I 

111TH CONGRESS 

1ST SESSION H. R. 4354 

To recruit, support, and prepare principals to improve student academic 

achievement at high-need schools. 

IN THE HOUSE OF REPRESENTATIVES 

DECEMBER 16, 2009 

Mrs. DAVIS of California (for herself and Mr. PLATTS) introduced the 

following bill; which was referred to the Committee on Education and Labor 

A BILL 

To recruit, support, and prepare principals to improve 

student academic achievement at high-need schools. 

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 ‘‘School Principal Re5 cruitment and Training Act of 2009’’. 

6 SEC. 2. PURPOSE. 

7 The purpose of this Act is to recruit, support, and 

8 prepare principals to improve student academic achieve9 ment at high-need schools. 

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1 SEC. 3. FINDINGS. 

2 Congress finds the following: 

3 (1) Research shows that school leadership qual4 ity is second only to teacher quality among school5 related factors in its impact on student learning. 

6 (2) While teacher quality has the greatest im7 pact on student learning, principal quality is a key 

8 determinant of whether schools can attract and re9 tain effective teachers. 

10 (3) Many districts have reported shortages of 

11 qualified principals. In most areas of the country, 

12 the problem is not a shortage of certified principals, 

13 but rather a shortage of qualified principals who are 

14 willing to take on the challenge of working in high15 need schools and underserved communities. 

16 (4) The quality of preparation that principals 

17 receive influences their willingness to take on the 

18 challenge of leading high-need schools. It also influ19 ences their ability to succeed and their willingness to 

20 remain in their positions. Investing in principal 

21 preparation is therefore critical to satisfying the de22 mand for qualified principals in high-need schools, 

23 and decreasing the turnover rate among principals 

24 in those schools. 

25 (5) The Stanford Educational Leadership Insti26 tute recently found that principals who participated 

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1 in high-quality pre- and in-service leadership devel2 opment programs feel significantly better prepared 

3 for virtually every aspect of principal practice, are 

4 more committed to staying in their jobs, spend more 

5 time on instructionally focused work, and make de6 veloping and supporting their teachers a priority. 

7 (6) Most high-need school districts lack ade8 quate strategies for identifying school staff who 

9 demonstrate the potential to be effective principals, 

10 preparing them to lead high-need schools, and sup11 porting them once they commence their work as 

12 principals. 

13 (7) Principals need both management and in14 structional leadership skills to be effective. Yet most 

15 principal preparation programs fail to devote ade16 quate attention and resources to training principals 

17 in instructional leadership. 

18 (8) Without effective principals, struggling 

19 schools will have difficulty using resources provided 

20 under the Elementary and Secondary Education Act 

21 of 1965 and other Federal laws to improve student 

22 learning. 

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1 SEC. 4. PROGRAM ESTABLISHMENT AND ACTIVITIES. 

2 Part A of title II of the Elementary and Secondary 

3 Education Act of 1965 (20 U.S.C. 6601 et seq.) is amend4 ed by adding at the end the following: 

5 ‘‘Subpart 6—Principal Recruitment and Training 

6 Grant Program 

7 ‘‘SEC. 2161. PROGRAM ESTABLISHMENT AND ACTIVITIES. 

8 ‘‘(a) DEFINITIONS.—In this section: 

9 ‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en10 tity’ means— 

11 ‘‘(A) a local educational agency; or 

12 ‘‘(B) at least 1 of the following organiza13 tions that has a partnership with 1 or more 

14 local educational agencies: 

15 ‘‘(i) a nonprofit organization; 

16 ‘‘(ii) an educational service agency; 

17 ‘‘(iii) an institution of higher edu18 cation; or 

19 ‘‘(iv) a State educational agency. 

20 ‘‘(2) HIGH-NEED SCHOOL.—The term ‘high21 need school’ means a public school, including a pub22 lic charter school, that meets 1 or more of the fol23 lowing criteria: 

24 ‘‘(A) Not less than 40 percent of the stu25 dents enrolled are eligible for the school lunch 

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1 program established under the Richard B. Rus2 sell National School Lunch Act. 

3 ‘‘(B) In the case of a public high school, 

4 has a graduation rate of 65 percent or less. 

