I 

113TH CONGRESS 

1ST SESSION H. R. 1514 

To amend the Elementary and Secondary Education Act of 1965 to authorize 

competitive grants to prepare and train school principals on effective 

core competencies and instructional leadership skills. 

IN THE HOUSE OF REPRESENTATIVES 

APRIL 11, 2013 

Mr. SARBANES introduced the following bill; which was referred to the 

Committee on Education and the Workforce 

A BILL 

To amend the Elementary and Secondary Education Act 

of 1965 to authorize competitive grants to prepare and 

train school principals on effective core competencies and 

instructional leadership skills. 

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 ‘‘Instructional Leader5 ship Act of 2013’’. 

6 SEC. 2. FINDINGS. 

7 The Congress finds the following: 


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1 (1) According to a 2004 study commissioned by 

2 the Wallace Foundation entitled ‘‘How Leadership 

3 Influences Student Learning’’, principals are second 

4 only to teachers in impacting increased student aca5 demic achievement (Leithwood, Louis, Whalstrom). 

6 (2) According to education research conducted 

7 by the National Center for Analysis of Longitudinal 

8 Data in 2010 entitled ‘‘Principal Effectiveness and 

9 Leadership in an Era of Accountability: What Re10 search Says’’, a school principal must serve as both 

11 an organizational leader and most importantly, is ex12 pected to be an instructional leader, meaning the 

13 principal must possess the knowledge and instruc14 tional skills to guide teaching and learning in a 

15 school (Rice). 

16 (3) There is a clear intention within the amend17 ments made by the No Child Left Behind Act of 

18 2001 to the Elementary and Secondary Education 

19 Act of 1965 (20 U.S.C. 6301 et seq.) that principals 

20 become instructional leaders. Section 2113(c) of the 

21 Elementary and Secondary Education Act of 1965 

22 (20 U.S.C. 6613(c)) calls for principals to have— 

23 (A) the instructional leadership skills to 

24 help teachers teach and students learn; and 


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1 (B) to help students meet challenging 

2 State student academic achievement standards. 

3 (4) Despite this recognition of the importance 

4 of instructional leadership, adequate attention and 

5 resources have not been committed to training and 

6 supporting school principals— 

7 (A) in meeting the standards of instruc8 tional leadership in States where such stand9 ards exist; and 

10 (B) in developing such standards in States 

11 where such standards do not exist. 

12 (5) Licensure of school principals typically does 

13 not give adequate emphasis to instructional leader14 ship skills in the certification process. 

15 (6) The term ‘‘highly qualified principal’’ added 

16 by the No Child Left Behind Act of 2001 to the Ele17 mentary and Secondary Education Act of 1965 (20 

18 U.S.C. 6301 et seq.) should be defined in such Act 

19 to include a strong emphasis on instructional leader20 ship. 

21 SEC. 3. GRANTS FOR INSTRUCTIONAL LEADERSHIP. 

22 (a) IN GENERAL.—Title I of the Elementary and 

23 Secondary Education Act of 1965 (20 U.S.C. 6301 et 

24 seq.) is amended by redesignating part I as part J and 

25 by inserting after part H the following new part: 


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1 ‘‘PART I—INSTRUCTIONAL LEADERSHIP 

2 ‘‘SEC. 1851. COMPETITIVE GRANTS. 

3 ‘‘(a) GRANTS TO DEVELOP INNOVATIVE PROGRAMS

4 AND SITES.—From the amounts made available under 

5 subsection (h), the Secretary shall make grants, on a com6 petitive basis, to eligible entities to develop and implement 

7 innovative programs and sites to train school principals 

8 in instructional leadership skills, including skills relating 

9 to— 

10 ‘‘(1) establishing a vision for continuous school 

11 improvement and a shared responsibility for learn12 ing; 

13 ‘‘(2) refining and implementing instructional 

14 practices aligned to the vision of continuous im15 provement; 

16 ‘‘(3) providing on-going learning and profes17 sional development opportunities for teachers and 

18 other staff; 

19 ‘‘(4) monitoring the alignment of curriculum, 

20 instruction, and assessment; 

21 ‘‘(5) improving instructional practices through 

22 the purposeful observation and evaluation of teach23 ers; 

24 ‘‘(6) ensuring the regular integration of assess25 ments appropriate to the needs of students into daily 

26 classroom instruction; 


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1 ‘‘(7) using technology and multiple sources of 

2 data to improve classroom instruction; 

3 ‘‘(8) providing teachers and other staff with fo4 cused, sustained, research-based professional devel5 opment; and 

6 ‘‘(9) engaging all community stakeholders in a 

7 shared responsibility for student and school success. 

