I 

114TH CONGRESS 

1ST SESSION H. R. 1751 

To amend part A of title II of the Elementary and Secondary Education 

Act of 1965, and for other purposes. 

IN THE HOUSE OF REPRESENTATIVES 

APRIL 13, 2015 

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

on Education and the Workforce 

A BILL 

To amend part A of title II of the Elementary and Secondary 

Education Act of 1965, 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 ‘‘Better Educator Sup5 port and Training Act’’ or the ‘‘BEST Act’’. 

6 SEC. 2. DEVELOPING AND SUPPORTING EFFECTIVE EDU7 CATORS FOR DISADVANTAGED STUDENTS. 

8 Title II of the Elementary and Secondary Education 

9 Act of 1965 (20 U.S.C. 6601 et seq.) is amended— 


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1 (1) by amending the title heading to read as 

2 follows (and conforming the table of contents of the 

3 Act accordingly): 

4 ‘‘TITLE II—DEVELOPING AND 

5 SUPPORTING EFFECTIVE 

6 EDUCATORS FOR DISADVAN7 TAGED STUDENTS’’; 

8 and 

9 (2) by amending part A to read as follows (and 

10 conforming the table of contents of the Act accord11 ingly): 

12 ‘‘PART A—EDUCATOR EQUITY, PROFESSIONAL 

13 DEVELOPMENT, AND RECRUITMENT FUND 

14 ‘‘SEC. 2101. PURPOSES. 

15 ‘‘The purposes of this title are to elevate the teaching 

16 profession, support educators, improve student achieve17 ment, and ensure equity in the schools and early learning 

18 programs of the United States by— 

19 ‘‘(1) increasing the capacity of local educational 

20 agencies, schools, teachers, principals, and other 

21 educators to provide a well-rounded, engaging, and 

22 rigorous education for all students; 

23 ‘‘(2) improving the quality and effectiveness of 

24 teachers, principals, and other educators; 


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1 ‘‘(3) increasing the number of teachers, prin2 cipals, and other educators who are effective in im3 proving academic achievement; 

4 ‘‘(4) ensuring that all students, including stu5 dents who are children with disabilities, English lan6 guage learners, and low-income and minority stu7 dents, have equitable access to effective teachers, 

8 principals, and other educators; 

9 ‘‘(5) increasing the capacity of States and local 

10 educational agencies to develop and sustain a coher11 ent, comprehensive, and aligned professional con12 tinuum for teachers, principals, and other educators 

13 that leads to accomplished practice, leadership op14 portunities, and increased student learning; and 

15 ‘‘(6) enhancing the knowledge of elementary 

16 school teachers, principals, and other educators in— 

17 ‘‘(A) early childhood development and 

18 learning; 

19 ‘‘(B) building ongoing relationships with 

20 early childhood education programs; and 

21 ‘‘(C) creating a continuum of develop22 mentally appropriate and effective learning. 

23 ‘‘SEC. 2102. DEFINITIONS. 

24 ‘‘In this part: 


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1 ‘‘(1) CLASSROOM PRACTICE.—The term ‘class2 room practice’ means evidence of practice gathered 

3 from a classroom through multiple measures, includ4 ing the demonstration of effective teaching skills, in5 cluding overall student performance and perform6 ance by the groups described in section 

7 1111(b)(2)(C)(v)(II), and some or all of the fol8 lowing: 

9 ‘‘(A) Classroom observations based on rig10 orous teacher performance standards or rubrics. 

11 ‘‘(B) Student work products and perform12 ance. 

13 ‘‘(C) Student data, including attendance 

14 and rates of discipline. 

15 ‘‘(D) Teacher portfolios. 

16 ‘‘(E) Lesson plans. 

17 ‘‘(F) Information on the extent to which 

18 the teacher collaborates and develops knowledge 

19 and skills with other teachers and instructional 

20 staff. 

21 ‘‘(G) Information on the teacher’s use of 

22 evidence-based practices in the classroom. 

23 ‘‘(H) Evidence of the teacher’s collection, 

24 analysis, and use of student data to inform in25 structional and management decisions. 


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1 ‘‘(I) Indicators of professional growth 

2 across a career continuum. 

3 ‘‘(J) Parent, student, and peer feedback. 

4 ‘‘(K) Peer and self assessment and reflec5 tion. 

6 ‘‘(2) EDUCATOR.—The term ‘educator’ 

7 means— 

8 ‘‘(A) a teacher (including a special edu9 cation teacher), principal, or specialized instruc10 tional support personnel of a preschool, early 

11 childhood education program, kindergarten, ele12 mentary school, or secondary school; or 

13 ‘‘(B) another staff member of a preschool, 

14 early childhood education program, kinder15 garten, elementary school, or secondary school 

16 who provides or directly supports instruction, 

17 such as a school librarian, counselor, or highly 

18 qualified paraprofessional or other early child19 hood instructional staff members. 

20 ‘‘(3) EFFECTIVE EDUCATOR.—The term ‘effec21 tive educator’ means an educator who is rated as ef22 fective or higher, as determined by a State or locally 

23 approved professional growth and improvement sys24 tem. 


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1 ‘‘(4) ENGLISH LANGUAGE LEARNER.—The term 

2 ‘English language learner’ means an individual who 

3 is limited English proficient, as defined in section 

4 9101. 

5 ‘‘(5) INDUCTION PROGRAM.—The term ‘induc6 tion program’ means a formalized program for new 

7 teachers, principals, and other educators during not 

8 less than the first 2 years of teaching or leading a 

9 school that is designed to provide support for, im10 prove the professional performance and effectiveness 

11 of, and advance the retention of, beginning teachers, 

12 principals, or other educators. Such program shall 

13 promote effective teaching and leadership skills and 

14 shall include the following components: 

15 ‘‘(A) High-quality mentoring, which may 

16 include— 

17 ‘‘(i) the ability to continue teaching 

18 full-time; 

19 ‘‘(ii) the ability to return to the class20 room full-time after a period of 

21 mentorship; and 

22 ‘‘(iii) additional leadership opportuni23 ties for experienced mentors. 

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1 ties with teachers in the same department, 

2 field, grade, or subject area including mentor 

3 teachers; and 

4 ‘‘(ii) time for information sharing among 

5 teachers, principals, administrators, other ap6 propriate educators, and participating faculty of 

7 an institution of higher education that meets 

8 the requirements of subparagraphs (A) and (B) 

9 of section 200(17) of the Higher Education Act 

10 of 1965 (20 U.S.C. 1021(17)). 

11 ‘‘(C) The application of evidence-based re12 search and practice on instructional practices 

13 and school climate. 

14 ‘‘(D) Opportunities for new teachers and 

15 principals to draw directly on the expertise of 

16 mentors, faculty, local educational agency per17 sonnel, and researchers to support the integra18 tion of evidence-based research and practice, 

19 which may include release time for beginning 

20 teachers to participate in professional develop21 ment opportunities with their mentors, other 

22 experienced teachers, and peers. 

23 ‘‘(E) The development, through evidence24 based practices, of skills and knowledge in 

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1 tent knowledge and pedagogy, classroom man2 agement, instructional and behavioral interven3 tions, formative assessment of student learning, 

4 and the analysis and use of student assessment 

5 data to improve instruction. 

6 ‘‘(F) Faculty who— 

7 ‘‘(i) model the integration of research 

8 and practice in the classroom; 

9 ‘‘(ii) assist new teachers, principals, 

10 and other educators with the effective use 

11 and integration of technology in instruc12 tion; and 

13 ‘‘(iii) demonstrate the content knowl14 edge and pedagogical skills necessary to be 

15 effective in advancing student learning. 

16 ‘‘(G) Interdisciplinary collaboration among 

17 exemplary teachers, principals, other educators, 

18 researchers, and other staff who prepare new 

19 teachers, principals, and other educators with 

20 respect to the learning process and the assess21 ment of learning. 

22 ‘‘(H) Assistance with the understanding of 

23 data, particularly student achievement data, 

24 and the application of such data in classroom 

25 instruction. 


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1 ‘‘(I) The development of professional 

2 growth and improvement systems for new 

3 teachers, using valid and reliable measures of 

4 teaching and leadership skills. 

5 ‘‘(J) Improving the school culture and cli6 mate related to school leadership and the role 

7 of the principal, including to— 

8 ‘‘(i) nurture teacher and staff develop9 ment to strengthen classroom practice; 

10 ‘‘(ii) build and sustain a culture of 

11 learning among adults and children; 

12 ‘‘(iii) strengthen communications and 

13 relationships with parents, caregivers, and 

14 community stakeholders; 

15 ‘‘(iv) facilitate the sharing of knowl16 edge, insight, and best practices in the 

17 community served by the school, preschool 

18 program, or early childhood education pro19 gram; and 

20 ‘‘(v) build relationships and commu21 nicate effectively with State and local edu22 cational agency officials. 

23 ‘‘(6) MENTOR TEACHER.—The term ‘mentor 

24 teacher’ means a teacher who— 

25 ‘‘(A) is a profession-ready teacher; 


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1 ‘‘(B) has a minimum of 3 years of teach2 ing experience; 

3 ‘‘(C) is an effective educator; and 

4 ‘‘(D) is identified by other teachers, prin5 cipals, or other educators, and subject to a 

6 quality selection process, on the basis of— 

7 ‘‘(i) exemplary classroom practice; 

8 ‘‘(ii) increased student learning; and 

9 ‘‘(iii) excellent communication skills 

10 and demonstrated ability to work with 

11 adult learners. 

12 ‘‘(7) PROFESSIONAL GROWTH AND IMPROVE13 MENT SYSTEM.—The term ‘professional growth and 

14 improvement system’ means a system that— 

15 ‘‘(A) provides clear, timely, and useful 

16 feedback that identifies needs and guides pro17 fessional development for educators; and 

18 ‘‘(B) includes formative and summative 

19 feedback on educator performance based on evi20 dence of student learning, and either evidence 

21 of classroom practice or leadership skills as ap22 plicable. 

