I 

113TH CONGRESS 

2D SESSION H. R. 4269 

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

teacher and principal effectiveness, and for other purposes. 

IN THE HOUSE OF REPRESENTATIVES 

MARCH 14, 2014 

Mr. POLIS (for himself and Mr. PAYNE) 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 improve teacher and principal effectiveness, 

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 ‘‘Great Teaching and 

5 Leading for Great Schools Act of 2014’’. 

6 SEC. 2. STATE APPLICATION. 

7 Section 2112(b) of the Elementary and Secondary 

8 Education Act of 1965 (20 U.S.C. 6612(b)) is amended— 

9 (1) in paragraph (5)(B), by inserting ‘‘and 

10 principals’’ after ‘‘to ensure that teachers’’; 


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1 (2) by amending paragraph (6) to read as fol2 lows: 

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

4 agency will encourage the development of proven, in5 novative strategies to deliver intensive professional 

6 development programs that are both cost-effective 

7 and easily accessible, such as— 

8 ‘‘(A) strategies that involve delivery 

9 through the use of technology, peer networks, 

10 and distance learning; 

11 ‘‘(B) providing protected release time for 

12 educators to engage in collaborative team-based 

13 learning multiple times per week or several 

14 hours per week; and 

15 ‘‘(C) leveraging resources such as teaching 

16 or leadership standards, formative assessments, 

17 teacher portfolio processes, evidence-based in18 structional practices, and educator development 

19 protocols to guide educator learning.’’; 

20 (3) by amending paragraph (7)(A) to read as 

21 follows: 

22 ‘‘(7)(A) A description of how the State edu23 cational agency will ensure compliance with the re24 quirements for professional development activities 

25 described in section 9101 and— 


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1 ‘‘(i) include educator input, including 

2 that of teachers and principals, in the de3 velopment, implementation, and revision of 

4 the system of professional learning; 

5 ‘‘(ii) conduct a formal evaluation sys6 tem under section 2113(c)(5) to evaluate 

7 the effectiveness of the system of profes8 sional learning described in paragraph (13) 

9 using funds under this subpart and sub10 part 2; and 

11 ‘‘(iii) prepare, support, utilize, and 

12 incentivize internal principals, assistant 

13 principals, teacher leaders, coaches, or con14 tent experts to facilitate school-based pro15 fessional learning.’’; 

16 (4) in paragraph (8)— 

17 (A) by striking ‘‘teachers’’ and inserting 

18 ‘‘educators’’; and 

19 (B) by inserting ‘‘and aligned with the in20 dividualized professional development goals in21 formed by educator evaluations described in 

22 section 2113(c)(4)’’ after ‘‘subpart 2’’; and 

23 (5) by adding at the end the following new 

24 paragraph: 


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1 ‘‘(13) A description of how the State edu2 cational agency will assist schools in creating and 

3 implementing the teacher and principal evaluation 

4 system described in section 2113(c)(4).’’. 

5 SEC. 3. STATE USE OF FUNDS. 

6 (a) IN GENERAL.—Section 2113(a)(3) of the Ele7 mentary and Secondary Education Act of 1965 (20 U.S.C. 

8 6613(a)(3)) is amended by adding at the end the following 

9 ‘‘, except that not less than 50 percent of such funds shall 

10 be used for programs and activities to improve principal 

11 effectiveness’’. 

12 (b) STATE ACTIVITIES.—Section 2113(c) of the Ele13 mentary and Secondary Education Act of 1965 (20 U.S.C. 

14 6613(c)) is amended— 

15 (1) in the matter preceding paragraph (1), by 

16 striking ‘‘one or more of the following activities’’ and 

17 inserting ‘‘the activities described in paragraphs (4) 

18 and (5) of this subsection and may use such funds 

19 to carry out one or more of the following other ac20 tivities’’; 

21 (2) in paragraph (1)— 

22 (A) by striking ‘‘(1)’’ and inserting ‘‘(1) 

23 CERTIFICATION AND LICENSURE.—’’; 

24 (B) in subparagraph (A), by striking ‘‘; 

25 and’’ and inserting a semicolon; 


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1 (C) by amending subparagraph (B) to read 

2 as follows: 

3 ‘‘(B) teacher certification (including recer4 tification) or licensing requirements are aligned 

