I 
111TH CONGRESS 
1ST SESSION H. R. 4354 
To recruit, support, and prepare principals to improve student academic 
achievement at high-need schools. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 16, 2009 
Mrs. DAVIS of California (for herself and Mr. PLATTS) introduced the 
following bill; which was referred to the Committee on Education and Labor 
A BILL 
To recruit, support, and prepare principals to improve 
student academic achievement at high-need schools. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘School Principal Re-
cruitment and Training Act of 2009’’. 
SEC. 2. PURPOSE. 
The purpose of this Act is to recruit, support, and 
prepare principals to improve student academic achieve-
ment at high-need schools. 
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SEC. 3. FINDINGS. 
Congress finds the following: 
(1) Research shows that school leadership qual-
ity is second only to teacher quality among school- 
related factors in its impact on student learning. 
(2) While teacher quality has the greatest im-
pact on student learning, principal quality is a key 
determinant of whether schools can attract and re-
tain effective teachers. 
(3) Many districts have reported shortages of 
qualified principals. In most areas of the country, 
the problem is not a shortage of certified principals, 
but rather a shortage of qualified principals who are 
willing to take on the challenge of working in high- 
need schools and underserved communities. 
(4) The quality of preparation that principals 
receive influences their willingness to take on the 
challenge of leading high-need schools. It also influ-
ences their ability to succeed and their willingness to 
remain in their positions. Investing in principal 
preparation is therefore critical to satisfying the de-
mand for qualified principals in high-need schools, 
and decreasing the turnover rate among principals 
in those schools. 
(5) The Stanford Educational Leadership Insti-
tute recently found that principals who participated 
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in high-quality pre- and in-service leadership devel-
opment programs feel significantly better prepared 
for virtually every aspect of principal practice, are 
more committed to staying in their jobs, spend more 
time on instructionally focused work, and make de-
veloping and supporting their teachers a priority. 
(6) Most high-need school districts lack ade-
quate strategies for identifying school staff who 
demonstrate the potential to be effective principals, 
preparing them to lead high-need schools, and sup-
porting them once they commence their work as 
principals. 
(7) Principals need both management and in-
structional leadership skills to be effective. Yet most 
principal preparation programs fail to devote ade-
quate attention and resources to training principals 
in instructional leadership. 
(8) Without effective principals, struggling 
schools will have difficulty using resources provided 
under the Elementary and Secondary Education Act 
of 1965 and other Federal laws to improve student 
learning. 
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SEC. 4. PROGRAM ESTABLISHMENT AND ACTIVITIES. 
Part A of title II of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6601 et seq.) is amend-
ed by adding at the end the following: 
‘‘Subpart 6—Principal Recruitment and Training 
Grant Program 
‘‘SEC. 2161. PROGRAM ESTABLISHMENT AND ACTIVITIES. 
‘‘(a) DEFINITIONS.—In this section: 
‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en-
tity’ means— 
‘‘(A) a local educational agency; or 
‘‘(B) at least 1 of the following organiza-
tions that has a partnership with 1 or more 
local educational agencies: 
‘‘(i) a nonprofit organization; 
‘‘(ii) an educational service agency; 
‘‘(iii) an institution of higher edu-
cation; or 
‘‘(iv) a State educational agency. 
‘‘(2) HIGH-NEED
SCHOOL.—The term ‘high- 
need school’ means a public school, including a pub-
lic charter school, that meets 1 or more of the fol-
lowing criteria: 
‘‘(A) Not less than 40 percent of the stu-
dents enrolled are eligible for the school lunch 
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program established under the Richard B. Rus-
sell National School Lunch Act. 
‘‘(B) In the case of a public high school, 
has a graduation rate of 65 percent or less. 
‘‘(C) In the case of a public school con-
taining middle grades, feeds into a public high 
school that has a graduation rate of 65 percent 
or less. 
‘‘(D) Is a rural school served by a local 
educational agency that is eligible within the 
meaning of section 6211(b)(1) or 6221(b)(1). 
‘‘(3) HIGH
SCHOOL.—The term ‘high school’ 
means a secondary school in which the— 
‘‘(A) entering grade of the school is not 
lower than grade 6; and 
‘‘(B) highest grade of the school is— 
‘‘(i) grade 12; or 
‘‘(ii) in the case of a secondary school 
approved by a State to issue a regular di-
ploma concurrently with a postsecondary 
degree or with not more than 2 years’ 
worth of postsecondary academic credit, 
grade 13. 
‘‘(4) MIDDLE
GRADES.—The term ‘middle 
grades’ means any of grades 5 through 8. 
