‘‘(9) A description of how the local educational 
agency will assist schools in— 
‘‘(A) ensuring that a system of profes-
sional development to continuously improve ed-
ucator effectiveness, student achievement, and 
overall school and system performance is an in-
tegral part of an educator evaluation system; 
‘‘(B) providing protected release time for 
educators to engage in collaborative team-based 
learning multiple times per week or several 
hours per week; and 
‘‘(C) leveraging resources such as teaching 
and leadership standards, formative assess-
ments, teacher portfolio processes, evidence- 
based instructional practices, and educator de-
velopment protocols to guide educator learning. 
‘‘(10) A description of how the local educational 
agency will— 
‘‘(A) include educator input, including that 
of teachers and principals, in the development, 
implementation, and revision of the system of 
professional learning; 
‘‘(B) conduct a formal evaluation system 
under section 2113(c)(23) to evaluate the effec-
tiveness of the system of professional learning 
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described in paragraph (13) using funds under 
this part; and 
‘‘(C) 
prepare, 
support, 
utilize, 
and 
incentivize internal principals, assistant prin-
cipals, teacher leaders, coaches, or content ex-
perts to facilitate school-based professional 
learning.’’. 
SEC. 5. LOCAL USE OF FUNDS. 
Section 2123 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 66239a) is amended— 
(1) in subsection (a)— 
(A) by amending paragraph (1) to read as 
follows: 
‘‘(1) Developing and implementing mechanisms 
to assist schools in effectively recruiting and retain-
ing effective educators, including teachers, special-
ists in core academic subjects, teacher leaders, prin-
cipals, assistant principals, and pupil services per-
sonnel, such as— 
‘‘(A) developing strategies that provide dif-
ferentiated pay and recognition for teachers and 
principals based on effectiveness and increased 
responsibilities, such as— 
‘‘(i) providing scholarships, signing 
bonuses, or other financial incentives, to 
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work in high-need academic subjects or in 
high-poverty schools; 
‘‘(ii) strategic staffing models that 
allow principals to bring a small team of 
effective educators to a low-performing 
school; or 
‘‘(iii) increased autonomy in decision-
making; 
‘‘(B) recruiting and hiring highly qualified 
teachers to reduce class size, particularly in the 
early grades; and 
‘‘(C) establishing programs that— 
‘‘(i) train and hire regular and special 
education teachers (which may include hir-
ing special education teachers to team- 
teach in classrooms that contain both chil-
dren with disabilities and nondisabled chil-
dren); 
‘‘(ii) train and hire effective teachers 
of special needs children, as well as teach-
ing specialists in core academic subjects 
who will provide increased individualized 
instruction to students; 
‘‘(iii) recruit qualified professionals 
from other fields, including highly qualified 
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paraprofessionals, and provide such profes-
sionals with alternative routes to educator 
certification, including developing and im-
plementing hiring policies that ensure com-
prehensive recruitment efforts as a way to 
expand the applicant pool, such as through 
identifying teachers and principals certified 
through alternative routes, and using a 
system of intensive screening designed to 
hire the most qualified applicants; 
‘‘(iv) provide increased opportunities 
for minorities, individuals with disabilities, 
and other individuals underrepresented in 
the teaching and principal professions; and 
‘‘(v) develop and support school lead-
ership academies to help exceptionally tal-
ented aspiring or current teacher leaders 
or principals or superintendents become 
outstanding managers and educational 
leaders; 
‘‘(D) educator mentoring from exemplary 
teachers, teacher leaders, assistant principals, 
principals, or principal managers; 
‘‘(E) induction and support for teachers 
and principals during their first 3 years of em-
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ployment as teachers or principals, respectively; 
and 
‘‘(F) incentives, including financial incen-
tives, to retain educators who have a record of 
success in helping low-achieving students im-
prove their academic achievement.’’; 
(B) by striking paragraphs (2) through 
(5); 
(C) 
by 
redesignating 
paragraphs 
(6) 
through (10) as paragraphs (2), (3), (5), and 
(6), respectively; 
(D) by inserting after paragraph (3), as so 
redesignated, the following new paragraph: 
‘‘(4) Increasing the knowledge and skills of 
principal managers, principals, assistant principals, 
coaches and teacher leaders on how to— 
‘‘(A) develop educators by leading effective 
professional learning and data-driven instruc-
tion teams aligned with achievement needs and 
educator goals; 
‘‘(B) conduct observations to provide use-
ful feedback to educators in identifying and 
meeting student needs and creating a profes-
sional climate of shared accountability for stu-
dent learning; 
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