23 ‘‘(8) PROFESSION-READY.—The term ‘profes24 sion ready’— 


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1 ‘‘(A) when used with respect to a principal, 

2 means a principal who— 

3 ‘‘(i) has an advanced degree, or other 

4 appropriate credential; 

5 ‘‘(ii) has completed a principal prepa6 ration process and is fully certified and li7 censed by the State in which the principal 

8 is employed; 

9 ‘‘(iii) has demonstrated instructional 

10 leadership, including the ability to collect, 

11 analyze, and utilize data on evidence of 

12 student learning and evidence of classroom 

13 practice; and 

14 ‘‘(iv) has demonstrated proficiency in 

15 professionally recognized leadership stand16 ards, such as through— 

17 ‘‘(I) a performance assessment; 

18 ‘‘(II) completion of a residency 

19 program; or 

20 ‘‘(III) other measures of leader21 ship, as determined by the State; 

22 ‘‘(B) when used with respect to a teacher, 

23 means a teacher who— 

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1 censed to teach by the State in which the 

2 teacher teaches; 

3 ‘‘(ii) has demonstrated content knowl4 edge in the subject or subjects the teacher 

5 teaches; and 

6 ‘‘(iii) has demonstrated teaching 

7 skills, such as through— 

8 ‘‘(I) a teacher performance as9 sessment; or 

10 ‘‘(II) other measures of teaching 

11 skills, as determined by the State; and 

12 ‘‘(C) when used with respect to any other 

13 educator not described in subparagraph (A) or 

14 (B), means an educator who has completed an 

15 appropriate preparation program and is fully 

16 certified or licensed by the State in which the 

17 educator is employed. 

18 ‘‘(9) RESIDENCY PROGRAM.—The term ‘resi19 dency program’ means a school-based educator prep20 aration program in which a prospective educator 

21 who is not the educator of record— 

22 ‘‘(A) for 1 academic year, teaches or, in 

23 the case of a principal or other educator, works, 

24 alongside a mentor teacher, principal, or other 

25 educator; 


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1 ‘‘(B) receives concurrent instruction during 

2 the year described in subparagraph (A) from an 

3 institution of higher education that meets the 

4 requirements of subparagraphs (A) and (B) of 

5 section 200(17) of the Higher Education Act of 

6 1965 (20 U.S.C. 1021(17)), which instruction 

7 may be taught by local educational agency per8 sonnel or residency program faculty, in— 

9 ‘‘(i) the teaching of the content area 

10 in which the prospective educator will be11 come certified or licensed; 

12 ‘‘(ii) pedagogical practices, classroom 

13 management, and school climate; 

14 ‘‘(iii) for prospective principals, lead15 ership, management, organizational, and 

16 instructional skills necessary to serve as a 

17 principal; and 

18 ‘‘(iv) effective teaching or leadership 

19 skills; and 

20 ‘‘(C) prior to completion of the program, 

21 earns a master’s degree or other appropriate 

22 advanced credential and attains full State cer23 tification or licensure as a teacher or educator. 


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1 ‘‘(10) STUDENT LEARNING.—The term ‘student 

2 learning’ means multiple measures of student learn3 ing that shall include the following: 

4 ‘‘(A) Valid and reliable student assessment 

5 data, which may include data— 

6 ‘‘(i) based on— 

7 ‘‘(I) student learning gains on 

8 State student academic assessments 

9 under section 1111(b)(3) and, as ap10 plicable, the State early learning and 

11 development standards for at least the 

12 year prior to kindergarten entry; and 

13 ‘‘(II) student academic achieve14 ment assessments used at the na15 tional, State, or local educational 

16 agency levels, where available and ap17 propriate for the curriculum and stu18 dents taught; 

19 ‘‘(ii) from classroom-based formative 

20 assessments; 

21 ‘‘(iii) from classroom-based summative 

22 assessments; or 

23 ‘‘(iv) from objective performance24 based assessments. 


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1 ‘‘(B) Not less than 1 of the following addi2 tional measures: 

3 ‘‘(i) Student work, including measures 

4 of performance criteria and evidence of 

5 student growth. 

6 ‘‘(ii) Teacher-generated information 

7 about student goals and growth. 

8 ‘‘(iii) Parental feedback about student 

9 goals and growth. 

10 ‘‘(iv) Student feedback about learning 

11 and teaching supports. 

12 ‘‘(v) Student data including attend13 ance and rates of discipline. 

14 ‘‘(vi) Other appropriate measures, as 

15 determined by the State. 

16 ‘‘(11) TEACHER PERFORMANCE ASSESSMENT.— 

17 The term ‘teacher performance assessment’ means a 

18 pre-service assessment used to measure whether a 

19 teacher is profession-ready that is approved by the 

20 State and is— 

21 ‘‘(A) based on professional teaching stand22 ards; 

23 ‘‘(B) used to measure the effectiveness of 

24 a teacher’s— 

25 ‘‘(i) curriculum planning; 


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1 ‘‘(ii) instruction of students, including 

2 appropriate plans and modifications for 

3 students who are limited English proficient 

4 and students who are children disabilities; 

5 ‘‘(iii) assessment of students, includ6 ing analysis of evidence of student learn7 ing; 

8 ‘‘(iv) ability to advance student learn9 ing; 

10 ‘‘(v) reframing of teaching based on 

11 assessment of student learning, when ap12 propriate; 

13 ‘‘(vi) sensitivity to the culture and 

14 community in which the teacher teaches; 

15 and 

16 ‘‘(vii) ability to contribute to a posi17 tive school climate; 

18 ‘‘(C) validated based on professional as19 sessment standards; 

20 ‘‘(D) reliably scored by trained evaluators, 

21 who are or who have been educators, with ap22 propriate oversight of the process to ensure con23 sistency; and 

24 ‘‘(E) used to support continuous improve25 ment of educator practice. 


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1 ‘‘(12) TEACHING SKILLS.—The term ‘teaching 

2 skills’ means skills that enable a teacher to— 

3 ‘‘(A) increase student learning and the 

4 ability to apply knowledge; 

5 ‘‘(B) effectively convey and explain aca6 demic subject matter; 

7 ‘‘(C) actively engage students and person8 alize learning; 

9 ‘‘(D) effectively teach higher-order analyt10 ical, evaluation, problem-solving, and commu11 nication skills; 

12 ‘‘(E) develop and effectively apply new 

13 knowledge, skills, and practices; 

14 ‘‘(F) employ strategies grounded in the 

15 disciplines of teaching and learning that— 

16 ‘‘(i) are based on empirically based 

17 practice and evidence-based research, 

18 where applicable, related to teaching and 

19 learning; 

20 ‘‘(ii) are specific to academic subject 

21 matter; 

22 ‘‘(iii) focus on the identification of 

23 students’ specific learning needs, including 

24 students who are children with disabilities, 

25 English language learners, students who 


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1 are gifted and talented, and students with 

2 low literacy levels, and the tailoring of aca3 demic instruction to such needs; and 

4 ‘‘(iv) enable effective inclusion of stu5 dents who have disabilities and English 

6 language learners, including the utilization 

7 of— 

8 ‘‘(I) response to intervention; 

9 ‘‘(II) positive behavioral sup10 ports; 

11 ‘‘(III) differentiated instruction; 

12 ‘‘(IV) universal design of learn13 ing; 

14 ‘‘(V) appropriate accommoda15 tions for instruction and assessments; 

16 ‘‘(VI) collaboration skills; 

17 ‘‘(VII) skill in effectively partici18 pating in individualized education pro19 gram meetings required under section 

20 614(d) of the Individuals with Disabil21 ities Education Act; and 

22 ‘‘(VIII) evidence-based strategies 

23 to meet the linguistic and academic 

24 needs of English language learners; 


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1 ‘‘(G) conduct an ongoing assessment of 

2 student learning, which may include the use of 

3 formative assessments, performance-based as4 sessments, project-based assessments, or port5 folio assessments, that measures higher-order 

6 thinking skills; 

7 ‘‘(H) effectively manage a classroom, in8 cluding the ability to implement positive behav9 ioral support strategies; 

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

11 and involve parents in their children’s edu12 cation; and 

13 ‘‘(J) use age-appropriate and develop14 mentally appropriate strategies and practices. 

15 ‘‘(13) CHILD.—The term ‘child’ means any in16 dividual within the age limits for which the State 

17 provides free public education or a public early child18 hood education program. 

19 ‘‘SEC. 2103. AUTHORIZATION OF APPROPRIATIONS. 

20 ‘‘(a) IN GENERAL.—There are authorized to be ap21 propriated to carry out this part— 

22 ‘‘(1) $3,300,000,000 for fiscal year 2016; 

23 ‘‘(2) $3,600,000,000 for fiscal year 2017; 

24 ‘‘(3) $3,900,000,000 for fiscal year 2018; 

25 ‘‘(4) $4,200,000,000 for fiscal year 2019; 


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1 ‘‘(5) $4,500,000,000 for fiscal year 2020; and 

2 ‘‘(6) $4,800,000,000 for fiscal year 2021. 

3 ‘‘(b) USE OF APPROPRIATED FUNDS.—From the 

4 amount appropriated to carry out this part for a fiscal 

5 year, the Secretary shall— 

6 ‘‘(1) reserve for national activities under section 

7 2151— 

8 ‘‘(A) for any year in which the amount ap9 propriated is $3,300,000,000 or less, not more 

10 than 2 percent of the appropriated amount; or 

11 ‘‘(B) for any year in which the amount ap12 propriated is greater than $3,300,000,000, not 

13 more than 2.3 percent of the appropriated 

14 amount; and 

15 ‘‘(2) use the amount remaining after the res16 ervation described in paragraph (1) to award allot17 ments to States under subpart 1. 

18 ‘‘Subpart 1—Grants to States 

19 ‘‘SEC. 2111. ALLOTMENTS TO STATES. 

20 ‘‘(a) IN GENERAL.—The Secretary shall make grants 

21 to States with applications approved under section 2112 

22 to pay for the Federal share of the cost of carrying out 

23 the activities specified in section 2113. Each grant shall 

24 consist of the allotment determined for a State under sub25 section (b). 


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1 ‘‘(b) DETERMINATION OF ALLOTMENTS.— 

2 ‘‘(1) RESERVATION OF FUNDS.—From the total 

3 amount made available under section 2103(b)(2) for 

4 a fiscal year, the Secretary shall reserve— 

5 ‘‘(A) one-half of 1 percent for allotments 

6 for the United States Virgin Islands, Guam, 

7 American Samoa, and the Commonwealth of 

8 the Northern Mariana Islands, to be distributed 

9 among those outlying areas on the basis of their 

10 relative need, as determined by the Secretary, 

11 in accordance with the purposes of this part; 

12 and 

13 ‘‘(B) one-half of 1 percent for the Sec14 retary of the Interior for programs under this 

15 part in schools operated or funded by the Bu16 reau of Indian Education. 

