I 
117TH CONGRESS 
1ST SESSION H. R. 6349 
To authorize the Secretary of Education to award grants to establish teacher 
leader development programs. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 27, 2021 
Mr. NEGUSE introduced the following bill; which was referred to the 
Committee on Education and Labor 
A BILL 
To authorize the Secretary of Education to award grants 
to establish teacher leader development programs. 
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 Are Leaders 
Act’’. 
SEC. 2. TEACHER LEADER DEVELOPMENT PROGRAM. 
Title II of the Higher Education Act of 1965 (20 
U.S.C. 1021 et seq.) is amended— 
(1) in section 200— 
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(A) by redesignating paragraphs (21), 
(22), and (23), as paragraphs (22), (23), and 
(24), respectively; and 
(B) by inserting after paragraph (20) the 
following: 
‘‘(21) TEACHER LEADER.—The term ‘teacher 
leader’ means a teacher who carries out formalized 
leadership responsibilities based on demonstrated 
school needs, while maintaining a role as a class-
room instructor.’’; and 
(2) in section 202— 
(A) in subsection (b)(6)(C), by striking 
‘‘subsection (f) or (g)’’ and inserting ‘‘sub-
section (g) or (h)’’; 
(B) in subsection (c)— 
(i) in paragraph (1), by inserting ‘‘a 
teacher leader development program under 
subsection (f),’’ after ‘‘subsection (e),’’; 
and 
(ii) in paragraph (2), by striking 
‘‘subsection (f)’’ and inserting ‘‘subsection 
(g)’’; 
(C) by redesignating subsections (f), (g), 
(h), (i), (j), and (k), as subsections (g), (h), (i), 
(j), (k), and (l), respectively; and 
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(D) by inserting after subsection (e) the 
following: 
‘‘(f) TEACHER LEADER DEVELOPMENT PROGRAM.— 
‘‘(1) IN GENERAL.—A teacher leader develop-
ment program carried out with a grant awarded 
under this section shall involve the professional de-
velopment of teachers, as described in paragraph 
(2), who maintain their roles as classroom teachers 
but who also carry out formalized leadership respon-
sibilities to increase the academic achievement of 
students and promote data-driven instructional prac-
tices that address the demonstrated needs at their 
schools, such as— 
‘‘(A) development of curriculum and cur-
ricular resources; 
‘‘(B) facilitating the work of committees 
and teams; 
‘‘(C) family and community engagement; 
‘‘(D) school discipline and culture; 
‘‘(E) peer observations and coaching; or 
‘‘(F) dual enrollment instruction. 
‘‘(2) PROFESSIONAL DEVELOPMENT.—The pro-
fessional development of teachers in a teacher leader 
development program carried out with a grant 
awarded under this section shall include— 
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‘‘(A) one year of professional development, 
training, and support that may— 
‘‘(i) include— 
‘‘(I) the engagement of teachers 
in rigorous coursework and fieldwork 
relevant to their role as a teacher 
leader, including available teacher 
leader standards; and 
‘‘(II) regular observations and 
professional support from— 
‘‘(aa) a principal, vice prin-
cipal, or a designated instruc-
tional leader of the school; 
‘‘(bb) a representative from 
the institution of higher edu-
cation that is a partner in the eli-
gible entity; 
‘‘(cc) a representative from 
another entity that is a partner 
in the eligible entity; and 
‘‘(dd) another member of 
the teacher leader cohort, if ap-
plicable, or a peer teacher; and 
‘‘(ii) result in the awarding of a cre-
dential in teacher leadership; and 
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‘‘(B) one or 2 additional years of support 
from a principal, vice principal, or a designated 
instructional leader of the school, a representa-
tive from the institution of higher education 
that is a partner in the eligible entity, and a 
representative from another entity that is a 
partner in the eligible entity. 
‘‘(3) TEACHER
LEADER
DEVELOPMENT
PRO-
GRAM PLAN.—In carrying out a teacher leader devel-
opment program under this section, an eligible entity 
shall develop a plan that shall describe— 
‘‘(A) how the work hours of teacher leaders 
will be allocated between their classroom re-
sponsibilities and responsibilities as a teacher 
leader, which may include a description of 
whether the teacher leader will be relieved from 
teaching duties during their participation in the 
teacher leader development program; 
‘‘(B) how the partnership will support 
teacher leaders after the first year of profes-
sional development in the program; and 
‘‘(C) how teacher leader activities could be 
sustained by the eligible partnership after the 
program concludes, which may include a de-
scription of opportunities for the teacher lead-
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ers to assist in the educator preparation pro-
gram at the institution of higher education in 
the partnership. 
‘‘(4) SELECTION OF TEACHER LEADERS; USE 
OF FUNDS.—In carrying out a teacher leader devel-
opment program under this section, an eligible enti-
ty— 
‘‘(A) shall select a teacher for participation 
in the program— 
‘‘(i) who— 
‘‘(I) is fully certified to teach in 
the State in which the high-need local 
educational agency that is a partner 
in the eligible entity is located; 
‘‘(II) is employed by a high-need 
local educational agency that is a 
partner in the eligible entity; 
‘‘(III) has not less than 3 years 
of teaching experience; and 
‘‘(IV) submits an application for 
participation to the eligible entity; and 
‘‘(ii) based on selection criteria that 
includes— 
‘‘(I) demonstration of strong con-
tent knowledge or a record of accom-
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plishment in the field or subject area 
the teacher will support as a teacher 
leader; and 
‘‘(II) demonstration of attributes 
linked to effective teaching that is de-
termined through interviews, observa-
tions, artifacts, student achievement, 
or performance assessments, such as 
those leading to an advanced creden-
tial; 
‘‘(B) may develop admissions goals and 
priorities for the teacher leader development 
program that— 
‘‘(i) are aligned with the demonstrated 
needs of the school or high-need local edu-
cational agency in which the teacher is em-
ployed; 
‘‘(ii) considers cultural competencies 
that would make the applicant effective in 
the applicant’s teacher leader role; and 
‘‘(iii) considers whether the teacher 
has substantial teaching experience in the 
school in which the teacher is employed or 
in a school that is similar to the school in 
which the teacher is employed; 
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‘‘(C) shall use the grant funds to pay for 
costs of training and supporting teacher leaders 
for not less than 2 years and not more than 3 
years; 
‘‘(D) may use the grant funds to pay for 
a portion of a stipend for teacher leaders if 
such grant funds are matched by additional 
non-Federal public or private funds as follows: 
‘‘(i) during each of the first and sec-
ond years of the grant period, grant funds 
may pay not more than 50 percent of such 
stipend; and 
‘‘(ii) during the third year of the 
grant period, grant funds may pay not 
more than 33 percent of such stipend; and 
‘‘(E) may require teacher leaders to pay 
back the cost of attaining a credential if they 
do not complete their term of service in the 
teacher leader development program.’’. 
Æ 
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