I 

112TH CONGRESS 

1ST SESSION H. R. 1524 

To build capacity and provide support at the leadership level for successful 

school turnaround efforts. 

IN THE HOUSE OF REPRESENTATIVES 

APRIL 13, 2011 

Mr. PAYNE introduced the following bill; which was referred to the Committee 

on Education and the Workforce 

A BILL 

To build capacity and provide support at the leadership 

level for successful school turnaround efforts. 

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 ‘‘Lead Act’’. 

5 SEC. 2. FINDINGS. 

6 Congress finds the following: 

7 (1) Research shows that school leadership qual8 ity is second only to teacher quality among school9 related factors in the factors’ impact on student 

10 learning. 


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1 (2) Research shows that nearly 60 percent of a 

2 school’s impact on student achievement is attrib3 utable to teacher and principal effectiveness, with 25 

4 percent being attributable directly to the principal. 

5 (3) As of May of 2010, there are 3,419 schools 

6 implementing restructuring under section 1116(b)(8) 

7 of the Elementary and Secondary Education Act of 

8 1965 (20 U.S.C. 6316(b)(8)). 

9 (4) Research shows that only 2,000 high 

10 schools, 12 percent of all high schools, produce one11 half of the Nation’s high school dropouts. In order 

12 to turn those schools around, the United States will 

13 need effective principals in those schools. 

14 (5) Developing an effective method and delivery 

15 system for training and supporting effective prin16 cipals in these schools is essential to the success of 

17 the students and the economy of the United States. 

18 SEC. 3. PURPOSE. 

19 The purposes of this Act are— 

20 (1) to build the capacity and increase the sup21 ply of effective principals and other school leaders to 

22 successfully lead school transformation and turn23 around efforts; 


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1 (2) to train and support a cohort of expert 

2 principals and other school leaders to lead successful 

3 school transformations and turnarounds; 

4 (3) to recruit and train effective mentors and 

5 coaches to support and increase the effectiveness of 

6 turnaround leaders; 

7 (4) to collect, build on, and disseminate infor8 mation about effective leadership practice for school 

9 transformations and turnarounds; 

10 (5) to support the development of open source 

11 professional development materials for principals 

12 and other school leaders; and 

13 (6) to support school transformation and turn14 around efforts. 

15 SEC. 4. PRINCIPAL AND SCHOOL LEADERSHIP DEVELOP16 MENT. 

17 (a) PRINCIPAL AND SCHOOL LEADERSHIP DEVELOP18 MENT.—Part A of title II of the Elementary and Sec19 ondary Education Act of 1965 (20 U.S.C. 6601 et seq.) 

20 is amended by adding at the end the following: 

21 ‘‘Subpart 6—Principal and School Leadership 

22 Development 

23 ‘‘SEC. 2161. DEFINITIONS. 

24 ‘‘In this subpart: 


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1 ‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en2 tity’ means a partnership between— 

3 ‘‘(A) a nonprofit organization with a dem4 onstrated commitment and capacity to develop 

5 and support principals and other school leaders; 

6 and 

7 ‘‘(B) an institution of higher education. 

8 ‘‘(2) LEARNING COMMUNITY.— 

9 ‘‘(A) IN GENERAL.—The term ‘learning 

10 community’ means a community within a school 

11 in which— 

12 ‘‘(i) adults and students work together 

13 to demonstrate a commitment to contin14 uous and substantial improvement of 

15 school performance; and 

16 ‘‘(ii) the turnaround leaders and 

17 teachers have established the core at18 tributes described in subparagraph (B). 