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‘‘(5) GRADUATION RATE.—The term ‘gradua-
tion rate’ has the meaning given the term in section 
1111(b)(2)(C)(vi), 
as 
clarified 
in 
section 
200.19(b)(1) of title 34, Code of Federal Regula-
tions. 
‘‘(b) PROGRAM AUTHORIZED.— 
‘‘(1) NATIONAL PRINCIPAL RECRUITMENT AND 
TRAINING
GRANT
PROGRAM.—The Secretary shall 
establish a multiyear national principal recruitment 
and training grant program to award grants to eligi-
ble entities to enable such entities to carry out ac-
tivities described in subsection (e). 
‘‘(2) DURATION.— 
‘‘(A) IN GENERAL.— 
‘‘(i) 5 YEAR
DURATION.—A grant 
awarded under this section shall be 5 years 
in duration. 
‘‘(ii) 
RENEWAL.—The 
Secretary 
may— 
‘‘(I) renew a grant awarded 
under this section based on perform-
ance; and 
‘‘(II) in renewing a grant under 
subclause (I), award the grantee in-
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creased funding to scale up or rep-
licate the grantee’s program. 
‘‘(B) PERFORMANCE.—The primary con-
sideration in determining performance shall be 
the impact of the grantee’s program, as evi-
denced by improved student learning and out-
comes, and improved school functioning in high- 
need schools led by principals who have received 
training or other support from a program car-
ried out with funds from a grant awarded 
under this section. With respect to schools led 
for 3 or more years by such principals, the Sec-
retary shall examine whether such schools are 
making greater gains in student learning and 
outcomes, as evidenced by multiple measures, 
including secondary school graduation rates, 
academic assessments, Advanced Placement and 
International Baccalaureate enrollment rates 
and test scores, and other student-level outcome 
data, than similar schools elsewhere. In deter-
mining performance, the Secretary shall con-
sider information provided in accordance with 
subsections (f) and (i). 
‘‘(c) APPLICATION.—An eligible entity that desires a 
grant under this section shall submit to the Secretary an 
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application at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
Such application shall include— 
‘‘(1) a demonstration that the entity has suffi-
cient capacity to implement the activities described 
in subsection (e) that the entity proposes to imple-
ment; 
‘‘(2) a demonstration that the entity has a 
track record or a clear plan for preparing principal 
trainees and principals to improve student academic 
achievement in high-need schools; and 
‘‘(3) a demonstration that the entity has a 
track record or a clear plan for providing principals 
trained by the entity with the guidance, support, and 
tools they need to improve student academic achieve-
ment in high-need schools, which may include pro-
viding principals with tangible resources, such as 
funding to ensure supports for quality teaching, and 
decision-making authority over areas such as per-
sonnel, budget, curriculum, or scheduling. 
‘‘(d) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to eligible entities 
that are focused on high-need schools in urban or rural 
areas. 
‘‘(e) ACTIVITIES.— 
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‘‘(1) IN GENERAL.—Each eligible entity that re-
ceives a grant under this section shall use grant 
funds for the following: 
‘‘(A) To recruit, select, train, and support 
aspiring or current principals, or both, for work 
in high-need schools, which may include identi-
fying current principals with track records of 
transforming student learning and outcomes, 
and preparing such principals to lead the high-
est-need schools. 
‘‘(B) To provide aspiring principals se-
lected by the entity with a pre-service residency 
that is not less than 1 year in length, combined 
with focused coursework on instructional leader-
ship, organizational management, and the use 
of a variety of data for purposes of instruc-
tional leadership and organizational manage-
ment, as well as ongoing support and profes-
sional development for at least 2 years after the 
aspiring principals complete the residency and 
commence work as school leaders. 
‘‘(C) To provide mentoring and profes-
sional development to current principals se-
lected by the entity to strengthen the principals’ 
capacity to— 
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‘‘(i) engage in effective instructional 
leadership practices; and 
‘‘(ii) use a variety of data for pur-
poses of instruction, supervision, evalua-
tion, and development of teachers and de-
velopment of highly effective school organi-
zations. 
‘‘(2) SPECIFIC ACTIVITIES.—Each eligible enti-
ty that receives a grant under this section shall 
carry out the following activities: 
‘‘(A)(i) Recruiting, selecting, and providing 
training and professional development to indi-
viduals who— 
‘‘(I) are or aspire to be principals in 
high-need schools; 
‘‘(II) share the belief that every stu-
dent, 
regardless 
of 
background, 
can 
achieve at high levels; 
‘‘(III) with respect to aspiring prin-
cipals, have been effective teachers, school 
counselors, or assistant principals, have 
knowledge of effective instruction, and 
have demonstrated a capacity for leader-
ship; and 
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‘‘(IV) sign an agreement to serve for 
not less than 4 years in a high-need school, 
and upon qualification for and placement 
in principalships, work to ensure that the 
schools they will lead improve student aca-
demic achievement substantially within 3 
to 6 years. 
