II 

114TH CONGRESS 

1ST SESSION S. 476 

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

achievement at eligible schools. 

IN THE SENATE OF THE UNITED STATES 

FEBRUARY 12, 2015 

Mr. FRANKEN (for himself and Mr. BENNET) introduced the following bill; 

which was read twice and referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To recruit, support, and prepare principals to improve 

student academic achievement at eligible schools. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘School Principal Re5 cruitment and Training Act’’. 

6 SEC. 2. PRINCIPAL RECRUITMENT AND TRAINING. 

7 (a) IN GENERAL.—Part A of title II of the Elemen8 tary and Secondary Education Act of 1965 (20 U.S.C. 

9 6601 et seq.) is amended by adding at the end the fol10 lowing: 


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1 ‘‘Subpart 6—Principal Recruitment and Training 

2 ‘‘SEC. 2161. PRINCIPAL RECRUITMENT AND TRAINING 

3 GRANT PROGRAM. 

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

5 ‘‘(1) ASPIRING PRINCIPAL.—The term ‘aspiring 

6 principal’ means an individual who is enrolled in a 

7 principal preparation program’s preservice residency 

8 that provides training in instructional leadership, or9 ganizational management, and the development of 

10 teachers. 

11 ‘‘(2) CURRENT PRINCIPAL.—The term ‘current 

12 principal’ means an individual who, as of the date of 

13 the determination of participation in a program 

14 under this section, is employed as a principal or has 

15 been employed as a principal. 

16 ‘‘(3) ELIGIBLE ENTITY.—The term ‘eligible en17 tity’ means— 

18 ‘‘(A) a local educational agency, including 

19 an educational service agency, that serves an el20 igible school or a consortium of such agencies; 

21 ‘‘(B) a State educational agency or a con22 sortium of such agencies; 

23 ‘‘(C) a State educational agency in part24 nership with 1 or more local educational agen25 cies or educational service agencies that serve 

26 an eligible school; 


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1 ‘‘(D) an entity described in subparagraph 

2 (A), (B), or (C) in partnership with 1 or more 

3 nonprofit organizations or institutions of higher 

4 education; or 

5 ‘‘(E) an institution of higher education or 

6 a nonprofit organization, if the institution or 

7 nonprofit organization can demonstrate a 

8 record of— 

9 ‘‘(i) preparing principals who have 

10 been able to improve student achievement 

11 substantially; and 

12 ‘‘(ii) placing a significant percentage 

13 of such principals in eligible schools. 

14 ‘‘(4) ELIGIBLE SCHOOL.—The term ‘eligible 

15 school’ means a public school, including a public 

16 charter school, that meets 1 or more of the following 

17 criteria: 

18 ‘‘(A) Is a high-need school. 

19 ‘‘(B) Is a persistently low-achieving school, 

20 as determined by the State educational agency. 

21 ‘‘(C) Is an achievement gap school, as de22 termined by the State educational agency. 

23 ‘‘(D) In the case of a public school con24 taining middle grades, feeds into a public high 


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1 school that has less than a 60-percent gradua2 tion rate. 

3 ‘‘(E) Is a rural school served by a local 

4 educational agency that is eligible to receive as5 sistance under part B of title VI. 

6 ‘‘(5) HIGH-NEED SCHOOL.— 

7 ‘‘(A) IN GENERAL.—The term ‘high-need 

8 school’ means— 

9 ‘‘(i) an elementary school or middle 

10 school in which not less than 50 percent of 

11 the enrolled students are children from 

12 low-income families; or 

13 ‘‘(ii) a high school in which not less 

14 than 40 percent of the enrolled students 

15 are children from low-income families, 

16 which may be calculated using comparable 

17 data from feeder schools. 

