110 
such Act (20 U.S.C. 6311(d)(2)), or addi-
tional targeted support under section 
1111(d)(2)(C) of such Act (20 U.S.C. 
6311(d)(2)(C)). 
‘‘(B) SPECIAL RULE.— 
‘‘(i) DESIGNATION
BY
THE
SEC-
RETARY.—The Secretary may, upon ap-
proval of an application submitted by an 
eligible partnership seeking a grant under 
this title, designate a school that does not 
qualify as a high-need school under sub-
paragraph (A) as a high-need school for 
the purpose of this title. The Secretary 
shall base the approval of an application 
for designation of a school under this 
clause on a consideration of the informa-
tion required under clause (ii), and may 
also take into account other information 
submitted by the eligible partnership. 
‘‘(ii) APPLICATION REQUIREMENTS.— 
An application for designation of a school 
under clause (i) shall include— 
‘‘(I) the number and percentage 
of students attending such school who 
are— 
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111 
‘‘(aa) aged 5 through 17 in 
poverty counted in the most re-
cent census data approved by the 
Secretary; 
‘‘(bb) eligible for a free or 
reduced price school lunch under 
the Richard B. Russell National 
School Lunch Act; 
‘‘(cc) in families receiving 
assistance under the State pro-
gram funded under part A of 
title IV of the Social Security 
Act; or 
‘‘(dd) eligible to receive med-
ical assistance under the Med-
icaid program; 
‘‘(II) information about the stu-
dent academic achievement of stu-
dents at such school; and 
‘‘(III) for a secondary school, the 
four-year adjusted cohort graduation 
rate for such school. 
‘‘(18) HIGHLY COMPETENT.—The term ‘highly 
competent’, when used with respect to an early 
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112 
childhood educator, means an early childhood educa-
tor— 
‘‘(A) with specialized education and train-
ing in development and education of young chil-
dren from birth until entry into kindergarten or 
a specialization in infants and toddlers or pre- 
school children; 
‘‘(B) with a baccalaureate degree in an 
academic major in an early childhood or related 
field; and 
‘‘(C) who has demonstrated a high level of 
knowledge and use of content and pedagogy in 
the relevant areas associated with quality early 
childhood education. 
‘‘(19) HOMELESS CHILD.—The term ‘homeless 
child’ means an individual who is a homeless child 
or youth under section 725 of the McKinney-Vento 
Homeless Assistance Act (42 U.S.C. 11434a). 
‘‘(20) INDUCTION PROGRAM.—The term ‘induc-
tion program’ means a formalized program for new 
teachers, principals, or school leaders, during not 
less than the teachers’, principals, or school leaders’ 
first 2 years of, respectively, teaching or leading, 
that is designed to provide support for, and improve 
the professional performance and increase the reten-
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113 
tion in the education field of, beginning teachers, 
principals, or school leaders. Such program shall 
promote effective teaching or leadership skills and 
shall include the following components: 
‘‘(A) High-quality and structured teacher 
or school leader mentoring led by a trained and 
expert mentor who has demonstrated high skill 
and effectiveness and who teaches or leads, or 
has taught or led, in the same or similar field, 
grade, or subject as the mentee. 
‘‘(B) Periodic, structured time for collabo-
ration, including with mentors, as well as time 
for information-sharing among teachers, prin-
cipals, other school leaders and administrators, 
other appropriate instructional staff, and par-
ticipating faculty or program staff in the part-
ner institution. 
‘‘(C) The application of evidence-based in-
structional practices. 
‘‘(D) Opportunities for new teachers, prin-
cipals, or school leaders to draw directly on the 
expertise of mentors, faculty or program staff, 
and researchers, including through mentor ob-
servation and feedback, to support the integra-
tion of evidence-based research and practice. 
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114 
‘‘(E) The development of skills in evidence- 
based instructional and behavioral supports and 
interventions. 
‘‘(F) Faculty or program staff who— 
‘‘(i) model the integration of research 
and practice in the classroom and school; 
and 
‘‘(ii) as appropriate, assist new teach-
ers or school leaders with the effective use 
and integration of educational technology 
and the principles of universal design for 
learning into the classroom or school. 