17 ‘‘(2) STATE ALLOTMENTS.— 

18 ‘‘(A) HOLD HARMLESS.— 

19 ‘‘(i) IN GENERAL.—Subject to sub20 paragraph (B), from the funds made avail21 able under section 2103(b)(2) for any fis22 cal year and not reserved under paragraph 

23 (1), the Secretary shall allot to each of the 

24 50 States, the District of Columbia, and 

25 the Commonwealth of Puerto Rico an 


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1 amount equal to the total amount that 

2 such State received for fiscal year 2001 

3 under— 

4 ‘‘(I) section 2202(b) of this Act 

5 (as in effect on the day before the 

6 date of enactment of the No Child 

7 Left Behind Act of 2001); and 

8 ‘‘(II) section 306 of the Depart9 ment of Education Appropriations 

10 Act, 2001 (as enacted into law by sec11 tion 1(a)(1) of Public Law 106–554). 

12 ‘‘(ii) RATABLE REDUCTION.—If the 

13 funds described in clause (i) are insuffi14 cient to pay the full amounts that all 

15 States are eligible to receive under such 

16 clause for any fiscal year, the Secretary 

17 shall ratably reduce those amounts for the 

18 fiscal year. 

19 ‘‘(B) ALLOTMENT OF ADDITIONAL

20 FUNDS.— 

21 ‘‘(i) IN GENERAL.—Subject to clause 

22 (ii), for any fiscal year for which the funds 

23 made available under section 2103(b)(2) 

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1 lotments under subparagraph (A), the Sec2 retary shall allot to each of the States de3 scribed in subparagraph (A) the sum of— 

4 ‘‘(I) an amount that bears the 

5 same relationship to 35 percent of the 

6 excess amount as the number of indi7 viduals age 5 through 17 in the State, 

8 as determined by the Secretary on the 

9 basis of the most recent satisfactory 

10 data, bears to the number of those in11 dividuals in all such States, as so de12 termined; and 

13 ‘‘(II) an amount that bears the 

14 same relationship to 65 percent of the 

15 excess amount as the number of indi16 viduals age 5 through 17 from fami17 lies with incomes below the poverty 

18 line, in the State, as determined by 

19 the Secretary on the basis of the most 

20 recent satisfactory data, bears to the 

21 number of those individuals in all 

22 such States, as so determined. 

23 ‘‘(ii) EXCEPTION.—No State receiving 

24 an allotment under clause (i) may receive 

25 less than one-half of 1 percent of the total 


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1 excess amount allotted under such clause 

2 for a fiscal year. 

3 ‘‘(3) REALLOTMENT.—If any State does not 

4 apply for an allotment under this subsection for any 

5 fiscal year, the Secretary shall reallot the amount of 

6 the allotment to the remaining States in accordance 

7 with this subsection. 

8 ‘‘(c) WITHHOLDING.—In any fiscal year, if a State 

9 does not meet the requirements of section 207 of the 

10 Higher Education Act of 1965, including any require11 ments described under this part related to such section 

12 207, the Secretary shall withhold an amount of the State’s 

13 allotment equal to a portion of the administrative funds 

14 that would be available to such State under section 

15 2113(a)(4). 

16 ‘‘SEC. 2112. STATE APPLICATIONS. 

17 ‘‘(a) IN GENERAL.—For a State to be eligible to re18 ceive an allotment under this subpart, the State edu19 cational agency shall submit— 

20 ‘‘(1) an application to the Secretary at such 

21 time, in such manner, and containing such informa22 tion as the Secretary may reasonably require; and 

23 ‘‘(2) a State educator equity plan described 

24 under subsection (c). 


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1 ‘‘(b) CONTENT OF APPLICATION.—Each application 

2 submitted under this section shall include the following: 

3 ‘‘(1) A description of how the activities to be 

4 carried out by the State educational agency under 

5 this subpart will be evidence-based and an expla6 nation of how the activities provide a comprehensive 

7 strategy for addressing teacher, principal, and other 

8 educator development and support that will improve 

9 student learning. 

10 ‘‘(2) A State educator equity analysis, which 

11 shall be an analysis conducted by the State edu12 cational agency of the gaps between all of the school 

13 districts in the State for low-income and minority 

14 students in— 

15 ‘‘(A) access to profession-ready educators; 

16 ‘‘(B) rates of first and second year teach17 ers; 

18 ‘‘(C) access to effective educators, as meas19 ured by a State or locally approved professional 

20 growth and improvement system, if applicable; 

21 ‘‘(D) access to teachers who are certified 

22 or licensed to teach the subjects that the teach23 ers have been assigned; 

24 ‘‘(E) rates of chronic educator absentee25 ism; 


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1 ‘‘(F) actual teacher salaries; and 

2 ‘‘(G) student-teacher ratios. 

3 ‘‘(3) A description of how the State educational 

4 agency will ensure that a local educational agency 

5 receiving a subgrant under subpart 2, and the State 

6 agency for higher education receiving a grant under 

7 subpart 3, will comply with the requirements of the 

8 applicable subpart. 

9 ‘‘(4) A description of how the State educational 

10 agency will ensure activities assisted under this sub11 part are aligned with student academic achievement 

12 standards that lead to college and career readiness 

13 by secondary school graduation. 

14 ‘‘(5) A description of a State’s system of certifi15 cation or licensing, support, and development for 

16 educators, including— 

17 ‘‘(A) any clinical experiences provided for 

18 prospective educators; 

19 ‘‘(B) support for new educators; 

20 ‘‘(C) professional development, professional 

21 growth, and leadership opportunities; 

22 ‘‘(D) compensation systems for teachers, 

23 principals, and other educators; and 

24 ‘‘(E) how their certification or licensing re25 quirements reflect the specialized knowledge 


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1 and skills, particularly in child development, 

2 needed for teachers of children in the early ele3 mentary grades and younger, and elementary 

4 school principals. 

5 ‘‘(6) A description of how the State educational 

6 agency will coordinate professional development ac7 tivities authorized under this subpart with profes8 sional development activities provided under other 

9 Federal, State, and local programs. 

10 ‘‘(7) A description of how the State educational 

11 agency will encourage the development of evidence12 based and innovative strategies to deliver high-qual13 ity professional development and induction programs 

14 that are both cost-effective and easily accessible, in15 cluding ensuring that teachers, principals, and other 

16 educators are trained in the effective use of tech17 nology to support student learning. 

18 ‘‘(8) A description of how the State educational 

19 agency, in collaboration with other agencies that 

20 oversee early childhood development and education 

21 programs and the State Advisory Council on Early 

22 Childhood Education and Care designated or estab23 lished under 642B of the Head Start Act, will en24 sure that high-quality, evidence-based professional 

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1 flect research and best practices across all domains 

2 of child development and learning. 

3 ‘‘(9) A description of how the State educational 

4 agency will ensure compliance with the requirements 

5 of professional development activities described in 

6 section 9101 and how the activities to be carried out 

7 under the grant will be developed collaboratively and 

8 based on the input of teachers, principals, their rep9 resentatives, and other educators. 

10 ‘‘(10) A description of how the State edu11 cational agency will increase the diversity of the 

12 teaching and leadership pipeline, develop culturally 

13 responsive pedagogy, and support the ability of 

14 teachers to address the individual learning needs 

15 and backgrounds of all students. 

16 ‘‘(11) A description of how the State edu17 cational agency will ensure that activities under this 

18 subpart will also provide complementary support for 

19 teachers, principals, and other educators who par20 ticipate in State preschool programs, and how the 

21 State educational agency will ensure that such ac22 tivities are aligned with State early learning and de23 velopment standards. 


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1 ‘‘(12) An assurance that the State educational 

2 agency will comply with section 9501 (regarding par3 ticipation by private school children and teachers). 

4 ‘‘(c) STATE EDUCATOR EQUITY PLAN.—Each State 

5 desiring an allotment under this subpart shall prepare a 

6 State educator equality plan, which shall be a description 

7 of— 

8 ‘‘(1) how the State educational agency will use 

9 State and local funds, and funds under this part, to 

10 address gaps identified in the State educator equity 

11 analysis described in subsection (b)(2); and 

12 ‘‘(2) how the State educational agency will sup13 port local educational agencies and other publicly 

14 funded entities, as appropriate, in meeting such re15 quirements, including public charter schools. 

16 ‘‘SEC. 2113. STATE USE OF FUNDS. 

17 ‘‘(a) IN GENERAL.—Each State educational agency 

18 that receives an allotment under this subpart shall use the 

19 funds to improve and address gaps in educator equity 

20 by— 

21 ‘‘(1) using 95 percent of the allotment to make 

22 subgrants to local educational agencies as described 

23 in subpart 2; 

24 ‘‘(2) using not less than 2 percent and not more 

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1 plement a State plan, with appropriate stakeholders 

2 and based on the analysis of relevant data, to— 

3 ‘‘(A) improve the effectiveness of principals 

4 in high-need schools, and at the discretion of 

5 the State educational agency, other school lead6 ers within a school building; 

7 ‘‘(B) ensure that students from low-income 

8 families and minority students have equitable 

9 access to profession-ready principals, and at the 

10 State’s discretion, other school leaders who are 

11 profession-ready within a school building; and 

12 ‘‘(C) implement a comprehensive strategy 

13 for educator development and support through 

14 carrying out the required activities described in 

15 subsection (b) and not less than 1 of the per16 missible activities under subsection (c), which 

17 may be carried out through a grant or contract 

18 with a nonprofit entity; 

19 ‘‘(3) from the amount of the allotment not used 

20 under paragraphs (1) and (2), using any portion of 

21 such amount for activities under subpart 3; and 

22 ‘‘(4) from the amount of the allotment not used 

23 paragraphs (1), (2), and (3), using not more than 

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1 tration related to carrying out activities under sub2 sections (b) and (c) and subpart 3. 

3 ‘‘(b) REQUIRED ACTIVITIES.—A State educational 

4 agency receiving an allotment under this subpart shall use 

5 the grant funds described in subsection (a)(2) to carry 

6 out, directly or through grant or contract with a nonprofit 

7 entity, all of the following: 

8 ‘‘(1) Fulfilling the State educational agency’s 

9 responsibilities concerning proper and efficient ad10 ministration of the programs carried out under this 

11 part, including the provision of technical assistance 

12 to local educational agencies. 

13 ‘‘(2) Implementing the State educator equity 

14 plan described in section 2112(c). 

15 ‘‘(3)(A) Applying the requirements of section 

16 207 of the Higher Education Act of 1965 to all 

17 teacher preparation programs in the State, including 

18 programs operated by institutions of higher edu19 cation (whether such institutions are public, private, 

20 or for-profit), and any other program in the State 

21 which provides teacher preparation. 

22 ‘‘(B) Developing and soliciting public comment 

23 on criteria used to assess or identify low-performing 

24 teacher preparation programs under section 207 of 


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1 the Higher Education Act of 1965 and making any 

2 such criteria publicly available. 

3 ‘‘(4) In the case of a State educational agency 

4 that does not also serve as the State higher edu5 cation agency, assisting the State higher education 

6 agency (if the State higher education agency is not 

7 the State educational agency) in conducting the ac8 tivities described in subpart 3. 

