and support system for teachers that is based on 
multiple measures, has not less than 3 levels of per-
formance ratings for teachers, and includes the fol-
lowing minimum requirements: 
‘‘(A) STUDENT ACADEMIC OUTCOMES.— 
‘‘(i) STUDENT ACADEMIC GROWTH.— 
A factor of the evaluation is based on stu-
dent academic growth with respect to the 
State’s academic standards, as measured 
by— 
‘‘(I) student learning gains on 
the State’s academic assessments ad-
ministered under section 1111, which 
may be used in combination with 
other valid and reliable academic out-
come measures with respect to the 
State’s academic standards for the 
school’s students, including students 
in each of the subgroups described in 
section 1111(b)(2)(C)(v)(II) (such as 
student learning objectives, or teacher, 
school, or local educational agency as-
sessments, or student work (such as 
papers, portfolios, and projects)); or 
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‘‘(II) for grades and subjects not 
covered by the State’s academic as-
sessments, another valid and reliable 
assessment 
of 
student 
academic 
achievement, as long as the assess-
ment is used consistently by the local 
educational agency in which the teach-
er is employed for the grade or class 
for which the assessment is adminis-
tered. 
‘‘(ii) GRADUATION
RATES.—For a 
teacher in a secondary school, a portion of 
the evaluation is based on improvement in 
the school’s graduation rate, when applica-
ble, or in the case of a secondary school 
with a graduation rate of more than 90 
percent, on maintaining such graduation 
rate. 
‘‘(iii) OTHER ACADEMIC OUTCOMES.— 
A State may also choose to factor in other 
student academic outcomes, such as rates 
of student enrollment in advanced-level 
coursework and student grade completion, 
so long as student academic growth and 
graduation rates have a predominant focus 
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in the factor of the evaluation relating to 
student academic outcomes. 
‘‘(B) OBSERVATIONS
OF
TEACHER
PER-
FORMANCE.—A portion of the evaluation is 
based on observations of the teacher’s perform-
ance in the classroom by more than one trained 
and objective observer— 
‘‘(i) that take place on several occa-
sions during the school year for which the 
teacher is being evaluated; and 
‘‘(ii) under which— 
‘‘(I) 
a 
teacher 
is 
evaluated 
against a rigorous rubric that defines 
multiple performance categories in 
alignment with the State’s profes-
sional standards for teachers; and 
‘‘(II) observation ratings mean-
ingfully differentiate among teachers’ 
performance and bear a relationship 
to evidence of student academic 
growth with respect to the State’s 
academic standards. 
‘‘(C) MEANINGFUL
DIFFERENTIATION.— 
The evaluation provides performance ratings 
that meaningfully differentiate among teacher 
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performance using the performance ratings and 
levels described in paragraph (4). 
‘‘(D) 
COMPARABILITY
OF
STUDENT 
GAINS.—The evaluation provides a measure of 
student learning gains that is comparable 
across the State for all teachers in grade levels 
and subject areas with a statewide assessment. 
‘‘(E) COMPARABILITY OF RESULTS.—The 
evaluation provides results that are comparable, 
at a minimum, across all teachers within a 
grade level or subject area in the local edu-
cational agency in which the teacher is em-
ployed. 
‘‘(5) REQUIREMENTS FOR PRINCIPAL EVALUA-
TIONS.—Developing and implementing an evaluation 
system for principals of schools that connects to a 
system of support and development, and complies 
with the following minimum requirements: 
‘‘(A) STUDENT ACADEMIC OUTCOMES.— 
‘‘(i) GROWTH AND ATTAINMENT.—A 
factor of the evaluation is based on a focus 
on student academic growth, student aca-
demic achievement, and other academic 
outcome measures (such as student learn-
ing objectives) with respect to the State’s 
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academic standards of the school’s stu-
dents, including students in each of the 
subgroups 
described 
in 
section 
1111(b)(2)(C)(v)(II). 
‘‘(ii) GRADUATION
RATES.—For a 
principal of a secondary school, a portion 
of the evaluation is based on improvements 
in the school’s graduation rate, when appli-
cable, or in the case of a secondary school 
with a graduation rate of more than 90 
percent, the success of the principal in 
maintaining such graduation rate. 
‘‘(iii) OTHER ACADEMIC OUTCOMES.— 
A State may also choose to factor in other 
academic outcomes, such as rates of taking 
advanced-level coursework and grade com-
pletion. 
‘‘(B) SUPPORT
OF
EFFECTIVE
TEACH-
ERS.—A portion of the evaluation is based on 
the recruitment, development, evaluation, and 
retention of effective teachers. 
‘‘(C) LEADERSHIP PRACTICES.—A portion 
of the evaluation is based on the leadership 
practices of the principal, as measured by ob-
servations of the principal and other relevant 
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data evaluated against a rigorous rubric that 
defines multiple performance categories in 
alignment with the State’s professional stand-
ards for principals. 
‘‘(D) OTHER LEADERSHIP PRACTICES.—A 
portion of the evaluation is based on other lead-
ership practices, such as creating a school cul-
ture of high student achievement, school plan-
ning and progress, engaging families, commu-
nity, and other stakeholders, cultivating a posi-
tive environment for learning and teaching, 
managing staff talent and development, engag-
ing in strategic planning and systems based on 
student learning and classroom practice data, 
and focusing on personal leadership, profes-
sional knowledge, skills, and improvement. 