19 ‘‘(B) CORE ATTRIBUTES.—The core at20 tributes of a learning community are— 

21 ‘‘(i) a shared school mission and goals 

22 with an explicit vision of quality teaching 

23 and learning that guides all instructional 

24 decisions; 


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1 ‘‘(ii) turnaround leader and teacher 

2 commitment to student outcomes and im3 proving performance; 

4 ‘‘(iii) the establishment of a contin5 uous cycle of improvement for the learning 

6 community; 

7 ‘‘(iv) fostering a culture of account8 ability and teamwork where teachers, prin9 cipals, and other school leaders work to10 gether on a daily basis to analyze and im11 prove practice; 

12 ‘‘(v) engagement by turnaround lead13 ers and teachers in data analysis, improve14 ment, and inquiry about what is working 

15 and what is not working; and 

16 ‘‘(vi) supporting and sharing leader17 ship of the school, including fostering ac18 tive community and family engagement. 

19 ‘‘(3) QUALIFIED PARTNERSHIP.—The term 

20 ‘qualified partnership’ means a partnership between 

21 or among— 

22 ‘‘(A)(i) a nonprofit organization with a 

23 demonstrated commitment and capacity to de24 velop and support principals and other school 

25 leaders; 


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1 ‘‘(ii) an institution of higher education; or 

2 ‘‘(iii) a nonprofit organization described in 

3 clause (i) and an institution of higher edu4 cation; and 

5 ‘‘(B) one or more State educational agen6 cies or local educational agencies. 

7 ‘‘(4) SCHOOL LEADERSHIP ACADEMY.—The 

8 term ‘school leadership academy’ means the school 

9 leadership academy established under section 

10 2162(d)(1). 

11 ‘‘(5) TURNAROUND LEADER.—The term ‘turn12 around leader’ means an experienced principal or 

13 other school leader who— 

14 ‘‘(A) is selected for participation in a lead15 ership training program under this subpart on 

16 the basis of rigorous, competency-based, criteria 

17 determined by the school leadership academy; 

18 ‘‘(B) participates in a leadership training 

19 program provided through the school leadership 

20 academy or through a school leadership center 

21 of excellence established under section 2163; 

22 and 

23 ‘‘(C) makes a commitment to serve, for not 

24 less than 4 years, in a turnaround school, as 

25 described in section 2164(a)(1). 


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1 ‘‘(6) TURNAROUND MENTOR.—The term ‘turn2 around mentor’ means a mentor or coach who— 

3 ‘‘(A) participates in a leadership training 

4 program provided through the school leadership 

5 academy or through a school leadership center 

6 of excellence established under section 2163; 

7 ‘‘(B) provides ongoing, individualized sup8 port to turnaround leaders; and 

9 ‘‘(C) makes a commitment, for not less 

10 than 4 years, to support turnaround school 

11 leaders. 

12 ‘‘(7) TURNAROUND SCHOOL.—The term ‘turn13 around school’ means a school that— 

14 ‘‘(A) is subject to corrective action or re15 structuring under paragraph (7) or (8) of sec16 tion 1116(b); or 

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

18 a 4-year graduation rate of less than 60 per19 cent. 

20 ‘‘SEC. 2162. SCHOOL LEADERSHIP ACADEMY. 

21 ‘‘(a) SCHOOL LEADERSHIP ACADEMY AUTHOR22 IZED.— 

23 ‘‘(1) IN GENERAL.—From amounts made avail24 able to carry out this subpart, the Secretary shall 

25 award, on a competitive basis, not more than 1 


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1 grant to an eligible entity to enable the eligible enti2 ty to establish not more than 1 school leadership 

3 academy for the development of turnaround leaders 

4 and turnaround mentors, in order to transform and 

5 improve turnaround schools. 

6 ‘‘(2) GRANT RENEWAL.—Notwithstanding para7 graph (1), the Secretary may renew the grant under 

8 this section on the basis of the performance of the 

9 eligible entity under the grant. 

10 ‘‘(b) APPLICATION.—An eligible entity desiring the 

11 grant under this section shall submit to the Secretary an 

12 application at such time, in such manner, and containing 

13 such information as the Secretary may require. 