‘‘(G) Interdisciplinary collaboration among 
teacher leaders or school leaders, faculty or pro-
gram staff, researchers, and other staff who 
prepare new teachers or school leaders with re-
spect to, as applicable, the learning process, the 
assessment of learning, or the leadership of a 
school. 
‘‘(H) As applicable to the role, assistance 
with understanding of the effective use of data, 
particularly student achievement data, and the 
applicability of such data to inform and improve 
classroom instruction and school leadership. 
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115 
‘‘(I) Regular and structured observation 
and evaluation of new teachers, principals, or 
other school leaders that are based in part on 
evidence of student learning, shall include mul-
tiple measures of educator performance, and 
shall provide clear, timely, and useful feedback 
to teachers, principals, or other school leaders 
to be used to improve instruction, as applicable. 
‘‘(J) With respect to a principal induction 
program, the development of local-educational- 
agency-wide systems such as rigorous leader 
standards, continuous ongoing identification of 
goals for improvement, and support for achiev-
ing those goals. 
‘‘(K) The development of skills in improv-
ing the school culture and climate related to 
school leadership and the role of the principal, 
including to— 
‘‘(i) nurture teacher and staff develop-
ment to strengthen classroom practice; 
‘‘(ii) build and sustain an inclusive 
culture of learning among adults and chil-
dren; 
‘‘(iii) strengthen communications and 
relationships with teachers, parents, care-
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116 
givers, paraprofessionals, and community 
stakeholders; 
‘‘(iv) facilitate the sharing of knowl-
edge, insight, and best practices in the 
community served by the school, preschool 
program, or early childhood education pro-
gram, including with youth serving pro-
grams (such as before- and after-school 
and summer programs); and 
‘‘(v) build relationships and commu-
nicate effectively with State and local edu-
cational agency officials. 
‘‘(21) INFANT
OR
TODDLER
WITH
A
DIS-
ABILITY.—The term ‘infant or toddler with a dis-
ability’ has the meaning given the term in section 
632 of the Individuals with Disabilities Education 
Act (20 U.S.C. 1432). 
‘‘(22) MENTORING.—The term ‘mentoring’ 
means the mentoring or coaching of new or prospec-
tive teachers, principals, or school leaders through a 
program that— 
‘‘(A) includes clear criteria for the selec-
tion of teacher, principal, or school leader men-
tors who may be program staff and who will 
provide role model relationships for mentees, 
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117 
which criteria shall be developed by the eligible 
partnership and based on measures of teacher 
or school leader effectiveness; 
‘‘(B) provides high-quality training for 
such mentors, including instructional strategies 
for culturally relevant teaching practices, lit-
eracy instruction and classroom management 
(including 
approaches 
that 
improve 
the 
schoolwide climate for learning, create inclusive 
classroom environments, and address the social 
and emotional needs of students, which may in-
clude positive behavioral interventions and sup-
ports); 
‘‘(C) provides regular and ongoing oppor-
tunities for mentors and mentees to observe 
each other’s teaching or leading methods in 
classroom or school settings during the day in 
a high-need school in the high-need local edu-
cational agency in the eligible partnership; 
‘‘(D) provides paid release time for men-
tors; 
‘‘(E) for teachers, provides mentoring to 
each mentee by a colleague who teaches in the 
same field, grade, or subject as the mentee; 
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118 
‘‘(F) for teachers, promotes empirically- 
based practice of, and evidence-based research 
on, where applicable— 
‘‘(i) teaching and learning; 
‘‘(ii) assessment of student learning; 
‘‘(iii) the development of teaching 
skills through the use of instructional and 
behavioral interventions; and 
‘‘(iv) the improvement of the mentees’ 
capacity to measurably advance student 
learning; and 
‘‘(G) includes— 
‘‘(i) common planning time or regu-
larly scheduled collaboration for the men-
tor and mentee; and 
‘‘(ii) as applicable, joint professional 
development opportunities. 