8 ‘‘(b) GRANTS FOR PILOT PROGRAMS.—In addition to 

9 awarding grants under subsection (a), from the amounts 

10 appropriated under subsection (h), the Secretary shall 

11 make grants, on a competitive basis, to State educational 

12 agencies or partnerships or consortia that include State 

13 educational agencies to develop and implement pilot pro14 grams designed to evaluate and promote the incorporation 

15 of standards of instructional leadership described in para16 graphs (1) through (9) of subsection (a) into State prin17 cipal certification or licensing requirements. 

18 ‘‘(c) DURATION.—A grant made under this section 

19 shall be awarded for a period of 2 years, and may be re20 newed for a period of 2 additional years. 

21 ‘‘(d) APPLICATIONS.— 

22 ‘‘(1) ELIGIBLE ENTITIES.—An eligible entity 

23 desiring to receive a grant under subsection (a) shall 

24 submit an application to the Secretary at such time, 


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1 in such manner, and containing such information as 

2 the Secretary may require. 

3 ‘‘(2) STATE EDUCATIONAL AGENCIES, PART4 NERSHIPS, AND CONSORTIA.—A State educational 

5 agency, partnership, or consortia desiring to receive 

6 a grant under subsection (b) shall submit an appli7 cation to the Secretary at such time, in such man8 ner, and containing such information as the Sec9 retary may require. 

10 ‘‘(e) REPORT.—A recipient of a grant under this sec11 tion shall submit to the Secretary a report describing the 

12 results of its activities funded by such grant. Such report 

13 shall be submitted at such time, in such manner, and con14 taining such additional information as the Secretary may 

15 require. 

16 ‘‘(f) REVISED CONCEPT OF EFFECTIVE PRIN17 CIPAL.— 

18 ‘‘(1) IN GENERAL.—Based on the reports sub19 mitted pursuant to subsection (e), the Secretary 

20 shall, by regulation, establish a definition of ‘an ef21 fective principal’ that emphasizes standards of in22 structional leadership. 

23 ‘‘(2) CONSIDERATIONS.—In developing such a 

24 definition, the Secretary shall give consideration to 

25 the need for principals to— 


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1 ‘‘(A) lead elementary schools and sec2 ondary schools in a way that places student 

3 learning, professional development, and assist4 ance for parents in helping their children learn 

5 at the center; 

6 ‘‘(B) set high expectations and standards 

7 for academic, social, emotional and physical de8 velopment of all students; 

9 ‘‘(C) demand content and instruction that 

10 ensure student achievement of agreed upon 

11 standards; 

12 ‘‘(D) create a culture of continuous learn13 ing for teachers, other staff, and parents on the 

14 subject of student learning and other school 

15 goals; 

16 ‘‘(E) manage data and knowledge to in17 form decisions and measure progress of a stu18 dent and school performance; and 

19 ‘‘(F) actively engage the community to cre20 ate shared responsibility for student academic 

21 performance and successful development. 

22 ‘‘(g) ELIGIBLE ENTITY.—For purposes of this sec23 tion, the term ‘eligible entity’ means— 

24 ‘‘(1) a State educational agency; 

25 ‘‘(2) a local educational agency; 


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1 ‘‘(3) a nonprofit organization (such as a State 

2 principal association); 

3 ‘‘(4) an institution of higher education; or 

4 ‘‘(5) a partnership or consortium that includes 

5 at least one of the entities described in paragraphs 

6 (1) through (4). 

