(iv) a plan for engaging stakeholders, 
including elementary school and secondary 
school teachers, principals and other school 
leaders, and paraprofessionals, and, if de-
sired, teacher preparation programs, non-
profit organizations, and other relevant or-
ganizations in— 
(I) gathering input on local needs 
and program design for the teach sup-
port program; 
(II) implementing the teacher 
support program; 
(III) providing ongoing feedback 
to ensure effectiveness and continuous 
improvement of the teacher support 
program; and 
(IV) evaluating the teacher sup-
port program; 
(v) how the eligible recipient or eligi-
ble entity will monitor, evaluate, and report 
on the teacher support program under sec-
tion 5; 
(vi) an estimate of the number of stu-
dents who will be served by the teacher 
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support program, including the percentage 
of low-income students; 
(vii) the demographic diversity of the 
teachers (as determined by the applicable 
local educational agency), and the schools, 
to be served under the program, and the 
extent to which the program will leverage 
the strengths of effective teachers and sup-
port teachers in need of improvement; 
(viii) if the eligible recipient or eligible 
entity plans to use funds for leadership 
pathways 
(described 
in 
paragraph 
(3)(A)(iii)), how such recipient or entity 
will develop and implement a fair, rigorous, 
reliable, and objective process to determine 
how leadership roles and opportunities will 
be granted to teachers; and 
(ix) how the eligible recipient or eligi-
ble entity will strengthen support for 
teachers to effectively implement State 
challenging academic standards as de-
scribed in section 1111(b)(1) of the Ele-
mentary and Secondary Education Act of 
1965 (20 U.S.C. 6311(b)(1)), such as 
strategies to— 
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(I) engage students through per-
sonalized learning; 
(II) utilize effective family and 
community engagement to improve 
student learning; 
(III) improve student support 
services; or 
(IV) improve data collection and 
analysis to enhance data-driven in-
struction and continuous improve-
ment. 
(B) A needs analysis, created with stake-
holder input (including the stakeholders de-
scribed in subparagraph (A)(iv), that de-
scribes— 
(i) the unique educational and teacher 
workforce needs of the eligible recipient or 
eligible entity and which strategies the eli-
gible recipient or eligible entity will employ 
to meet such needs; 
(ii) rates of teacher attrition, staffing 
patterns, and existing educator support 
systems in the schools or local educational 
agency to be served under the teacher sup-
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port program carried out under the 
subgrant or grant; and 
(iii) how teachers will be involved in— 
(I) identifying the problems or 
challenges to be addressed by the 
teacher support program, and 
(II) addressing such problems or 
challenges through implementation of 
the teacher support program. 
(C) A description of how the subgrant or 
grant funds will be used by the eligible recipient 
or eligible entity, including how such funds will 
be used to recruit and retain a diverse teacher 
workforce. 
(D) A description of funds, other than the 
subgrant or grant, that the eligible recipient or 
eligible entity will use to carry out the teacher 
support program, and any other activities under 
this subsection that will be carried out beyond 
the subgrant or grant period. 
(E) A description of the logic model that 
demonstrates a theory of action by visually con-
necting the intervention to expected outcomes 
that are stated as well-defined and measurable 
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goals and clarifies how the interventions will 
work, which will be used to— 
(i) develop and evaluate the successes 
of the teacher support program; and 
(ii) outline how the subgrant or grant 
and other financial resources will be allo-
cated to carry out such program. 
(3) REQUIRED LOCAL USES OF FUNDS.—Each 
eligible recipient receiving a subgrant under this 
subsection shall use the subgrant, and each eligible 
entity 
receiving 
a 
grant 
under 
subsection 
(a)(1)(A)(ii)(II) shall use the grant, to carry out a 
teacher support program in the elementary schools 
and secondary schools served by the eligible recipient 
or eligible entity, respectively, that meets the fol-
lowing requirements: 
(A) Strengthening teaching careers by— 
(i) collaboratively reforming and im-
proving compensation structures, includ-
ing— 
(I) using the funds available to 
the eligible recipient or eligible entity 
(other than the subgrant or grant) to 
increase 
teacher 
compensation 
in 
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order to attract and reward teachers 
as professionals; and 
(II) aligning compensation for 
teachers in leadership positions with 
their roles and responsibilities; 
(ii) creating opportunities for person-
alized professional learning and enhance-
ment for teachers, such as opportunities 
for advanced credentialing, that drive stu-
dent learning gains; 
(iii) creating leadership pathways for 
excellent teachers that allow participating 
teachers to maintain full-time or part-time 
teaching responsibilities during participa-
tion in the teacher support program and 
providing such teachers with opportunities 
to— 
(I) mentor new teachers or teach-
ers in need of additional support; 
(II) lead a cohort of teachers; 
(III) develop curricula for their 
school or local educational agency; or 
(IV) review, develop, or imple-
ment policies at the school, local edu-
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(H) any other information the Secretary 
may require; and 
(2) in the case of an eligible entity that is not 
a State educational agency, the results of the teach-
er support programs assisted under the grant, in-
cluding the metrics described in subparagraphs (A) 
through (H) of paragraph (1). 
(b) EVALUATIONS.— 
(1) IN GENERAL.—Not later than 30 days after 
an eligible entity is awarded a grant under section 
4, the eligible entity shall enter into a contract with 
an independent evaluator to conduct an evaluation of 
the teacher support programs carried out under the 
grant or under the subgrants awarded under the 
grant— 
(A) during the third year of carrying out 
such program; and 
(B) 1 year after the final year of such pro-
gram. 
(2) REQUIREMENTS.—An evaluation of a teach-
er support program conducted under paragraph (1) 
shall use the metrics the described in subparagraphs 
(A) through (H) of subsection (a)(1). 
(3) REPORT.—Not later than 30 days after an 
evaluation is completed under paragraph (1), the eli-
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