18 ‘‘(B) LOW-INCOME FAMILY.—For purposes 

19 of subparagraph (A), the term ‘low-income fam20 ily’ means a family— 

21 ‘‘(i) in which the children are eligible 

22 for a free or reduced price lunch under the 

23 Richard B. Russell National School Lunch 

24 Act (42 U.S.C. 1751 et seq.); 


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1 ‘‘(ii) receiving assistance under a 

2 State program funded under part A of title 

3 IV of the Social Security Act (42 U.S.C. 

4 601 et seq.); or 

5 ‘‘(iii) in which the children are eligible 

6 to receive medical assistance under the 

7 Medicaid program. 

8 ‘‘(6) MENTOR PRINCIPAL.—The term ‘mentor 

9 principal’ means an individual with the following 

10 characteristics: 

11 ‘‘(A) Strong instructional leadership skills 

12 in an elementary school or secondary school set13 ting. 

14 ‘‘(B) Strong verbal and written commu15 nication skills, which may be demonstrated by 

16 performance on appropriate assessments. 

17 ‘‘(C) Knowledge, skills, and attitudes to— 

18 ‘‘(i) establish and maintain a profes19 sional learning community that effectively 

20 extracts information from data to improve 

21 the school culture and personalize instruc22 tion for all students to result in improved 

23 student achievement; 

24 ‘‘(ii) create and maintain a learning 

25 culture within the school that provides a 


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1 climate conducive to the development of all 

2 members of the school community, includ3 ing one of continuous learning for adults 

4 tied to student learning and other school 

5 goals; 

6 ‘‘(iii) engage in continuous profes7 sional development, utilizing a combination 

8 of academic study, developmental simula9 tion exercises, self-reflection, mentorship 

10 and internship; 

11 ‘‘(iv) understand youth development 

12 appropriate to the age level served by the 

13 school and from this knowledge sets high 

14 expectations and standards for the aca15 demic, social, emotional, and physical de16 velopment of all students; and 

17 ‘‘(v) actively engage the community to 

18 create shared responsibility for student 

19 academic performance and successful de20 velopment. 

21 ‘‘(7) MIDDLE GRADE.—The term ‘middle grade’ 

22 means any of grades 5 through 8. 

23 ‘‘(8) SCHOOL-LEVEL STUDENT OUTCOMES.— 

24 The term ‘school-level student outcomes’ means, at 

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1 dents described in section 1111(b)(2)(C)(v) who are 

2 served by the school— 

3 ‘‘(A) student academic achievement and 

4 student growth; and 

5 ‘‘(B) additional outcomes, including, at the 

6 high school level, graduation rates and the per7 centage of students taking college-level 

8 coursework. 

9 ‘‘(b) PROGRAM AUTHORIZED.— 

10 ‘‘(1) PRINCIPAL RECRUITMENT AND TRAINING

11 GRANT PROGRAM.—From amounts appropriated to 

12 carry out this section, the Secretary shall award 

13 grants to eligible entities to enable such entities to 

14 recruit, prepare, place, and support principals in eli15 gible schools. 

16 ‘‘(2) DURATION.— 

17 ‘‘(A) IN GENERAL.— 

18 ‘‘(i) NOT MORE THAN 5-YEAR DURA19 TION.—A grant awarded under this section 

20 shall be not more than 5 years in duration. 

21 ‘‘(ii) RENEWAL.—The Secretary 

22 may— 

23 ‘‘(I) renew a grant awarded 

24 under this section based on perform25 ance; and 


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1 ‘‘(II) in renewing a grant under 

2 subclause (I), award the grantee in3 creased funding to scale up or rep4 licate the grantee’s program. 

5 ‘‘(B) PERFORMANCE.—In evaluating per6 formance for purposes of subparagraph 

7 (A)(ii)(I)— 

8 ‘‘(i) the Secretary’s primary consider9 ation shall be the extent to which the prin10 cipals recruited, prepared, placed, or sup11 ported by the grantee have improved 

12 school-level student outcomes in eligible 

13 schools; and 

14 ‘‘(ii) the Secretary shall also consider 

15 the percentage of program graduates— 

16 ‘‘(I) who become principals in eli17 gible schools; 

18 ‘‘(II) who remain principals in el19 igible schools for multiple years; and 

20 ‘‘(III) who are highly rated prin21 cipals, as determined by the State 

22 educational agency. 