5 ‘‘(C) In the case of a public school con6 taining middle grades, feeds into a public high 

7 school that has a graduation rate of 65 percent 

8 or less. 

9 ‘‘(D) Is a rural school served by a local 

10 educational agency that is eligible within the 

11 meaning of section 6211(b)(1) or 6221(b)(1). 

12 ‘‘(3) HIGH SCHOOL.—The term ‘high school’ 

13 means a secondary school in which the— 

14 ‘‘(A) entering grade of the school is not 

15 lower than grade 6; and 

16 ‘‘(B) highest grade of the school is— 

17 ‘‘(i) grade 12; or 

18 ‘‘(ii) in the case of a secondary school 

19 approved by a State to issue a regular di20 ploma concurrently with a postsecondary 

21 degree or with not more than 2 years’ 

22 worth of postsecondary academic credit, 

23 grade 13. 

24 ‘‘(4) MIDDLE GRADES.—The term ‘middle 

25 grades’ means any of grades 5 through 8. 

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1 ‘‘(5) GRADUATION RATE.—The term ‘gradua2 tion rate’ has the meaning given the term in section 

3 1111(b)(2)(C)(vi), as clarified in section 

4 200.19(b)(1) of title 34, Code of Federal Regula5 tions. 

6 ‘‘(b) PROGRAM AUTHORIZED.— 

7 ‘‘(1) NATIONAL PRINCIPAL RECRUITMENT AND

8 TRAINING GRANT PROGRAM.—The Secretary shall 

9 establish a multiyear national principal recruitment 

10 and training grant program to award grants to eligi11 ble entities to enable such entities to carry out ac12 tivities described in subsection (e). 

13 ‘‘(2) DURATION.— 

14 ‘‘(A) IN GENERAL.— 

15 ‘‘(i) 5 YEAR DURATION.—A grant 

16 awarded under this section shall be 5 years 

17 in duration. 

18 ‘‘(ii) RENEWAL.—The Secretary 

19 may— 

20 ‘‘(I) renew a grant awarded 

21 under this section based on perform22 ance; and 

23 ‘‘(II) in renewing a grant under 

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1 creased funding to scale up or rep2 licate the grantee’s program. 

3 ‘‘(B) PERFORMANCE.—The primary con4 sideration in determining performance shall be 

5 the impact of the grantee’s program, as evi6 denced by improved student learning and out7 comes, and improved school functioning in high8 need schools led by principals who have received 

9 training or other support from a program car10 ried out with funds from a grant awarded 

11 under this section. With respect to schools led 

12 for 3 or more years by such principals, the Sec13 retary shall examine whether such schools are 

14 making greater gains in student learning and 

15 outcomes, as evidenced by multiple measures, 

16 including secondary school graduation rates, 

17 academic assessments, Advanced Placement and 

18 International Baccalaureate enrollment rates 

19 and test scores, and other student-level outcome 

20 data, than similar schools elsewhere. In deter21 mining performance, the Secretary shall con22 sider information provided in accordance with 

23 subsections (f) and (i). 

24 ‘‘(c) APPLICATION.—An eligible entity that desires a 

25 grant under this section shall submit to the Secretary an 

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1 application at such time, in such manner, and accom2 panied by such information as the Secretary may require. 

3 Such application shall include— 

4 ‘‘(1) a demonstration that the entity has suffi5 cient capacity to implement the activities described 

6 in subsection (e) that the entity proposes to imple7 ment; 

8 ‘‘(2) a demonstration that the entity has a 

9 track record or a clear plan for preparing principal 

10 trainees and principals to improve student academic 

11 achievement in high-need schools; and 

12 ‘‘(3) a demonstration that the entity has a 

13 track record or a clear plan for providing principals 

14 trained by the entity with the guidance, support, and 

15 tools they need to improve student academic achieve16 ment in high-need schools, which may include pro17 viding principals with tangible resources, such as 

18 funding to ensure supports for quality teaching, and 

19 decision-making authority over areas such as per20 sonnel, budget, curriculum, or scheduling. 

21 ‘‘(d) PRIORITY.—In awarding grants under this sec22 tion, the Secretary shall give priority to eligible entities 

23 that are focused on high-need schools in urban or rural 

24 areas. 