5 with challenging State academic content stand6 ards, such as— 

7 ‘‘(i) implementing educator testing for 

8 subject matter knowledge; and 

9 ‘‘(ii) implementing educator testing 

10 for State certification or licensing, includ11 ing rigorous, performance-based assess12 ments that reflect the authentic work of 

13 teachers or principals and are consistent 

14 with title II of the Higher Education Act 

15 of 1965;’’; and 

16 (D) by striking subparagraph (C) and in17 serting the following: 

18 ‘‘(C) funding projects that promote reci19 procity of teacher and principal certification or 

20 licensing between or among States, except that 

21 no reciprocity agreement developed under this 

22 subparagraph or developed using funds pro23 vided under this part may lead to the weak24 ening of any State teaching certification or li25 censing requirement; 


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1 ‘‘(D) teacher and principal licensure sys2 tems that provide a single license for entry into 

3 the profession for candidates who complete a 

4 State-approved teacher or principal preparation 

5 program (whether the program is based at an 

6 institution of higher education, local educational 

7 agency, or non-profit organization) and dif8 ferentiate between— 

9 ‘‘(i) a preliminary license for new 

10 teachers or principals focused on a dem11 onstration of the competencies necessary to 

12 teach or lead in a classroom or school; and 

13 ‘‘(ii) a professional license based on 

14 effectiveness, which may include data from 

15 robust teacher and principal evaluation 

16 systems; and 

17 ‘‘(E) programs are carried out that estab18 lish, expand, or improve alternative routes for 

19 State certification of teachers and principals, 

20 especially in the areas of mathematics and 

21 science, for highly qualified individuals with a 

22 baccalaureate or master’s degree, including 

23 mid-career professionals from other occupa24 tions, paraprofessionals, former military per25 sonnel, and recent college or university gradVerDate Mar 15 2010 01:31 Mar 25, 2014 Jkt 039200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:\BILLS\H4269.IH H4269

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1 uates with records of academic distinction who 

2 demonstrate the potential to become highly ef3 fective teachers or principals.’’; 

4 (3) in paragraph (2)— 

5 (A) by striking ‘‘(2)’’ and inserting ‘‘(2) 

6 SUPPORT OF TEACHERS AND PRINCIPALS.—’’; 

7 (B) in the matter preceding subparagraph 

8 (A)— 

9 (i) by striking ‘‘teachers or prin10 cipals’’ and inserting ‘‘teachers, principals, 

11 and principal managers’’; and 

12 (ii) by inserting ‘‘induction or’’ before 

13 ‘‘support for teachers and principals new 

14 to their profession’’; 

15 (C) in subparagraph (A)— 

16 (i) by striking ‘‘teacher’’ the first 

17 place it appears and inserting ‘‘educator’’; 

18 (ii) by inserting ‘‘coaching,’’ before 

19 ‘‘team teaching’’; and 

20 (iii) by striking ‘‘; and’’ and inserting 

21 a semicolon; 

22 (D) in subparagraph (B)— 

23 (i) by striking ‘‘standards or assess24 ments’’ and inserting ‘‘standards, assess25 ments, or evaluation systems’’; 


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1 (ii) by striking ‘‘teachers’’ and insert2 ing ‘‘educators’’; and 

3 (iii) by striking the period at the end 

4 and inserting ‘‘; and’’; and 

5 (E) by adding at the end the following new 

6 subparagraph: 

7 ‘‘(C) invest in the capacity of principals, 

8 assistant principals, and teacher leaders to 

9 evaluate and provide professional learning op10 portunities to teachers, and in the capacity of 

11 principal managers to evaluate and provide pro12 fessional learning opportunities for school lead13 ers, such as training principal managers, prin14 cipals, assistant principals, and teacher leaders 

15 on— 

16 ‘‘(i) a shared vision of teacher or prin17 cipal performance based on the State’s 

18 teaching or leadership standards; 

19 ‘‘(ii) the use of teacher or principal 

20 evaluation and support systems; 

21 ‘‘(iii) techniques for observing teacher 

22 or principal practice, including how to inte23 grate various data sources into a com24 prehensive assessment of educator effec25 tiveness; 


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1 ‘‘(iv) methods for providing strong 

2 coaching and feedback; and 

3 ‘‘(v) the identification of differentiated 

4 learning, including the creation of profes5 sional learning communities opportunities 

