II 

113TH CONGRESS 

1ST SESSION S. 1113 

To provide professional development for elementary school principals in early 

childhood education and development. 

IN THE SENATE OF THE UNITED STATES 

JUNE 7, 2013 

Mr. UDALL of Colorado (for himself, Mr. BEGICH, and Mr. BENNET) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To provide professional development for elementary school 

principals in early childhood education and development. 

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

3 SECTION 1. PROFESSIONAL DEVELOPMENT FOR ELEMEN4 TARY SCHOOL PRINCIPALS IN EARLY CHILD5 HOOD EDUCATION AND DEVELOPMENT. 

6 (a) IN GENERAL.—Part A of title II of the Elemen7 tary and Secondary Education Act of 1965 (20 U.S.C. 

8 6601 et seq.) is amended by adding at the end the fol9 lowing: 


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1 ‘‘Subpart 6—Professional Development for Elemen2 tary School Principals in Early Childhood Edu3 cation and Development 

4 ‘‘SEC. 2161. PURPOSE. 

5 ‘‘The purpose of this subpart is to improve the knowl6 edge of elementary school principals in areas related to 

7 early childhood education and development in order to— 

8 ‘‘(1) create high quality early learning environ9 ments; 

10 ‘‘(2) provide a continuum of learning through 

11 the third grade with developmentally effective and 

12 appropriate curricula and teaching practices; 

13 ‘‘(3) establish partnerships and collaboration 

14 with community-based early childhood education 

15 providers and families to better support— 

16 ‘‘(A) learning at each stage; 

17 ‘‘(B) effective transition among settings; 

18 and 

19 ‘‘(C) continuous family engagement; and 

20 ‘‘(4) support school readiness by providing high 

21 quality professional development for elementary 

22 school principals. 


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1 ‘‘SEC. 2162. DEFINITION OF PRINCIPAL COMPETENCIES IN 

2 EARLY CHILDHOOD EDUCATION AND DEVEL3 OPMENT. 

4 ‘‘(a) IN GENERAL.—In this subpart, the term ‘prin5 cipal competencies in early childhood education and devel6 opment’ means the skills that— 

7 ‘‘(1) elementary school principals must know 

8 and be able to do; and 

9 ‘‘(2) are acquired through high quality profes10 sional development in early childhood education and 

11 developmentally appropriate practice. 

12 ‘‘(b) INCLUSIONS.—The principal competencies in 

13 early childhood education and development include— 

14 ‘‘(1) supporting an expanded continuum of 

15 learning through the third grade to ensure an effec16 tive transition from early learning or home settings 

17 to the primary school years; 

18 ‘‘(2) engaging the school community to partner 

19 with early learning programs, and working with fam20 ilies to set a shared vision for understanding early 

21 childhood development; 

22 ‘‘(3) supporting teachers through strong in23 structional leadership; and 

24 ‘‘(4) providing safe and supportive early learn25 ing environments that focus on the needs of the 

26 whole child, including the intellectual, social, emoVerDate Mar 15 2010 22:57 Jun 08, 2013 Jkt 029200 PO 00000 Frm 00003 Fmt 6652 Sfmt 6201 E:\BILLS\S1113.IS S1113

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1 tional, physical, and nutritional well-being of chil2 dren; and 

3 ‘‘(5) utilizing multiple measures of develop4 mentally appropriate assessment and acquiring the 

5 ability to manage and use data effectively to make 

6 instructional decisions. 

7 ‘‘SEC. 2163. GRANT PROGRAM AUTHORIZED. 

8 ‘‘(a) GRANTS TO PARTNERSHIPS.— 

9 ‘‘(1) IN GENERAL.—The Secretary is authorized 

10 to award grants, on a competitive basis, to partner11 ships described in paragraph (2) to enable the part12 nerships to carry out the authorized activities de13 scribed in subsection (b). 