25 ‘‘(e) ACTIVITIES.— 

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1 ‘‘(1) IN GENERAL.—Each eligible entity that re2 ceives a grant under this section shall use grant 

3 funds for the following: 

4 ‘‘(A) To recruit, select, train, and support 

5 aspiring or current principals, or both, for work 

6 in high-need schools, which may include identi7 fying current principals with track records of 

8 transforming student learning and outcomes, 

9 and preparing such principals to lead the high10 est-need schools. 

11 ‘‘(B) To provide aspiring principals se12 lected by the entity with a pre-service residency 

13 that is not less than 1 year in length, combined 

14 with focused coursework on instructional leader15 ship, organizational management, and the use 

16 of a variety of data for purposes of instruc17 tional leadership and organizational manage18 ment, as well as ongoing support and profes19 sional development for at least 2 years after the 

20 aspiring principals complete the residency and 

21 commence work as school leaders. 

22 ‘‘(C) To provide mentoring and profes23 sional development to current principals se24 lected by the entity to strengthen the principals’ 

25 capacity to— 

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1 ‘‘(i) engage in effective instructional 

2 leadership practices; and 

3 ‘‘(ii) use a variety of data for pur4 poses of instruction, supervision, evalua5 tion, and development of teachers and de6 velopment of highly effective school organi7 zations. 

8 ‘‘(2) SPECIFIC ACTIVITIES.—Each eligible enti9 ty that receives a grant under this section shall 

10 carry out the following activities: 

11 ‘‘(A)(i) Recruiting, selecting, and providing 

12 training and professional development to indi13 viduals who— 

14 ‘‘(I) are or aspire to be principals in 

15 high-need schools; 

16 ‘‘(II) share the belief that every stu17 dent, regardless of background, can 

18 achieve at high levels; 

19 ‘‘(III) with respect to aspiring prin20 cipals, have been effective teachers, school 

21 counselors, or assistant principals, have 

22 knowledge of effective instruction, and 

23 have demonstrated a capacity for leader24 ship; and 

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1 ‘‘(IV) sign an agreement to serve for 

2 not less than 4 years in a high-need school, 

3 and upon qualification for and placement 

4 in principalships, work to ensure that the 

5 schools they will lead improve student aca6 demic achievement substantially within 3 

7 to 6 years. 

8 ‘‘(ii) The Secretary shall establish, by reg9 ulation, categories of extenuating circumstances 

10 under which an individual who is unable to ful11 fill all or part of the individual’s service obliga12 tion under clause (i)(IV) may be excused from 

13 fulfilling that portion of the service obligation. 

14 ‘‘(B) Assessing the skills of each aspiring 

15 principal prior to the individual’s pre-service 

16 residency to determine the individual’s 

17 strengths and improvement needs, and using 

18 such data to assist in developing and refining a 

19 data-based professional development plan that 

20 guides the individual’s year-long residency. 

21 Such assessment may occur through the aspir22 ing principal selection process described in sub23 paragraph (A). 

24 ‘‘(C) For selected aspiring principals, pro25 viding training during a year-long pre-service 

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1 residency that includes coaching from an effec2 tive principal, hands-on instructional leadership 

3 experience, and a curriculum that may include 

4 topics such as— 

5 ‘‘(i) effective instructional practices; 

6 ‘‘(ii) recruiting, supporting, and re7 taining effective staff; 

8 ‘‘(iii) improving instructional practices 

9 through the purposeful observation and 

10 evaluation of teachers, and through the 

11 provision of regular and direct feedback to 

12 teachers; 

13 ‘‘(iv) providing teachers and staff with 

14 focused, sustained, and research-based pro15 fessional development, including job-em16 bedded professional development that sup17 ports teachers and staff in setting their 

18 own goals and working in collaboration 

19 with fellow teachers and staff to meet 

20 those goals; 

21 ‘‘(v) developing distributed leadership 

22 teams, which may include principals, as23 sistant principals, and effective teachers 

24 and staff, to implement school improve25 ment strategies; 

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1 ‘‘(vi) facilitating the development and 

2 implementation of a school vision and stra3 tegic plan using a variety of data providing 

4 evidence of student and school outcomes; 

5 ‘‘(vii) aligning all aspects of a school 

6 culture to student and adult learning; 

7 ‘‘(viii) monitoring and improving the 

8 alignment and effectiveness of curriculum, 

9 instruction, and assessment, using a vari10 ety of data providing evidence of student 