23 ‘‘(c) APPLICATION AND SELECTION CRITERIA.— 

24 ‘‘(1) APPLICATION.—An eligible entity that de25 sires a grant under this section shall submit to the 


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1 Secretary an application at such time, in such man2 ner, and accompanied by such information as the 

3 Secretary may require. 

4 ‘‘(2) SELECTION CRITERIA.—In awarding 

5 grants under this section, the Secretary shall con6 sider— 

7 ‘‘(A) the extent to which the entity has the 

8 capacity to implement the activities described in 

9 subsection (e) that the entity proposes to imple10 ment; 

11 ‘‘(B) the extent to which the entity has a 

12 demonstrated record of effectiveness or an evi13 denced-based plan for preparing principals to 

14 improve school-level student outcomes in eligible 

15 schools; 

16 ‘‘(C) the extent to which the entity has a 

17 demonstrated record of effectiveness or an evi18 dence-based plan for providing principals 

19 trained by the entity with the guidance, sup20 port, and tools they need to improve school-level 

21 student outcomes in eligible schools, including 

22 providing principals with resources, such as 

23 funding to ensure supports for quality teaching, 

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1 thority over areas such as personnel, budget, 

2 curriculum, or scheduling; 

3 ‘‘(D) the likelihood of the entity sustaining 

4 the project with funds other than funds pro5 vided under this section, which other funds may 

6 include funds provided under this title other 

7 than this section, once the grant is no longer 

8 available to the entity; and 

9 ‘‘(E) the extent to which the proposed 

10 project will serve rural areas or high-poverty 

11 areas. 

12 ‘‘(d) AWARDING GRANTS.— 

13 ‘‘(1) PRIORITY.—In awarding grants under this 

14 section, the Secretary shall give priority to an eligi15 ble entity with a record of preparing or developing 

16 principals who— 

17 ‘‘(A) have improved school-level student 

18 outcomes; 

19 ‘‘(B) have become principals in eligible 

20 schools; and 

21 ‘‘(C) remain principals in eligible schools 

22 for multiple years. 

23 ‘‘(2) GRANTS FOR RURAL SCHOOLS AND LOW24 EST PERFORMING SCHOOLS.—In awarding grants 


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1 under this section, the Secretary shall, consistent 

2 with the quality of applications— 

3 ‘‘(A) award not less than 1 grant to an eli4 gible entity that intends to establish a program 

5 that focuses on training or supporting prin6 cipals and other school leaders for rural schools; 

7 and 

8 ‘‘(B) award not less than 1 grant to an eli9 gible entity that intends to establish a program 

10 to train and support principals and other school 

11 leaders to lead reform efforts in persistently 

12 low-achieving schools in a State or more than 1 

13 State. 

14 ‘‘(3) REFORM EFFORTS.—An eligible entity 

15 that receives a grant under this section to carry out 

16 a program described in paragraph (2)(B)— 

17 ‘‘(A) during the first year of the grant, 

18 shall use grant funds— 

19 ‘‘(i) to bring together experts and 

20 stakeholders who are committed to dra21 matic and effective reform of persistently 

22 low-achieving schools who can provide 

23 input about what the evidence base shows 

24 regarding effective school leadership in 

25 such schools; 


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1 ‘‘(ii) to collect and develop, in con2 sultation with experts and stakeholders, a 

3 core body of knowledge regarding effective 

4 school reform leadership in persistently 

5 low-achieving schools, which is evidence 

6 based; and 

7 ‘‘(iii) to develop, drawing on the core 

8 body of knowledge developed in clause (ii), 

9 a leadership training program for prin10 cipals, mentors, and other school leaders, 

11 to prepare and support the principals, 

12 mentors, and leaders to lead effective 

13 school reform efforts in persistently low14 achieving schools; and 

15 ‘‘(B) during each year of the grant after 

16 the first year, shall use grant funds— 

17 ‘‘(i) to carry out the leadership train18 ing program described in subparagraph 