7 ‘‘(h) AUTHORIZATION OF APPROPRIATIONS.—To 

8 carry out this section, there are authorized to be appro9 priated $100,000,000 for fiscal year 2014 and such sums 

10 as may be necessary for each of the 5 succeeding fiscal 

11 years.’’. 

12 (b) CLERICAL AMENDMENT.—The table of contents 

13 for the Elementary and Secondary Education Act of 1965 

14 is amended by redesignating the item relating to part I 

15 of title I as relating to part J and by inserting before such 

16 item the following: 

‘‘PART I—INSTRUCTIONAL LEADERSHIP

‘‘Sec. 1851. Competitive grants.’’. 

17 SEC. 4. ESTABLISHING STATE-OF-THE-ART PRINCIPAL IN18 DUCTION PROGRAMS. 

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

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

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


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1 ‘‘PART E—ESTABLISHING STATE-OF-THE-ART 

2 PRINCIPAL INDUCTION PROGRAMS 

3 ‘‘SEC. 2501. COMPETITIVE GRANTS. 

4 ‘‘(a) GRANTS.—From the amounts made available to 

5 carry out this section, the Secretary may make grants, on 

6 a competitive basis, to States and eligible local educational 

7 agencies for the purpose of developing state-of-the-art 

8 principal induction programs. 

9 ‘‘(b) ELIGIBLE LOCAL EDUCATIONAL AGENCY.—In 

10 this section, the term ‘eligible local educational agency’ 

11 means— 

12 ‘‘(1) a high-need local educational agency (as 

13 such term is defined in section 2102(3)); or 

14 ‘‘(2) a partnership consisting of a high-need 

15 local educational agency and— 

16 ‘‘(A) an institution of higher education; 

17 ‘‘(B) a professional organization that 

18 works with and for principals; or 

19 ‘‘(C) any other nonprofit education organi20 zation. 

21 ‘‘(c) USE OF FUNDS.—A State or an eligible local 

22 educational agency that receives a grant under subsection 

23 (a) shall use the funds made available through the grant 

24 to develop a state-of-the-art principal induction program 

25 that— 


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1 ‘‘(1) provides new principals a minimum of 3 

2 years of extensive, high-quality, comprehensive in3 duction into the field of school administration; and 

4 ‘‘(2) includes— 

5 ‘‘(A) structured mentoring from highly 

6 qualified master or mentor principals who are 

7 certified, have school administration experience 

8 in a school similar to the school of the new 

9 principal, and are trained to mentor new prin10 cipals; 

11 ‘‘(B) at least 90 minutes each week for a 

12 new principal to carry out administrative and 

13 leadership tasks under the director of a master 

14 or mentor principal; 

15 ‘‘(C) regular observation by a master or 

16 mentor principal of the new principal in the 

17 new principal’s school; 

18 ‘‘(D) observation by the new principal of 

19 the master or mentor principal’s classroom; 

20 ‘‘(E) observation by new principals of at 

21 least 3 principals and feedback (that uses re22 search-validated benchmarks of leadership skills 

23 and standards that are developed with input 

24 from principals) at least 4 times each school 


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1 year by multiple evaluators, including master 

2 and mentor principals; 

3 ‘‘(F) paid release time for the master or 

4 mentor principal for mentoring, or salary sup5 plements for mentoring new principals at a 

6 ratio of one full-time mentor to every 12 new 

7 principals; 

8 ‘‘(G) a transition year for new principals to 

9 the school that includes a reduced workload for 

10 such principals; and 

11 ‘‘(H) a standards-based assessment, which 

12 may include examination of practice and a 

13 measure of gains in student learning, of every 

14 new principal to determine whether the prin15 cipal should move forward in the school admin16 istration profession.’’. 

17 (b) CLERICAL AMENDMENT.—The table of contents 

18 for the Elementary and Secondary Education Act of 1965 

19 is amended by inserting after the item relating to section 

20 2441 the following: 

‘‘PART E—ESTABLISHING STATE-OF-THE-ART PRINCIPAL INDUCTION

PROGRAMS

‘‘Sec. 2501. Competitive grants.’’. 

Æ 


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