2 years of full-time employment as teachers with the 
local educational agency, that shall include— 
‘‘(A) rigorous mentor selection by school or 
local educational agency leaders with mentoring 
and instructional expertise, including require-
ments that the mentor demonstrate— 
‘‘(i) a proven track record of improv-
ing student learning; 
‘‘(ii) strong interpersonal and oral and 
written communication skills; 
‘‘(iii) exemplary teaching skills, par-
ticularly with diverse learners, including 
children with disabilities and English lan-
guage learners; 
‘‘(iv) skill in enabling the effective in-
clusion of diverse learners, including chil-
dren with disabilities and English language 
learners; 
‘‘(v) commitment to personal and pro-
fessional growth and learning, such as Na-
tional Board for Professional Teaching 
Standards certification; 
‘‘(vi) willingness and experience in 
using real-time data, as well as school and 
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classroom level practices that have dem-
onstrated the capacity to— 
‘‘(I) improve student learning 
and classroom practice; and 
‘‘(II) inform instruction and pro-
fessional growth; 
‘‘(vii) skill in engaging in successful 
collaboration with other teachers, other 
school leaders, and staff; 
‘‘(viii) extensive knowledge of plan-
ning effective assessments and analysis of 
student data; 
‘‘(ix) ability to address needs of adult 
learners in professional development; 
‘‘(x) a commitment to participate in 
professional development throughout the 
year to develop the knowledge and skills 
related to effective mentoring; 
‘‘(xi) skill in promoting teacher reflec-
tion through formative assessment proc-
esses, including conversations with begin-
ning teachers using evidence of student 
learning and evidence of classroom prac-
tice; and 
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‘‘(xii) ability to improve the effective-
ness of the mentor’s mentees, as assessed 
by the evaluation system described in para-
graph (3); 
‘‘(B) a program of high-quality, intensive, 
and ongoing mentoring and mentor-teacher 
interactions that— 
‘‘(i) matches mentors with beginning 
teachers by grade level and content area, 
to the extent practicable; 
‘‘(ii) assists each beginning teacher 
in— 
‘‘(I) analyzing data based on the 
beginning teacher’s evidence of stu-
dent learning and evidence of class-
room practice, and utilizing research- 
based instructional strategies, includ-
ing differentiated instruction, to in-
form and strengthen such practice; 
‘‘(II) developing and enhancing 
effective teaching skills; 
‘‘(III) enabling effective inclusion 
of 
children 
with 
disabilities 
and 
English language learners, including 
through the utilization of— 
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‘‘(aa) response to interven-
tion; 
‘‘(bb) 
positive 
behavioral 
supports; 
‘‘(cc) differentiated instruc-
tion; 
‘‘(dd) universal design of 
learning; 
‘‘(ee) 
appropriate 
accom-
modations for instruction and as-
sessments; 
‘‘(ff) collaboration skills; and 
‘‘(gg) skill in effectively par-
ticipating in individualized edu-
cation program meetings required 
under section 614 of the Individ-
uals with Disabilities Education 
Act (20 U.S.C. 1414); 
‘‘(IV) using formative assess-
ments to— 
‘‘(aa) collect and analyze 
classroom-level data; 
‘‘(bb) foster evidence-based 
discussions; 
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‘‘(cc) provide opportunities 
for self assessment; 
‘‘(dd) 
examine 
classroom 
practice; and 
‘‘(ee) establish goals for pro-
fessional growth; and 
‘‘(V) achieving the goals of the 
school, district, and statewide cur-
ricula; 
‘‘(iii) provides regular and ongoing op-
portunities for beginning teachers and 
mentors to observe each other’s teaching 
methods in classroom settings during the 
school day; 
‘‘(iv) 
models 
innovative 
teaching 
methodologies through techniques such as 
team teaching, demonstrations, simula-
tions, and consultations; 
‘‘(v) aligns with the mission and goals 
of the local educational agency and school; 
‘‘(vi)(I) acts as a vehicle for a begin-
ning teacher to establish short- and long- 
term planning and professional goals and 
to improve student learning and classroom 
practice; and 
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‘‘(II) guides, monitors, and assesses 
the beginning teacher’s progress toward 
such goals; 
‘‘(vii) assigns not more than 12 begin-
ning teacher mentees to a mentor who 
works full-time, and reduces such max-
imum number of mentees proportionately 
for a mentor who works on a part-time 
basis; 
‘‘(viii) provides joint professional de-
velopment opportunities for mentors and 
beginning teachers; 
‘‘(ix) may include the use of master 
teachers to support mentors or other 
teachers; 
‘‘(x) improves student learning and 
classroom practice, as measured by the 
evaluation system described in paragraph 
(3); and 
‘‘(xi) assists each beginning teacher 
in— 
‘‘(I) connecting students’ prior 
knowledge, life experience, and inter-
ests with learning goals; and 
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‘‘(II) engaging students in prob-
lem-solving and critical thinking; 
‘‘(C) paid school release time of not less 
than 90 minutes per week for high-quality men-
toring and mentor-teacher interactions; 
‘‘(D) foundational training and ongoing 
professional development for mentors that sup-
port the high-quality mentoring and mentor- 
teacher interactions described in subparagraph 
(B); and 
‘‘(E) use of research-based teaching stand-
ards, formative assessments, teacher portfolio 
processes (such as the National Board for Pro-
fessional Teaching Standards certification proc-
ess), and teacher development protocols that 
supports the high-quality mentoring and men-
tor-teacher interactions described in subpara-
graph (B); 
‘‘(2) implement high-quality effective profes-
sional development for teachers, principals, school li-
