integrated and aligned with the State’s 
school improvement efforts under sections 
1116 and 1117. 
‘‘(d) USE OF FUNDS.— 
‘‘(1) IN GENERAL.—A local educational agency 
that receives a subgrant under this part shall use 
the subgrant funds to improve teacher, principal, 
and other instructional staff quality through a com-
prehensive system of professional development (as 
defined in section 9101(34))— 
‘‘(A) to increase principals’, coaches’, and 
teacher leaders’ knowledge and skills in— 
‘‘(i) assisting the school to— 
‘‘(I) clarify school improvement 
goals; 
‘‘(II) train educators in analyzing 
school and student data to inform de-
cisionmaking and improvement ef-
forts; 
‘‘(III) develop and implement 
professional development aligned with 
student achievement needs and educa-
tor learning goals; 
‘‘(IV) allocate teacher and prin-
cipal professional development re-
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sources and help develop the revised 
plan as related to the professional de-
velopment 
required 
under 
section 
1116(b); 
‘‘(V) select and implement strate-
gies and interventions to improve stu-
dent achievement, increase teacher 
and school leader effectiveness, in-
crease graduation rates, and ensure 
students graduate prepared for suc-
cess in college and careers; 
‘‘(VI) make available opportuni-
ties for individual and team learning 
activities that focus on increasing ped-
agogical and content knowledge in 
academic subjects that are aligned to 
student learning goals; and 
‘‘(VII) design, create, and evalu-
ate the results of curriculum-based di-
agnostic 
and 
performance 
assess-
ments; and 
‘‘(ii) utilizing internal teacher leaders, 
coaches, or content experts to— 
‘‘(I) support classroom learning; 
and 
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‘‘(II) facilitate effective collabora-
tion skills across learning communities 
and transfer knowledge from peers 
teaching and leading at high-per-
forming schools; 
‘‘(B) to increase principals’ knowledge and 
skills necessary for leading effective professional 
learning, including— 
‘‘(i) establishing a shared vision of 
school success among all school stake-
holders, including teachers, parents, com-
munity organizations and related stake-
holders by— 
‘‘(I) seeking leadership contribu-
tions from parents, community orga-
nizations, and other school stake-
holders; 
‘‘(II) actively engaging the com-
munity to create shared responsibility 
for student and school success; and 
‘‘(III) engaging in partnerships 
between elementary schools, secondary 
schools, and institutes of higher edu-
cation to ensure the vertical alignment 
of student learning outcomes; 
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‘‘(ii) establishing the school as a pro-
fessional learning community in which— 
‘‘(I) there is a culture of contin-
uous learning for adults that is tied to 
student learning and school goals; 
‘‘(II) there is time for team col-
laboration focused on evaluating and 
improving instructional practice; 
‘‘(III) educators are able to ana-
lyze and use data to drive instruction; 
‘‘(IV) professional development is 
evaluated and connected to all of the 
school learning goals; and 
‘‘(V) members of the faculty en-
gage in leadership roles that con-
tribute to school improvement efforts; 
and 
‘‘(iii) promoting the effective use of 
data by educators, including— 
‘‘(I) the use of multiple data 
sources as diagnostic tools to identify 
barriers to student success and drive 
instructional improvement; 
‘‘(II) the review and analysis of 
student work to determine whether 
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students are being taught to State 
academic content and achievement 
standards; and 
‘‘(III) the use of classroom obser-
vations to ensure that all students are 
provided meaningful learning opportu-
nities that promote active engage-
ment; and 
‘‘(IV) supporting a standards- 
aligned academic instructional pro-
gram that sets rigorous goals for each 
student, and a school culture that al-
lows for and encourages students to 
reach those goals through ensuring 
that learning is aligned to established 
State academic standards by— 
‘‘(aa) ensuring that State 
academic content standards serve 
as the basis for the creation of 
curriculum and instruction; and 
‘‘(bb) monitoring and ad-
justing the alignment of stand-
ards, curriculum, assessments, 
and instruction; and 
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‘‘(C) for coaches, principals, and adminis-
trators that— 
‘‘(i) supports coaches in responding to 
developmental and contextual needs and 
promotes the ongoing examination of class-
room practice; 
‘‘(ii) assists coaches in the collection 
and sharing of observation data to help 
teachers improve their practice; 
‘‘(iii) provides coaches with strategies 
for helping teachers identify student needs, 
plan for differentiated instruction, and en-
sure equitable learning outcomes; 
‘‘(iv) supports the coaches in coaching 
strategically and finding solutions to chal-
lenging situations; and 
‘‘(v) helps coaches bring teachers to-
gether for meaningful and responsive 
team-based learning. 
‘‘(2) SPECIAL RULE.—A local educational agen-
cy that receives a subgrant under this part shall use 
not less than 10 percent of the subgrant funds for 
professional development for principals. 