6 as part of a targeted growth plan.’’; 

7 (4) by striking paragraph (3) and redesignating 

8 paragraph (4) as paragraph (3); 

9 (5) by amending paragraph (3), as so redesig10 nated to read as follows: 

11 ‘‘(3) RECRUITMENT AND RETENTION.—Devel12 oping and implementing mechanisms to assist local 

13 educational agencies and schools in effectively re14 cruiting and retaining effective educators, including 

15 teachers, specialists in core academic subjects, teach16 er leaders, assistant principals, principals, and pupil 

17 services personnel, such as— 

18 ‘‘(A) developing comprehensive perform19 ance-based compensation systems as part of the 

20 local educational agency’s broader human cap21 ital management system; 

22 ‘‘(B) strategies that provide differentiated 

23 pay and recognition for teachers and principals 

24 based on effectiveness and increased respon25 sibilities such as— 


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1 ‘‘(i) incentives to work in high-need 

2 academic subjects or in high-poverty 

3 schools and districts; 

4 ‘‘(ii) strategic staffing models that 

5 allow principals to bring a small team of 

6 effective educators to a low-performing 

7 school; 

8 ‘‘(iii) increased autonomy in decision9 making; or 

10 ‘‘(iv) opportunities to lead professional 

11 development activities for other educators; 

12 and 

13 ‘‘(C) a center that— 

14 ‘‘(i) serves as a statewide clearing15 house for the recruitment and placement of 

16 kindergarten, elementary school, and sec17 ondary school teachers; and 

18 ‘‘(ii) establishes and carries out pro19 grams to improve educator recruitment 

20 and retention within the State.’’; and 

21 (6) by striking paragraphs (5) through (18) 

22 and inserting after paragraph (3), as so redesig23 nated, the following new paragraphs: 

24 ‘‘(4) REQUIREMENTS FOR TEACHER EVALUA25 TIONS.—Developing and implementing an evaluation 


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1 and support system for teachers that is based on 

2 multiple measures, has not less than 3 levels of per3 formance ratings for teachers, and includes the fol4 lowing minimum requirements: 

5 ‘‘(A) STUDENT ACADEMIC OUTCOMES.— 

6 ‘‘(i) STUDENT ACADEMIC GROWTH.— 

7 A factor of the evaluation is based on stu8 dent academic growth with respect to the 

9 State’s academic standards, as measured 

10 by— 

11 ‘‘(I) student learning gains on 

12 the State’s academic assessments ad13 ministered under section 1111, which 

14 may be used in combination with 

15 other valid and reliable academic out16 come measures with respect to the 

17 State’s academic standards for the 

18 school’s students, including students 

19 in each of the subgroups described in 

20 section 1111(b)(2)(C)(v)(II) (such as 

21 student learning objectives, or teacher, 

22 school, or local educational agency as23 sessments, or student work (such as 

24 papers, portfolios, and projects)); or 


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1 ‘‘(II) for grades and subjects not 

2 covered by the State’s academic as3 sessments, another valid and reliable 

4 assessment of student academic 

5 achievement, as long as the assess6 ment is used consistently by the local 

7 educational agency in which the teach8 er is employed for the grade or class 

9 for which the assessment is adminis10 tered. 

11 ‘‘(ii) GRADUATION RATES.—For a 

12 teacher in a secondary school, a portion of 

13 the evaluation is based on improvement in 

14 the school’s graduation rate, when applica15 ble, or in the case of a secondary school 

16 with a graduation rate of more than 90 

17 percent, on maintaining such graduation 

18 rate. 

19 ‘‘(iii) OTHER ACADEMIC OUTCOMES.— 

20 A State may also choose to factor in other 

21 student academic outcomes, such as rates 

22 of student enrollment in advanced-level 

23 coursework and student grade completion, 

24 so long as student academic growth and 

25 graduation rates have a predominant focus 


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1 in the factor of the evaluation relating to 

2 student academic outcomes. 