14 ‘‘(2) PARTNERSHIPS.—A partnership referred 

15 to in paragraph (1) shall consist of— 

16 ‘‘(A) a public or private entity with a dem17 onstrated capacity to provide professional devel18 opment for elementary school principals; 

19 ‘‘(B) one or more public agencies, includ20 ing— 

21 ‘‘(i) a local educational agency; 

22 ‘‘(ii) a State educational agency; 

23 ‘‘(iii) a State human services agency; 

24 ‘‘(iv) a State lead agency admin25 istering a program under the Child Care 


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1 and Development Block Grant Act of 1990 

2 (42 U.S.C. 9858 et seq.); 

3 ‘‘(v) a public agency administering a 

4 State funded prekindergarten program; or 

5 ‘‘(vi) a Head Start agency, including 

6 an Early Head Start agency; and 

7 ‘‘(C) one or more early childhood education 

8 organizations that provide professional develop9 ment to early childhood education providers. 

10 ‘‘(3) DURATION.—The Secretary shall award a 

11 grant under this subpart for a period of not less 

12 than 3 years. 

13 ‘‘(4) RENEWAL.—The Secretary may renew a 

14 grant under this subpart if the Secretary deter15 mines, on the basis of the evaluations submitted 

16 under subsection (e)(1)(B), that the programs and 

17 activities carried out under the grant have been ef18 fective. 

19 ‘‘(b) AUTHORIZED ACTIVITIES.— 

20 ‘‘(1) REQUIRED USES.—Each partnership re21 ceiving a grant under this subpart shall use the 

22 grant funds— 

23 ‘‘(A) to carry out high quality professional 

24 development to help elementary school prin25 cipals acquire principal competencies in early 


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1 childhood education and development in order 

2 to support increased school readiness for stu3 dents; 

4 ‘‘(B) to gain a knowledge base and capac5 ity to provide high quality early childhood edu6 cation; and 

7 ‘‘(C) to work collaboratively with early 

8 childhood education providers, services pro9 viders, and families in creating a continuum of 

10 high quality development and learning for chil11 dren in the community and school settings. 

12 ‘‘(2) ALLOWABLE ACTIVITIES.—The activities 

13 described in paragraph (1) may include providing 

14 professional development programs for elementary 

15 school principals, including mentoring programs and 

16 other means of professional learning, in— 

17 ‘‘(A) early childhood education and devel18 opment in all domains (including language arts 

19 and literacy, mathematics, emotional develop20 ment, social development, approaches to learn21 ing, physical development, science, and creative 

22 arts), and the continuity of standards and high 

23 quality curriculum and teaching practices from 

24 prekindergarten through the third grade, with 


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1 emphasis on meeting the needs of children with 

2 disabilities and English language learners; 

3 ‘‘(B) safe and supportive early learning en4 vironments that focus on the social, emotional, 

5 and cognitive needs of children; 

6 ‘‘(C) collaborating with early childhood 

7 education providers and other community based 

8 organizations to provide multiple educational 

9 and social service programs to meet the needs 

10 of children in prekindergarten through the third 

11 grade related to learning and development; and 

12 ‘‘(D) providing ongoing transition services 

13 for children through active family engagement. 

14 ‘‘(c) PRIORITY.—In awarding grants under this sub15 part the Secretary shall give priority to supporting profes16 sional development programs that target opportunities for 

17 elementary school principals— 

18 ‘‘(1) to participate in high quality induction and 

19 mentoring programs for principals during the prin20 cipals’ first 5 years of employment as a principal; 

21 ‘‘(2) to better understand ways to enhance fam22 ily engagement and transition strategies, improve 

23 transition services, and work more collaboratively 

24 with community-based early childhood education 

25 providers; 


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1 ‘‘(3) to create a continuum of high quality 

2 teaching and learning for children in prekinder3 garten through the third grade; and 

4 ‘‘(4) to participate in ongoing professional de5 velopment, which may include mentoring programs 

6 for veteran principals in the education field. 