9 ‘‘(c) PERMISSIBLE ACTIVITIES.—A State educational 

10 agency receiving an allotment under this subpart shall use 

11 the grant funds to carry out, directly or through grant 

12 or contract with a nonprofit entity, 1 or more of the fol13 lowing: 

14 ‘‘(1) Strengthening teacher, principal, and other 

15 educator certification (including recertification) or li16 censing requirements to ensure that— 

17 ‘‘(A) all new teachers, principals, and other 

18 educators are profession-ready prior to becom19 ing the teacher, principal, or educator of record; 

20 and 

21 ‘‘(B) teachers, principals, and other edu22 cators working in the early elementary grades 

23 and in preschool and early childhood education 

24 programs have the necessary knowledge in child 

25 development and learning. 


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1 ‘‘(2) Implementing evidence-based activities 

2 that provide support to teachers, principals, and 

3 other educators who are new to the profession, such 

4 as programs that provide comprehensive, multi-year 

5 induction or residency programs for beginning teach6 ers, principals, and other educators. 

7 ‘‘(3) Implementing evidenced-based programs 

8 that establish, expand, or improve alternative routes 

9 for State certification or licensure of teachers, prin10 cipals, and other educators for individuals with dem11 onstrated potential to become effective teachers, 

12 principals, and other educators, including efforts to 

13 diversify the profession, particularly by including 

14 underrepresented individuals, including underrep15 resentation based on race, ethnicity, or gender. 

16 ‘‘(4) Developing, improving, and implementing 

17 evidence-based mechanisms to assist local edu18 cational agencies and schools in effectively recruiting 

19 and retaining effective teacher, principals, and other 

20 educators, which may include additional supports 

21 and resources for teachers in high-poverty schools or 

22 school districts. 

23 ‘‘(5) Developing or assisting local educational 

24 agencies in developing systems that increase teacher 

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1 cluding compensation above base salaries for effec2 tive educators who take on additional roles and re3 sponsibilities, which may include— 

4 ‘‘(A) providing school-based professional 

5 development, mentoring, instructional coaching, 

6 peer assessment, or peer review; and 

7 ‘‘(B) distributed leadership, including with 

8 respect to hiring decisions and curriculum de9 velopment. 

10 ‘‘(6) Providing systematic, sustained, targeted, 

11 and coherent professional development for all teach12 ers, principals, and other educators that is collabo13 rative and job-embedded. 

14 ‘‘(7) Encouraging the reciprocity of teacher and 

15 principal certification or licensing between or among 

16 States, except in cases where it would lead to the 

17 weakening of any State teaching or licensing re18 quirement. 

19 ‘‘(8) Implementing or improving a professional 

20 growth and improvement system. 

21 ‘‘(9) Encouraging and supporting local edu22 cational agencies in the training of teachers, prin23 cipals, and other educators in ways to reduce the use 

24 of suspensions and expulsions (especially when re25 sulting in discipline disparities), which could include 


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1 developing tools such as developmentally, culturally, 

2 and linguistically appropriate— 

3 ‘‘(A) positive behavioral intervention sys4 tems; 

5 ‘‘(B) prevention and deescalation strate6 gies; 

7 ‘‘(C) tiered disciplinary systems; 

8 ‘‘(D) school climate surveys; 

9 ‘‘(E) conflict resolution; 

10 ‘‘(F) restorative justice; and 

11 ‘‘(G) other evidence-based approaches. 

12 ‘‘(10) Encouraging the articulation of early 

13 education coursework between institutions of higher 

14 education to support professional pathways for early 

15 education educators within and between States. 

16 ‘‘(11) Providing or assisting local educational 

17 agencies in providing expanded opportunities for 

18 teachers to participate in professional enhancement 

19 activities through a nationally recognized, standards20 based, advanced certificate or credential. 

21 ‘‘(12) Encouraging a State to align its teacher 

22 preparation program approval process with statewide 

23 certification and licensing. 


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1 ‘‘(13) Providing feedback on the performance of 

2 beginning teachers, principals, and other educators 

3 to local educator preparation programs. 

4 ‘‘(14) Developing high-quality, evidence-based 

5 professional development opportunities for super6 intendents, elementary school principals, teachers, 

7 and other educators to— 

8 ‘‘(A) gain knowledge of— 

9 ‘‘(i) child development and learning 

10 for children from birth through early ele11 mentary grades; 

12 ‘‘(ii) developmentally appropriate 

13 practices and curricula, particularly for 

14 cognitive, social, emotional, and physical 

15 development; and 

16 ‘‘(iii) developmentally appropriate as17 sessments for instructional improvement; 

18 and 

19 ‘‘(B) learn to create collaborations with 

20 community-based early childhood education pro21 grams or Head Starts and Early Head Start 

22 programs that focus on transition activities 

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1 sitions, family engagement, and other issues as 

2 determined appropriate. 

3 ‘‘(d) PROHIBITION.—Nothing in this section shall be 

4 construed to authorize the Secretary or any other officer 

5 or employee of the Federal Government to direct, control, 

6 or prescribe— 

7 ‘‘(1) any elements of a professional growth and 

8 improvement system developed by a State or local 

9 educational agency; or 

10 ‘‘(2) any direction or supervision over an educa11 tor evaluation system. 

12 ‘‘(e) RULE OF CONSTRUCTION.—Nothing in this sec13 tion shall be construed to alter or otherwise affect the 

14 rights, remedies, and procedures afforded to the employees 

15 of local educational agencies under Federal, State, or local 

16 laws (including applicable regulations or court orders) or 

17 under the terms of collective bargaining agreements, 

18 memoranda of understanding, or other agreements be19 tween such employees and their employers. 

20 ‘‘Subpart 2—Subgrants to Local Educational 

21 Agencies 

22 ‘‘SEC. 2121. ALLOCATIONS. 

23 ‘‘(a) IN GENERAL.—The Secretary shall make an al24 lotment to a State under subpart 1 only if the State edu25 cational agency agrees to distribute the funds described 


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1 in section 2113(a)(1) as subgrants to local educational 

2 agencies under this subpart in accordance with this sec3 tion. 

4 ‘‘(b) HOLD HARMLESS.— 

5 ‘‘(1) IN GENERAL.—From the funds described 

6 under section 2113(a)(1), the State educational 

7 agency shall allocate to each local educational agency 

8 in the State an amount equal to the total amount 

9 that such agency received for fiscal year 2001 

10 under— 

11 ‘‘(A) section 2203(1)(B) (as in effect on 

12 the day before the date of enactment of the No 

13 Child Left Behind Act of 2001); and 

14 ‘‘(B) section 306 of the Department of 

15 Education Appropriations Act, 2001 (as en16 acted into law by section 1(a)(1) of Public Law 

17 106–554). 

18 ‘‘(2) NONPARTICIPATING AGENCIES.—In the 

19 case of a local educational agency that did not re20 ceive any funds for fiscal year 2001 under one or 

21 both of the provisions referred to in subparagraph 

22 (A) or (B) of paragraph (1), the amount allocated 

23 to the agency under such subparagraph shall be the 

24 total amount that the agency would have received 

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1 ticipate in all of the programs for which the agency 

2 was eligible under each of the provisions referred to 

3 in those subparagraphs. 

4 ‘‘(3) RATABLE REDUCTION.—If the funds de5 scribed in paragraph (1) are insufficient to pay the 

6 full amounts that all local educational agencies in 

7 the State are eligible to receive under such para8 graph for any fiscal year, the State educational 

9 agency shall ratably reduce such amounts for the fis10 cal year. 

11 ‘‘(c) ALLOCATION OF ADDITIONAL FUNDS.—For any 

12 fiscal year for which the funds described in section 

13 2113(a)(1) exceed the total amount required to make allo14 cations under subsection (b), the State educational agency 

15 shall allocate to each of the eligible local educational agen16 cies in the State the sum of— 

17 ‘‘(1) an amount that bears the same relation18 ship to 20 percent of the excess amount as the num19 ber of individuals age 5 through 17 in the geo20 graphic area served by the agency, as determined by 

21 the Secretary on the basis of the most recent satis22 factory data, bears to the number of those individ23 uals in the geographic areas served by all the local 

24 educational agencies in the State, as so determined; 

25 and 


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1 ‘‘(2) an amount that bears the same relation2 ship to 80 percent of the excess amount as the num3 ber of individuals age 5 through 17 from families 

4 with incomes below the poverty line in the geo5 graphic area served by the agency, as determined by 

6 the Secretary on the basis of the most recent satis7 factory data, bears to the number of those individ8 uals in the geographic areas served by all the local 

9 educational agencies in the State, as so determined. 

10 ‘‘SEC. 2122. LOCAL APPLICATION AND NEEDS ASSESSMENT. 

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

12 subgrant under this subpart, a local educational agency 

13 shall— 

14 ‘‘(1) prior to applying for the subgrant, conduct 

15 a data analysis of each school, and if applicable, 

16 early learning program, served by the local edu17 cational agency, based on data and information col18 lected from student learning, classroom practice, and 

19 the State’s longitudinal data system, in order to— 

20 ‘‘(A) determine school-by-school gaps for 

21 low-income and minority students with respect 

22 to— 

23 ‘‘(i) access to profession-ready edu24 cators; 


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1 ‘‘(ii) rates of first and second year 

2 teachers; 

3 ‘‘(iii) access to effective educators, as 

4 measured by a State or locally approved 

5 professional growth and improvement sys6 tem; 

7 ‘‘(iv) access to teachers assigned to 

8 teach in the area for which the teachers 

9 are licensed or certified; 

10 ‘‘(v) rates of chronic educator absen11 teeism; 

12 ‘‘(vi) actual teacher salaries; and 

13 ‘‘(vii) student-teacher ratios; 

14 ‘‘(B) determine which schools and pro15 grams have the most critical teacher, principal, 

16 and other educator quality, effectiveness, and 

17 professional development needs; and 

18 ‘‘(C) identify the specific needs regarding 

19 the quality, effectiveness, and professional de20 velopment needs of the school or early learning 

21 program’s teachers, principals, and other edu22 cators, including with respect to instruction 

23 provided— 


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1 ‘‘(i) for individual student subgroups 

2 (including students who are children with 

3 disabilities and English language learners); 

4 ‘‘(ii) specific grade levels, including 

5 early childhood education if applicable; and 

6 ‘‘(iii) content areas; 

7 ‘‘(2) submit an application described in sub8 section (b) to the State educational agency at such 

9 time, in such manner, and containing such informa10 tion as the State educational agency may reasonably 

11 require; and 

12 ‘‘(3) submit an educator equity plan, as de13 scribed in subsection (d). 