11 and school outcomes; 

12 ‘‘(ix) addressing the needs of specific 

13 student populations served, such as stu14 dents with disabilities, students who are 

15 limited English proficient, rural students, 

16 and students who have experienced trau17 ma, homelessness, or placement in the 

18 child welfare system; 

19 ‘‘(x) using technology and multiple 

20 sources of data to improve classroom in21 struction; 

22 ‘‘(xi) ensuring the integration of high23 quality formative and summative assess24 ments into classroom instruction; 

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1 ‘‘(xii) developing and managing school 

2 organizations, including managing budget 

3 resources and school time to support high 

4 quality instruction and student academic 

5 achievement, such as by extending the 

6 school day and year and providing common 

7 planning time to teachers and staff; and 

8 ‘‘(xiii) engaging community members, 

9 including parents, the local educational 

10 agency, and other community leaders, to 

11 leverage additional resources to improve 

12 student success. 

13 ‘‘(D) Providing targeted professional devel14 opment and training on topics which may in15 clude the topics described in subparagraph (C), 

16 to individuals who have completed the year-long 

17 pre-service residency for at least 2 years after 

18 the individuals commence their work as school 

19 leaders in high-need schools or participating 

20 current principals of high-need schools, or both. 

21 ‘‘(E) Developing and delivering high-qual22 ity, differentiated, school-level support services 

23 to meet the specific needs of high-need schools 

24 led by individuals described in subparagraph 

25 (D), which may include— 

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1 ‘‘(i) support for the design of school2 wide improvement plans based on the diag3 nosis of school conditions and needs in4 formed by data and analysis of classroom 

5 and school practices; 

6 ‘‘(ii) support in conducting successful 

7 school-wide assessments; 

8 ‘‘(iii) support in organizing and train9 ing distributed leadership teams; and 

10 ‘‘(iv) other assistance from expert 

11 mentors or coaches to support— 

12 ‘‘(I) analysis and evaluation of 

13 school practices; 

14 ‘‘(II) development of strong in15 structional and organizational capac16 ity; 

17 ‘‘(III) productive use of assess18 ments and data; and 

19 ‘‘(IV) professional development 

20 for staff. 

21 ‘‘(f) REPORTS.— 

22 ‘‘(1) ANNUAL REPORT TO SECRETARY.—An eli23 gible entity that receives a grant under this section 

24 shall submit an annual report to the Secretary at 

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1 formation as the Secretary may require, including at 

2 minimum— 

3 ‘‘(A) data on the number and characteris4 tics of individuals who have received training or 

5 other support from the grantee’s program; 

6 ‘‘(B) data on the schools led by such indi7 viduals, including— 

8 ‘‘(i) characteristics of the schools and 

9 the students they serve, including the num10 ber and percentage of students in each of 

11 the subgroups listed in section 

12 1111(b)(2)(C)(v)(II); 

13 ‘‘(ii) student academic achievement 

14 growth and other evidence of student aca15 demic success, disaggregated, where pos16 sible, by the subgroups listed in section 

17 1111(b)(2)(C)(v); 

18 ‘‘(iii) student attendance; 

19 ‘‘(iv) student secondary school grad20 uation and college-going rates, if applica21 ble; 

22 ‘‘(v) Advanced Placement and Inter23 national Baccalaureate enrollment rates 

24 and test scores, if applicable; and 

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1 ‘‘(vi) recruitment, development, and 

2 retention of teachers who are deemed to be 

3 effective based on multiple measures; 

4 ‘‘(C) evidence that high-need schools led by 

5 individuals described in subparagraph (A) have 

6 improved in areas in which those individuals re7 ceived training or other support from the grant8 ee’s program; and 

9 ‘‘(D) data on the policies, systems, and 

10 processes developed by the eligible entity for— 

11 ‘‘(i) identifying and recruiting aspir12 ing or current principals, or both; 

13 ‘‘(ii) identifying schools with the high14 est need for effective school leaders; and 

15 ‘‘(iii) providing aspiring or current 

16 principals, or both, with training, support, 

17 and tools to improve student learning and 

18 outcomes at high-need schools. 