‘‘(ii) The Secretary shall establish, by reg-
ulation, categories of extenuating circumstances 
under which an individual who is unable to ful-
fill all or part of the individual’s service obliga-
tion under clause (i)(IV) may be excused from 
fulfilling that portion of the service obligation. 
‘‘(B) Assessing the skills of each aspiring 
principal prior to the individual’s pre-service 
residency 
to 
determine 
the 
individual’s 
strengths and improvement needs, and using 
such data to assist in developing and refining a 
data-based professional development plan that 
guides the individual’s year-long residency. 
Such assessment may occur through the aspir-
ing principal selection process described in sub-
paragraph (A). 
‘‘(C) For selected aspiring principals, pro-
viding training during a year-long pre-service 
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residency that includes coaching from an effec-
tive principal, hands-on instructional leadership 
experience, and a curriculum that may include 
topics such as— 
‘‘(i) effective instructional practices; 
‘‘(ii) recruiting, supporting, and re-
taining effective staff; 
‘‘(iii) improving instructional practices 
through the purposeful observation and 
evaluation of teachers, and through the 
provision of regular and direct feedback to 
teachers; 
‘‘(iv) providing teachers and staff with 
focused, sustained, and research-based pro-
fessional development, including job-em-
bedded professional development that sup-
ports teachers and staff in setting their 
own goals and working in collaboration 
with fellow teachers and staff to meet 
those goals; 
‘‘(v) developing distributed leadership 
teams, which may include principals, as-
sistant principals, and effective teachers 
and staff, to implement school improve-
ment strategies; 
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‘‘(vi) facilitating the development and 
implementation of a school vision and stra-
tegic plan using a variety of data providing 
evidence of student and school outcomes; 
‘‘(vii) aligning all aspects of a school 
culture to student and adult learning; 
‘‘(viii) monitoring and improving the 
alignment and effectiveness of curriculum, 
instruction, and assessment, using a vari-
ety of data providing evidence of student 
and school outcomes; 
‘‘(ix) addressing the needs of specific 
student populations served, such as stu-
dents with disabilities, students who are 
limited English proficient, rural students, 
and students who have experienced trau-
ma, homelessness, or placement in the 
child welfare system; 
‘‘(x) using technology and multiple 
sources of data to improve classroom in-
struction; 
‘‘(xi) ensuring the integration of high- 
quality formative and summative assess-
ments into classroom instruction; 
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‘‘(xii) developing and managing school 
organizations, including managing budget 
resources and school time to support high 
quality instruction and student academic 
achievement, such as by extending the 
school day and year and providing common 
planning time to teachers and staff; and 
‘‘(xiii) engaging community members, 
including parents, the local educational 
agency, and other community leaders, to 
leverage additional resources to improve 
student success. 
‘‘(D) Providing targeted professional devel-
opment and training on topics which may in-
clude the topics described in subparagraph (C), 
to individuals who have completed the year-long 
pre-service residency for at least 2 years after 
the individuals commence their work as school 
leaders in high-need schools or participating 
current principals of high-need schools, or both. 
‘‘(E) Developing and delivering high-qual-
ity, differentiated, school-level support services 
to meet the specific needs of high-need schools 
led by individuals described in subparagraph 
(D), which may include— 
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‘‘(i) support for the design of school- 
wide improvement plans based on the diag-
nosis of school conditions and needs in-
formed by data and analysis of classroom 
and school practices; 
‘‘(ii) support in conducting successful 
school-wide assessments; 
‘‘(iii) support in organizing and train-
ing distributed leadership teams; and 
‘‘(iv) other assistance from expert 
mentors or coaches to support— 
‘‘(I) analysis and evaluation of 
school practices; 
‘‘(II) development of strong in-
structional and organizational capac-
ity; 
‘‘(III) productive use of assess-
ments and data; and 
‘‘(IV) professional development 
for staff. 