14 ‘‘(b) CONTENTS.—Each application to a State edu15 cational agency shall include the following: 

16 ‘‘(1) A description of how the local educational 

17 agency will address the gaps identified in subsection 

18 (a)(1) and assist schools and programs identified 

19 with the greatest need, according to such subjection. 

20 ‘‘(2) A description of how the local educational 

21 agency will ensure that activities funded under the 

22 subgrant are integrated and aligned pursuant to 

23 subsection (c) to provide a comprehensive strategy 

24 for teacher, principal, and other educator develop25 ment and support. 


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1 ‘‘(3) A description of how the local educational 

2 agency will use subgrant funds to target and support 

3 the schools and programs identified with the great4 est need, pursuant to subsection (a)(1), before using 

5 funds for other schools. 

6 ‘‘(4) A description of how the local educational 

7 agency will enable effective inclusion of all students, 

8 including students who are children with disabilities 

9 and English language learners through utilization by 

10 the teachers, principals, and other educators of the 

11 local educational agency of— 

12 ‘‘(A) multi-tiered system of supports; 

13 ‘‘(B) response to intervention; 

14 ‘‘(C) positive behavioral supports; 

15 ‘‘(D) school climate surveys; 

16 ‘‘(E) differentiated instruction; 

17 ‘‘(F) universal design for learning; 

18 ‘‘(G) appropriate accommodations for in19 struction and assessments; 

20 ‘‘(H) social and emotional learning com21 petencies; 

22 ‘‘(I) collaboration skills; 

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1 quired under section 614 of the Individuals with 

2 Disabilities Education Act; 

3 ‘‘(K) evidence-based strategies to meet the 

4 linguistic and academic needs of English lan5 guage learners; and 

6 ‘‘(L) effective transitions of children en7 rolled in preschool programs, including those 

8 receiving services under section 619 or part B 

9 of the Individuals with Disabilities Education 

10 Act. 

11 ‘‘(5) A description of how the local educational 

12 agency will assist schools and early learning pro13 grams in utilizing real-time student learning data, 

14 based on changes in student learning and classroom 

15 practice, to inform instruction and target profes16 sional development for teachers, principals, and 

17 other educators. 

18 ‘‘(6) A description of how the local educational 

19 agency will work with institutions of higher edu20 cation and local teacher and principal preparation 

21 programs to improve the performance of beginning 

22 teachers and principals, improve residency and in23 duction programs, and strengthen professional devel24 opment. 


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1 ‘‘(7) A description of how the local educational 

2 agency will train teachers, principals, and other edu3 cators in ways to reduce the use of suspensions and 

4 expulsions (especially when resulting in discipline 

5 disparities), which could include developing tools 

6 such as developmentally, culturally, and linguistically 

7 appropriate— 

8 ‘‘(A) positive behavioral intervention sys9 tems; 

10 ‘‘(B) prevention and deescalation strate11 gies; 

12 ‘‘(C) tiered disciplinary systems; 

13 ‘‘(D) conflict resolution; 

14 ‘‘(E) restorative justice; 

15 ‘‘(F) school climate surveys; and 

16 ‘‘(G) other evidence-based approaches. 

17 ‘‘(8) A description of how the local educational 

18 agency will train elementary school teachers, prin19 cipals, and other educators to understand and imple20 ment effective, developmentally appropriate curricula 

21 and instructional assessment practices for children 

22 in early elementary grades and early childhood edu23 cation programs in all domains of learning and de24 velopment. 


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1 ‘‘(9) A description of how the local educational 

2 agency will ensure that activities under this subpart 

3 will also provide complementary support for teach4 ers, principals, and other educators who participate 

5 in State preschool programs, and how the local edu6 cational agency will ensure that such activities are 

7 aligned with State early learning and development 

8 standards. 

9 ‘‘(c) JOINT DEVELOPMENT AND SUBMISSION.— 

10 ‘‘(1) IN GENERAL.—A local educational agency 

11 shall— 

12 ‘‘(A) jointly develop the data analysis 

13 framework required under subsection (a)(1) and 

14 the application under subsection (b) (except for 

15 the requirements of subsection (b)(3)) with 

16 local organizations representing the teachers, 

17 principals, and other educators in the local edu18 cational agency, and the community-based orga19 nizations representing parents and students 

20 served by the local educational agency (includ21 ing, where applicable, local civil rights groups); 

22 and 

23 ‘‘(B) submit the application and data anal24 ysis in partnership with such community-based 

25 organizations. 


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1 ‘‘(2) EXCEPTION.—A State may, after consulta2 tion with the Secretary, consider an application from 

3 a local educational agency that is not jointly devel4 oped and submitted in accordance with paragraph 

5 (1) if the application includes documentation of the 

6 local educational agency’s extensive attempt to work 

7 jointly with local teacher, principal, educator, and 

8 community-based organizations, and the community 

9 being served. 

10 ‘‘(d) EDUCATOR EQUITY PLAN.—Each local edu11 cational agency desiring an allocation under this subpart 

12 shall provide a description of how the local educational 

13 agency will use State and local funds, in addition to funds, 

14 provided under this subpart, to address gaps identified in 

15 the data analysis described in subsection (a)(1) and assist 

16 programs identified with the greatest need under sub17 section (a)(1)(B). 

18 ‘‘SEC. 2123. LOCAL USE OF FUNDS. 

19 ‘‘(a) IN GENERAL.—A local educational agency that 

20 receives a grant under this subpart shall use the funds 

21 to improve and address gaps in educator equity and target 

22 assistance to schools identified with the greatest need, as 

23 identified by the data analysis required under section 

24 2122(a)(1), by implementing a comprehensive strategy for 

25 educator development and support through implementing 


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1 all of the required activities described in subsection (b) 

2 and not less than 1 of the permissible activities described 

3 in subsection (c). 

4 ‘‘(b) REQUIRED ACTIVITIES.—A local educational 

5 agency receiving an allocation under this subpart shall use 

6 the allocation to carry out all of the following: 

7 ‘‘(1) Addressing gaps in access, as identified by 

8 the data analysis described in section 2122(a)(1). 

9 ‘‘(2) Targeting assistance to schools identified 

10 with the greatest need, as identified by such data 

11 analysis. 

12 ‘‘(3) Implementing evidence-based activities 

13 that provide support to teachers, principals, and 

14 other educators who are new to the profession, such 

15 as programs that provide comprehensive, multi-year 

16 induction programs for beginning teachers, prin17 cipals, and other educators. 

18 ‘‘(4) Providing systematic, sustained, targeted, 

19 and coherent professional development for all teach20 ers, principals, and other educators that is collabo21 rative, developmentally appropriate for grade levels 

22 taught, job-embedded, and differentiated according 

23 to specific job responsibilities in the school building. 


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1 ‘‘(5) Providing feedback on the performance of 

2 beginning teachers, principals, and other educators 

3 to local educator preparation programs. 

4 ‘‘(6) Developing and implementing a profes5 sional growth and improvement system. 

6 ‘‘(c) PERMISSIBLE ACTIVITIES.—A local educational 

7 agency receiving an allocation under this subpart shall use 

8 the allocation to carry out 1 or more of the following: 

9 ‘‘(1) Developing systems that increase teacher 

10 leadership opportunities and career pathways, in11 cluding compensation above base salaries for effec12 tive educators who take on new roles in providing 

13 school-based professional development, mentoring, 

14 instructional coaching, and shared decisionmaking, 

15 including hiring and curriculum development. 

16 ‘‘(2) Recruitment of profession-ready teachers 

17 and principals, particularly underrepresented indi18 viduals who demonstrate strong potential to become 

19 effective educators. 

20 ‘‘(3) Reducing class size by an amount and to 

21 a level consistent with what evidence-based research 

22 has found to improve student learning. 

23 ‘‘(4) Developing or implementing rigorous en24 trance examinations into the teacher, principal, or 

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1 ance assessments that are aligned with challenging 

2 State academic content and student academic 

3 achievement standards under section 1111(b)(1) 

4 that evaluate content knowledge and other com5 petencies that lead to increased student learning. 

6 ‘‘(5) Encouraging and supporting schools in the 

7 training of teachers, principals, and other educators 

8 in ways to reduce the use of suspensions and expul9 sions, (especially when resulting in discipline dispari10 ties), which may include developing tools such as de11 velopmentally, culturally, and linguistically appro12 priate— 

13 ‘‘(A) positive behavioral intervention sys14 tems; 

15 ‘‘(B) prevention and deescalation strate16 gies; 

17 ‘‘(C) tiered disciplinary systems; 

18 ‘‘(D) conflict resolution; 

19 ‘‘(E) restorative justice; 

20 ‘‘(F) school climate surveys; and 

21 ‘‘(G) other evidence-based approaches. 

22 ‘‘(6) Training and support for supervisors of 

23 teachers and principals in effectively evaluating, ob24 serving, providing feedback, and targeting support to 


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1 build the capacity of the teachers and principals they 

2 are supervising. 

3 ‘‘(7) Providing joint professional learning activi4 ties for preschool teachers in community-based set5 tings and elementary school staff, especially kinder6 garten teachers, in order to improve transitions for 

7 students and families. 

8 ‘‘(8) Developing or strengthening partnerships 

9 with 1 or more local teacher and principal prepara10 tion programs that ensure that each preparation 

11 program includes— 

12 ‘‘(A) clinical experiences consistent with 

13 section 202(d)(2) of the Higher Education Act 

14 of 1965; 

15 ‘‘(B) residency programs; 

16 ‘‘(C) models of accomplished practice; and 

17 ‘‘(D) clinical instructors with exemplary 

18 teaching skills. 

19 ‘‘(9) Expanding opportunities for teachers to 

20 participate in professional enhancement activities 

21 through a nationally recognized standards-based ad22 vanced certificate or advanced credential. 

23 ‘‘(10) Developing high-quality, evidence-based 

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1 tary school principals, administrators, teachers, and 

2 other educators to— 

3 ‘‘(A) gain knowledge of— 

4 ‘‘(i) child development and learning 

5 for children from ages birth through early 

6 elementary grades; and 

7 ‘‘(ii) developmentally appropriate 

8 practices and curricula, particularly for 

9 cognitive, social, emotional, and physical 

10 development; and developmentally appro11 priate assessments for instructional im12 provement; and 

13 ‘‘(B) learn to create collaborations with 

14 community-based early childhood education pro15 grams or Head Start and Early Head Start 

16 programs that focus on transition activities 

17 from early learning to kindergarten or elemen18 tary grades, shared expectations for those tran19 sitions, family engagement, and other issues as 

20 determined appropriate by the local educational 

21 agency or State, as appropriate. 