3 ‘‘(B) OBSERVATIONS OF TEACHER PER4 FORMANCE.—A portion of the evaluation is 

5 based on observations of the teacher’s perform6 ance in the classroom by more than one trained 

7 and objective observer— 

8 ‘‘(i) that take place on several occa9 sions during the school year for which the 

10 teacher is being evaluated; and 

11 ‘‘(ii) under which— 

12 ‘‘(I) a teacher is evaluated 

13 against a rigorous rubric that defines 

14 multiple performance categories in 

15 alignment with the State’s profes16 sional standards for teachers; and 

17 ‘‘(II) observation ratings mean18 ingfully differentiate among teachers’ 

19 performance and bear a relationship 

20 to evidence of student academic 

21 growth with respect to the State’s 

22 academic standards. 

23 ‘‘(C) MEANINGFUL DIFFERENTIATION.— 

24 The evaluation provides performance ratings 

25 that meaningfully differentiate among teacher 


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1 performance using the performance ratings and 

2 levels described in paragraph (4). 

3 ‘‘(D) COMPARABILITY OF STUDENT

4 GAINS.—The evaluation provides a measure of 

5 student learning gains that is comparable 

6 across the State for all teachers in grade levels 

7 and subject areas with a statewide assessment. 

8 ‘‘(E) COMPARABILITY OF RESULTS.—The 

9 evaluation provides results that are comparable, 

10 at a minimum, across all teachers within a 

11 grade level or subject area in the local edu12 cational agency in which the teacher is em13 ployed. 

14 ‘‘(5) REQUIREMENTS FOR PRINCIPAL EVALUA15 TIONS.—Developing and implementing an evaluation 

16 system for principals of schools that connects to a 

17 system of support and development, and complies 

18 with the following minimum requirements: 

19 ‘‘(A) STUDENT ACADEMIC OUTCOMES.— 

20 ‘‘(i) GROWTH AND ATTAINMENT.—A 

21 factor of the evaluation is based on a focus 

22 on student academic growth, student aca23 demic achievement, and other academic 

24 outcome measures (such as student learn25 ing objectives) with respect to the State’s 


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1 academic standards of the school’s stu2 dents, including students in each of the 

3 subgroups described in section 

4 1111(b)(2)(C)(v)(II). 

5 ‘‘(ii) GRADUATION RATES.—For a 

6 principal of a secondary school, a portion 

7 of the evaluation is based on improvements 

8 in the school’s graduation rate, when appli9 cable, or in the case of a secondary school 

10 with a graduation rate of more than 90 

11 percent, the success of the principal in 

12 maintaining such graduation rate. 

13 ‘‘(iii) OTHER ACADEMIC OUTCOMES.— 

14 A State may also choose to factor in other 

15 academic outcomes, such as rates of taking 

16 advanced-level coursework and grade com17 pletion. 

18 ‘‘(B) SUPPORT OF EFFECTIVE TEACH19 ERS.—A portion of the evaluation is based on 

20 the recruitment, development, evaluation, and 

21 retention of effective teachers. 

22 ‘‘(C) LEADERSHIP PRACTICES.—A portion 

23 of the evaluation is based on the leadership 

24 practices of the principal, as measured by ob25 servations of the principal and other relevant 


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1 data evaluated against a rigorous rubric that 

2 defines multiple performance categories in 

3 alignment with the State’s professional stand4 ards for principals. 

5 ‘‘(D) OTHER LEADERSHIP PRACTICES.—A 

6 portion of the evaluation is based on other lead7 ership practices, such as creating a school cul8 ture of high student achievement, school plan9 ning and progress, engaging families, commu10 nity, and other stakeholders, cultivating a posi11 tive environment for learning and teaching, 

12 managing staff talent and development, engag13 ing in strategic planning and systems based on 

14 student learning and classroom practice data, 

15 and focusing on personal leadership, profes16 sional knowledge, skills, and improvement. 

17 ‘‘(E) REPORT ON SUMMATIVE RATINGS

18 AND STUDENT ACHIEVEMENT.—Each State re19 ports to the Secretary local educational agency20 level data that compares aggregated summative 

21 evaluation results and correlations with student 

22 academic outcomes to demonstrate that the 

23 evaluation and support system— 

24 ‘‘(i) meaningfully differentiates among 

25 principals’ performance; and 


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1 ‘‘(ii) bears a strong relationship to 

2 evidence of student academic growth with 

3 respect to the State’s academic standards. 

4 ‘‘(F) MEANINGFUL DIFFERENTIATION.— 

5 The evaluation provides performance ratings 

6 that meaningfully differentiate among principal 

7 performance using the not less than 3 levels of 

8 performance ratings. 