‘‘(23) PARENT.—The term ‘parent’ has the 
meaning given the term in section 8101 of the Ele-
mentary and Secondary Education Act of 1965. 
‘‘(24) PARTNER INSTITUTION.—The term ‘part-
ner institution’ means an institution of higher edu-
cation, which may include a 2-year institution of 
higher education offering a dual program with a 4- 
year institution of higher education, participating in 
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119 
an eligible partnership that has a teacher or school 
leader preparation program that is accredited by the 
State— 
‘‘(A) in the case of a teacher preparation 
program— 
‘‘(i) whose graduates exhibit strong 
performance on State-determined quali-
fying 
assessments 
for 
new 
teachers 
through— 
‘‘(I) demonstrating that 80 per-
cent or more of the graduates of the 
program who intend to enter the field 
of teaching have passed all of the ap-
plicable State qualification assess-
ments for new teachers, which shall 
include an assessment of each pro-
spective 
teacher’s 
subject 
matter 
knowledge in the content area in 
which the teacher intends to teach; or 
‘‘(II) that is not designated as a 
low-performing teacher preparation 
program in the State as determined 
by the State— 
‘‘(aa) using criteria con-
sistent with the requirements for 
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120 
the State assessment under sec-
tion 207(a) before the first publi-
cation of such report card; and 
‘‘(bb) using the State assess-
ment 
required 
under 
section 
207(a), after the first publication 
of such report card and for every 
year thereafter; and 
‘‘(ii) that requires— 
‘‘(I) each student in the program 
to meet high academic standards or 
demonstrate a record of success, as 
determined by the institution (includ-
ing prior to entering and being ac-
cepted into a program), and partici-
pate in intensive clinical experience; 
‘‘(II) each student in the pro-
gram preparing to become a teacher 
who meets the applicable State certifi-
cation and licensure requirements, in-
cluding any requirements for certifi-
cation obtained through alternative 
routes to certification, or, with regard 
to special education teachers, the 
qualifications described in section 
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121 
612(a)(14)(C) of the Individuals with 
Disabilities Education Act; and 
‘‘(III) each student in the pro-
gram preparing to become an early 
childhood educator to become highly 
competent; and 
‘‘(B) in the case of a school leader prepa-
ration program— 
‘‘(i) whose graduates exhibit a strong 
record of successful school leadership as 
demonstrated by— 
‘‘(I) a high percentage of such 
graduates taking positions as assist-
ant principals and principals within 3 
years of completing the program; and 
‘‘(II) a high percentage of such 
graduates rated effective or above in 
State school leader evaluation and 
support systems (as described in sec-
tion 2101(c)(4)(B)(ii) of the Elemen-
tary and Secondary Education Act of 
1965) or, if no such ratings are avail-
able, other, comparable indicators of 
performance; and 
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‘‘(ii) that requires each student in the 
program to participate in intensive clinical 
experience in an authentic setting (includ-
ing by assuming substantial leadership re-
sponsibilities) in which the student can be 
evaluated on leadership skills and the stu-
dent’s effect on student outcomes as part 
of program completion. 