22 ‘‘(d) INTEGRATION AND ALIGNMENT.—The strategy 

23 described in subsection (a) shall— 

24 ‘‘(1) integrate and align all of the activities de25 scribed in such subsection; 


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1 ‘‘(2) be aligned with the State’s school improve2 ment efforts under sections 1116 and 1117; and 

3 ‘‘(3) be aligned with the programs funded 

4 under title II of the Higher Education Act of 1965 

5 and other professional development programs au6 thorized under this Act. 

7 ‘‘(e) ELIGIBLE ENTITIES.—The assistance required 

8 to be provided under this section may be provided— 

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

10 ‘‘(2) by the local educational agency, in collabo11 ration with— 

12 ‘‘(A) the State educational agency; 

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

14 ‘‘(C) a nonprofit organization; 

15 ‘‘(D) a teacher organization; 

16 ‘‘(E) a principal or school leader organiza17 tion; 

18 ‘‘(F) an educational service agency; 

19 ‘‘(G) a teaching residency program; 

20 ‘‘(H) an early learning provider; or 

21 ‘‘(I) another nonprofit entity with experi22 ence in helping schools and early learning pro23 grams improve student learning. 


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1 ‘‘(f) PROHIBITION.—Nothing in this section shall be 

2 construed to authorize the Secretary or any other officer 

3 or employee of the Federal Government to prescribe— 

4 ‘‘(1) any elements of a professional growth and 

5 improvement system developed by a State or local 

6 educational agency; and 

7 ‘‘(2) any direction or supervision over an educa8 tor evaluation system. 

9 ‘‘(g) RULE OF CONSTRUCTION.—Nothing in this sec10 tion shall be construed to alter or otherwise affect the 

11 rights, remedies, and procedures afforded to the employees 

12 of local educational agencies under Federal, State, or local 

13 laws (including applicable regulations or court orders) or 

14 under the terms of collective bargaining agreements, 

15 memoranda of understanding, or other agreements be16 tween such employees and their employers. 

17 ‘‘Subpart 3—State Educational Agency or State 

18 Agency for Higher Education Grants 

19 ‘‘SEC. 2131. GRANTS AND SUBGRANTS. 

20 ‘‘(a) IN GENERAL.—The State agency for higher edu21 cation for a State that receives an allotment under subpart 

22 1, working in conjunction with the State educational agen23 cy (if such agencies are separate), shall use the funds pro24 vided under section 2113(a)(3) to carry out activities deVerDate Sep 11 2014 01:04 Apr 15, 2015 Jkt 049200 PO 00000 Frm 00054 Fmt 6652 Sfmt 6201 E:\BILLS\H1751.IH H1751

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1 scribed in section 2132, either directly or through sub2 grants to eligible entities, as described in this subpart. 

3 ‘‘(b) DISTRIBUTION.—In making subgrants to eligi4 ble entities under this subpart, the State agency for higher 

5 education shall ensure that such subgrants are equitably 

6 distributed by geographic area within the State. 

7 ‘‘(c) SUBGRANT APPLICATIONS.—An eligible entity 

8 desiring a subgrant under this section from a State agency 

9 for higher education that elects to carry out the require10 ments of this subpart through such subgrants shall submit 

11 an application to the State agency for higher education 

12 at such time, in such manner, and containing such infor13 mation as the State agency may require. 

14 ‘‘SEC. 2132. USE OF FUNDS AND WITHHOLDING. 

15 ‘‘(a) REQUIRED USES OF FUNDS.—In using the 

16 funds reserved under section 2113(a)(3), the State agency 

17 for higher education shall, directly or through subgrants 

18 to eligible entities as described in section 2131, use such 

19 funds for all of the following activities: 

20 ‘‘(1) Providing technical assistance to or closing 

21 low-performing teacher preparation programs, as 

22 identified under section 207 of the Higher Edu23 cation Act of 1965, by— 

24 ‘‘(A) assisting each teacher preparation 

25 program in the State that are at risk of being 


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1 identified as low-performing, or have been iden2 tified as low-performing, under such section, 

3 through— 

4 ‘‘(i) technical assistance designed to 

5 identify the reasons such program is at 

6 risk of being identified, or has been identi7 fied, as low-performing; 

8 ‘‘(ii) the development of an improve9 ment plan to address the reasons identified 

10 under clause (i); 

11 ‘‘(iii) technical assistance to imple12 ment the plan described under clause (ii); 

13 and 

14 ‘‘(iv) other such assistance that re15 sponds to the reasons for such identifica16 tion; and 

17 ‘‘(B) if a program described in subpara18 graph (A) is identified as low-performing after 

19 such technical assistance and a period of time 

20 for program improvement (as determined by the 

21 State), terminating the eligibility of such a pro22 gram as described in section 207 of the Higher 

23 Education Act of 1965 or if the State agency 

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1 gram, assisting such other State agency in ter2 minating such eligibility. 

3 ‘‘(2) Developing a system for assessing the 

4 quality and effectiveness of professional development 

5 offered throughout the State (in conjunction with 

6 the appropriate State agency, if an agency other 

7 than the State agency for higher education is re8 sponsible for professional development of teachers in 

9 such State). 

10 ‘‘(b) ALLOWABLE USES OF FUNDS.—In using the 

11 funds provided under section 2113(a)(3), the State agency 

12 for higher education may, directly or through subgrants 

13 to eligible entities, use such funds for any of the following 

14 activities: 

15 ‘‘(1) Developing and implementing a valid, reli16 able, and rigorous teacher performance assessment 

17 for entry into the teacher, principal or other educa18 tor profession. 

19 ‘‘(2) Developing and implementing a valid and 

20 reliable principal performance assessment based on 

21 the following factors: 

22 ‘‘(A) Student growth and achievement. 

23 ‘‘(B) School planning and progress. 

24 ‘‘(C) School culture. 

25 ‘‘(D) Stakeholder support and engagement. 


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1 ‘‘(E) Professional qualities and practices. 

2 ‘‘(F) Professional growth and learning. 

3 ‘‘(3) Providing systematic, sustained, targeted, 

4 and coherent professional development for all teach5 ers, principals, and other educators that is collabo6 rative, job-embedded, and developmentally appro7 priate for grade levels taught. 

8 ‘‘(4) Developing and providing assistance to 

9 local educational agencies and individuals who are 

10 teachers, principals, and other educators for sus11 tained, high-quality, evidence-based professional de12 velopment activities. 

13 ‘‘(5) Carrying out evidence-based activities that 

14 provide support to teachers, principals, and edu15 cators that are new to the profession, such as pro16 grams that provide comprehensive, multi-year induc17 tion or residency programs for beginning teachers, 

18 principals, and other educators. 

19 ‘‘(6) Developing partnerships between 1 or 

20 more local educational agencies, 1 or more schools 

21 served by such local educational agencies, and 1 or 

22 more institutions of higher education for the purpose 

23 of improving teaching and learning at low-achieving 

24 schools. 


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1 ‘‘(7) Training and supporting supervisors of 

2 teachers, principals, and other educators in effec3 tively evaluating, observing, providing feedback, and 

4 targeting support to build the capacity of the teach5 ers, principals, and other educators that they are su6 pervising. 

7 ‘‘(c) RULE OF CONSTRUCTION.—Nothing in this sub8 part shall be construed to alter or otherwise affect the 

9 rights, remedies, and procedures afforded to the employees 

10 of local educational agencies under Federal, State, or local 

11 laws (including applicable regulations or court orders) or 

12 under the terms of collective bargaining agreements, 

13 memoranda of understanding, or other agreements be14 tween such employees and their employers. 

15 ‘‘(d) DEFINITION OF ELIGIBLE ENTITY.—In this 

16 subpart, the term ‘eligible entity’ means— 

17 ‘‘(1) an institution of higher education, as de18 fined in section 101(a) of the Higher Education Act 

19 of 1965; 

20 ‘‘(2) a local educational agency; 

21 ‘‘(3) a school or college of education; 

22 ‘‘(4) a nonprofit organization; or 

23 ‘‘(5) a partnership of any of the entities de24 scribed in paragraphs (1) through (4). 


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1 ‘‘Subpart 4—Accountability 

2 ‘‘SEC. 2141. ACCOUNTABILITY AND REPORTING. 

3 ‘‘(a) STATE REPORT.—Each State that receives a 

4 grant under subpart 1 shall annually submit to the Sec5 retary, in a manner prescribed by the Secretary, and make 

6 public, a State report on program performance and results 

7 under such grant. Such State report shall provide the fol8 lowing information: 

9 ‘‘(1) A report on uses of program funds, includ10 ing ways funds were used to elevate the profession, 

11 ensure equity, support educators, and improve stu12 dent achievement. 

13 ‘‘(2) An educator equity report that shows dem14 onstrated progress toward greater educator equity 

15 by local educational agency, as measured by— 

16 ‘‘(A) access to profession-ready educators; 

17 ‘‘(B) rates of first and second year teach18 ers; 

19 ‘‘(C) access to effective educators, as meas20 ured by a State or locally approved professional 

21 growth and improvement system, if applicable; 

22 ‘‘(D) rates of chronic educator absentee23 ism; 

24 ‘‘(E) access to teachers assigned within 

25 their license area; 

26 ‘‘(F) actual teacher salaries; and 


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1 ‘‘(G) student-teacher ratios. 

2 ‘‘(3) A report on the demographic makeup of 

3 teachers, principals, and other educators within a 

4 State. 

5 ‘‘(b) WITHHOLDING.—If a State does not dem6 onstrate progress on its educator equity report, as de7 scribed in subsection (a)(2), for 3 consecutive academic 

8 years, the Secretary shall reserve the right to withhold a 

9 portion of the administrative funds that would be available 

10 to such State under section 2113(a)(4). 

11 ‘‘(c) LOCAL EDUCATIONAL AGENCY REPORT.—Each 

12 local educational agency that receives a subgrant under 

13 subpart 2 shall annually submit to the State, in a manner 

14 prescribed by the State, and make public, a local edu15 cational agency report on program performance and re16 sults under such subgrant. Such local educational agency 

17 report shall provide the following information: 

18 ‘‘(1) A report on the uses of program funds 

19 provided under such subpart, including ways funds 

20 were used to elevate the profession, ensure equity, 

21 support educators, and improve student learning. 

22 ‘‘(2) An educator equity report that shows dem23 onstrated progress toward educator equity by school, 

24 as measured by— 

25 ‘‘(A) access to profession-ready educators; 


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1 ‘‘(B) rates of first and second year teach2 ers; 

3 ‘‘(C) access to effective educators, as meas4 ured by a State or locally approved professional 

5 growth and improvement system, if applicable; 

6 ‘‘(D) rates of chronic educator absentee7 ism; 

8 ‘‘(E) access to teachers assigned within 

9 their license area; 

10 ‘‘(F) actual teacher salaries; and 

11 ‘‘(G) student-teacher ratios. 

