I 
117TH CONGRESS 
2D SESSION 
H. R. 7122 
To direct the Secretary of Education to award grants to eligible entities 
to carry out teacher leadership programs, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
MARCH 17, 2022 
Mr. GALLEGO introduced the following bill; which was referred to the 
Committee on Education and Labor 
A BILL 
To direct the Secretary of Education to award grants to 
eligible entities to carry out teacher leadership programs, 
and for other purposes. 
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 ‘‘Teachers Leading, 
Educating, Advancing, and Designing Act of 2022’’ or the 
‘‘Teachers LEAD Act of 2022’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) Decades of research have shown that teach-
ers are the single most important school-based factor 
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in student achievement, and an analysis by the 
Brookings Institution indicates that a high level of 
teacher turnover is negatively associated with stu-
dent achievement, and is higher in urban schools 
and schools with more economically disadvantaged 
students. 
(2) A report by the National Commission on 
Teaching and America’s Future estimated that dis-
tricts spend between $10,000 and $17,000 for each 
teacher who leaves the district, making teacher turn-
over and attrition a costly issue for school systems. 
(3) The United States education system is ex-
periencing an ongoing teacher recruitment, reten-
tion, and shortage crisis. According to a National 
Education Association survey in January of 2022, 
55 percent of all teachers, 62 percent of Black 
teachers, and 59 percent of Hispanic or Latino edu-
cators said they were more likely to retire early or 
leave the profession. 
(4) In the same survey, 74 percent of teachers 
report having to fill in for colleagues or take on 
other duties due to staff shortages, while 90 percent 
of respondents pointed out that teacher burnout is 
becoming a very serious issue. As a Nation, we face 
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the possibilities of vacancies and educator burnout 
being exacerbated by educator shortages. 
(5) An analysis by the Economic Policy Insti-
tute of teacher turnover data suggests that low sala-
ries, lack of professional development opportunities, 
and a difficult school climate, including lack of 
teacher input into school policy, are common factors 
behind teachers leaving the workforce. 
(6) According to a report by Teach Plus and 
the Education Trust, teachers of color, who, on aver-
age experience higher turnover rates, report that 
they have considered leaving the profession because 
they lack agency, autonomy in decision making, and 
opportunities for leadership. 
(7) Studies show that all students benefit from 
having racially diverse teachers. These benefits are 
magnified for students of color, who experience im-
proved academic performance, higher graduation 
rates, and increased interest in pursuing higher edu-
cation. 
(8) Teachers of color are underrepresented in 
schools, with only 20 percent of the teacher work-
force identifying as people of color versus over 50 
percent of public school students. Teachers of color 
are also more likely to teach in schools that serve a 
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high proportion of students of color, in schools that 
are underresourced, and in schools that have higher 
overall teacher turnover rates. 
(9) Studies show that there is a positive link 
between professional leadership opportunities, job 
satisfaction, and retention of classroom teachers, 
and that compensation for teachers’ added leader-
ship responsibilities increases teacher retention. 
(10) In a Gates Foundation Survey, only 12 
percent of all teachers surveyed reported receiving 
consistent job-embedded mentorship and professional 
development from veteran teachers, despite multiple 
studies showing that consistent mentorship improves 
student learning. 
(11) The New Teacher Project found that only 
26 percent of high-performing teachers agreed that 
their school leadership identified opportunities or 
clear paths for teacher leadership roles. 
(12) According to a report by Teach Plus and 
the Education Trust, teachers’ investment in their 
schools and their likelihood of retention is greater 
where opportunities exist to innovate and advocate 
on behalf of students, especially when a teacher acts 
in partnership with school and district administra-
tion to address student and teacher needs. 
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(13) Structured leadership programs are an ef-
fective way to help combat the nationwide teacher 
shortage and improve teacher retention by empow-
ering 
teachers 
and 
establishing 
formal 
peer 
mentorships between effective and experienced teach-
ers and those just entering the profession, which 
also leads to academic and socio-emotional benefits 
for students. 