brarians, and other school leaders serving the 
schools targeted for assistance under the subgrant; 
‘‘(3) develop and implement a rigorous, trans-
parent, and equitable teacher and principal evalua-
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tion system for all schools served by the local edu-
cational agency that— 
‘‘(A)(i) provides formative individualized 
feedback to teachers and principals on areas for 
improvement; 
‘‘(ii) provides for substantive support and 
interventions targeted specifically on such areas 
of improvement; and 
‘‘(iii) results in summative evaluations; 
‘‘(B) differentiates the effectiveness of 
teachers and principals using multiple rating 
categories that take into account evidence of 
student learning; 
‘‘(C) shall be developed, implemented, and 
evaluated in partnership with local teacher and 
principal organizations; and 
‘‘(D) includes— 
‘‘(i) valid, clearly defined, and reliable 
performance standards and rubrics for 
teacher evaluation based on multiple per-
formance measures, which shall include a 
combination of— 
‘‘(I) evidence of classroom prac-
tice; and 
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‘‘(II) evidence of student learning 
as a significant factor; 
‘‘(ii) valid, clearly defined, and reliable 
performance standards and rubrics for 
principal evaluation based on multiple per-
formance measures of student learning and 
leadership skills, which standards shall in-
clude— 
‘‘(I) planning and articulating a 
shared and coherent schoolwide direc-
tion and policy for achieving high 
standards of student performance; 
‘‘(II) 
identifying 
and 
imple-
menting the activities and rigorous 
curriculum necessary for achieving 
such standards of student perform-
ance; 
‘‘(III) supporting a culture of 
learning and professional behavior and 
ensuring quality measures of class-
room practice; 
‘‘(IV) communicating and engag-
ing parents, families, and other exter-
nal communities; and 
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‘‘(V) collecting, analyzing, and 
utilizing data and other tangible evi-
dence of student learning and evi-
dence of classroom practice to guide 
decisions and actions for continuous 
improvement and to ensure perform-
ance accountability; 
‘‘(iii) multiple and distinct rating op-
tions that allow evaluators to— 
‘‘(I) conduct multiple classroom 
observations throughout the school 
year; 
‘‘(II) examine the impact of the 
teacher or principal on evidence of 
student learning and evidence of class-
room practice; 
‘‘(III) specifically describe and 
compare differences in performance, 
growth, and development; and 
‘‘(IV) provide teachers or prin-
cipals with detailed individualized 
feedback and evaluation in a manner 
that allows each teacher or principal 
to identify the areas of classroom 
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practice that need to be strengthened, 
refined, and improved; 
‘‘(iv) implementing a formative assess-
ment and summative evaluation process 
based on the performance standards estab-
lished under clauses (i) and (ii); 
‘‘(v) rigorous training for evaluators 
on the performance standards established 
under clauses (i) and (ii) and the process 
of conducting effective evaluations, includ-
ing how to provide specific feedback and 
improve teaching and principal practice 
based on evaluation results; 
‘‘(vi) regular monitoring and assess-
ment of the quality and fairness of the 
evaluation system and the evaluators’ 
judgements, including with respect to— 
‘‘(I) inter-rater reliability, includ-
ing independent or third-party re-
views; 
‘‘(II) student assessments used in 
the evaluation system; 
‘‘(III) the performance standards 
established under clauses (i) and (ii); 
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‘‘(IV) training and qualifications 
of evaluators; and 
‘‘(V) timeliness of teacher and 
principal evaluations and feedback; 
‘‘(vii) a plan and substantive targeted 
support for teachers and principals who 
fail to meet the performance standards es-
tablished under clauses (i) and (ii); 
‘‘(viii) a streamlined, transparent, 
fair, and objective decisionmaking process 
for documentation and removal of teacher 
and principals who fail to meet such per-
formance standards, as governed by any 
applicable collective bargaining agreement 
or State law and after substantive targeted 
and reasonable support has been provided 
to such teachers and principals; and 
‘‘(ix) in the case of a local educational 
agency in a State that has a State evalua-
tion framework, the alignment of the local 
educational agency’s evaluation system 
with, at a minimum, such framework and 
the requirements of this paragraph; 
‘‘(4) implement ongoing high-quality support, 
coaching, and professional development for prin-
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cipal 
evaluation 
system 
described 
in 
section 
2502(a)(3); 
‘‘(4) student graduation rates, as applicable; 
‘‘(5) teaching, learning, and working conditions; 
‘‘(6) parent, family, and community involve-
ment and satisfaction; 
‘‘(7) student attendance rates; 
‘‘(8) teacher and principal satisfaction; and 
‘‘(9) student behavior. 
‘‘(b) LOCAL EDUCATIONAL AGENCY AND SCHOOL 
EFFECTIVENESS.—The formal evaluation system de-
scribed in subsection (a) shall also measure the effective-
ness of the local educational agency and school in— 
‘‘(1) implementing the comprehensive induction 
program described in section 2502(a)(1); 
‘‘(2) implementing high-quality professional de-
velopment described in section 2502(a)(2); 
‘‘(3) developing and implementing a rigorous, 
transparent, and equitable teacher and principal 
evaluation system described in section 2502(a)(3); 
‘‘(4) implementing mentoring, coaching, and 
professional development for school principals and 
other school leaders described in section 2502(a)(4); 
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