19 ‘‘(2) DISAGGREGATION OF DATA.—In providing 

20 the information pursuant to paragraph (1), each 

21 grantee that serves both aspiring and current prin22 cipals shall disaggregate the information relating to 

23 principals who were trained to lead high-need 

24 schools by the grantee’s program before they com25 menced their work as principals and principals who 

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1 were in principal positions before they received train2 ing or other support from the grantee’s program. 

3 ‘‘(3) PERMISSIBLE.—An eligible entity that re4 ceives a grant under this section may include in the 

5 annual report under paragraph (1) other evidence of 

6 progress in schools led by principals trained by the 

7 entity. 

8 ‘‘(g) MATCHING REQUIREMENT.— 

9 ‘‘(1) MATCHING REQUIREMENT.— 

10 ‘‘(A) IN GENERAL.—An eligible entity that 

11 receives a grant under this section shall con12 tribute to the activities assisted under such 

13 grant matching funds in an amount equal to 

14 not less than 20 percent of the amount of the 

15 grant from non-Federal sources. 

16 ‘‘(B) MATCHING FUNDS.—The matching 

17 funds requirement under subparagraph (A) may 

18 be met by— 

19 ‘‘(i) contributions that are— 

20 ‘‘(I) in cash or in kind, fairly 

21 evaluated; and 

22 ‘‘(II) from any private source, 

23 State educational agency, or local edu24 cational agency-determined allocation 

25 of public funding; and 

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1 ‘‘(ii) payments of a salary or stipend 

2 to an aspiring principal during the aspiring 

3 principal’s residency year. 

4 ‘‘(C) INDIRECT COST.—An eligible entity 

5 that anticipates using matching funds for a 

6 programmatic cost that is not directly tied to 

7 the application’s proposed project shall include 

8 in the entity’s application a request to the Sec9 retary to do so, along with a statement of the 

10 basis for the request. 

11 ‘‘(2) WAIVER.—The Secretary may waive or re12 duce the matching requirement under paragraph (1) 

13 if the eligible entity demonstrates a need for such 

14 waiver or reduction due to financial hardship. 

15 ‘‘(h) SUPPLEMENT, NOT SUPPLANT.—Grant funds 

16 provided under this section shall be used to supplement, 

17 and not supplant, any other Federal or State funds other18 wise available to carry out the activities described in this 

19 section. 

20 ‘‘(i) RESEARCH, EVALUATION, AND DISSEMINA21 TION.— 

22 ‘‘(1) AVAILABLE FUNDS.—Of the amounts ap23 propriated to carry out this section for a fiscal year, 

24 the Secretary may use not more than 5 percent to 

25 carry out this subsection. 

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1 ‘‘(2) IN GENERAL.— 

2 ‘‘(A) RESEARCH, EVALUATION, AND DIS3 SEMINATION PROGRAM.—The Secretary shall 

4 award a grant to 1 or more research groups for 

5 the development of a high-quality evaluation 

6 and information clearinghouse system to facili7 tate a sharing of best practices and inform— 

8 ‘‘(i) the recruitment, selection, train9 ing, and ongoing development of principals 

10 for high-need schools; 

11 ‘‘(ii) the development of standards 

12 and definitions of principal effectiveness; 

13 and 

14 ‘‘(iii) the development of system-wide 

15 supports and policies critical to fostering 

16 the school and principal-level actions 

17 known to most often differentiate the most 

18 dramatically improved schools from others. 

19 ‘‘(B) SPECIFIC ACTIVITIES.—The evalua20 tion and information clearinghouse system de21 scribed in subparagraph (A) shall accomplish 

22 the following: 

23 ‘‘(i) ASSESSMENT OF PROGRAM.— 

24 ‘‘(I) IN GENERAL.—Assess the 

25 impact of each grantee’s program, 

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1 using evidence of program outcomes, 

2 including— 

3 ‘‘(aa) the movement of prin4 cipals who received training or 

5 other support through a grant 

6 awarded under this section into 

7 principal positions in high-need 

8 schools; 

9 ‘‘(bb) the retention of such 

10 individuals in those positions; 

11 and 

12 ‘‘(cc) evidence that prin13 cipals who have received training 

14 or other support through a grant 

15 awarded under this section are 

16 prepared to lead high-need 

17 schools, and are effective in im18 proving and leading such schools. 