9 ‘‘(G) COMPARABILITY OF RESULTS.—The 

10 evaluation provides annual summative results 

11 that are comparable across all principals within 

12 the local educational agency in which the prin13 cipal is employed. 

14 ‘‘(6) SUPPORT.—Providing assistance to local 

15 educational agencies for the development and imple16 mentation of proven, evidence-based strategies to de17 liver intensive, continuous, and differentiated profes18 sional development programs for aspiring or current 

19 principal managers, principals, assistant principals, 

20 coaches, and teacher leaders that are both cost-effec21 tive and easily accessible in order to assist the school 

22 in— 

23 ‘‘(A) providing professional learning and 

24 coaching for educators in analyzing student, 

25 school, and teacher performance data to inform 


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1 decisionmaking and improvement efforts and 

2 creating a shared vision of teaching and learn3 ing; 

4 ‘‘(B) analyzing and extracting information 

5 from student, school, and educator performance 

6 data; 

7 ‘‘(C) clarifying school improvement goals; 

8 ‘‘(D) developing and implementing a sys9 tem of professional learning aligned with stu10 dent achievement needs and educator learning 

11 goals; 

12 ‘‘(E) understanding and analyzing student 

13 learning standards; 

14 ‘‘(F) making available opportunities for 

15 team-learning activities that focus on increasing 

16 pedagogical and content knowledge in academic 

17 subjects that are aligned to student learning 

18 goals; 

19 ‘‘(G) designing, creating, and evaluating 

20 the results of curriculum-based diagnostic and 

21 performance assessments; 

22 ‘‘(H) encouraging and supporting the 

23 training of teachers and administrators to effec24 tively integrate technology into curricula and in25 struction, including training to improve the 


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1 ability to collect, manage, and analyze data to 

2 improve teaching, decisionmaking, school im3 provement efforts, and accountability; 

4 ‘‘(I) academic study, developmental simula5 tion exercises, or self-reflection; 

6 ‘‘(J) mentorships and internships; 

7 ‘‘(K) supporting, managing, and overseeing 

8 the school’s organization, operation, and use re9 sources; and 

10 ‘‘(L) engaging with the community to cre11 ate a shared responsibility for student academic 

12 performance and successful personal develop13 ment. 

14 ‘‘(7) ADVANCEMENT AND PIPELINE DEVELOP15 MENT.—Developing, or assisting local educational 

16 agencies in developing, educator advancement initia17 tives that promote professional growth, emphasize 

18 multiple career paths for expanding the reach of ef19 fective teachers and principals, and recognize effec20 tiveness and increased responsibilities with pay dif21 ferentiation, such as— 

22 ‘‘(A) creating paths to— 

23 ‘‘(i) grow within the teaching profes24 sion, such as taking responsibility for addi25 tional students or students with greater 


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1 needs for improvement, becoming a mentor 

2 teacher, or contributing instructional tools 

3 for other teachers; 

4 ‘‘(ii) move towards a school leadership 

5 position, such as conducting peer evalua6 tions, providing instructional coaching, 

7 serving on a school-wide leadership team, 

8 or leading teams of teachers; or 

9 ‘‘(iii) become a principal or principal 

10 manager; and 

11 ‘‘(B) utilizing internal principals, assistant 

12 principals, teacher leaders, coaches, or content 

13 experts to— 

14 ‘‘(i) support classroom learning; 

15 ‘‘(ii) facilitate effective collaboration 

16 skills across learning communities and 

17 transfer knowledge from peers teaching 

18 and leading high-performing classrooms 

19 and schools. 

20 ‘‘(8) MEASURING EFFECTIVENESS.—Measuring 

21 the effectiveness of each local educational agency re22 ceiving a subgrant under subpart 2 and each school 

23 receiving assistance from the agency under this part, 

24 in— 


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1 ‘‘(A) ensuring that school protected release 

2 time for professional learning occurs multiple 

3 times per week or the equivalent of several 

4 hours; 

5 ‘‘(B) implementing on-going, research6 based professional learning for teacher leaders, 

7 coaches, assistant principals, principals, and 

8 principal managers; 

9 ‘‘(C) ensuring that principal managers, 

10 principals, assistant principals, teacher leaders, 

11 coaches, teachers, and schools are using data to 

12 inform instructional practices; and 

13 ‘‘(D) ensuring that the system of profes14 sional learning described in paragraph (7) is 

15 carried out using subgrant funds received under 

16 subpart 2 is integrated and aligned with the 

17 evaluation system described in paragraph (6) 

18 and the State’s school improvement plans. 