14 ‘‘(c) AWARD BASIS.—In awarding the grant under 

15 this section, the Secretary shall give a competitive pref16 erence to eligible entities— 

17 ‘‘(1) with a demonstrated capacity to train 

18 principals and other school leaders to serve high19 need local educational agencies; and 

20 ‘‘(2) that are committed to train principals and 

21 other school leaders to serve rural areas. 

22 ‘‘(d) USES OF FUNDS.— 

23 ‘‘(1) SCHOOL LEADERSHIP ACADEMY AND CORE

24 PRINCIPLES.—The eligible entity receiving the grant 

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1 lish a school leadership academy for the development 

2 of turnaround leaders and turnaround mentors, in 

3 order to improve low-performing schools. The school 

4 leadership academy supported under this section, 

5 and the activities carried out by the school leader6 ship academy, shall be based on the following core 

7 principles for school leadership: 

8 ‘‘(A) Developing a school culture, instruc9 tional program, and professional development 

10 program, with a primary focus on improving 

11 the learning of all students. 

12 ‘‘(B) Ensuring effective management of 

13 the organization, operation staff, and resources 

14 of the school for a safe, efficient, and effective 

15 learning environment. 

16 ‘‘(C) Supporting school faculty and com17 munity members, responding to diverse commu18 nity interests and needs, and mobilizing com19 munity resources. 

20 ‘‘(D) Acting with integrity and fairness, 

21 and in an ethical manner. 

22 ‘‘(E) Understanding and influencing the 

23 political, social, legal, and cultural context of 

24 the school. 


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1 ‘‘(F) Utilizing student level data to drive 

2 instructional improvement and school level data 

3 to drive decisionmaking. 

4 ‘‘(2) INITIAL YEAR OF THE GRANT.—During 

5 the first year of the grant under this section, the 

6 school leadership academy shall use grant funds— 

7 ‘‘(A) to bring together experts in school 

8 leadership who are committed to dramatic and 

9 effective turnaround of low-performing schools 

10 and who can provide input about what the evi11 dence base shows regarding effective school 

12 leadership in turnaround schools, such as— 

13 ‘‘(i) representatives of institutions of 

14 higher education; 

15 ‘‘(ii) representatives of teacher labor 

16 organizations; 

17 ‘‘(iii) principals; 

18 ‘‘(iv) teachers; 

19 ‘‘(v) administrators; 

20 ‘‘(vi) representatives from the Na21 tional Board for Professional Teaching 

22 Standards; 

23 ‘‘(vii) academic experts in the field of 

24 school transformations and turnarounds; 


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1 ‘‘(viii) principals and individuals who 

2 have successfully turned around low-per3 forming schools; 

4 ‘‘(ix) Governors or the Governors’ rep5 resentatives; 

6 ‘‘(x) school support staff; 

7 ‘‘(xi) parents; 

8 ‘‘(xii) representatives of community9 based organizations; 

10 ‘‘(xiii) business leaders; 

11 ‘‘(xiv) representatives of organizations 

12 that represent principals; and 

13 ‘‘(xv) other stakeholders; 

14 ‘‘(B) to collect and develop, in consultation 

15 with the experts described in subparagraph (A), 

16 a core body of knowledge regarding effective 

17 school leadership, which is evidence-based and 

18 tested over time; 

19 ‘‘(C) to create the infrastructure to sup20 port the development of open source profes21 sional development materials for principals and 

22 other school leaders; 

23 ‘‘(D) to develop a leadership training pro24 gram, for turnaround leaders and turnaround 


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1 mentors, that provides training in areas such 

2 as— 

3 ‘‘(i) designing and implementing data4 driven school improvement plans; 

5 ‘‘(ii) using student assessment data, 

6 including formative and summative assess7 ments and program evaluation data, for 

8 the purpose of making instructional deci9 sions and improving school-based pro10 grams; 

