on evaluation results; 

16 ‘‘(vi) regular monitoring and assess17 ment of the quality and fairness of the 

18 evaluation system and the evaluators’ 

19 judgements, including with respect to— 

20 ‘‘(I) inter-rater reliability, includ21 ing independent or third-party re22 views; 

23 ‘‘(II) student assessments used in 

24 the evaluation system; 


rfrederick on DSK6VPTVN1PROD with BILLS
36 

•S 1674 IS

1 ‘‘(III) the performance standards 

2 established under clauses (i) and (ii); 

3 ‘‘(IV) training and qualifications 

4 of evaluators; and 

5 ‘‘(V) timeliness of teacher and 

6 principal evaluations and feedback; 

7 ‘‘(vii) a plan and substantive targeted 

8 support for teachers and principals who 

9 fail to meet the performance standards es10 tablished under clauses (i) and (ii); 

11 ‘‘(viii) a streamlined, transparent, 

12 fair, and objective due process for docu13 mentation and removal of teacher and 

14 principals who fail to meet such perform15 ance standards, as governed by any appli16 cable collective bargaining agreement or 

17 State law and after substantive targeted 

18 and reasonable support has been provided 

19 to such teachers and principals; and 

20 ‘‘(ix) in the case of a local educational 

21 agency in a State that has a State evalua22 tion framework, the alignment of the local 

23 educational agency’s evaluation system 

24 with, at a minimum, such framework and 

25 the requirements of this paragraph; 


rfrederick on DSK6VPTVN1PROD with BILLS
37 

•S 1674 IS

1 ‘‘(4) implement ongoing high-quality support, 

2 coaching, and professional development for prin3 cipals and other school leaders serving the schools 

4 targeted for assistance under such subgrant, which 

5 shall— 

6 ‘‘(A) include a comprehensive, coherent, 

7 high-quality formalized induction program out8 side the supervisory structure for beginning 

9 principals and other school leaders, during not 

10 less than the principals’ and other school lead11 ers’ first 2 years of full-time employment as a 

12 principal or other school leader in the local edu13 cational agency, to develop and improve the 

14 knowledge and skills described in subparagraph 

15 (B), including— 

16 ‘‘(i) a rigorous mentor or coach selec17 tion process based on exemplary adminis18 trative expertise and experience; 

19 ‘‘(ii) a program of ongoing opportuni20 ties throughout the school year for the 

21 mentoring or coaching of beginning prin22 cipals and other school leaders, including 

23 opportunities for regular observation and 

24 feedback; 


rfrederick on DSK6VPTVN1PROD with BILLS
38 

•S 1674 IS

1 ‘‘(iii) foundational training and ongo2 ing professional development for mentors 

3 or coaches; and 

4 ‘‘(iv) the use of research-based leader5 ship standards, formative and summative 

6 assessments, or principal and other school 

7 leader protocols (such as the National 

8 Board for Professional Teaching Stand9 ards Certification for Educational Leaders 

10 program or the 2008 Interstate School 

11 Leaders Licensure Consortium Standards); 

12 ‘‘(B) improve the knowledge and skills of 

13 school principals and other school leaders in— 

14 ‘‘(i) planning and articulating a 

15 shared and clear schoolwide direction, vi16 sion, and strategy for achieving high 

17 standards of student performance; 

18 ‘‘(ii) identifying and implementing the 

19 activities and rigorous student curriculum 

20 and assessments necessary for achieving 

21 such standards of performance; 

22 ‘‘(iii) managing and supporting a col23 laborative culture of ongoing learning and 

24 professional development and ensuring 

25 quality evidence of classroom practice (inVerDate Mar 15 2010 01:56 Oct 08, 2011 Jkt 019200 PO 00000 Frm 00038 Fmt 6652 Sfmt 6201 E:\BILLS\S1674.IS S1674

rfrederick on DSK6VPTVN1PROD with BILLS
39 

•S 1674 IS

1 cluding shared or distributive leadership 

2 and providing timely and constructive feed3 back to teachers to improve student learn4 ing and strengthen classroom practice); 

5 ‘‘(iv) communicating and engaging 

6 parents, families, and local communities 

7 and organizations (including engaging in 

8 partnerships among elementary schools, 

9 secondary schools, and institutions of high10 er education to ensure the vertical align11 ment of student learning outcomes); 

12 ‘‘(v) collecting, analyzing, and uti13 lizing data and other tangible evidence of 