‘‘(f) REPORTS.— 
‘‘(1) ANNUAL REPORT TO SECRETARY.—An eli-
gible entity that receives a grant under this section 
shall submit an annual report to the Secretary at 
such time, in such manner, and containing such in-
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formation as the Secretary may require, including at 
minimum— 
‘‘(A) data on the number and characteris-
tics of individuals who have received training or 
other support from the grantee’s program; 
‘‘(B) data on the schools led by such indi-
viduals, including— 
‘‘(i) characteristics of the schools and 
the students they serve, including the num-
ber and percentage of students in each of 
the 
subgroups 
listed 
in 
section 
1111(b)(2)(C)(v)(II); 
‘‘(ii) student academic achievement 
growth and other evidence of student aca-
demic success, disaggregated, where pos-
sible, by the subgroups listed in section 
1111(b)(2)(C)(v); 
‘‘(iii) student attendance; 
‘‘(iv) student secondary school grad-
uation and college-going rates, if applica-
ble; 
‘‘(v) Advanced Placement and Inter-
national Baccalaureate enrollment rates 
and test scores, if applicable; and 
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‘‘(vi) recruitment, development, and 
retention of teachers who are deemed to be 
effective based on multiple measures; 
‘‘(C) evidence that high-need schools led by 
individuals described in subparagraph (A) have 
improved in areas in which those individuals re-
ceived training or other support from the grant-
ee’s program; and 
‘‘(D) data on the policies, systems, and 
processes developed by the eligible entity for— 
‘‘(i) identifying and recruiting aspir-
ing or current principals, or both; 
‘‘(ii) identifying schools with the high-
est need for effective school leaders; and 
‘‘(iii) providing aspiring or current 
principals, or both, with training, support, 
and tools to improve student learning and 
outcomes at high-need schools. 
‘‘(2) DISAGGREGATION OF DATA.—In providing 
the information pursuant to paragraph (1), each 
grantee that serves both aspiring and current prin-
cipals shall disaggregate the information relating to 
principals who were trained to lead high-need 
schools by the grantee’s program before they com-
menced their work as principals and principals who 
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were in principal positions before they received train-
ing or other support from the grantee’s program. 
‘‘(3) PERMISSIBLE.—An eligible entity that re-
ceives a grant under this section may include in the 
annual report under paragraph (1) other evidence of 
progress in schools led by principals trained by the 
entity. 
‘‘(g) MATCHING REQUIREMENT.— 
‘‘(1) MATCHING REQUIREMENT.— 
‘‘(A) IN GENERAL.—An eligible entity that 
receives a grant under this section shall con-
tribute to the activities assisted under such 
grant matching funds in an amount equal to 
not less than 20 percent of the amount of the 
grant from non-Federal sources. 
‘‘(B) MATCHING
FUNDS.—The matching 
funds requirement under subparagraph (A) may 
be met by— 
‘‘(i) contributions that are— 
‘‘(I) in cash or in kind, fairly 
evaluated; and 
‘‘(II) from any private source, 
State educational agency, or local edu-
cational agency-determined allocation 
of public funding; and 
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‘‘(ii) payments of a salary or stipend 
to an aspiring principal during the aspiring 
principal’s residency year. 
‘‘(C) INDIRECT COST.—An eligible entity 
that anticipates using matching funds for a 
programmatic cost that is not directly tied to 
the application’s proposed project shall include 
in the entity’s application a request to the Sec-
retary to do so, along with a statement of the 
basis for the request. 
‘‘(2) WAIVER.—The Secretary may waive or re-
duce the matching requirement under paragraph (1) 
if the eligible entity demonstrates a need for such 
waiver or reduction due to financial hardship. 
‘‘(h) SUPPLEMENT, NOT SUPPLANT.—Grant funds 
provided under this section shall be used to supplement, 
and not supplant, any other Federal or State funds other-
wise available to carry out the activities described in this 
section. 
‘‘(i) RESEARCH, EVALUATION, AND
DISSEMINA-
TION.— 
‘‘(1) AVAILABLE FUNDS.—Of the amounts ap-
propriated to carry out this section for a fiscal year, 
the Secretary may use not more than 5 percent to 
carry out this subsection. 
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‘‘(2) IN GENERAL.— 
‘‘(A) RESEARCH, EVALUATION, AND DIS-
SEMINATION
PROGRAM.—The Secretary shall 
award a grant to 1 or more research groups for 
the development of a high-quality evaluation 
and information clearinghouse system to facili-
tate a sharing of best practices and inform— 
‘‘(i) the recruitment, selection, train-
ing, and ongoing development of principals 
for high-need schools; 
‘‘(ii) the development of standards 
and definitions of principal effectiveness; 
and 
‘‘(iii) the development of system-wide 
supports and policies critical to fostering 
the school and principal-level actions 
known to most often differentiate the most 
dramatically improved schools from others. 
