tered by the Secretary or the Secretary of Health 
and Human Services. 
‘‘(9) DEFINITIONS.—In this subsection: 
‘‘(A) EARLY CHILDHOOD EDUCATOR.—The 
term ‘early childhood educator’’ means a person 
providing, or employed by a provider of, non-
residential child care services (including center- 
based, family-based, and in-home child care 
services) that is legally operating under State 
law, and that complies with applicable State 
and local requirements for the provision of child 
care services to children at any age from birth 
through the age at which a child may start kin-
dergarten in that State. 
‘‘(B) HIGH-NEED COMMUNITY.— 
‘‘(i) IN
GENERAL.—The term ‘high- 
need community’ means— 
‘‘(I) a political subdivision of a 
State, or a portion of a political sub-
division of a State, in which at least 
50 percent of the children are from 
low-income families; or 
‘‘(II) a political subdivision of a 
State that is among the 10 percent of 
political subdivisions of the State hav-
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ing the greatest numbers of such chil-
dren. 
‘‘(ii) 
DETERMINATION.—In 
deter-
mining which communities are described in 
clause (i), the Secretary shall use such 
data as the Secretary determines are most 
accurate and appropriate. 
‘‘(C) LOW-INCOME
FAMILY.—The term 
‘low-income family’ means a family with an in-
come below the poverty line for the most recent 
fiscal year for which satisfactory data are avail-
able.’’. 
SEC. 3. DEFINITION OF PROFESSIONAL DEVELOPMENT. 
Section 9101(34) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7801(34)) is amended 
to read as follows: 
‘‘(34) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ means job-embedded 
comprehensive, sustained, targeted, intensive, evi-
dence-based, and classroom-focused support and ca-
pacity-building for teachers, principals, and other 
educators that strengthens classroom practice and 
increases student learning, which includes activities 
that— 
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‘‘(A) foster collective responsibility for im-
proved student learning; 
‘‘(B) are designed and implemented in a 
manner that increases leadership opportunities 
for teachers and other educators, and increases 
the effectiveness of teachers, principals, and 
other educators in improving student learning 
and strengthening classroom practice, which 
may include expanding opportunities for teach-
ers to participate in professional enhancement 
activities through a nationally recognized stand-
ards-based certificate or advanced credential; 
‘‘(C) analyze and use— 
‘‘(i) real-time data and information 
collected from— 
‘‘(I) student learning; 
‘‘(II) classroom practice; and 
‘‘(III) the State’s longitudinal 
data system; and 
‘‘(ii) other relevant data collected by 
the school or local educational agency; 
‘‘(D) are aligned with— 
‘‘(i) rigorous State student academic 
achievement standards developed under 
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section 1111(b)(1) and State early learn-
ing guidelines; 
‘‘(ii) related academic and school im-
provement goals of the school, local edu-
cational agency, and statewide curriculum; 
‘‘(iii) statewide and local curricula; 
and 
‘‘(iv) rigorous standards of profes-
sional practice and development; and 
‘‘(E) include ongoing, job-embedded oppor-
tunities determined by established collaborative 
teams of teachers, principals, and other edu-
cators in which teams engage in a continuous 
cycle of professional learning and improvement 
that— 
‘‘(i) identifies, reviews, and analyzes— 
‘‘(I) student learning, including 
gaps in performance; 
‘‘(II) classroom practice; and 
‘‘(III) measures of school climate, 
including staff, students, and parent 
and family feedback; 
‘‘(ii) define a clear set of educator 
learning goals to improve school climate 
and strengthen classroom practice based 
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on the rigorous analysis of evidence of stu-
dent learning and evidence of classroom 
practice; 
‘‘(iii) develop and implement coherent, 
sustained, targeted, and evidenced-based 
strategies to meet such goals (including 
through 
instructional 
coaching, 
lesson 
study, and study groups organized at the 
school, team, or individual levels); 
‘‘(iv) provides learning opportunities 
for teachers to collectively develop and re-
fine student learning goals and develop in-
structional strategies to support students 
in meeting those goals; 
‘‘(v) provides opportunities for teach-
ers to develop, implement, and utilize the 
data from formative assessments to inform 
classroom practice; 
‘‘(vi) provides an effective mechanism 
to support the transfer of new knowledge 
and skills to the classroom (including uti-
lizing teacher leaders, instructional coach-
es, school librarians, and content experts 
to support such transfer); 
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‘‘(vii) provides opportunities for fol-
low-up, observation, and formative feed-
back and assessment of the teacher’s class-
room practice, on a regular basis and in a 
manner that allows each such teacher to 
identify areas of classroom practice that 
need to be strengthened, refined, and im-
proved; 
‘‘(viii) regularly assesses the effective-
ness of the support, and uses such assess-
ments to inform ongoing improvements, 
in— 
‘‘(I) improving student learning; 
‘‘(II) 
strengthening 
classroom 
practice; and 
‘‘(III) improving school climate; 
and 
‘‘(ix) supports the recruiting, hiring, 
retaining, and training of profession-ready 
teachers, including teachers who become li-
censed through State and local alternative 
routes to certification or licensure.’’. 
Æ 
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