(14) Federal policies are needed to encourage 
and fund the establishment of structured leadership 
programs at public schools, especially in high-need 
schools and school districts. 
SEC. 3. TEACHER LEADERSHIP GRANT PROGRAM. 
(a) DEFINITIONS.—In this section: 
(1) ESEA TERMS.—The terms ‘‘educational 
service agency’’, ‘‘elementary school’’, ‘‘local edu-
cational agency’’, ‘‘paraprofessional’’, ‘‘school lead-
er’’, ‘‘secondary school’’, and ‘‘Secretary’’ have the 
meanings given such terms in section 8101 of the 
Elementary and Secondary Education Act of 1965 
(20 U.S.C. 7801). 
(2) DISTRIBUTED
LEADERSHIP.—The term 
‘‘distributed leadership’’ means a range of ap-
proaches wherein the school leadership shares as-
pects of the traditional set of school decisions, orga-
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319(b) of the Higher Education Act of 1965 
(20 U.S.C. 1059f(b)). 
(7) TRIBAL
COLLEGE
OR
UNIVERSITY.—The 
term ‘‘Tribal College or University’’ has the meaning 
given the term as defined in section 316(b)(3) of the 
Higher 
Education 
Act 
of 
1965 
(20 
U.S.C. 
1059c(b)(3)). 
(8) HISTORICALLY
BLACK
COLLEGE
OR
UNI-
VERSITY.—The term ‘‘Historically Black College or 
University’’ has the meaning given the term ‘‘part B 
institution’’ in section 322 of the Higher Education 
Act of 1965 (20 U.S.C. 1061). 
(9) TEACHER
LEADER.—The term ‘‘teacher 
leader’’ means a teacher who is selected to partici-
pate in the teacher leadership program under this 
section. 
(b) PROGRAM AUTHORIZED.— 
(1) IN GENERAL.—The Secretary shall award 
grants, on a competitive basis, to eligible entities to 
carry out teacher leadership programs. 
(2) RESERVATIONS.—From the total amount 
appropriated to carry out this section for a fiscal 
year, the Secretary— 
(A) shall reserve not less than 5 percent to 
carry out subsection (h); 
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(B) may reserve not more than— 
(i) 3 percent to provide technical as-
sistance to, and support the capacity build-
ing of, the programs assisted under this 
section; and 
(ii) 0.5 percent to complete required 
reporting under this section; and 
(C) may reserve not more than 3.5 percent 
to award planning grants to eligible entities in 
order to assist those eligible entities in devel-
oping a program proposal in accordance with 
subsection (i). 
(3) GRANT PERIOD.—The Secretary shall make 
grant awards for not more than 3 years and may ex-
tend grant awards for not more than 2 additional 
years if the grantee is making progress in achieving 
program objectives. 
(c) APPLICATION.— 
(1) IN GENERAL.—An eligible entity desiring a 
grant under this section shall submit an application 
to the Secretary at such time, in such manner, and 
containing such information as the Secretary may 
require, including— 
(A) the program proposal described in 
paragraph (2); and 
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(B) the data reporting requirement agree-
ment described in paragraph (3). 
(2) PROGRAM
PROPOSAL.—The program pro-
posal required under this subsection shall include the 
following: 
(A) PROGRAM PLAN.—A plan to establish 
a teacher leadership program that includes not 
less than 1 of the following: 
(i) A description of how the eligible 
entity will ensure that the program offers 
time and structures for shared decision 
making, distributed leadership, common 
planning, and collaboration between teach-
er leaders and school leaders. 
(ii) A description of how the eligible 
entity will ensure that the program in-
cludes the participation of teacher leaders 
in goal setting, professional learning, or 
collaboration with content experts, school 
leadership, colleagues, or leadership of an 
eligible entity, with respect to— 
(I) strategic planning or develop-
ment at the school level and the level 
of the eligible entity, including plan-
ning and development relating to 
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school climate, community engage-
ment, teacher professional develop-
ment and mentorship, and student 
growth; or 
(II) implementing practices to 
support children’s social, emotional, 
and cognitive learning, such as— 
(aa) planning the design of 
and 
organizing 
the 
physical 
space, organizational structure, 
wraparound services, and culture 
of schools to support positive, 
healthy, and developmentally ap-
propriate 
relationships 
among 
members of the school and com-
munity; 
(bb) 
creating 
multi-tiered 
and integrated systems of sup-
port to address student academic 
and non-academic needs; or 
(cc) creating and fostering 
safe and inclusive learning envi-
ronments that enable authentic, 
culturally and linguistically re-
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sponsive learning in identity-safe 
settings. 