‘‘(25) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(26) PROFESSION-READY.—The term ‘profes-
sion-ready’— 
‘‘(A) when used with respect to a principal 
or other school leader, means a principal or 
other school leader who— 
‘‘(i) has an advanced degree, or other 
appropriate credential; 
‘‘(ii) has completed a principal or 
other school leader preparation process and 
is fully certified and licensed by the State 
in which the principal or other school lead-
er is employed; 
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123 
‘‘(iii) has demonstrated instructional 
leadership, including the ability to collect, 
analyze, and utilize data on evidence of 
student learning and evidence of classroom 
practice; 
‘‘(iv) has demonstrated proficiency in 
professionally recognized leadership stand-
ards, such as through— 
‘‘(I) a performance assessment; 
‘‘(II) completion of a residency 
program; or 
‘‘(III) other measures of leader-
ship effectiveness, as determined by 
the State; and 
‘‘(v) has demonstrated the ability to 
work with students who are culturally and 
linguistically diverse; 
‘‘(B) when used with respect to a teacher, 
means a teacher who— 
‘‘(i) has completed a teacher prepara-
tion program and is fully certified and li-
censed to teach by the State in which the 
teacher is employed; 
‘‘(ii) has a baccalaureate degree or 
higher; 
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124 
‘‘(iii) 
has 
demonstrated 
content 
knowledge in the subject or subjects the 
teacher teaches; 
‘‘(iv) has demonstrated the ability to 
work with students who are culturally and 
linguistically diverse; 
‘‘(v) has demonstrated teaching skills, 
such as through— 
‘‘(I) a teacher performance as-
sessment; or 
‘‘(II) other measures of teaching 
skills, as determined by the State; and 
‘‘(vi) has demonstrated proficiency 
with the use of educational technology; and 
‘‘(C) when used with respect to any other 
educator not described in subparagraph (A) or 
(B), means an educator who has completed an 
appropriate preparation program and is fully 
certified or licensed by the State in which the 
educator is employed. 
‘‘(27) RESIDENCY PROGRAM.—The term ‘resi-
dency program’ means a school-based educator prep-
aration program in which a prospective teacher, 
principal, or other school leader— 
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125 
‘‘(A) for 1 academic year, works alongside 
a mentor teacher, principal, or other school 
leader who is— 
‘‘(i) the educator of record; and 
‘‘(ii) is rated as effective or above in 
the State’s school leader evaluation and 
support system (as described in section 
2101(c)(4)(B)(ii) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6611(c)(4)(B)(ii))) or, if no such 
ratings are available, other, on comparable 
indicators of performance; 
‘‘(B) receives concurrent instruction during 
the year described in subparagraph (A) from 
the partner institution, which may be courses 
taught by local educational agency personnel or 
residency program faculty, in, as applicable— 
‘‘(i) the teaching of the content area 
in which the teacher will become certified 
or licensed; 
‘‘(ii) pedagogical practices; and 
‘‘(iii) leadership, management, organi-
zational, and instructional skills necessary 
to serve as a principal or other school lead-
er; 
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126 
‘‘(C) acquires effective teaching or leader-
ship skills; and 
‘‘(D) prior to completion of the program, 
attains full State teacher, principal, or school 
leader certification or licensure, and becomes 
profession-ready. 
‘‘(28) SCHOOL
LEADER.—The term ‘school 
leader’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965. 
‘‘(29) SCHOOL
LEADER
PREPARATION
ENTI-
TY.—The term ‘school leader preparation entity’ 
means an institution of higher education or a non-
profit organization, including those institutions or 
organizations that provide alternative routes to cer-
tification, that is approved by the State to prepare 
school leaders to be effective. 
‘‘(30) SCHOOL
LEADER
PREPARATION
PRO-
GRAM.—The term ‘school leader preparation pro-
gram’ means a program offered by a school leader 
preparation entity, whether a traditional or alter-
native route, that is approved by the State to pre-
pare school leaders to be effective and that leads to 
a specific State certification to be a school leader. 
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127 
‘‘(31) SCHOOL
LEADER
SKILLS.—The term 
‘school leader skills’ refers to evidenced-based com-
petencies for principals and other school leaders 
such as— 
‘‘(A) shaping a vision of academic success 
for all students; 
‘‘(B) creating a safe and inclusive learning 
environment; 
‘‘(C) cultivating leadership in others; 
‘‘(D) improving instruction; and 
‘‘(E) managing people, data, and processes 
to foster school improvement. 
‘‘(32) TEACHER LEADER.—The term ‘teacher 
leader’ means an effective educator who carries out 
formalized leadership responsibilities based on the 
demonstrated needs of the elementary school or sec-
ondary school in which the teacher is employed, 
while maintaining a role as a classroom instructor 
who— 
‘‘(A) is trained in and practices teacher 
leadership; and 
‘‘(B) fosters a collaborative culture to— 
‘‘(i) support educator development, ef-
fectiveness, and student learning; 
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