SEC. 2. FINDINGS. 
The Congress finds the following: 
(1) A school principal is expected to be an in-
structional leader, meaning the principal must pos-
ses the knowledge and instructional skills to guide 
teaching and learning in a school. 
(2) There is a clear intention within the amend-
ments made by the No Child Left Behind Act of 
2001 to the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6301 et seq.) that principals 
become instructional leaders. Section 2113(c) of the 
Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6613(c)) calls for principals to have— 
(A) ‘‘the instructional leadership skills to 
help teachers teach and students learn’’; 
(B) and ‘‘to help students meet challenging 
State student academic achievement stand-
ards’’. 
(3) Despite this recognition of the importance 
of instructional leadership, adequate attention and 
resources have not been committed to training and 
supporting school principals— 
(A) in meeting the standards of instruc-
tional leadership in States where such stand-
ards exist; and 
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(B) in developing such standards in States 
where such standards do not exist. 
(4) Licensure of school principals typically does 
not give adequate emphasis to instructional leader-
ship skills in the certification process. 
(5) The term ‘‘highly qualified principal’’ added 
by the No Child Left Behind Act of 2001 to the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 6301 et seq.) should be defined in such Act 
to include a strong emphasis on instructional leader-
ship. 
SEC. 3. GRANTS FOR INSTRUCTIONAL LEADERSHIP. 
(a) IN GENERAL.—Title I of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 6301 et 
seq.) is amended by redesignating part I as part J and 
by inserting after part H the following new part: 
‘‘PART I—INSTRUCTIONAL LEADERSHIP 
‘‘SEC. 1851. COMPETITIVE GRANTS. 
‘‘(a) GRANTS TO DEVELOP INNOVATIVE PROGRAMS 
AND SITES.—From the amounts made available under 
subsection (h), the Secretary shall make grants, on a com-
petitive basis, to eligible entities to develop and implement 
innovative programs and sites (such as leadership develop-
ment schools) to train school principals in instructional 
leadership skills, including skills relating to— 
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‘‘(1) effective instructional practices; 
‘‘(2) facilitating the development of a school vi-
sion; 
‘‘(3) providing on-going learning and profes-
sional development opportunities for school staff, in-
cluding teachers; 
‘‘(4) monitoring the alignment of curriculum, 
instruction, and assessment; 
‘‘(5) improving instructional practices through 
the purposeful observation and evaluation of teach-
ers; 
‘‘(6) ensuring the regular integration of assess-
ments appropriate to the needs of students into daily 
classroom instruction; 
‘‘(7) using technology and multiple sources of 
data to improve classroom instruction; 
‘‘(8) providing staff with focused, sustained, re-
search-based professional development; and 
‘‘(9) engaging all community stakeholders in a 
shared responsibility for student and school success. 
‘‘(b) GRANTS FOR PILOT PROGRAMS.—In addition to 
the grants made under subsection (a), the Secretary shall 
make grants, on a competitive basis, to State educational 
agencies, or to partnerships or consortia that include State 
educational agencies, to develop and implement pilot pro-
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grams designed to evaluate and promote the incorporation 
of standards of instructional leadership into State prin-
cipal certification or licensing requirements. 
‘‘(c) DURATION.—A grant made under this section 
shall be awarded for a period of 2 years, and may be re-
newed for a period of 2 additional years. 
‘‘(d) APPLICATION.—An eligible entity desiring a to 
receive grant under this section shall submit an applica-
tion to the Secretary at such time, in such manner, and 
containing such information as the Secretary may require. 
‘‘(e) ELIGIBLE ENTITY.—For purposes of this sec-
tion, the term ‘eligible entity’ means— 
‘‘(1) a State educational agency; 
‘‘(2) a local educational agency; 
‘‘(3) a nonprofit organization (such as a State 
principal association); 
‘‘(4) an institution of higher education; and 
‘‘(5) a partnership or consortium that includes 
at least 1 of the entities described in paragraphs (1) 
through (4). 
‘‘(f) REPORT.—A recipient of a grant under this sec-
tion shall submit to the Secretary a report describing the 
results of its activities funded by such grant. Such report 
shall be submitted at such time, in such manner, and con-
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taining such additional information as the Secretary may 
require. 
‘‘(g) REVISED CONCEPT
OF HIGHLY QUALIFIED 
PRINCIPAL.— 
‘‘(1) IN GENERAL.—Based on the reports sub-
mitted pursuant to subsection (f), the Secretary 
shall, by regulation, establish a definition of ‘highly- 
qualified principal’ that emphasizes standards of in-
structional leadership. 