11 ‘‘(iii) building relationships within the 

12 learning community and supporting the 

13 school community, including parents of 

14 students and community stakeholders; 

15 ‘‘(iv) designing professional develop16 ment approaches that are school-based and 

17 evidence-based; 

18 ‘‘(v) facilitating and conducting group 

19 meetings; 

20 ‘‘(vi) building relationships and com21 municating effectively with State and local 

22 educational agency officials and teacher 

23 labor organizations; 

24 ‘‘(vii) ensuring that rigorous, relevant, 

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1 mented through strong instructional lead2 ership; 

3 ‘‘(viii) preparing turnaround leaders 

4 to provide teachers with useful feedback to 

5 improve the practice of the teachers; 

6 ‘‘(ix) understanding staff recruitment, 

7 hiring, and dismissal courses of action to 

8 create highly functional instructional 

9 teams; 

10 ‘‘(x) understanding collective bar11 gaining rules; 

12 ‘‘(xi) understanding the needs of adult 

13 learners; 

14 ‘‘(xii) creating a high-performance 

15 culture by cultivating a commitment to 

16 achievement and accountability for results 

17 from all adults and students in the school; 

18 ‘‘(xiii) establishing performance 

19 benchmarks, identifying leading indicators 

20 of change, and assessing progress against 

21 goals; 

22 ‘‘(xiv) understanding high-need stu23 dent populations, particularly special edu24 cation students, English language learners, 

25 and high-poverty students; and 


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1 ‘‘(xv) enforcing a safe, disciplined en2 vironment with flexible, yet clear, orders of 

3 behavior; 

4 ‘‘(E)(i) to select an initial cohort of turn5 around leaders and turnaround mentors from 

6 the individuals who seek to participate in the 

7 leadership training programs using rigorous, 

8 competency-based, selection criteria determined 

9 by the school leadership academy; 

10 ‘‘(ii) to carry out the leadership training 

11 program described in subparagraph (D) for the 

12 cohort; and 

13 ‘‘(iii) to ensure that the leadership training 

14 program described in subparagraph (D) is in15 formed, on an ongoing basis, by evidence re16 garding effective school leadership; 

17 ‘‘(F) to provide stipends for turnaround 

18 leaders and turnaround mentors to support 

19 their participation in the leadership training 

20 program; and 

21 ‘‘(G) to provide support for, and encourage 

22 interaction among, the initial cohort of partici23 pants after the cohort’s completion of the lead24 ership training program. 


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1 ‘‘(3) SUCCEEDING GRANT YEARS.—For the sec2 ond year, and each succeeding year, of the grant 

3 under this section, the school leadership academy 

4 shall— 

5 ‘‘(A) continue supporting the development 

6 of open source professional development mate7 rials for principals and other school leaders; 

8 ‘‘(B) for the second year only, select a sec9 ond cohort of turnaround leaders and turn10 around mentors from the individuals who seek 

11 to participate in the leadership training pro12 grams and carry out the leadership training 

13 program described in paragraph (2)(D) for the 

14 cohort; 

15 ‘‘(C) provide support for, and encourage 

16 interaction among, turnaround leaders and 

17 turnaround mentors in the leadership training 

18 programs conducted by the school leadership 

19 academy and by the school leadership centers of 

20 excellence supported under section 2163; and 

21 ‘‘(D) disseminate information to turn22 around leaders, turnaround mentors, the school 

23 leadership centers of excellence established 

24 under section 2163, and others engaging in 

25 transformation and turnaround efforts, about 


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1 lessons learned from, and best practices in2 formed by, past school transformation and 

3 turnaround efforts. 

4 ‘‘SEC. 2163. SCHOOL LEADERSHIP CENTERS OF EXCEL5 LENCE. 