19 (A)(iii); 

20 ‘‘(ii) to ensure that the leadership 

21 training program described in subpara22 graph (A)(iii) is informed, on an ongoing 

23 basis, by consultation with experts and 

24 stakeholders, and by the program’s track25 ing of the performance of its graduates in 


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1 leading school reform efforts in persistently 

2 low-achieving schools; 

3 ‘‘(iii) to select cohorts of trained or 

4 experienced principals to lead school re5 form efforts in persistently low-achieving 

6 schools; 

7 ‘‘(iv) to provide support for, and en8 courage interaction among, cohorts of prin9 cipals after completion of the leadership 

10 training program described in subpara11 graph (A)(iii); and 

12 ‘‘(v) to disseminate information to 

13 principals, mentors, and other school lead14 ers engaging in reform efforts in persist15 ently low-achieving schools. 

16 ‘‘(e) ACTIVITIES.—Each eligible entity that receives 

17 a grant under this section shall use grant funds to carry 

18 out all of the following: 

19 ‘‘(1) Recruiting and selecting, using rigorous, 

20 competency-based, selection criteria, and training 

21 and supporting a diverse group of aspiring principals 

22 or current principals, or both, for work in eligible 

23 schools. 

24 ‘‘(2) Tracking participants to determine if such 

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1 petencies needed to complete the training and enter 

2 into an effective leadership role, and providing coun3 seling and, if appropriate, separation, to participants 

4 who the entity determines will not attain, or have 

5 not attained, those competencies. 

6 ‘‘(3) If the eligible entity provides a program 

7 for aspiring principals— 

8 ‘‘(A) candidates shall demonstrate aware9 ness of and have experience with the knowledge, 

10 skills, and attitudes to— 

11 ‘‘(i) establish and maintain a profes12 sional learning community that effectively 

13 extracts information from data to improve 

14 the school culture and personalize instruc15 tion for all students to result in improved 

16 student achievement; 

17 ‘‘(ii) create and maintain a learning 

18 culture within the school that provides a 

19 climate conductive to the development of 

20 all members of the school community, in21 cluding one of continuous learning for 

22 adults tied to student learning and other 

23 school goals; 

24 ‘‘(iii) engage in continuous profes25 sional development, utilizing a combination 


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1 of academic study, developmental simula2 tion exercises, self-reflection, mentorship, 

3 and internship; 

4 ‘‘(iv) understand youth development 

5 appropriate to the age level served by the 

6 school and, from this knowledge, set high 

7 expectations and standards for the aca8 demic, social, emotional, and physical de9 velopment of all students; and 

10 ‘‘(v) actively engage the community to 

11 create shared responsibility for student 

12 academic performance and successful de13 velopment; and 

14 ‘‘(B) the program shall provide aspiring 

15 principals with— 

16 ‘‘(i) a preservice residency that is not 

17 less than 1 year in length, and that in18 cludes coaching from a mentor principal, 

19 and instructional leadership and organiza20 tional management experience; 

21 ‘‘(ii) focused coursework on instruc22 tional leadership, organizational manage23 ment, and the use of a variety of data for 

24 purposes of— 

25 ‘‘(I) instruction; 


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1 ‘‘(II) evaluation and development 

2 of teachers; and 

3 ‘‘(III) development of highly ef4 fective school organizations; and 

5 ‘‘(iii) ongoing support, mentoring, and 

6 professional development for not less than 

7 2 years after the aspiring principals com8 plete the residency and commence work as 

9 assistant principals and principals. 

10 ‘‘(4) Training mentors for principals who are 

11 serving or who wish to serve in eligible schools or for 

12 aspiring principals who wish to serve in such eligible 

13 schools, or for both. 