‘‘(2) CONSIDERATIONS.—In developing such a 
definition, the Secretary shall give consideration to 
the need for principals to— 
‘‘(A) demonstrate the knowledge, skills, 
and attitudes needed to effectively lead teaching 
and learning in schools; 
‘‘(B) engage in continuous professional de-
velopment, utilizing a combination of academic 
study, developmental simulation exercises, self- 
reflection, mentorship, and internship; and 
‘‘(C) demonstrate the capacity to lead the 
establishment and maintenance of a profes-
sional learning community that effectively uses 
real time data, including State academic assess-
ments described in section 1111(b)(3), that in-
form instruction, focus review, and target reme-
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diation for the purposes of ensuring standards 
and course content mastery, and personalized 
instruction for every student. 
‘‘(h) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $100,000,000 for fiscal year 2010 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years.’’. 
(b) CLERICAL AMENDMENT.—The table of contents 
for the Elementary and Secondary Education Act of 1965 
is amended by redesignating the item relating to part I 
of title I as relating to part J and by inserting before such 
item the following: 
‘‘PART I—INSTRUCTIONAL LEADERSHIP’’. 
Sec. 1851. Competitive grants. 
SEC. 4. ESTABLISHING STATE-OF-THE-ART PRINCIPAL IN-
DUCTION PROGRAMS. 
(a) IN GENERAL.—Title II of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 6601 et 
seq.) is amended by adding at the end the following: 
‘‘PART E—ESTABLISHING STATE-OF-THE-ART 
PRINCIPAL INDUCTION PROGRAMS 
‘‘SEC. 2501. COMPETITIVE GRANTS. 
‘‘(a) GRANTS.—From the amounts made available to 
carry out this section, the Secretary may make grants, on 
a competitive basis, to States and eligible local educational 
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agencies for the purpose of developing state-of-the-art 
principal induction programs. 
‘‘(b) ELIGIBLE LOCAL EDUCATIONAL AGENCY.—In 
this section, the term ‘eligible local educational agency’ 
means— 
‘‘(1) a high-need local educational agency (as 
such term is defined in section 2102(3)); or 
‘‘(2) a partnership of a high-need local edu-
cational agency; and— 
‘‘(A) an institution of higher education; 
‘‘(B) a principal organization; or 
‘‘(C) any other nonprofit education organi-
zation. 
‘‘(c) USE OF FUNDS.—A State or an eligible local 
educational agency that receives a grant under subsection 
(a) shall use the funds made available through the grant 
to develop a state-of-the-art principal induction program 
that— 
‘‘(1) provides new principals a minimum of 3 
years of extensive, high-quality, comprehensive in-
duction into the field of school administration; and 
‘‘(2) includes— 
‘‘(A) structured mentoring from highly 
qualified master or mentor principal who are 
certified, have school administration experience 
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in a school similar to the school of the new 
principal, and are trained to mentor new prin-
cipals; 
‘‘(B) at least 90 minutes each week of 
common meeting time for a new principal to ad-
ministrative and leadership tasks under the di-
rector of a master or mentor principal; 
‘‘(C) regular observation by a master or 
mentor principal in the new principal’s school; 
‘‘(D) observation by the new principal of 
the master or mentor principal’s classroom; 
‘‘(E) intensive professional development ac-
tivities for new principals that result in im-
proved instructional leadership and student 
achievement, including— 
‘‘(i) lesson demonstration by master 
and mentor principals in the classroom; 
‘‘(ii) observation by such master and 
mentor principals; and 
‘‘(iii) feedback by such master and 
mentor principals; 
‘‘(F) observation by new principals of at 
least 3 principals and feedback (that uses re-
search-validated benchmarks of leadership skills 
and standards that are developed with input 
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from principals) at least 4 times each school 
year by multiple evaluators, including master 
and mentor principals; 
‘‘(G) paid release time for the mentor prin-
cipal for mentoring, or salary supplements 
under section 2502 for mentoring new prin-
cipals at a ratio of one full-time mentor to every 
12 new principals; 
‘‘(H) a transition year for new principals 
to the school that includes a reduced workload 
for such principals; and 
‘‘(I) a standards-based assessment, which 
may include examination of practice and a 
measure of gains in student learning, of every 
new principal to determine whether the prin-
cipal should move forward in the school admin-
istration profession. 
‘‘(d) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated such sums as may be 
necessary to carry out this section.’’. 
(b) CLERICAL AMENDMENT.—The table of contents 
for the Elementary and Secondary Education Act of 1965 
is amended by inserting after the item relating to section 
2441 the following: 
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‘‘PART E—ESTABLISHING STATE-OF-THE-ART PRINCIPAL INDUCTION 
PROGRAMS’’. 
Sec. 2501. Competitive grants. 
Æ 
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