6 ‘‘(a) PROGRAM AUTHORIZED.— 

7 ‘‘(1) IN GENERAL.—Beginning in the first 

8 school year after the initial cohort of turnaround 

9 leaders and turnaround mentors have been trained 

10 by the school leadership academy under section 

11 2162(d)(2)(E), the Secretary shall award, from 

12 amounts made available to carry out this subpart 

13 and on a competitive basis, grants to qualified part14 nerships (as defined in section 2161(3)) to enable 

15 the qualified partnerships to establish school leader16 ship centers of excellence. 

17 ‘‘(2) RENEWAL.—The Secretary may renew a 

18 grant under this section on the basis of the perform19 ance of the qualified partnership under the grant. 

20 ‘‘(b) APPLICATION.—A qualified partnership desiring 

21 to receive a grant under this section shall submit an appli22 cation to the Secretary at such time, in such manner, and 

23 containing such information as the Secretary may require. 

24 ‘‘(c) RURAL AREA.—The Secretary shall award not 

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1 ship that intends to establish a school leadership center 

2 of excellence that focuses on training turnaround leaders 

3 and turnaround mentors to serve rural areas. 

4 ‘‘(d) AUTHORIZED ACTIVITIES.—A qualified partner5 ship receiving a grant under this section shall use the 

6 grant funds to establish a school leadership center of ex7 cellence to support cohorts of turnaround leaders and 

8 turnaround mentors to be served under the grant as the 

9 turnaround leaders and turnaround mentors lead school 

10 transformation and school turnaround efforts. Each school 

11 leadership center of excellence shall carry out the following 

12 activities: 

13 ‘‘(1) Adopt and adapt the turnaround leader 

14 and turnaround mentor training program described 

15 in section 2162(d)(2)(D)— 

16 ‘‘(A) to meet the needs of the local edu17 cational agencies proposed to be served by the 

18 qualified partnership; and 

19 ‘‘(B) so that the program is informed, on 

20 an ongoing basis, by the evidence regarding ef21 fective school leadership. 

22 ‘‘(2) Beginning in the school year after the sec23 ond cohort of turnaround leaders and turnaround 

24 mentors have been trained by the school leadership 


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1 academy under section 2162(d)(3)(B), and for each 

2 succeeding school year of the grant— 

3 ‘‘(A) select, from individuals desiring to be 

4 turnaround leaders and turnaround mentors, 

5 using rigorous, competency-based, selection cri6 teria that is adapted from the criteria described 

7 in section 2162(d)(2)(E) to meet the needs of 

8 the local educational agencies proposed to be 

9 served by the qualified partnership in accord10 ance with section 2164, the cohort of the turn11 around leaders and turnaround mentors who 

12 will— 

13 ‘‘(i) participate in the leadership 

14 training program in order to effectively 

15 lead school transformation and turnaround 

16 efforts; and 

17 ‘‘(ii) receive stipends to support their 

18 participation in the leadership training 

19 program; and 

20 ‘‘(B) carry out the leadership training pro21 gram, as adapted under paragraph (1), for each 

22 cohort, in cooperation with participating local 

23 educational agencies. 

24 ‘‘(3) Use the open source materials supported 

25 by the school leadership academy under paragraphs 


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1 (2)(C) and (3)(A) of section 2162(d) and work with 

2 the school leadership academy in order to best train 

3 and support the participants. 

4 ‘‘SEC. 2164. PARTICIPATION AGREEMENTS AND APPLICA5 TIONS. 