‘‘(B) SPECIFIC
ACTIVITIES.—The evalua-
tion and information clearinghouse system de-
scribed in subparagraph (A) shall accomplish 
the following: 
‘‘(i) ASSESSMENT OF PROGRAM.— 
‘‘(I) IN
GENERAL.—Assess the 
impact of each grantee’s program, 
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using evidence of program outcomes, 
including— 
‘‘(aa) the movement of prin-
cipals who received training or 
other support through a grant 
awarded under this section into 
principal positions in high-need 
schools; 
‘‘(bb) the retention of such 
individuals in those positions; 
and 
‘‘(cc) evidence that prin-
cipals who have received training 
or other support through a grant 
awarded under this section are 
prepared 
to 
lead 
high-need 
schools, and are effective in im-
proving and leading such schools. 
‘‘(II) EXAMINATION.—The as-
sessment described in subclause (I) 
shall— 
‘‘(aa) examine school im-
provement and success based on 
multiple indicators, including stu-
dent academic achievement, stu-
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dent attendance, and graduation 
and college-going rates; and 
‘‘(bb) include an analysis of 
gains 
which, 
where 
possible, 
should include a value-added 
analysis of gains on the indica-
tors described in item (aa) as 
compared to gains on such indi-
cators in similar schools; 
‘‘(cc) include, where pos-
sible, an examination of the re-
cruitment, development, and re-
tention of teachers who are deter-
mined to be effective based on 
multiple measures in high-need 
schools led by principals who 
have received training or other 
support through a grant awarded 
under this section; and 
‘‘(dd) include an examina-
tion of the changed policies and 
practices instituted by such prin-
cipals at the principals’ schools, 
and the relationship between 
such policies and practices to in-
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dicators of improved student 
learning and outcomes at such 
schools. 
‘‘(ii) FACTORS
THAT
FOSTER
OR 
HINDER
THE
SUCCESS
OF
PROGRAMS.— 
Identify factors that foster or hinder the 
successful implementation of each grant-
ee’s program. 
‘‘(iii) 
SCHOOL-LEVEL
SUPPORT.— 
Evaluate the school-level support provided 
through each grantee’s program. 
‘‘(iv) ALIGNMENT OF INTERNAL AND 
EXTERNAL
FACTORS.—Identify the inter-
nal and external factors, including prin-
cipal characteristics and skills, as well as 
principal accountability, supports, and de-
cision-making authority, that need to be 
aligned in order to improve student learn-
ing and school success. 
‘‘(v) PRINCIPAL
AND
PROGRAM
AT-
TRIBUTES AND ACTIONS ASSOCIATED WITH 
DRAMATIC SCHOOL IMPROVEMENT.—Iden-
tify the attributes and actions of principals 
and training programs that appear to be 
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associated with dramatic school improve-
ment. 
‘‘(vi) PRINCIPAL
AND
PROGRAM
AT-
TRIBUTES AND ACTIONS ASSOCIATED WITH 
MINIMAL
SCHOOL
IMPROVEMENT.—Iden-
tify the attributes and actions of principals 
and training programs that appear to be 
associated with minimal or no school im-
provement. 
‘‘(vii) FEEDBACK
TO
GRANTEES.— 
Utilize the data described in clauses (i) 
through (vi) to provide information to each 
grantee that the grantee can use to drive 
program improvement. 
‘‘(viii) GENERATE AND DISSEMINATE 
INFORMATION.—Generate and disseminate 
information to the field about what types 
of principal recruitment, selection, train-
ing, tools, supports, attributes, and actions 
are associated with— 
‘‘(I) substantial school improve-
ment and student academic achieve-
ment growth at the elementary school, 
middle school, and high school levels; 
and 
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‘‘(II) minimal or no school im-
provement 
and 
student 
academic 
achievement growth at the elementary 
school, middle school, and high school 
levels. 
‘‘(C) REPORTING
SCHEDULE.—The Sec-
retary shall work with each research group 
awarded a grant under this paragraph to de-
velop a reporting schedule for a research, eval-
uation, and dissemination plan that is approved 
by the Secretary. 
‘‘(3) REPORT
TO
CONGRESS.—The Secretary 
shall submit an annual report to the Committee on 
Health, Education, Labor, and Pensions of the Sen-
ate, the Committee on Appropriations of the Senate, 
the Committee on Education and Labor of the 
House of Representatives, and the Committee on 
Appropriations of the House of Representatives on 
the lessons learned through programs funded with 
grants awarded under this section. 
‘‘(j) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
such sums as may be necessary for each of fiscal years 
2011 through 2020.’’. 
Æ 
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