12 ‘‘(3) A report on evidence of increased student 

13 learning for the schools and early learning programs 

14 with the greatest need targeted for assistance within 

15 a local educational agency. 

16 ‘‘(4) A report on evidence of increased student 

17 learning for all schools and early learning programs 

18 within a local educational agency. 

19 ‘‘(5) A report on the demographics of the teach20 ers, principals, and other educators employed by the 

21 local educational agency. 

22 ‘‘(d) FERPA COMPLIANCE.—Each State and local 

23 educational agency that submits a report under this sec24 tion shall collect, report, and disseminate information con25 tained in such report in compliance with section 444 of 


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1 the General Education Provisions Act (20 U.S.C. 1232g, 

2 commonly known as the ‘Family Educational Rights and 

3 Privacy Act of 1974’). 

4 ‘‘(e) TEACHER AND PRINCIPAL PRIVACY.—No State 

5 or local educational agency shall publicly report informa6 tion under this section that reveals personally identifiable 

7 information about an individual teacher or principal. 

8 ‘‘Subpart 5—National Activities 

9 ‘‘SEC. 2151. NATIONAL ACTIVITIES. 

10 ‘‘(a) DEFINITION OF HIGH-NEED LOCAL EDU11 CATIONAL AGENCY.—In this section, the term ‘high-need 

12 local educational agency’ means a local educational agen13 cy— 

14 ‘‘(1)(A) that serves not fewer than 10,000 chil15 dren from families with incomes below the poverty 

16 line; or 

17 ‘‘(B) for which not less than 20 percent of the 

18 children served by the agency are from families with 

19 incomes below the poverty line; and 

20 ‘‘(2)(A) for which there is a high percentage of 

21 teachers not teaching in the academic subjects or 

22 grade levels that the teachers were trained to teach; 

23 or 


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1 ‘‘(B) for which there is a high percentage of 

2 teachers with emergency, provisional, or temporary 

3 certification or licensing. 

4 ‘‘(b) GRANTS TO SUPPORTING EFFECTIVE EDUCA5 TOR DEVELOPMENT.—The Secretary is authorized to 

6 award grants to national nonprofit organizations for 

7 projects that are supported by not less than moderate evi8 dence to— 

9 ‘‘(1) recruit and select teachers, principals, and 

10 other educators; or 

11 ‘‘(2) prepare or provide professional enhance12 ment activities for teachers, principals, and other 

13 educators. 

14 ‘‘(c) SCHOOL LEADERSHIP.— 

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

16 to establish and carry out a national principal re17 cruitment program to assist high-need local edu18 cational agencies in recruiting and training prin19 cipals through such activities as— 

20 ‘‘(A) providing financial incentives to as21 piring new principals; 

22 ‘‘(B) providing stipends to principals who 

23 mentor new principals; 


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1 ‘‘(C) carrying out professional development 

2 programs in instructional leadership and man3 agement; and 

4 ‘‘(D) providing incentives that— 

5 ‘‘(i) are appropriate for teachers or 

6 individuals from other fields who want to 

7 become principals; and 

8 ‘‘(ii) are effective in retaining new 

9 principals. 

10 ‘‘(2) GRANTS.—If the Secretary uses sums 

11 made available under section 2103(b)(1) to carry out 

12 paragraph (1), the Secretary shall carry out such 

13 paragraph by making grants, on a competitive basis, 

14 to— 

15 ‘‘(A) high-need local educational agencies; 

16 ‘‘(B) consortia of high-need local edu17 cational agencies; and 

18 ‘‘(C) partnerships of high-need local edu19 cational agencies, nonprofit organizations, and 

20 institutions of higher education. 

21 ‘‘(d) ADVANCED CERTIFICATION OR ADVANCED

22 CREDENTIALING.— 

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

24 to support activities to encourage and support teach25 ers seeking advanced certification or advanced 


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1 credentialing through high-quality professional 

2 teacher enhancement programs designed to improve 

3 teaching and learning. 

4 ‘‘(2) IMPLEMENTATION.—In carrying out para5 graph (1), the Secretary shall make grants to eligi6 ble entities to— 

7 ‘‘(A) develop teacher standards that in8 clude measures tied to increased student aca9 demic achievement; and 

10 ‘‘(B) promote outreach, teacher recruit11 ment, teacher subsidy, or teacher support pro12 grams, related to teacher certification or 

13 credentialing by the National Board for Profes14 sional Teaching Standards, the National Coun15 cil on Teacher Quality, or other nationally rec16 ognized certification or credentialing organiza17 tions. 

18 ‘‘(3) ELIGIBLE ENTITIES.—In this subsection, 

19 the term ‘‘eligible entity’’ includes— 

20 ‘‘(A) a State educational agency; 

21 ‘‘(B) a local educational agency; 

22 ‘‘(C) the National Board for Professional 

23 Teaching Standards, in partnership with a 

24 high-need local educational agency or a State 

25 educational agency; 


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1 ‘‘(D) the National Council on Teacher 

2 Quality, in partnership with a high-need local 

3 educational agency or a State educational agen4 cy; or 

5 ‘‘(E) another recognized entity, including 

6 another recognized certification or credentialing 

7 organization, in partnership with a high-need 

8 local educational agency or a State educational 

9 agency. 

10 ‘‘(e) EARLY CHILDHOOD EDUCATOR PROFESSIONAL

11 DEVELOPMENT.— 

12 ‘‘(1) PURPOSE.—The purpose of this subsection 

13 is to enhance the school readiness of young children, 

14 particularly disadvantaged young children, and to 

15 prevent young children from encountering difficulties 

16 once the children enter school, by improving the 

17 knowledge and skills of early childhood educators 

18 who work in communities that have high concentra19 tions of children living in poverty. 

20 ‘‘(2) PROGRAM AUTHORIZED.— 

21 ‘‘(A) GRANTS TO PARTNERSHIPS.—The 

22 Secretary is authorized to carry out the purpose 

23 of this subsection by awarding grants, on a 

24 competitive basis, to partnerships consisting 

25 of— 


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1 ‘‘(i)(I) one or more institutions of 

2 higher education that provide professional 

3 development for early childhood educators 

4 who work with children from low-income 

5 families in high-need communities; or 

6 ‘‘(II) another public or private entity 

7 that provides such professional develop8 ment; 

9 ‘‘(ii) one or more public agencies (in10 cluding local educational agencies, State 

11 educational agencies, State human services 

12 agencies, and State and local agencies ad13 ministering programs under the Child Care 

14 and Development Block Grant Act of 1990 

15 (42 U.S.C. 9858 et seq.)), Head Start 

16 agencies, or private organizations; and 

17 ‘‘(iii) to the extent feasible, an entity 

18 with demonstrated experience in providing 

19 training to educators in early childhood 

20 education programs concerning identifying 

21 and preventing behavior problems or work22 ing with children identified as or suspected 

23 to be victims of abuse. 

24 ‘‘(B) DURATION AND NUMBER OF

25 GRANTS.— 


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1 ‘‘(i) DURATION.—A grant awarded 

2 under this subsection shall be for a period 

3 of not more than 4 years. 

4 ‘‘(ii) NUMBER.—No partnership may 

5 receive more than one grant under this 

6 subsection. 

7 ‘‘(3) APPLICATIONS.— 

8 ‘‘(A) APPLICATIONS REQUIRED.—Any 

9 partnership that desires to receive a grant 

10 under this subsection shall submit an applica11 tion to the Secretary at such time, in such man12 ner, and containing such information as the 

13 Secretary may require. 

14 ‘‘(B) CONTENTS.—Each such application 

15 shall include— 

16 ‘‘(i) a description of the high-need 

17 community to be served by the project pro18 posed to be carried out through the grant, 

19 including such demographic and socio20 economic information as the Secretary may 

21 request; 

22 ‘‘(ii) information on the quality of the 

23 early childhood educator professional devel24 opment program currently conducted (as of 

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1 tion) by the institution of higher education 

2 or another provider in the partnership; 

3 ‘‘(iii) the results of a needs assess4 ment that the entities in the partnership 

5 have undertaken to determine the most 

6 critical professional development needs of 

7 the early childhood educators to be served 

8 by the partnership and in the broader com9 munity, and a description of how the pro10 posed project will address those needs; 

11 ‘‘(iv) a description of how the pro12 posed project will be carried out, including 

13 a description of— 

14 ‘‘(I) how individuals will be se15 lected to participate; 

16 ‘‘(II) the types of professional de17 velopment activities, based on scientif18 ically based research, that will be car19 ried out; 

20 ‘‘(III) how research on effective 

21 professional development and on adult 

22 learning will be used to design and de23 liver project activities; 

24 ‘‘(IV) how the project will be co25 ordinated with and build on, and will 


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1 not supplant or duplicate, early child2 hood education professional develop3 ment activities in the high-need com4 munity; 

5 ‘‘(V) how the project will train 

6 early childhood educators to provide 

7 developmentally appropriate school8 readiness services that are based on 

9 the best available research on early 

10 childhood pedagogy and child develop11 ment and learning domains; 

12 ‘‘(VI) how the project will train 

13 early childhood educators to meet the 

14 diverse educational needs of children 

15 in the community, including children 

16 who are English learners, children 

17 with disabilities, or children with 

18 other special needs; and 

19 ‘‘(VII) how the project will train 

20 early childhood educators in identi21 fying and preventing behavioral prob22 lems in children or working with chil23 dren identified as or suspected to be 

24 victims of abuse; 

25 ‘‘(v) a description of— 


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1 ‘‘(I) the specific objectives that 

2 the partnership will seek to attain 

3 through the project, and the methods 

4 that the partnership will use to meas5 ure progress toward attainment of 

6 those objectives; and 

7 ‘‘(II) how the objectives and the 

8 measurement methods align with the 

9 achievement indicators established by 

10 the Secretary under paragraph (6)(A); 

11 ‘‘(vi) a description of the partnership’s 

12 plan for continuing the activities carried 

13 out under the project after Federal fund14 ing ceases; 

15 ‘‘(vii) an assurance that, where appli16 cable, the project will provide appropriate 

17 professional development to volunteers 

18 working directly with young children, as 

19 well as to paid staff; and 

20 ‘‘(viii) an assurance that, in devel21 oping the application and in carrying out 

22 the project, the partnership has consulted 

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1 tions, and early childhood providers that 

2 are not members of the partnership. 