6 ‘‘(a) AGREEMENT.—In order for a turnaround leader 

7 or turnaround mentor to participate in a leadership train8 ing program carried out by the school leadership academy 

9 or by a school leadership center of excellence under this 

10 subpart, the turnaround leader or turnaround mentor, re11 spectively, shall enter into an agreement with the school 

12 leadership academy or school leadership center of excel13 lence, as the case may be, under which— 

14 ‘‘(1) the turnaround leader or turnaround men15 tor, respectively, agrees to participate in the leader16 ship training program and to make a commitment to 

17 serve, for not less than 4 years, in a turnaround 

18 school after the leadership training program, pursu19 ant to a mutual agreement between the turnaround 

20 leader or turnaround mentor, respectively, and the 

21 local educational agency the turnaround leader or 

22 turnaround mentor, respectively, will serve; and 

23 ‘‘(2) the local educational agency the turn24 around leader or turnaround mentor, respectively, 

25 will serve agrees— 


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1 ‘‘(A) to provide ongoing support for the 

2 turnaround leader or turnaround mentor, re3 spectively; 

4 ‘‘(B) to support the turnaround leader or 

5 turnaround mentor, respectively, in developing a 

6 leadership team at the school; 

7 ‘‘(C) to participate in the leadership train8 ing program, as appropriate; 

9 ‘‘(D) to work to build community support 

10 for the school transformation or turnaround ef11 fort by involving parents, teachers, paraprofes12 sionals, and other school staff in the planning 

13 and implementation process; 

14 ‘‘(E) to put the turnaround leader or turn15 around mentor, respectively, in touch with labor 

16 organizations; and 

17 ‘‘(F) to implement the recommendations of 

18 the school leadership academy or school leader19 ship center of excellence to ensure success in 

20 the turnaround school where the turnaround 

21 leader or turnaround mentor, respectively, will 

22 serve. 

23 ‘‘(b) NONCOMPLIANCE WITH AGREEMENT.—If, after 

24 receiving notification from the school leadership academy 

25 or a school leadership center of excellence supported under 


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1 this subpart that a local educational agency which has en2 tered into an agreement described in subsection (a) has 

3 failed to comply with such agreement, the Secretary deter4 mines that the local educational agency failed to comply 

5 with such agreement, then the Secretary shall ensure that 

6 no turnaround leaders or turnaround mentors from such 

7 local educational agency shall be selected for participation 

8 in the leadership training programs under this subpart 

9 after the date of such determination. 

10 ‘‘(c) APPLICATION.—Each turnaround leader, turn11 around mentor, and local educational agency desiring to 

12 participate in the programs and activities assisted under 

13 this subpart shall submit an application to the appropriate 

14 eligible entity or qualified partnership at such time, in 

15 such manner, and containing such information as the eligi16 ble entity or qualified partnership, respectively, may re17 quire. 

18 ‘‘SEC. 2165. RESEARCH, EVALUATION, DISSEMINATION, AND 

19 REPORTS. 

20 ‘‘(a) IN GENERAL.—From amounts made available 

21 for this subpart, the Director of the Institute of Education 

22 Sciences shall support, directly or through grants or con23 tracts, research on identifying the skills and conditions 

24 necessary for principals and other school leaders to im25 prove turnaround schools and evaluations of the programs 


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1 and activities funded by grants under sections 2162 and 

2 2163, including studies and evaluations that— 

3 ‘‘(1) assess the effectiveness of the programs 

4 and activities carried out by each eligible entity and 

5 qualified partnership receiving a grant under section 

6 2162 or 2163 in— 

7 ‘‘(A) providing professional development 

8 for turnaround leaders that supports— 

9 ‘‘(i) the core attributes of a learning 

10 community, as described in section 

11 2161(3)(B); and 

12 ‘‘(ii) effective school leadership to im13 prove student and school performance; 

14 ‘‘(B) creating the conditions and factors 

15 that positively impact a school culture and lead 

16 to improved student academic performance; and 

17 ‘‘(C) sustaining school-based reforms fo18 cused on learner-centered models and a cycle of 

19 continuous improvement; 

20 ‘‘(2) assess how the programs and activities 

21 carried out by each such eligible entity or qualified 

22 partnership can be replicated to meet the unique 

23 needs of schools; and 

24 ‘‘(3) assess how such programs and activities 

25 improve turnaround schools. 