14 student learning and classroom practice 

15 (including the use of formative and 

16 summative assessments) to— 

17 ‘‘(I) guide decisions and actions 

18 for continuous instructional improve19 ment; and 

20 ‘‘(II) ensure performance ac21 countability; 

22 ‘‘(vi) managing resources and school 

23 time to ensure a safe and effective student 

24 learning environment; and 


rfrederick on DSK6VPTVN1PROD with BILLS
40 

•S 1674 IS

1 ‘‘(vii) designing and implementing 

2 strategies for differentiated instruction and 

3 effectively identifying and educating di4 verse learners, including children with dis5 abilities and English language learners; 

6 and 

7 ‘‘(C) provide feedback on the performance 

8 of beginning principals and other school leaders 

9 to local principal and leader preparation pro10 grams and recommendations for improving such 

11 programs; 

12 ‘‘(5)(A) create or enhance opportunities for 

13 teachers and school librarians to assume new school 

14 leadership roles and responsibilities, including— 

15 ‘‘(i) serving as mentors, instructional 

16 coaches, or master teachers; or 

17 ‘‘(ii) assuming increased responsibility for 

18 professional development activities, curriculum 

19 development, or school improvement and leader20 ship activities; and 

21 ‘‘(B) provide training for teachers who assume 

22 such school leadership roles and responsibilities; and 

23 ‘‘(6) provide significant and sustainable sti24 pends above a teacher’s base salary for teachers that 

25 serve as mentors, instructional coaches, teacher leadVerDate Mar 15 2010 01:56 Oct 08, 2011 Jkt 019200 PO 00000 Frm 00040 Fmt 6652 Sfmt 6201 E:\BILLS\S1674.IS S1674

rfrederick on DSK6VPTVN1PROD with BILLS
41 

•S 1674 IS

1 ers, or evaluators under the programs described in 

2 this subsection. 

3 ‘‘(b) SURVEY.—A local educational agency receiving 

4 a subgrant under this part shall conduct a valid and reli5 able full population survey of teaching and learning, at 

6 the school and local educational agency level, and include, 

7 as topics in the survey, not less than the following ele8 ments essential to improving student learning and retain9 ing effective teachers: 

10 ‘‘(1) Instructional planning time. 

11 ‘‘(2) School leadership. 

12 ‘‘(3) Decisionmaking processes. 

13 ‘‘(4) Professional development. 

14 ‘‘(5) Facilities and resources, including the 

15 school library. 

16 ‘‘(6) Beginning teacher induction. 

17 ‘‘(7) School safety and environment. 

18 ‘‘(c) INTEGRATION AND ALIGNMENT.—The system 

19 described in subsection (a) shall— 

20 ‘‘(1) integrate and align all of the activities de21 scribed in such subsection; 

22 ‘‘(2) be informed by, and integrated with, the 

23 results of the survey described in subsection (b); 

24 ‘‘(3) be aligned with the State’s school improve25 ment efforts under sections 1116 and 1117; and 


rfrederick on DSK6VPTVN1PROD with BILLS
42 

•S 1674 IS

1 ‘‘(4) be aligned with the programs funded 

2 under title II of the Higher Education Act of 1965 

3 and other professional development programs au4 thorized under this Act. 

5 ‘‘(d) ELIGIBLE ENTITIES.—The assistance required 

6 to be provided under this section may be provided— 

7 ‘‘(1) by the local educational agency; or 

8 ‘‘(2) by the local educational agency, in collabo9 ration with— 

10 ‘‘(A) the State educational agency; 

11 ‘‘(B) an institution of higher education; 

12 ‘‘(C) a nonprofit organization; 

13 ‘‘(D) a teacher organization; 

14 ‘‘(E) a principal or school leader organiza15 tion; 

16 ‘‘(F) an educational service agency; 

17 ‘‘(G) a teaching residency program; or 

18 ‘‘(H) another nonprofit entity with experi19 ence in helping schools improve student achieve20 ment. 

21 ‘‘SEC. 2503. RULE OF CONSTRUCTION. 

22 ‘‘Nothing in this part shall be construed to alter or 

23 otherwise affect the rights, remedies, and procedures af24 forded school or school district employees under Federal, 

25 State, or local laws (including applicable regulations or 


rfrederick on DSK6VPTVN1PROD with BILLS
43 

•S 1674 IS

1 court orders) or under the terms of collective bargaining 

2 agreements, memoranda of understanding, or other agree3 ments between such employees and their employers. 

4 ‘‘SEC. 2504. PROGRAM EVALUATION. 

