(C) by amending subparagraph (B) to read 
as follows: 
‘‘(B) teacher certification (including recer-
tification) or licensing requirements are aligned 
with challenging State academic content stand-
ards, such as— 
‘‘(i) implementing educator testing for 
subject matter knowledge; and 
‘‘(ii) implementing educator testing 
for State certification or licensing, includ-
ing rigorous, performance-based assess-
ments that reflect the authentic work of 
teachers or principals and are consistent 
with title II of the Higher Education Act 
of 1965;’’; and 
(D) by striking subparagraph (C) and in-
serting the following: 
‘‘(C) funding projects that promote reci-
procity of teacher and principal certification or 
licensing between or among States, except that 
no reciprocity agreement developed under this 
subparagraph or developed using funds pro-
vided under this part may lead to the weak-
ening of any State teaching certification or li-
censing requirement; 
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‘‘(D) teacher and principal licensure sys-
tems that provide a single license for entry into 
the profession for candidates who complete a 
State-approved teacher or principal preparation 
program (whether the program is based at an 
institution of higher education, local educational 
agency, or non-profit organization) and dif-
ferentiate between— 
‘‘(i) a preliminary license for new 
teachers or principals focused on a dem-
onstration of the competencies necessary to 
teach or lead in a classroom or school; and 
‘‘(ii) a professional license based on 
effectiveness, which may include data from 
robust teacher and principal evaluation 
systems; and 
‘‘(E) programs are carried out that estab-
lish, expand, or improve alternative routes for 
State certification of teachers and principals, 
especially in the areas of mathematics and 
science, for highly qualified individuals with a 
baccalaureate or master’s degree, including 
mid-career professionals from other occupa-
tions, paraprofessionals, former military per-
sonnel, and recent college or university grad-
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uates with records of academic distinction who 
demonstrate the potential to become highly ef-
fective teachers or principals.’’; 
(3) in paragraph (2)— 
(A) by striking ‘‘(2)’’ and inserting ‘‘(2) 
SUPPORT OF TEACHERS AND PRINCIPALS.—’’; 
(B) in the matter preceding subparagraph 
(A)— 
(i) by striking ‘‘teachers or prin-
cipals’’ and inserting ‘‘teachers, principals, 
and principal managers’’; and 
(ii) by inserting ‘‘induction or’’ before 
‘‘support for teachers and principals new 
to their profession’’; 
(C) in subparagraph (A)— 
(i) by striking ‘‘teacher’’ the first 
place it appears and inserting ‘‘educator’’; 
(ii) by inserting ‘‘coaching,’’ before 
‘‘team teaching’’; and 
(iii) by striking ‘‘; and’’ and inserting 
a semicolon; 
(D) in subparagraph (B)— 
(i) by striking ‘‘standards or assess-
ments’’ and inserting ‘‘standards, assess-
ments, or evaluation systems’’; 
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(ii) by striking ‘‘teachers’’ and insert-
ing ‘‘educators’’; and 
(iii) by striking the period at the end 
and inserting ‘‘; and’’; and 
(E) by adding at the end the following new 
subparagraph: 
‘‘(C) invest in the capacity of principals, 
assistant principals, and teacher leaders to 
evaluate and provide professional learning op-
portunities to teachers, and in the capacity of 
principal managers to evaluate and provide pro-
fessional learning opportunities for school lead-
ers, such as training principal managers, prin-
cipals, assistant principals, and teacher leaders 
on— 
‘‘(i) a shared vision of teacher or prin-
cipal performance based on the State’s 
teaching or leadership standards; 
‘‘(ii) the use of teacher or principal 
evaluation and support systems; 
‘‘(iii) techniques for observing teacher 
or principal practice, including how to inte-
grate various data sources into a com-
prehensive assessment of educator effec-
tiveness; 
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‘‘(iv) methods for providing strong 
coaching and feedback; and 
‘‘(v) the identification of differentiated 
learning, including the creation of profes-
sional learning communities opportunities 
as part of a targeted growth plan.’’; 
(4) by striking paragraph (3) and redesignating 
paragraph (4) as paragraph (3); 
(5) by amending paragraph (3), as so redesig-
nated to read as follows: 
‘‘(3) RECRUITMENT AND RETENTION.—Devel-
oping and implementing mechanisms to assist local 
educational agencies and schools in effectively re-
cruiting and retaining effective educators, including 
teachers, specialists in core academic subjects, teach-
er leaders, assistant principals, principals, and pupil 
services personnel, such as— 
‘‘(A) developing comprehensive perform-
ance-based compensation systems as part of the 
local educational agency’s broader human cap-
ital management system; 
‘‘(B) strategies that provide differentiated 
pay and recognition for teachers and principals 
based on effectiveness and increased respon-
sibilities such as— 
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‘‘(i) incentives to work in high-need 
academic 
subjects 
or 
in 
high-poverty 
schools and districts; 
‘‘(ii) strategic staffing models that 
allow principals to bring a small team of 
effective educators to a low-performing 
school; 
‘‘(iii) increased autonomy in decision-
making; or 
‘‘(iv) opportunities to lead professional 
development activities for other educators; 
and 
‘‘(C) a center that— 
‘‘(i) serves as a statewide clearing-
house for the recruitment and placement of 
kindergarten, elementary school, and sec-
ondary school teachers; and 
‘‘(ii) establishes and carries out pro-
grams to improve educator recruitment 
and retention within the State.’’; and 
(6) by striking paragraphs (5) through (18) 
and inserting after paragraph (3), as so redesig-
nated, the following new paragraphs: 
‘‘(4) REQUIREMENTS
FOR
TEACHER
EVALUA-
TIONS.—Developing and implementing an evaluation 
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