14 ‘‘(5) Providing differentiated training to partici15 pants in competencies that evidence shows are crit16 ical to improving school-level student outcomes in el17 igible schools, such as— 

18 ‘‘(A) recruiting, training, supervising, sup19 porting, and evaluating teachers and other 

20 staff; 

21 ‘‘(B) developing teams of effective school 

22 staff, and distributing among members of such 

23 teams responsibilities for leading and improving 

24 their schools; 


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1 ‘‘(C) establishing learning communities 

2 where principals and teachers— 

3 ‘‘(i) share a school mission and goals 

4 with an explicit vision of quality teaching 

5 and learning that guides all instructional 

6 decisions; 

7 ‘‘(ii) commit to improving student 

8 outcomes and performances; 

9 ‘‘(iii) set a continuous cycle of collec10 tive inquiry and improvement; 

11 ‘‘(iv) foster a culture of collaboration 

12 where teachers and principals work to13 gether on a regular basis to analyze and 

14 improve teaching and learning; and 

15 ‘‘(v) support and share leadership; 

16 ‘‘(D) where applicable for participants 

17 serving elementary schools, offering high-quality 

18 early childhood education to the students such 

19 participants are serving and facilitating the 

20 transition of children from early learning set21 tings to elementary school; 

22 ‘‘(E) setting high expectations for student 

23 achievement; 

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1 dents who are children with disabilities, stu2 dents who are limited English proficient, and 

3 students who are homeless or in foster care; 

4 ‘‘(G) managing budget resources and 

5 school time to support high-quality instruction 

6 and improvements in student achievement, such 

7 as by extending the school day and year and 

8 providing common planning time to teachers 

9 and staff; 

10 ‘‘(H) working effectively with students’ 

11 parents and other members of the community; 

12 ‘‘(I) using technology and multiple sources 

13 of data to personalize instruction; 

14 ‘‘(J) monitoring and improving the align15 ment and effectiveness of curriculum, instruc16 tion, and assessment, using a variety of data 

17 providing evidence of student and school out18 comes; and 

19 ‘‘(K) developing and maintaining a positive 

20 school culture where students, teachers, and 

21 other staff are motivated to collaborate and 

22 work together to achieve goals. 

23 ‘‘(6) Delivering high-quality, differentiated, 

24 school-level support services and training to current 

25 principals of eligible schools, if the eligible entity 


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1 provides a program for current principals, or during 

2 the period described in paragraph (3)(B)(iii) to indi3 viduals who have completed the aspiring principal 

4 residency, if the eligible entity provides a program 

5 for aspiring principals, to help meet the specific 

6 needs of the eligible schools they serve, which may 

7 include— 

8 ‘‘(A) training and support for the design of 

9 school-wide improvement plans based on the di10 agnosis of school conditions and needs informed 

11 by data and analysis of classroom and school 

12 practices; and 

13 ‘‘(B) support in organizing and training 

14 the teams described in paragraph (5)(B). 

15 ‘‘(7) Making available any training materials 

16 funded under the grant, such as syllabi, assign17 ments, or selection rubrics, to the Department for 

18 public dissemination. 

19 ‘‘(8) Tracking the effectiveness of the program 

20 based on, at a minimum— 

21 ‘‘(A) school-level student outcomes at the 

22 schools where program graduates have served 

23 as principals; 

24 ‘‘(B) the percentage of program graduates 

25 who become principals in eligible schools; and 


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1 ‘‘(C) the percentage of program graduates 

2 who remain principals in eligible schools for 

3 multiple years. 

4 ‘‘(9) Using the data on the effectiveness of the 

5 program for, among other purposes, the continuous 

6 improvement of the program. 

7 ‘‘(f) ANNUAL REPORT.—An eligible entity that re8 ceives a grant under this section shall submit an annual 

9 report, beginning in the third year of the grant, to the 

10 Secretary regarding— 

11 ‘‘(1) school-level student outcomes resulting 

12 from implementation of the grant activities; and 

13 ‘‘(2) data on— 

14 ‘‘(A) the percentage of program graduates 

15 who become principals in eligible schools; 

16 ‘‘(B) the percentage of graduates who re17 main principals in eligible schools for multiple 

18 years; and 

19 ‘‘(C) the percentage of program graduates 

20 who are highly rated, as determined by the 

21 State educational agency. 

22 ‘‘(g) MATCHING REQUIREMENT.— 

23 ‘‘(1) MATCHING REQUIREMENT.— 

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

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1 tribute annually to the activities assisted under 

2 such grant matching funds from non-Federal 

3 sources in an amount equal to not less than 20 

4 percent of the amount of the grant. 