19 ‘‘(9) ADMINISTRATION.—Fulfilling the State 

20 educational agency’s responsibilities concerning 

21 proper and efficient administration of the programs 

22 carried out under this part, including provision of 

23 technical assistance to local educational agencies.’’. 


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1 SEC. 4. LOCAL APPLICATIONS AND NEEDS ASSESSMENT. 

2 Section 2122(b) of the Elementary and Secondary 

3 Education Act of 1965 (20 U.S.C. 6622(b)) is amended— 

4 (1) in paragraph (3)— 

5 (A) in subparagraph (B), by inserting ‘‘in 

6 grades kindergarten through three’’ after ‘‘class 

7 size’’; and 

8 (B) in subparagraph (C), by inserting ‘‘or 

9 the State’s alternative school improvement sys10 tem’’ after ‘‘section 1116(b)’’; 

11 (2) in paragraph (4)— 

12 (A) by inserting ‘‘, as well as funds re13 ceived under part D that are used for profes14 sional development to train teachers and prin15 cipals to integrate technology into curricula and 

16 instruction to improve teaching, learning, and 

17 technology literacy’’ after ‘‘other Federal, State, 

18 and local programs’’; 

19 (3) by striking paragraphs (5) through (7); 

20 (4) by redesignating paragraphs (8) through 

21 (11) as paragraphs (5) through (8), respectively; 

22 (5) in paragraph (7), as so redesignated, by 

23 striking ‘‘meet the requirements of section 1119’’ 

24 and inserting ‘‘increase the number of effective edu25 cators as measured by the evaluation system defined 

26 in section 2113(c)(4)’’; and 


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1 (6) by adding at the end the following new 

2 paragraphs: 

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

4 agency will assist schools in— 

5 ‘‘(A) ensuring that a system of profes6 sional development to continuously improve ed7 ucator effectiveness, student achievement, and 

8 overall school and system performance is an in9 tegral part of an educator evaluation system; 

10 ‘‘(B) providing protected release time for 

11 educators to engage in collaborative team-based 

12 learning multiple times per week or several 

13 hours per week; and 

14 ‘‘(C) leveraging resources such as teaching 

15 and leadership standards, formative assess16 ments, teacher portfolio processes, evidence17 based instructional practices, and educator de18 velopment protocols to guide educator learning. 

19 ‘‘(10) A description of how the local educational 

20 agency will— 

21 ‘‘(A) include educator input, including that 

22 of teachers and principals, in the development, 

23 implementation, and revision of the system of 

24 professional learning; 


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1 ‘‘(B) conduct a formal evaluation system 

2 under section 2113(c)(23) to evaluate the effec3 tiveness of the system of professional learning 

4 described in paragraph (13) using funds under 

5 this part; and 

6 ‘‘(C) prepare, support, utilize, and 

7 incentivize internal principals, assistant prin8 cipals, teacher leaders, coaches, or content ex9 perts to facilitate school-based professional 

10 learning.’’. 

11 SEC. 5. LOCAL USE OF FUNDS. 

12 Section 2123 of the Elementary and Secondary Edu13 cation Act of 1965 (20 U.S.C. 66239a) is amended— 

14 (1) in subsection (a)— 

15 (A) by amending paragraph (1) to read as 

16 follows: 

17 ‘‘(1) Developing and implementing mechanisms 

18 to assist schools in effectively recruiting and retain19 ing effective educators, including teachers, special20 ists in core academic subjects, teacher leaders, prin21 cipals, assistant principals, and pupil services per22 sonnel, such as— 

23 ‘‘(A) developing strategies that provide dif24 ferentiated pay and recognition for teachers and 


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1 principals based on effectiveness and increased 

2 responsibilities, such as— 

3 ‘‘(i) providing scholarships, signing 

4 bonuses, or other financial incentives, to 

5 work in high-need academic subjects or in 

6 high-poverty schools; 

7 ‘‘(ii) strategic staffing models that 

8 allow principals to bring a small team of 

9 effective educators to a low-performing 

10 school; or 

11 ‘‘(iii) increased autonomy in decision12 making; 