(iii) A description of how the eligible 
entity will ensure that teacher leaders re-
ceive training and support to improve skills 
related to acting as instructional leaders, 
coaches, mentors, or facilitators of profes-
sional learning. 
(B) PROGRAM
REQUIREMENTS.—A de-
scription of how the eligible entity will meet 
each of the following program requirements: 
(i) Ensuring all teachers with at least 
3 years of full-time teaching experience 
that maintain their roles as classroom in-
structors and are employed by the partici-
pating schools served by the eligible entity 
may apply to participate in such program 
as teacher leaders. 
(ii) Providing the selection criteria for 
program participation to all eligible teach-
ers described in clause (i), which will in-
clude selection based on an eligible teach-
er’s demonstrated ability in carrying out 
five of the eight criteria in subsection 
(c)(2)(B)(ii)(I–VIII) and a commitment to 
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growth in other criteria where they do not 
have a demonstrated ability— 
(I) carrying out leadership re-
sponsibilities while maintaining a role 
as a classroom instructor; 
(II) focusing on improving or ad-
vancing the vision, goals, and prior-
ities of the eligible entity that employs 
such teacher using evidence-, re-
search-, and practice-based data; 
(III) collecting and analyzing 
data of student academic and social- 
emotional outcomes or teacher profes-
sional outcomes and taking actions to 
improve student outcomes, teacher 
outcomes or professional learning in-
formed by such data; 
(IV) facilitating collaborative, evi-
dence-, research-, and practice-based, 
and sustained professional learning 
with peers, including mentorship and 
instruction leadership, that lead to im-
provements in teaching efficacy, pro-
fessional outcomes or student aca-
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demic achievement and social-emo-
tional learning; 
(V) analyzing socioeconomic, cul-
tural, and historical contexts of stu-
dents, their communities, and the eli-
gible entity, including existing peda-
gogy, school policies, and school-based 
outreach to families and community 
organizations to create learning envi-
ronments that are more inclusive of 
and responsive to student and teacher 
needs, cultures, ethnicities, languages, 
gender and sexual orientations, and 
socioeconomic statuses; 
(VI) implementing and evalu-
ating strategies aimed at addressing 
areas of demonstrated need in the 
school at which the teacher is em-
ployed, including increasing wrap-
around services, academic supports, 
family engagement, and community- 
based services; 
(VII) supporting teachers to ef-
fectively serve students with disabil-
ities, English learners, and students 
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who are linguistically, racially, and 
culturally diverse, economically dis-
advantaged, or historically underrep-
resented to increase their academic 
achievement or social-emotional learn-
ing; and 
(VIII) using, customizing, or de-
veloping lesson materials and instruc-
tional resources to meet the unique 
needs of students and the eligible enti-
ty to further students’ academic 
achievement 
and 
social-emotional 
learning. 
(iii) Ensuring that all teachers and 
paraprofessionals employed by the partici-
pating schools served by the eligible entity 
are eligible to participate in programming 
led by a teacher leader, when applicable. 
(iv) Providing monetary compensation 
to teacher leaders who participate in such 
program for the additional responsibilities 
that are directly related to the teacher 
leadership program. 
(v) Allowing the monetary compensa-
tion described in clause (iv) to be sub-
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stituted for paid time off or satisfaction of 
a contract requirement— 
(I) at the request of the teacher 
leader receiving such compensation; 
and 
(II) with the authorization and 
agreement of the eligible entity that 
serves the elementary or secondary 
school at which such teacher leader is 
employed. 
