leader protocols (such as the National 
Board for Professional Teaching Stand-
ards Certification for Educational Leaders 
program or the 2008 Interstate School 
Leaders Licensure Consortium Standards); 
‘‘(B) improve the knowledge and skills of 
school principals and other school leaders in— 
‘‘(i) planning and articulating a 
shared and clear schoolwide direction, vi-
sion, and strategy for achieving high 
standards of student performance; 
‘‘(ii) identifying and implementing the 
activities and rigorous student curriculum 
and assessments necessary for achieving 
such standards of performance; 
‘‘(iii) managing and supporting a col-
laborative culture of ongoing learning and 
professional development and ensuring 
quality evidence of classroom practice (in-
cluding shared or distributive leadership 
and providing timely and constructive feed-
back to teachers to improve student learn-
ing and strengthen classroom practice); 
‘‘(iv) communicating and engaging 
parents, families, and local communities 
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and organizations (including engaging in 
partnerships among elementary schools, 
secondary schools, and institutions of high-
er education to ensure the vertical align-
ment of student learning outcomes); 
‘‘(v) collecting, analyzing, and uti-
lizing data and other tangible evidence of 
student learning and classroom practice 
(including the use of formative and 
summative assessments) to— 
‘‘(I) guide decisions and actions 
for continuous instructional improve-
ment; and 
‘‘(II) ensure performance ac-
countability; 
‘‘(vi) managing resources and school 
time to ensure a safe and effective student 
learning environment; and 
‘‘(vii) designing and implementing 
strategies for differentiated instruction and 
effectively identifying and educating di-
verse learners, including children with dis-
abilities and English language learners; 
and 
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‘‘(C) provide feedback on the performance 
of beginning principals and other school leaders 
to local principal and leader preparation pro-
grams and recommendations for improving such 
programs; 
‘‘(5)(A) create or enhance opportunities for 
teachers and school librarians to assume new school 
leadership roles and responsibilities, including— 
‘‘(i) serving as mentors, instructional 
coaches, or master teachers; or 
‘‘(ii) assuming increased responsibility for 
professional development activities, curriculum 
development, or school improvement and leader-
ship activities; and 
‘‘(B) provide training for teachers who assume 
such school leadership roles and responsibilities; and 
‘‘(6) provide significant and sustainable sti-
pends above a teacher’s base salary for teachers that 
serve as mentors, instructional coaches, teacher lead-
ers, or evaluators under the programs described in 
this subsection. 
‘‘(b) SURVEY.—A local educational agency receiving 
a subgrant under this part shall conduct a valid and reli-
able full population survey of teaching and learning, at 
the school and local educational agency level, and include, 
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as topics in the survey, not less than the following ele-
ments essential to improving student learning and retain-
ing effective teachers: 
‘‘(1) Instructional planning time. 
‘‘(2) School leadership. 
‘‘(3) Decisionmaking processes. 
‘‘(4) Professional development. 
‘‘(5) Facilities and resources, including the 
school library. 
‘‘(6) Beginning teacher induction. 
‘‘(7) School safety and environment. 
‘‘(c) INTEGRATION AND ALIGNMENT.—The system 
described in subsection (a) shall— 
‘‘(1) integrate and align all of the activities de-
scribed in such subsection; 
‘‘(2) be informed by, and integrated with, the 
results of the survey described in subsection (b); 
‘‘(3) be aligned with the State’s school improve-
ment efforts under sections 1116 and 1117; and 
‘‘(4) be aligned with the programs funded 
under title II of the Higher Education Act of 1965 
and other professional development programs au-
thorized under this Act. 
‘‘(d) ELIGIBLE ENTITIES.—The assistance required 
to be provided under this section may be provided— 
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‘‘(1) by the local educational agency; or 
‘‘(2) by the local educational agency, in collabo-
ration with— 
‘‘(A) the State educational agency; 
‘‘(B) an institution of higher education; 
‘‘(C) a nonprofit organization; 
‘‘(D) a teacher organization; 
‘‘(E) a principal or school leader organiza-
tion; 
‘‘(F) an educational service agency; 
‘‘(G) a teaching residency program; or 
‘‘(H) another nonprofit entity with experi-
ence in helping schools improve student achieve-
ment. 
‘‘SEC. 2503. RULE OF CONSTRUCTION. 
‘‘Nothing in this part shall be construed to alter or 
otherwise affect the rights, remedies, and procedures af-
forded school or school district employees under Federal, 
State, or local laws (including applicable regulations or 
court orders) or under the terms of collective bargaining 
agreements, memoranda of understanding, or other agree-
ments between such employees and their employers. 
‘‘SEC. 2504. PROGRAM EVALUATION. 
‘‘(a) IN GENERAL.—Each program required under 
section 2502(a) shall include a formal evaluation system 
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to determine, at a minimum, the effectiveness of each such 
program on— 
‘‘(1) student learning; 
‘‘(2) retaining teachers and principals, including 
differentiating the retainment data by profession 
and by the level of performance of the teachers and 
principals, based on the evaluation system described 
in section 2502(a)(3); 
‘‘(3) teacher, principal, and other school leader 
practice, which shall include, for teachers and prin-
cipals, practice measured by the teacher and prin-
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— 
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‘‘(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); 
‘‘(5) ensuring that mentors, teachers, and 
schools are using data to inform instructional prac-
tices; and 
‘‘(6) ensuring that the comprehensive induction 
and high-quality mentoring required under section 
2502(a)(1) and the high impact professional devel-
opment required under section 2502(a)(2) are inte-
grated and aligned with the State’s school improve-
ment efforts under sections 1116 and 1117. 
‘‘(c) CONDUCT OF EVALUATION.—The evaluation de-
scribed in subsection (a) shall be— 
‘‘(1) conducted by the State, an institution of 
higher education, or an external agency that is expe-
rienced in conducting such evaluations; and 
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‘‘(2) developed in collaboration with groups 
such as— 
‘‘(A) experienced educators with track 
records of success in the classroom; 
‘‘(B) institutions of higher education in-
volved with teacher induction and professional 
development located within the State; and 
‘‘(C) local teacher, principal, and school 
leader organizations. 
‘‘(d) DISSEMINATION.— 
‘‘(1) IN GENERAL.—The results of the evalua-
tion described in subsection (a) shall be submitted to 
the Secretary. 
‘‘(2) DISSEMINATION.—The Secretary shall 
make the results of each evaluation described in sub-
section (a) available to States, local educational 
agencies, and the public. 
‘‘SEC. 2505. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part such sums as may be necessary for fiscal year 
2014 and each succeeding fiscal year.’’. 
(b) TABLE OF CONTENTS.—The table of contents in 
section 2 of the Elementary and Secondary Education Act 
of 1965 is amended by inserting after the item relating 
to section 2441 the following: 
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‘‘PART E—BUILDING SCHOOL CAPACITY FOR EFFECTIVE TEACHING AND 
LEADERSHIP 
‘‘Sec. 2501. Local school improvement activities. 
‘‘Sec. 2502. Use of funds. 
‘‘Sec. 2503. Rule of Construction. 
‘‘Sec. 2504. Program evaluation. 
‘‘Sec. 2505. Authorization of appropriations.’’. 
Æ 
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