13 ‘‘(B) recruiting and hiring highly qualified 

14 teachers to reduce class size, particularly in the 

15 early grades; and 

16 ‘‘(C) establishing programs that— 

17 ‘‘(i) train and hire regular and special 

18 education teachers (which may include hir19 ing special education teachers to team20 teach in classrooms that contain both chil21 dren with disabilities and nondisabled chil22 dren); 

23 ‘‘(ii) train and hire effective teachers 

24 of special needs children, as well as teach25 ing specialists in core academic subjects 


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1 who will provide increased individualized 

2 instruction to students; 

3 ‘‘(iii) recruit qualified professionals 

4 from other fields, including highly qualified 

5 paraprofessionals, and provide such profes6 sionals with alternative routes to educator 

7 certification, including developing and im8 plementing hiring policies that ensure com9 prehensive recruitment efforts as a way to 

10 expand the applicant pool, such as through 

11 identifying teachers and principals certified 

12 through alternative routes, and using a 

13 system of intensive screening designed to 

14 hire the most qualified applicants; 

15 ‘‘(iv) provide increased opportunities 

16 for minorities, individuals with disabilities, 

17 and other individuals underrepresented in 

18 the teaching and principal professions; and 

19 ‘‘(v) develop and support school lead20 ership academies to help exceptionally tal21 ented aspiring or current teacher leaders 

22 or principals or superintendents become 

23 outstanding managers and educational 

24 leaders; 


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1 ‘‘(D) educator mentoring from exemplary 

2 teachers, teacher leaders, assistant principals, 

3 principals, or principal managers; 

4 ‘‘(E) induction and support for teachers 

5 and principals during their first 3 years of em6 ployment as teachers or principals, respectively; 

7 and 

8 ‘‘(F) incentives, including financial incen9 tives, to retain educators who have a record of 

10 success in helping low-achieving students im11 prove their academic achievement.’’; 

12 (B) by striking paragraphs (2) through 

13 (5); 

14 (C) by redesignating paragraphs (6) 

15 through (10) as paragraphs (2), (3), (5), and 

16 (6), respectively; 

17 (D) by inserting after paragraph (3), as so 

18 redesignated, the following new paragraph: 

19 ‘‘(4) Increasing the knowledge and skills of 

20 principal managers, principals, assistant principals, 

21 coaches and teacher leaders on how to— 

22 ‘‘(A) develop educators by leading effective 

23 professional learning and data-driven instruc24 tion teams aligned with achievement needs and 

25 educator goals; 


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1 ‘‘(B) conduct observations to provide use2 ful feedback to educators in identifying and 

3 meeting student needs and creating a profes4 sional climate of shared accountability for stu5 dent learning; 

6 ‘‘(C) manage talent, including defining 

7 great educator candidates, recruiting top talent, 

8 and hiring the best applicants, conducting for9 mal educator evaluations, and dismissing or 

10 counseling out underperforming educators; 

11 ‘‘(D) individualize educator roles and re12 sponsibilities by designing staffing models to le13 verage educator strengths and encouraging 

14 members of the faculty to engage in leadership 

15 roles that contribute to school improvement ef16 forts; 

17 ‘‘(E) engage the community, including 

18 seeking contributions from parents, community 

19 organizations, and other school stakeholders; 

20 ‘‘(F) engage in partnerships between ele21 mentary schools, secondary schools, and insti22 tutes of higher education to ensure the vertical 

23 alignment of student learning outcomes; and 

24 ‘‘(G) foster professional learning commu25 nities in which educators have time, protocols, 


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1 and an instructional focus, and which transfer 

2 knowledge from peers teaching and leading at 

3 high-performing classrooms and schools.’’; 

4 (E) by striking paragraph (5), as so redes5 ignated, and inserting the following: 

6 ‘‘(5) Carrying out the teacher and principal 

7 evaluation system described in section 2113(c)(4).’’; 

8 and 

9 (F) by striking paragraph (6), as so redes10 ignated, and inserting the following: 

11 ‘‘(6) Carrying out a formal evaluation system to 

12 determine the effectiveness of a program carried out 

13 under such system, including— 

14 ‘‘(A) ensuring that school protected release 

15 time for professional learning occurs multiple 

16 times per week or the equivalent of several 

17 hours; 

