mentation of such systems; 
and 
‘‘(BB) that such sys-
tems meet the State’s cri-
teria or definitions for each 
of the terms described in 
clause (i); and 
‘‘(dd) assessing the extent to 
which 
each 
local 
educational 
agency is using its evaluation 
system to inform major human 
resource systems; and 
‘‘(II) provide technical assistance 
to improve an agency’s teacher and 
principal evaluation system so that 
the system provides meaningful dif-
ferentiation and is aligned with stu-
dent academic achievement and stu-
dent growth results in the agency and 
in each of the agency’s schools. 
‘‘(vi) An assurance that beginning 1 
year after the date of enactment of the 
STELLAR Act, the State educational 
agency will submit to the Secretary an an-
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nual report on implementation of the 
State’s evaluation programs. 
‘‘(vii) An assurance that the State will 
publish a report each year showing the av-
erage estimate of teacher impact on stu-
dent growth for each of the performance 
categories. 
‘‘(viii) An assurance that the State is 
seeking input from teachers and principals 
on the effectiveness of methods measuring 
student growth and how to improve such 
methods. 
‘‘(ix) An assurance that processes and 
procedures are established to ensure fair-
ness for nonprobationary teachers and 
principals facing loss of employment due to 
an ineffective rating in an evaluation pro-
gram. 
‘‘(B) REQUIREMENTS FOR TEACHER EVAL-
UATIONS.—The evaluation of a teacher’s per-
formance shall comply with the following min-
imum requirements: 
‘‘(i) STUDENT ACADEMIC GROWTH.— 
A significant factor of the evaluation is 
based on student academic growth with re-
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spect to the State’s academic standards, as 
measured by— 
‘‘(I) in predominant part, student 
learning gains on the State’s academic 
assessments established under para-
graph (3) or, for grades and subjects 
not covered by the State’s academic 
assessments, another valid and reli-
able assessment of student academic 
achievement as long as the assessment 
is used consistently by the local edu-
cational agency in which the teacher 
is employed for the grade or subject 
area for which the assessment is ad-
ministered; 
‘‘(II) at least one other valid and 
reliable measure of student academic 
achievement that is used consistently 
across the local educational agency in 
which the teacher is employed for the 
grade or subject area being measured; 
and 
‘‘(III) if available, value-added 
measures that track individual stu-
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dent academic growth while under the 
instruction of the teacher. 
‘‘(ii) OBSERVATIONS
OF
TEACHER 
PERFORMANCE.—A portion of the evalua-
tion is based on observations of the teach-
er’s performance in the classroom by more 
than 1 trained and objective observer— 
‘‘(I) that take place on several 
occasions during the school year in 
which the teacher is being evaluated; 
and 
‘‘(II) under which— 
‘‘(aa) a teacher is evaluated 
against a rigorous rubric that de-
fines multiple performance cat-
egories in alignment with the 
State’s professional standards for 
teachers and definition of teacher 
and principal effectiveness as 
specified in clause (i); and 
‘‘(bb) 
observation 
ratings 
meaningfully differentiate among 
teachers’ performance and bear a 
relationship to evidence of stu-
dent academic growth with re-
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spect to the State’s academic 
standards. 
‘‘(iii) 
MEANINGFUL
DIFFERENTIA-
TION.—The evaluation provides perform-
ance ratings that meaningfully differen-
tiate among teacher performance using the 
performance ratings and levels described in 
subparagraph (A)(i). 
‘‘(iv) COMPARABILITY
OF
STUDENT 
GAINS.—The evaluation provides a meas-
ure of student learning gains that is com-
parable across the State for all teachers in 
grade levels and subject areas with a state-
wide assessment. 
‘‘(v) COMPARABILITY OF RESULTS.— 
The evaluation provides results that are 
comparable, at a minimum, across all 
teachers within a grade level or, for sec-
ondary schools, for all teachers within a 
grade level and subject area in the local 
educational agency in which the teacher is 
employed. 
‘‘(C) 
REQUIREMENTS
FOR
PRINCIPAL 
EVALUATIONS.—The evaluation of the perform-
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ance of a principal of a school shall comply with 
the following minimum requirements: 
‘‘(i) STUDENT ACADEMIC GROWTH.— 
A significant factor of the evaluation is 
based on student academic growth attain-
ment with respect to the State’s academic 
standards of the school’s students, includ-
ing students in each of the subgroups de-
scribed in paragraph (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 as defined 
in section 200.19(b) of title 34, Code of 
Federal Regulations as in effect on the 
date of enactment of this paragraph, when 
applicable, 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) SUPPORT OF EFFECTIVE TEACH-
ERS.—A portion of the evaluation is based 
on the recruitment, development, evalua-
tion, and retention of effective teachers. 
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