‘‘(E) REPORT
ON
SUMMATIVE
RATINGS 
AND STUDENT ACHIEVEMENT.—Each State re-
ports to the Secretary local educational agency- 
level data that compares aggregated summative 
evaluation results and correlations with student 
academic outcomes to demonstrate that the 
evaluation and support system— 
‘‘(i) meaningfully differentiates among 
principals’ performance; and 
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‘‘(ii) bears a strong relationship to 
evidence of student academic growth with 
respect to the State’s academic standards. 
‘‘(F) MEANINGFUL
DIFFERENTIATION.— 
The evaluation provides performance ratings 
that meaningfully differentiate among principal 
performance using the not less than 3 levels of 
performance ratings. 
‘‘(G) COMPARABILITY OF RESULTS.—The 
evaluation provides annual summative results 
that are comparable across all principals within 
the local educational agency in which the prin-
cipal is employed. 
‘‘(6) SUPPORT.—Providing assistance to local 
educational agencies for the development and imple-
mentation of proven, evidence-based strategies to de-
liver intensive, continuous, and differentiated profes-
sional development programs for aspiring or current 
principal managers, principals, assistant principals, 
coaches, and teacher leaders that are both cost-effec-
tive and easily accessible in order to assist the school 
in— 
‘‘(A) providing professional learning and 
coaching for educators in analyzing student, 
school, and teacher performance data to inform 
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decisionmaking and improvement efforts and 
creating a shared vision of teaching and learn-
ing; 
‘‘(B) analyzing and extracting information 
from student, school, and educator performance 
data; 
‘‘(C) clarifying school improvement goals; 
‘‘(D) developing and implementing a sys-
tem of professional learning aligned with stu-
dent achievement needs and educator learning 
goals; 
‘‘(E) understanding and analyzing student 
learning standards; 
‘‘(F) making available opportunities for 
team-learning activities that focus on increasing 
pedagogical and content knowledge in academic 
subjects that are aligned to student learning 
goals; 
‘‘(G) designing, creating, and evaluating 
the results of curriculum-based diagnostic and 
performance assessments; 
‘‘(H) encouraging and supporting the 
training of teachers and administrators to effec-
tively integrate technology into curricula and in-
struction, including training to improve the 
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ability to collect, manage, and analyze data to 
improve teaching, decisionmaking, school im-
provement efforts, and accountability; 
‘‘(I) academic study, developmental simula-
tion exercises, or self-reflection; 
‘‘(J) mentorships and internships; 
‘‘(K) supporting, managing, and overseeing 
the school’s organization, operation, and use re-
sources; and 
‘‘(L) engaging with the community to cre-
ate a shared responsibility for student academic 
performance and successful personal develop-
ment. 
‘‘(7) ADVANCEMENT AND PIPELINE DEVELOP-
MENT.—Developing, or assisting local educational 
agencies in developing, educator advancement initia-
tives that promote professional growth, emphasize 
multiple career paths for expanding the reach of ef-
fective teachers and principals, and recognize effec-
tiveness and increased responsibilities with pay dif-
ferentiation, such as— 
‘‘(A) creating paths to— 
‘‘(i) grow within the teaching profes-
sion, such as taking responsibility for addi-
tional students or students with greater 
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needs for improvement, becoming a mentor 
teacher, or contributing instructional tools 
for other teachers; 
‘‘(ii) move towards a school leadership 
position, such as conducting peer evalua-
tions, providing instructional coaching, 
serving on a school-wide leadership team, 
or leading teams of teachers; or 
‘‘(iii) become a principal or principal 
manager; and 
‘‘(B) utilizing internal principals, assistant 
principals, teacher leaders, coaches, or content 
experts to— 
‘‘(i) support classroom learning; 
‘‘(ii) facilitate effective collaboration 
skills across learning communities and 
transfer knowledge from peers teaching 
and leading high-performing classrooms 
and schools. 
‘‘(8) MEASURING EFFECTIVENESS.—Measuring 
the effectiveness of each local educational agency re-
ceiving a subgrant under subpart 2 and each school 
receiving assistance from the agency under this part, 
in— 
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‘‘(A) ensuring that school protected release 
time for professional learning occurs multiple 
times per week or the equivalent of several 
hours; 
‘‘(B) implementing on-going, research- 
based professional learning for teacher leaders, 
coaches, assistant principals, principals, and 
principal managers; 
‘‘(C) ensuring that principal managers, 
principals, assistant principals, teacher leaders, 
coaches, teachers, and schools are using data to 
inform instructional practices; and 
‘‘(D) ensuring that the system of profes-
sional learning described in paragraph (7) is 
carried out using subgrant funds received under 
subpart 2 is integrated and aligned with the 
evaluation system described in paragraph (6) 
and the State’s school improvement plans. 
‘‘(9) ADMINISTRATION.—Fulfilling the State 
educational 
agency’s 
responsibilities 
concerning 
proper and efficient administration of the programs 
carried out under this part, including provision of 
technical assistance to local educational agencies.’’. 
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