5 ‘‘(B) MATCHING FUNDS.—The matching 

6 funds requirement under subparagraph (A) may 

7 be met by— 

8 ‘‘(i) contributions that are in cash or 

9 in kind, fairly evaluated; and 

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

11 to an aspiring principal during the aspiring 

12 principal’s residency year. 

13 ‘‘(2) WAIVER.—The Secretary may waive or re14 duce the matching requirement under paragraph (1) 

15 if the eligible entity demonstrates a need for such 

16 waiver or reduction due to financial hardship. 

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

18 provided under this section shall be used to supplement, 

19 and not supplant, any other Federal, State, or local funds 

20 otherwise available to carry out the activities described in 

21 this section. 

22 ‘‘(i) RESEARCH, EVALUATION, AND DISSEMINA23 TION.— 

24 ‘‘(1) AVAILABLE FUNDS.—Of the amounts ap25 propriated to carry out this section for a fiscal year, 


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1 the Secretary may use not more than 5 percent to 

2 carry out this subsection. 

3 ‘‘(2) ESTABLISHMENT OF PERFORMANCE

4 METRICS.—The Secretary, acting through the Direc5 tor of the Institute of Education Sciences, shall es6 tablish performance metrics to evaluate the effective7 ness of the activities carried out under this program. 

8 ‘‘(3) ANNUAL REPORT.—Each eligible entity 

9 that receives a grant under this section shall, in the 

10 entity’s annual report to the Secretary required 

11 under subsection (f), submit information relevant to 

12 the performance metrics described in paragraph (2). 

13 ‘‘(4) EVALUATION.—The Secretary shall— 

14 ‘‘(A) acting through the Director of the In15 stitute of Education Sciences— 

16 ‘‘(i) evaluate the implementation and 

17 impact of the activities supported under 

18 the grant program authorized under this 

19 section, including progress measured by 

20 the metrics established under paragraph 

21 (2); and 

22 ‘‘(ii) identify best practices to improve 

23 school leadership; and 

24 ‘‘(B) disseminate, in consultation with the 

25 regional educational laboratories established 


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1 under part D of the Education Sciences Reform 

2 Act of 2002 and comprehensive centers estab3 lished under the Educational Technical Assist4 ance Act of 2002, research on best practices in 

5 school leadership. 

6 ‘‘(j) REPORT TO CONGRESS.—Not later than 5 years 

7 after the date of enactment of the School Principal Re8 cruitment and Training Act, the Secretary shall submit 

9 a report to the Committee on Health, Education, Labor, 

10 and Pensions of the Senate, the Committee on Appropria11 tions of the Senate, the Committee on Education and the 

12 Workforce of the House of Representatives, and the Com13 mittee on Appropriations of the House of Representatives, 

14 on lessons learned through programs funded with grants 

15 awarded under this section. 

16 ‘‘(k) AUTHORIZATION OF APPROPRIATIONS.—There 

17 are authorized to be appropriated to carry out this section 

18 such sums as may be necessary for fiscal year 2016 and 

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

20 (b) TABLE OF CONTENTS.—The table of contents in 

21 section 2 of the Elementary and Secondary Education Act 

22 of 1965 is amended by inserting after the item relating 

23 to section 2151 the following: 

‘‘SUBPART 6—PRINCIPAL RECRUITMENT AND TRAINING

‘‘Sec. 2161. Principal recruitment and training grant program.’’. 


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1 (c) CONFORMING AMENDMENT.—Section 2103(a) of 

2 the Elementary and Secondary Education Act of 1965 (20 

3 U.S.C. 6603(a)) is amended by inserting ‘‘or subpart 6’’ 

4 after ‘‘subpart 5’’. 

Æ 


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