5 ‘‘(a) IN GENERAL.—Each program required under 

6 section 2502(a) shall include a formal evaluation system 

7 to determine, at a minimum, the effectiveness of each such 

8 program on— 

9 ‘‘(1) student learning; 

10 ‘‘(2) retaining teachers and principals, including 

11 differentiating the retainment data by profession 

12 and by the level of performance of the teachers and 

13 principals, based on the evaluation system described 

14 in section 2502(a)(3); 

15 ‘‘(3) teacher, principal, and other school leader 

16 practice, which shall include, for teachers and prin17 cipals, practice measured by the teacher and prin18 cipal evaluation system described in section 

19 2502(a)(3); 

20 ‘‘(4) student graduation rates, as applicable; 

21 ‘‘(5) teaching, learning, and working conditions; 

22 ‘‘(6) parent, family, and community involve23 ment and satisfaction; 

24 ‘‘(7) student attendance rates; 

25 ‘‘(8) teacher and principal satisfaction; and 


rfrederick on DSK6VPTVN1PROD with BILLS
44 

•S 1674 IS

1 ‘‘(9) student behavior. 

2 ‘‘(b) LOCAL EDUCATIONAL AGENCY AND SCHOOL

3 EFFECTIVENESS.—The formal evaluation system de4 scribed in subsection (a) shall also measure the effective5 ness of the local educational agency and school in— 

6 ‘‘(1) implementing the comprehensive induction 

7 program described in section 2502(a)(1); 

8 ‘‘(2) implementing high-quality professional de9 velopment described in section 2502(a)(2); 

10 ‘‘(3) developing and implementing a rigorous, 

11 transparent, and equitable teacher and principal 

12 evaluation system described in section 2502(a)(3); 

13 ‘‘(4) implementing mentoring, coaching, and 

14 professional development for school principals and 

15 other school leaders described in section 2502(a)(4); 

16 ‘‘(5) ensuring that mentors, teachers, and 

17 schools are using data to inform instructional prac18 tices; and 

19 ‘‘(6) ensuring that the comprehensive induction 

20 and high-quality mentoring required under section 

21 2502(a)(1) and the high impact professional devel22 opment required under section 2502(a)(2) are inte23 grated and aligned with the State’s school improve24 ment efforts under sections 1116 and 1117. 


rfrederick on DSK6VPTVN1PROD with BILLS
45 

•S 1674 IS

1 ‘‘(c) CONDUCT OF EVALUATION.—The evaluation de2 scribed in subsection (a) shall be— 

3 ‘‘(1) conducted by the State, an institution of 

4 higher education, or an external agency that is expe5 rienced in conducting such evaluations; and 

6 ‘‘(2) developed in collaboration with groups 

7 such as— 

8 ‘‘(A) experienced educators with track 

9 records of success in the classroom; 

10 ‘‘(B) institutions of higher education in11 volved with teacher induction and professional 

12 development located within the State; and 

13 ‘‘(C) local teacher, principal, and school 

14 leader organizations. 

15 ‘‘(d) DISSEMINATION.— 

16 ‘‘(1) IN GENERAL.—The results of the evalua17 tion described in subsection (a) shall be submitted to 

18 the Secretary. 

19 ‘‘(2) DISSEMINATION.—The Secretary shall 

20 make the results of each evaluation described in sub21 section (a) available to States, local educational 

22 agencies, and the public. 


rfrederick on DSK6VPTVN1PROD with BILLS
46 

•S 1674 IS

1 ‘‘SEC. 2505. AUTHORIZATION OF APPROPRIATIONS. 

2 ‘‘There are authorized to be appropriated to carry out 

3 this part such sums as may be necessary for fiscal year 

4 2012 and each succeeding fiscal year.’’. 

5 (b) TABLE OF CONTENTS.—The table of contents in 

6 section 2 of the Elementary and Secondary Education Act 

7 of 1965 is amended by inserting after the item relating 

8 to section 2441 the following: 

‘‘PART E—BUILDING SCHOOL CAPACITY FOR EFFECTIVE TEACHING AND

LEADERSHIP

‘‘Sec. 2501. Local school improvement activities. 

‘‘Sec. 2502. Use of funds. 

‘‘Sec. 2503. Rule of Construction. 

‘‘Sec. 2504. Program evaluation. 

‘‘Sec. 2505. Authorization of appropriations.’’. 

Æ 


rfrederick on DSK6VPTVN1PROD with BILLS