‘‘Subpart 6—Mentoring for New School Principals 
‘‘SEC. 2161. MENTORING FOR NEW SCHOOL PRINCIPALS. 
‘‘(a) PURPOSE.—The purpose of this subpart is to 
help close the gaps in principal preparation and provide 
new principals with the support and tools they need to 
meet the complex challenges of school leadership. 
‘‘(b) GRANT PROGRAM AUTHORIZED.—The Secretary 
is authorized to award grants, on a competitive basis, to 
eligible entities to enable the eligible entities to carry out 
the activities described in subsection (e). 
‘‘(c) ELIGIBLE ENTITY DEFINED.—In this subpart, 
the term ‘eligible entity’ means— 
‘‘(1) a State educational agency; 
‘‘(2) a local educational agency; 
‘‘(3) a nonprofit organization with a dem-
onstrated commitment and capacity to develop and 
support principals; or 
‘‘(4) a consortium of such agencies and organi-
zations. 
‘‘(d) APPLICATIONS.—To receive a grant under this 
subpart, an eligible entity shall submit an application to 
the Secretary at such time, in such manner, and con-
taining such information as the Secretary may reasonably 
require. 
‘‘(e) AUTHORIZED ACTIVITIES.— 
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‘‘(1) IN GENERAL.—Each eligible entity that re-
ceives a grant under this subpart shall use funds to 
provide principals who have not more than 3 years 
of experience, effective professional development to 
improve the capacity of such principals to increase 
student achievement for all children. 
‘‘(2) ALLOWABLE
ACTIVITIES.—The activities 
described in paragraph (1) may include— 
‘‘(A) establishing learning communities 
within 
elementary 
schools 
and 
secondary 
schools where principals and teachers— 
‘‘(i) share a school mission and goals 
with an explicit vision of quality teaching 
and learning that guides all instructional 
decisions; 
‘‘(ii) commit to improving student 
outcomes and performances; 
‘‘(iii) set a continuous cycle of collec-
tive inquiry and improvement; 
‘‘(iv) foster a culture of collaboration 
where teachers and principals work to-
gether on a regular basis to analyze and 
improve teaching and learning; and 
‘‘(v) support and share leadership; 
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‘‘(B) developing quality mentoring pro-
grams of sufficient intensity that include train-
ing for new principals on— 
‘‘(i) effectively utilizing student as-
sessment data, including formative and 
summative assessments and program eval-
uation data, for the purpose of making in-
structional decisions and improving school- 
based programs; 
‘‘(ii) 
designing 
and 
implementing 
data-driven school improvement plans; 
‘‘(iii) building or expanding relation-
ships within the learning community and 
collaborating with the broader school com-
munity, including parents and community 
stakeholders; 
‘‘(iv) building relationships and com-
municating effectively with State and cen-
tral office officials; 
‘‘(v) designing school-based collabo-
rative professional development plans; 
‘‘(vi) staff recruitment, hiring, and 
dismissal courses of action; and 
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‘‘(vii) effectively observing and pro-
viding feedback to teachers to improve 
their classroom practice; and 
‘‘(C) providing stipends for mentors who 
are veteran principals with demonstrated skills 
in transformational and instructional leadership 
and a successful record of increasing student 
achievement.’’. 
Æ 
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