3 ‘‘(4) SELECTION OF GRANT RECIPIENTS.— 

4 ‘‘(A) CRITERIA.—The Secretary shall se5 lect partnerships to receive grants under this 

6 subsection on the basis of the degree to which 

7 the communities proposed to be served require 

8 assistance and the quality of the applications 

9 submitted under paragraph (3). 

10 ‘‘(B) GEOGRAPHIC DISTRIBUTION.—In se11 lecting partnerships to receive grants under this 

12 subsection, the Secretary shall seek to ensure 

13 that communities in different regions of the 

14 United States, as well as both urban and rural 

15 communities, are served. 

16 ‘‘(5) USES OF FUNDS.— 

17 ‘‘(A) IN GENERAL.—Each partnership re18 ceiving a grant under this subsection shall use 

19 the grant funds to carry out activities that will 

20 improve the knowledge and skills of early child21 hood educators who are working in early child22 hood programs that are located in high-need 

23 communities and serve concentrations of chil24 dren from low-income families. 


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1 ‘‘(B) ALLOWABLE ACTIVITIES.—Such ac2 tivities may include— 

3 ‘‘(i) professional development for early 

4 childhood educators, particularly to famil5 iarize those educators with the application 

6 of recent research on child, language, and 

7 literacy development and on early child8 hood pedagogy; 

9 ‘‘(ii) professional development for 

10 early childhood educators in working with 

11 parents, so that the educators and parents 

12 can work together to provide and support 

13 developmentally appropriate school-readi14 ness services that are based on scientif15 ically based research on early childhood 

16 pedagogy and child development and learn17 ing domains; 

18 ‘‘(iii) professional development for 

19 early childhood educators to work with 

20 children who are English language learn21 ers, children with disabilities, and children 

22 with other special needs; 

23 ‘‘(iv) professional development to train 

24 early childhood educators in identifying 

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1 dren or working with children identified as 

2 or suspected to be victims of abuse; 

3 ‘‘(v) activities that assist and support 

4 early childhood educators during their first 

5 3 years in the field; 

6 ‘‘(vi) development and implementation 

7 of early childhood educator professional de8 velopment programs that make use of dis9 tance learning and other technologies; 

10 ‘‘(vii) professional development activi11 ties related to the selection and use of 

12 screening and diagnostic assessments to 

13 improve teaching and learning; and 

14 ‘‘(viii) data collection, evaluation, and 

15 reporting needed to meet the requirements 

16 of paragraph (6) relating to accountability. 

17 ‘‘(6) ACCOUNTABILITY.— 

18 ‘‘(A) ACHIEVEMENT INDICATORS.—On the 

19 date on which the Secretary first issues a notice 

20 soliciting applications for grants under this sub21 section, the Secretary shall announce achieve22 ment indicators for this subsection, which shall 

23 be designed— 


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1 ‘‘(i) to measure the quality and acces2 sibility of the professional development 

3 provided; 

4 ‘‘(ii) to measure the impact of that 

5 professional development on the early 

6 childhood education provided by the indi7 viduals who receive the professional devel8 opment; and 

9 ‘‘(iii) to provide such other measures 

10 of program impact as the Secretary deter11 mines to be appropriate. 

12 ‘‘(B) ANNUAL REPORTS; TERMINATION.— 

13 ‘‘(i) ANNUAL REPORTS.—Each part14 nership receiving a grant under this sub15 section shall report annually to the Sec16 retary on the partnership’s progress to17 ward attaining the achievement indicators. 

18 ‘‘(ii) TERMINATION.—The Secretary 

19 may terminate a grant under this sub20 section at any time if the Secretary deter21 mines that the partnership receiving the 

22 grant is not making satisfactory progress 

23 toward attaining the achievement indica24 tors. 

25 ‘‘(7) COST-SHARING.— 


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1 ‘‘(A) IN GENERAL.—Each partnership car2 rying out a project through a grant awarded 

3 under this subsection shall provide, from 

4 sources other than the program carried out 

5 under this subsection, which may include Fed6 eral sources— 

7 ‘‘(i) at least 50 percent of the total 

8 cost of the project for the grant period; 

9 and 

10 ‘‘(ii) at least 20 percent of the project 

11 cost for each year. 

12 ‘‘(B) ACCEPTABLE CONTRIBUTIONS.—A 

13 partnership may meet the requirements of sub14 paragraph (A) by providing contributions in 

15 cash or in kind, fairly evaluated, including 

16 plant, equipment, and services. 

17 ‘‘(C) WAIVERS.—The Secretary may waive 

18 or modify the requirements of subparagraph 

19 (A) for a partnerships in cases of demonstrated 

20 financial hardship. 

21 ‘‘(8) FEDERAL COORDINATION.—The Secretary 

22 and the Secretary of Health and Human Services 

23 shall coordinate activities carried out through pro24 grams under this subsection with activities carried 

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1 tered by the Secretary or the Secretary of Health 

2 and Human Services. 

3 ‘‘(9) DEFINITIONS.—In this subsection: 

4 ‘‘(A) EARLY CHILDHOOD EDUCATOR.—The 

5 term ‘early childhood educator’’ means a person 

6 providing, or employed by a provider of, non7 residential child care services (including center8 based, family-based, and in-home child care 

9 services) that is legally operating under State 

10 law, and that complies with applicable State 

11 and local requirements for the provision of child 

12 care services to children at any age from birth 

13 through the age at which a child may start kin14 dergarten in that State. 

15 ‘‘(B) HIGH-NEED COMMUNITY.— 

16 ‘‘(i) IN GENERAL.—The term ‘high17 need community’ means— 

18 ‘‘(I) a political subdivision of a 

19 State, or a portion of a political sub20 division of a State, in which at least 

21 50 percent of the children are from 

22 low-income families; or 

23 ‘‘(II) a political subdivision of a 

24 State that is among the 10 percent of 

25 political subdivisions of the State havVerDate Sep 11 2014 01:04 Apr 15, 2015 Jkt 049200 PO 00000 Frm 00078 Fmt 6652 Sfmt 6201 E:\BILLS\H1751.IH H1751

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1 ing the greatest numbers of such chil2 dren. 

3 ‘‘(ii) DETERMINATION.—In deter4 mining which communities are described in 

5 clause (i), the Secretary shall use such 

6 data as the Secretary determines are most 

7 accurate and appropriate. 

8 ‘‘(C) LOW-INCOME FAMILY.—The term 

9 ‘low-income family’ means a family with an in10 come below the poverty line for the most recent 

11 fiscal year for which satisfactory data are avail12 able.’’. 

13 SEC. 3. DEFINITION OF PROFESSIONAL DEVELOPMENT. 

14 Section 9101(34) of the Elementary and Secondary 

15 Education Act of 1965 (20 U.S.C. 7801(34)) is amended 

16 to read as follows: 

17 ‘‘(34) PROFESSIONAL DEVELOPMENT.—The 

18 term ‘professional development’ means job-embedded 

19 comprehensive, sustained, targeted, intensive, evi20 dence-based, and classroom-focused support and ca21 pacity-building for teachers, principals, and other 

22 educators that strengthens classroom practice and 

23 increases student learning, which includes activities 

24 that— 


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1 ‘‘(A) foster collective responsibility for im2 proved student learning; 

3 ‘‘(B) are designed and implemented in a 

4 manner that increases leadership opportunities 

5 for teachers and other educators, and increases 

6 the effectiveness of teachers, principals, and 

7 other educators in improving student learning 

8 and strengthening classroom practice, which 

9 may include expanding opportunities for teach10 ers to participate in professional enhancement 

11 activities through a nationally recognized stand12 ards-based certificate or advanced credential; 

13 ‘‘(C) analyze and use— 

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

15 collected from— 

16 ‘‘(I) student learning; 

17 ‘‘(II) classroom practice; and 

18 ‘‘(III) the State’s longitudinal 

19 data system; and 

20 ‘‘(ii) other relevant data collected by 

21 the school or local educational agency; 

22 ‘‘(D) are aligned with— 

23 ‘‘(i) rigorous State student academic 

24 achievement standards developed under 


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1 section 1111(b)(1) and State early learn2 ing guidelines; 

3 ‘‘(ii) related academic and school im4 provement goals of the school, local edu5 cational agency, and statewide curriculum; 

6 ‘‘(iii) statewide and local curricula; 

7 and 

8 ‘‘(iv) rigorous standards of profes9 sional practice and development; and 

10 ‘‘(E) include ongoing, job-embedded oppor11 tunities determined by established collaborative 

12 teams of teachers, principals, and other edu13 cators in which teams engage in a continuous 

14 cycle of professional learning and improvement 

15 that— 

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

17 ‘‘(I) student learning, including 

18 gaps in performance; 

19 ‘‘(II) classroom practice; and 

20 ‘‘(III) measures of school climate, 

21 including staff, students, and parent 

22 and family feedback; 

23 ‘‘(ii) define a clear set of educator 

24 learning goals to improve school climate 

25 and strengthen classroom practice based 


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1 on the rigorous analysis of evidence of stu2 dent learning and evidence of classroom 

3 practice; 

4 ‘‘(iii) develop and implement coherent, 

5 sustained, targeted, and evidenced-based 

6 strategies to meet such goals (including 

7 through instructional coaching, lesson 

8 study, and study groups organized at the 

9 school, team, or individual levels); 

10 ‘‘(iv) provides learning opportunities 

11 for teachers to collectively develop and re12 fine student learning goals and develop in13 structional strategies to support students 

14 in meeting those goals; 

15 ‘‘(v) provides opportunities for teach16 ers to develop, implement, and utilize the 

17 data from formative assessments to inform 

18 classroom practice; 

19 ‘‘(vi) provides an effective mechanism 

20 to support the transfer of new knowledge 

21 and skills to the classroom (including uti22 lizing teacher leaders, instructional coach23 es, school librarians, and content experts 

24 to support such transfer); 


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1 ‘‘(vii) provides opportunities for fol2 low-up, observation, and formative feed3 back and assessment of the teacher’s class4 room practice, on a regular basis and in a 

5 manner that allows each such teacher to 

6 identify areas of classroom practice that 

7 need to be strengthened, refined, and im8 proved; 

9 ‘‘(viii) regularly assesses the effective10 ness of the support, and uses such assess11 ments to inform ongoing improvements, 

12 in— 

13 ‘‘(I) improving student learning; 

14 ‘‘(II) strengthening classroom 

15 practice; and 

16 ‘‘(III) improving school climate; 

17 and 

18 ‘‘(ix) supports the recruiting, hiring, 

19 retaining, and training of profession-ready 

20 teachers, including teachers who become li21 censed through State and local alternative 

22 routes to certification or licensure.’’. 

Æ 


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