(vi) Requiring teacher leaders to sup-
port their own development and profes-
sional growth by evaluating themselves and 
each other using evidence-, research-, and 
practice-based rubrics. 
(vii) Consulting with other teachers 
when developing and implementing the 
program as described in (c)(2)(B). 
(C) SUPPLEMENTAL
MATERIALS.—A de-
scription of the following: 
(i) How the eligible entity will develop 
and implement the use of evidence-, re-
search-, or practice-based rubrics that 
teacher leaders will be using for the self- 
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evaluations 
described 
in 
subparagraph 
(B)(vi). 
(ii) How grant funds will be spent, in-
cluding if and how other Federal, State, 
Tribal, and local funding sources may be 
used to supplement grant funds in order to 
meet the requirements of the teacher lead-
ership program. 
(iii) How the eligible entity will con-
tinue the teacher leadership activities as-
sisted under the grant after the grant pe-
riod ends. 
(3) DATA REPORTING REQUIREMENT.—Each el-
igible entity applying for a grant under this section 
shall include in such application an assurance that 
the eligible entity will comply with reporting require-
ments of the Institute of Education Sciences relating 
to the reports required under this section. 
(d) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to— 
(1) eligible entities that are or that include— 
(A) a high-need educational service agency 
or consortium of high-need educational service 
agencies; 
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(B) a high-need local educational agency or 
consortium of high-need local educational agen-
cies; 
(C) local educational agencies that receive 
basic 
support 
payments 
under 
section 
7003(b)(1) of the Elementary and Secondary 
Education Act (20 U.S.C. 7703(b)(1)); 
(D) Indian Tribes, Tribal educational de-
partments or agencies, or Tribal educational or-
ganizations with a successful track record in 
supporting teacher leadership programs or ad-
vancing teacher diversity; or 
(E) Native Hawaiian community-based or-
ganizations or Native Hawaiian educational or-
ganizations (as those terms are defined in sec-
tion 6207 of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7517)) or 
Alaska Native organizations (as defined in sec-
tion 6306 of such Act (20 U.S.C. 7546)); 
(2) eligible entities that are or that include local 
educational agencies or educational service agencies 
with a teacher turnover rate that is above the na-
tional average; 
(3) eligible entities that are or that include local 
educational agencies or educational service agencies 
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that demonstrate in their program proposal under 
subsection (b)(2) a plan to recruit, retain, and train 
teacher leaders who are individuals from underrep-
resented populations in the teaching profession; and 
(4) eligible entities described in subsection 
(a)(3)(C) that include a partner who has a success-
ful track record in supporting teacher leadership 
programs and advancing teacher diversity, such as a 
Historically Black College or University, a Tribal 
College or University, or a Minority-Serving Institu-
tion. 
(e) USES OF FUNDS.— 
(1) IN GENERAL.—An eligible entity awarded a 
grant under this section shall use— 
(A) not more than 5 percent of such grant 
funds for administrative expenses; and 
(B) not less than 95 percent of such grant 
funds to implement the program proposal de-
scribed in subsection (c)(2) and, at the eligible 
entity’s option, carry out activities described in 
paragraph (2). 
(2) PERMISSIVE USES OF FUNDS.—In addition 
to implementing the program proposal under sub-
section (c)(2), an eligible entity awarded a grant 
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under this section may use such grant funds to fa-
cilitate— 
(A) collaboration between program partici-
pants; 
(B) instructional materials development; or 
(C) the reallocation of work hours for 
teacher leaders between classroom responsibil-
ities and responsibilities as a teacher leader. 
(f) REGULATIONS.—The Secretary shall prescribe 
such regulations as may be necessary to carry out this 
section, including with respect to the evidence-, research- 
, and practice-based rubrics and standards described in 
subsection (c)(2)(B)(vi). 
(g) REPORTS AND EVALUATION.— 
(1) REPORTS TO THE SECRETARY.—Not later 
than 1 year after receiving a grant under this sec-
tion, and annually thereafter for the duration of the 
grant period, an eligible entity shall submit to the 
Secretary all information necessary for the evalua-
tion described in paragraph (2). 