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1 ‘‘(b) DISSEMINATION.—The Secretary shall, based on 

2 the results of the studies and evaluations completed under 

3 subsection (a), disseminate information and analysis to 

4 the public, including information regarding the best prac5 tices in professional development to support principals and 

6 other school leaders. 

7 ‘‘(c) REPORTS.— 

8 ‘‘(1) ANNUAL REPORTS TO THE SECRETARY.— 

9 Each eligible entity and qualified partnership that 

10 receives a grant under this subpart shall submit an 

11 annual report to the Secretary at such time, in such 

12 manner, and containing such information as the Sec13 retary may require. The report, at minimum, shall 

14 include— 

15 ‘‘(A) data on the number and characteris16 tics of individuals who have received training or 

17 other support under the grant; 

18 ‘‘(B) data on the schools led by such indi19 viduals, including— 

20 ‘‘(i) characteristics of the schools and 

21 the students the schools serve, including 

22 the number and percentage of students in 

23 each of the subgroups listed in section 

24 1111(b)(2)(C)(v)(II); 


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1 ‘‘(ii) student academic achievement 

2 growth and other evidence of student aca3 demic success, disaggregated, where pos4 sible, by the subgroups listed in section 

5 1111(b)(2)(C)(v); 

6 ‘‘(iii) student attendance; 

7 ‘‘(iv) student secondary school grad8 uation and college-going rates, if applica9 ble; 

10 ‘‘(v) Advanced Placement and Inter11 national Baccalaureate enrollment rates 

12 and test scores, if applicable; and 

13 ‘‘(vi) recruitment, development, and 

14 retention of teachers who are determined 

15 to be effective based on multiple measures; 

16 and 

17 ‘‘(C) evidence that turnaround schools led 

18 by individuals described in subparagraph (A) 

19 have improved in areas in which those individ20 uals received training or other support under 

21 the grant. 

22 ‘‘(2) PERMISSIBLE.—An eligible entity or quali23 fied partnership that receives a grant under this 

24 subpart may include in the annual report under 

25 paragraph (1) other evidence of progress in schools 


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1 led by principals trained by the eligible entity or 

2 qualified partnership, respectively. 

3 ‘‘SEC. 2166. GENERAL PROVISIONS. 

4 ‘‘(a) APPLICABILITY.—Notwithstanding any other 

5 provision of law, the provisions of subparts 1 through 5 

6 shall not apply to grants under this subpart. 

7 ‘‘(b) RULE OF CONSTRUCTION.—The rule of con8 struction described in section 1116(d) shall apply to this 

9 subpart in the same manner as such rule applies to section 

10 1116.’’. 

11 (b) AUTHORIZATION OF APPROPRIATIONS.—Section 

12 2103 of the Elementary and Secondary Education Act of 

13 1965 (20 U.S.C. 6603) is amended— 

14 (1) in subsection (a), by striking ‘‘subpart 5’’ 

15 and inserting ‘‘subparts 5 and 6’’; and 

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

17 ‘‘(c) PRINCIPAL AND SCHOOL LEADERSHIP.—There 

18 are authorized to be appropriated to carry out subpart 6 

19 such sums as may be necessary for fiscal year 2012 and 

20 each of the 4 succeeding fiscal years.’’. 

21 (c) CONFORMING AMENDMENTS.—The table of con22 tents in section 2 of the Elementary and Secondary Edu23 cation Act of 1965 is amended by inserting after the item 

24 relating to section 2151 the following: 

‘‘SUBPART 6—PRINCIPAL AND SCHOOL LEADERSHIP DEVELOPMENT

‘‘Sec. 2161. Definitions. 


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‘‘Sec. 2162. School leadership academy. 

‘‘Sec. 2163. School leadership centers of excellence. 

‘‘Sec. 2164. Participation agreements and applications. 

‘‘Sec. 2165. Research, evaluation, dissemination, and reports. 

‘‘Sec. 2166. General provisions.’’. 

Æ 


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