7 ‘‘(d) APPLICATIONS.— 

8 ‘‘(1) IN GENERAL.—Each partnership desiring 

9 a grant under this subpart shall submit an applica10 tion to the Secretary at such time, in such manner, 

11 and containing such information as the Secretary 

12 may require. 

13 ‘‘(2) CONTENTS REQUIRED.—Each application 

14 submitted to the Secretary under paragraph (1) 

15 shall include— 

16 ‘‘(A) a description of the professional de17 velopment for elementary school principals that 

18 will be provided under the grant, including how 

19 the principals will access professional develop20 ment; 

21 ‘‘(B) a description of the professional de22 velopment described in subparagraph (A) that 

23 will be provided in rural areas if applicable; 

24 ‘‘(C) how the professional development will 

25 address— 


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1 ‘‘(i) child development and learning 

2 and the relationship of such development 

3 and learning to providing— 

4 ‘‘(I) safe, supportive, and engag5 ing learning environments; and 

6 ‘‘(II) support for instructional 

7 and educational staff in using develop8 mentally appropriate curricula, assess9 ments, and other practices; 

10 ‘‘(ii) outreach and engagement of 

11 families in their child’s learning; 

12 ‘‘(iii) opportunities to collaborate with 

13 community based organizations on con14 tinuity of standards, curricula, family edu15 cation, and transition services from com16 munity based settings to schools and from 

17 year to year; 

18 ‘‘(iv) collaborative planning to support 

19 developmentally appropriate interactions 

20 between teachers, children, and the fami21 lies of children; and 

22 ‘‘(v) sustainability of the ongoing pro23 fessional development upon completion of 

24 the grant term. 

25 ‘‘(e) EVALUATION AND DISSEMINATION.— 


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1 ‘‘(1) EVALUATION.— 

2 ‘‘(A) IN GENERAL.—Each partnership that 

3 receives a grant under this subpart shall con4 duct an ongoing evaluation to— 

5 ‘‘(i) assess the effectiveness of the 

6 programs and activities carried out under 

7 the grant; 

8 ‘‘(ii) assess whether professional de9 velopment programs for elementary school 

10 principals in early childhood education may 

11 lead to improved school performance; and 

12 ‘‘(iii) determine how effective profes13 sional development programs and activities 

14 can be replicated. 

15 ‘‘(B) SUBMISSION.—The results of the 

16 evaluation described in subparagraph (A) shall 

17 be submitted to the Secretary annually. 

18 ‘‘(2) DISSEMINATION.—Using funds made 

19 available under this subpart, the Secretary shall es20 tablish a panel of leading experts in elementary and 

21 early childhood education, including researchers, ele22 mentary school principals, and classroom practi23 tioners, to— 

24 ‘‘(A) identify best practices in professional 

25 development for elementary school principals in 


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1 early childhood education, and review effective 

2 coordination of professional development among 

3 the partnerships receiving grants under this 

4 subpart; and 

5 ‘‘(B) disseminate to the public the latest 

6 research and findings in professional develop7 ment for elementary school principals in early 

8 childhood education, including through reports 

9 and technical assistance. 

10 ‘‘(f) INAPPLICABILITY.—The provisions of subparts 1 

11 through 5 shall not apply to this subpart. 

12 ‘‘(g) AUTHORIZATION OF APPROPRIATIONS.—There 

13 are authorized to be appropriated such sums as may be 

14 necessary to carry out this subpart for fiscal year 2014 

15 and each of the 4 succeeding fiscal years.’’. 

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

17 section 2 of the Elementary and Secondary Education Act 

18 of 1965 is amended by inserting after the item relating 

19 to section 2151 the following: 

‘‘SUBPART 6—PROFESSIONAL DEVELOPMENT FOR ELEMENTARY SCHOOL

PRINCIPALS IN EARLY CHILDHOOD EDUCATION AND DEVELOPMENT

‘‘Sec. 2161. Purpose. 

‘‘Sec. 2162. Definition of principal competencies in early childhood education 

and development. 

‘‘Sec. 2163. Grant program authorized.’’. 

Æ 


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