(2) EVALUATION.—Using the information re-
ported by eligible entities, the Secretary, acting 
through the Director of the Institute of Education 
Sciences shall carry out an independent evaluation 
measuring the effectiveness of the activities carried 
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out under grants awarded under this section, includ-
ing information about whether participating eligible 
entities experience greater teacher retention than 
non-participants. The evaluation shall include the 
following information, disaggregated by race, eth-
nicity, and gender: 
(A) With respect to all teachers employed 
by a local educational agency or educational 
service agency that is, or is part of, an eligible 
entity— 
(i) 
the 
3-year 
retention 
rate, 
disaggregated by— 
(I) teachers who are in their first 
year of teaching; and 
(II) teachers who were hired by 
such eligible entity in the same school 
year as one another; 
(ii) 
the 
5-year 
retention 
rate, 
disaggregated by— 
(I) teachers who are in their first 
year of teaching; and 
(II) teachers who were hired by 
such eligible entity in the same school 
year as one another; and 
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(iii) the employment status of teach-
ers who were hired by such eligible entity, 
in the same school year in which such eligi-
ble entity received a grant under this sec-
tion. 
(B) With respect to each teacher leader 
participating in a program established using 
such grant funds, the following: 
(i) The number of years of teaching 
experience such teacher leader had at the 
time of program participation. 
(ii) Whether such teacher leader is 
employed by such eligible entity at the 
time of the report. 
(iii) If such teacher leader is not em-
ployed by such eligible entity, the reason 
for leaving. 
(iv) The year in which such teacher 
leader was first employed as a teacher. 
(3) PUBLICATION.—The aggregated data sub-
mitted under paragraph (1) and the results of the 
evaluation under paragraph (2) shall be made pub-
licly available on the website of the Department of 
Education, except that such publicly available data 
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and results shall not reveal personally identifiable in-
formation. 
(4) REPORTS TO CONGRESS.—Not later than 3 
years after the date of the enactment of this Act, the 
Secretary shall submit to the Committee on Health, 
Education, Labor, and Pensions of the Senate, the 
Committee on Education and Labor of the House of 
Representatives, and the Committee on Indian Af-
fairs of the Senate a summary report of the prelimi-
nary results and impact of the teacher leadership 
program. The Secretary shall submit to such com-
mittees an annual report of the results and impact 
of the teacher leadership program for each year of 
the grant thereafter. 
(h) BUREAU
OF
INDIAN
EDUCATION
TEACHER 
LEADERSHIP PROGRAMS.— 
(1) IN GENERAL.—The Secretary, in coordina-
tion with the Secretary of the Interior, shall— 
(A) develop and implement a teacher lead-
ership program plan for Bureau schools (as de-
fined in section 1141 of the Education Amend-
ments of 1978 (25 U.S.C. 2021)); and 
(B) 
award 
grants 
to 
Bureau-funded 
schools described in subparagraphs (B) and (C) 
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of section 1141(3) of the Education Amend-
ments of 1978 (25 U.S.C. 2021(3)). 
(2) SPECIAL
RULE.—The Secretary, in con-
sultation with the Secretary of the Interior and In-
dian Tribes, may waive any requirement under this 
section or prescribe an alternative or substantially 
similar requirement if the Secretary finds that the 
waiver or alternative requirement is necessary for 
the effective delivery and administration of activities 
under this section. 
(i) PLANNING PROPOSAL GRANTS.— 
(1) IN GENERAL.—The Secretary may award 
planning grants to eligible entities to enable those el-
igible entities to develop a program proposal under 
subsection (c)(2). 
(2) APPLICATION.—Each eligible entity that de-
sires a planning grant under this subsection shall 
submit an application to the Secretary at such time, 
in such manner, and containing such information as 
the Secretary may require. 
(3) DURATION.—A planning grant under this 
subsection shall be for a period of not more than 1 
year. 
(j) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section, 
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$400,000,000, for fiscal year 2023, and each of the 4 suc-
ceeding fiscal years. 
Æ 
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