18 ‘‘(B) implementing on-going, research19 based professional learning for teacher leaders, 

20 coaches, assistant principals, principals, and 

21 principal managers; 

22 ‘‘(C) ensuring that principal managers, 

23 principals, assistant principals, teacher leaders, 

24 coaches, teachers, and schools are using data to 

25 inform instructional practices; 


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1 ‘‘(D) ensuring that the system of profes2 sional learning is carried out using subgrant 

3 funds received under this subpart and is inte4 grated and aligned with the evaluation system 

5 described in section 2113(c)(4) and the State’s 

6 school improvement plans; and 

7 ‘‘(E) determining the effectiveness of such 

8 a program on— 

9 ‘‘(i) teacher instructional practice; 

10 ‘‘(ii) principal instructional leadership 

11 practice; 

12 ‘‘(iii) student learning gains; 

13 ‘‘(iv) teacher retention; 

14 ‘‘(v) student graduation and college 

15 readiness rates, as applicable; 

16 ‘‘(vi) student attendance rates; 

17 ‘‘(vii) teacher and principal efficacy; 

18 and 

19 ‘‘(viii) teachers participating in leader20 ship roles.’’; and 

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

22 ‘‘(c) LIMITATION.—A local educational agency that 

23 receives a subgrant under section 2121 shall use not less 

24 than 10 percent of the subgrant funds for programs and 

25 activities to improve principal effectiveness.’’. 


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1 SEC. 6. PROFESSIONAL DEVELOPMENT DEFINED. 

2 Section 9101(34) of the Elementary and Secondary 

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

4 to read as follows: 

5 ‘‘(34) PROFESSIONAL DEVELOPMENT.—The 

6 term ‘professional development’ means a comprehen7 sive system of professional learning to increase edu8 cator effectiveness in improving student learning and 

9 achievement means that— 

10 ‘‘(A) fosters collective responsibility for im11 proved student performance; 

12 ‘‘(B) is comprised of professional learning 

13 that— 

14 ‘‘(i) is aligned with rigorous State stu15 dent academic achievement standards as 

16 well as related local educational agency 

17 and school improvement goals; 

18 ‘‘(ii) is conducted among educators at 

19 the school and facilitated by well-prepared 

20 school principals and school-based profes21 sional development coaches, mentors, mas22 ter teachers, or other teacher leaders who 

23 have demonstrated success at getting re24 sults with the given student population; 

25 and 


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1 ‘‘(iii) primarily occurs several times 

2 per week, or the equivalent of several 

3 hours per week, among established teams 

4 of teachers, principals, and other instruc5 tional staff members where the teams of 

6 educators engage in a continuous cycle of 

7 improvement that— 

8 ‘‘(I) evaluates student, teacher, 

9 and school learning needs through a 

10 thorough review of data on teacher 

11 and student performance; 

12 ‘‘(II) defines a clear set of educa13 tor learning goals based on the rig14 orous analysis of the data; 

15 ‘‘(III) achieves the educator 

16 learning goals identified in subclause 

17 (II) by implementing coherent, sus18 tained, and evidence-based learning 

19 strategies, such as lesson study and 

20 the development of formative assess21 ments, that improve instructional ef22 fectiveness and student achievement; 

23 ‘‘(IV) provides job-embedded 

24 coaching or other forms of assistance 


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1 to support the transfer of new knowl2 edge and skills to the classroom; 

3 ‘‘(V) regularly assesses the effec4 tiveness of the professional develop5 ment in achieving identified learning 

6 goals, improving teaching, and assist7 ing all students in meeting chal8 lenging State academic achievement 

9 standards; 

10 ‘‘(VI) informs ongoing improve11 ments in teaching and student learn12 ing; and 

13 ‘‘(VII) may be supported by ex14 ternal assistance; and 

15 ‘‘(C) may be supported by activities such 

16 as courses, workshops, institutes, networks, and 

17 conferences that— 

18 ‘‘(i) address the learning goals and 

19 objectives established by educators at the 

20 school level; 

21 ‘‘(ii) advance the ongoing school-based 

22 professional learning; and 

23 ‘‘(iii) are provided for by for-profit 

24 and nonprofit entities outside the school 

25 such as universities, education service 


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1 agencies, technical assistance providers, 

2 networks of content-area specialists, and 

3 other education organizations and associa4 tions.’’. 

Æ 


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