19 ‘‘(II) EXAMINATION.—The as20 sessment described in subclause (I) 

21 shall— 

22 ‘‘(aa) examine school im23 provement and success based on 

24 multiple indicators, including stu25 dent academic achievement, stumstockstill on DSKH9S0YB1PROD with BILLS

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1 dent attendance, and graduation 

2 and college-going rates; and 

3 ‘‘(bb) include an analysis of 

4 gains which, where possible, 

5 should include a value-added 

6 analysis of gains on the indica7 tors described in item (aa) as 

8 compared to gains on such indi9 cators in similar schools; 

10 ‘‘(cc) include, where pos11 sible, an examination of the re12 cruitment, development, and re13 tention of teachers who are deter14 mined to be effective based on 

15 multiple measures in high-need 

16 schools led by principals who 

17 have received training or other 

18 support through a grant awarded 

19 under this section; and 

20 ‘‘(dd) include an examina21 tion of the changed policies and 

22 practices instituted by such prin23 cipals at the principals’ schools, 

24 and the relationship between 

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1 dicators of improved student 

2 learning and outcomes at such 

3 schools. 

4 ‘‘(ii) FACTORS THAT FOSTER OR

5 HINDER THE SUCCESS OF PROGRAMS.— 

6 Identify factors that foster or hinder the 

7 successful implementation of each grant8 ee’s program. 

9 ‘‘(iii) SCHOOL-LEVEL SUPPORT.— 

10 Evaluate the school-level support provided 

11 through each grantee’s program. 

12 ‘‘(iv) ALIGNMENT OF INTERNAL AND

13 EXTERNAL FACTORS.—Identify the inter14 nal and external factors, including prin15 cipal characteristics and skills, as well as 

16 principal accountability, supports, and de17 cision-making authority, that need to be 

18 aligned in order to improve student learn19 ing and school success. 

20 ‘‘(v) PRINCIPAL AND PROGRAM AT21 TRIBUTES AND ACTIONS ASSOCIATED WITH

22 DRAMATIC SCHOOL IMPROVEMENT.—Iden23 tify the attributes and actions of principals 

24 and training programs that appear to be 

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1 associated with dramatic school improve2 ment. 

3 ‘‘(vi) PRINCIPAL AND PROGRAM AT4 TRIBUTES AND ACTIONS ASSOCIATED WITH

5 MINIMAL SCHOOL IMPROVEMENT.—Iden6 tify the attributes and actions of principals 

7 and training programs that appear to be 

8 associated with minimal or no school im9 provement. 

10 ‘‘(vii) FEEDBACK TO GRANTEES.— 

11 Utilize the data described in clauses (i) 

12 through (vi) to provide information to each 

13 grantee that the grantee can use to drive 

14 program improvement. 

15 ‘‘(viii) GENERATE AND DISSEMINATE

16 INFORMATION.—Generate and disseminate 

17 information to the field about what types 

18 of principal recruitment, selection, train19 ing, tools, supports, attributes, and actions 

20 are associated with— 

21 ‘‘(I) substantial school improve22 ment and student academic achieve23 ment growth at the elementary school, 

24 middle school, and high school levels; 

25 and 

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1 ‘‘(II) minimal or no school im2 provement and student academic 

3 achievement growth at the elementary 

4 school, middle school, and high school 

5 levels. 

6 ‘‘(C) REPORTING SCHEDULE.—The Sec7 retary shall work with each research group 

8 awarded a grant under this paragraph to de9 velop a reporting schedule for a research, eval10 uation, and dissemination plan that is approved 

11 by the Secretary. 

12 ‘‘(3) REPORT TO CONGRESS.—The Secretary 

13 shall submit an annual report to the Committee on 

14 Health, Education, Labor, and Pensions of the Sen15 ate, the Committee on Appropriations of the Senate, 

16 the Committee on Education and Labor of the 

17 House of Representatives, and the Committee on 

18 Appropriations of the House of Representatives on 

19 the lessons learned through programs funded with 

20 grants awarded under this section. 

21 ‘‘(j) AUTHORIZATION OF APPROPRIATIONS.—There 

22 are authorized to be appropriated to carry out this section 

23 such sums as may be necessary for each of fiscal years 

24 2011 through 2020.’’. 

Æ 

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