‘‘(e) EVALUATION.— 
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‘‘(1) IN GENERAL.—The professional develop-
ment program required under subsection (d) shall 
include a formal evaluation system to determine the 
effectiveness of the program on not less than— 
‘‘(A) teacher instructional practice; 
‘‘(B) student learning gains; 
‘‘(C) teacher retention; 
‘‘(D) student graduation and college readi-
ness rates, as applicable; 
‘‘(E) student attendance rates; and 
‘‘(F) teacher efficacy. 
‘‘(2) 
LOCAL
EDUCATIONAL
AGENCY
AND 
SCHOOL
EFFECTIVENESS.—The formal evaluation 
system described in paragraph (1) shall also meas-
ure the local educational agency’s and school’s effec-
tiveness in— 
‘‘(A) ensuring that school protected release 
time for professional development occurs not 
less than multiple times per week; 
‘‘(B) implementing on-going, research- 
based professional development for coaches, 
principals, and administrators; 
‘‘(C) ensuring that coaches, teachers, and 
schools are using data to inform instructional 
practices; and 
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‘‘(D) ensuring that the professional devel-
opment required under subsection (d) is inte-
grated and aligned with the State’s school im-
provement efforts under sections 1116 and 
1117. 
‘‘(3) CONDUCT OF EVALUATION.—The evalua-
tion described in subsection (e)(1) shall be con-
ducted by the State, local educational agencies, insti-
tutions of higher education, or an external agency 
that is experienced in conducting qualitative re-
search, and shall be developed in collaboration with 
groups such as— 
‘‘(A) experienced educators with track 
records of success in the classroom; 
‘‘(B) institutions of higher education in-
volved with teacher induction and professional 
development located within the State; and 
‘‘(C) local teacher organizations. 
‘‘(f) ELIGIBLE ENTITIES.—The assistance required 
to be provided under subsection (d) may be provided— 
‘‘(1) by the local educational agency; or 
‘‘(2) by the local educational agency, in collabo-
ration with the State educational agency, an institu-
tion of higher education, a nonprofit organization, a 
teacher organization, an educational service agency, 
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a teaching residency program, or another for profit 
or nonprofit with experience in helping schools im-
prove student achievement. 
‘‘(g) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$500,000,000 for fiscal year 2010 and such sums as may 
be necessary for each succeeding fiscal year. 
‘‘(h) DEFINITIONS.—For purposes of this section: 
‘‘(1) 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. 
‘‘(2) LOCAL EDUCATIONAL AGENCY.—The term 
‘local educational agency’— 
‘‘(A) shall have the meaning given such 
term in section 9101; 
‘‘(B) shall include any public charter 
school that constitutes a local educational agen-
cy under State law; and 
‘‘(C) shall include a consortium of local 
educational agencies acting together.’’. 
SEC. 6. PROFESSIONAL DEVELOPMENT DEFINED. 
Section 9101(34) (20 U.S.C. 7801(34)) is amended 
to read as follows: 
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‘‘(34) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ means a comprehen-
sive, sustained, and intensive approach to improving 
teachers’ and principals’ effectiveness in raising stu-
dent achievement that— 
‘‘(A) fosters collective responsibility for im-
proved student performance; 
‘‘(B) is comprised of professional learning 
that— 
‘‘(i) is aligned with rigorous State stu-
dent academic achievement standards as 
well as related local educational agency 
and school improvement goals; 
‘‘(ii) is conducted among educators at 
the school and facilitated by well-prepared 
school principals and school-based profes-
sional development coaches, mentors, mas-
ter teachers, or other teacher leaders; and 
‘‘(iii) primarily occurs several times 
per week among established teams of 
teachers, principals, and other instruc-
tional staff members where the teams of 
educators engage in a continuous cycle of 
improvement that— 
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‘‘(I) evaluates student, teacher, 
and school learning needs through a 
thorough review of data on teacher 
and student performance; 
‘‘(II) defines a clear set of educa-
tor learning goals based on the rig-
orous analysis of the data; 
‘‘(III) 
achieves 
the 
educator 
learning goals based identified in sub-
clause (II) by implementing coherent, 
sustained, and evidence-based learning 
strategies, such as lesson study and 
the development of formative assess-
ments, that improve instructional ef-
fectiveness and student achievement; 
‘‘(IV) 
provides 
job-embedded 
coaching or other forms of assistance 
to support the transfer of new knowl-
edge and skills to the classroom; 
‘‘(V) regularly assesses the effec-
tiveness of the professional develop-
ment in achieving identified learning 
goals, improving teaching, and assist-
ing all students in meeting chal-
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lenging State academic achievement 
standards; 
‘‘(VI) informs ongoing improve-
ments in teaching and student learn-
ing; and 
‘‘(VII) may be supported by ex-
ternal assistance; and 
‘‘(C) may be supported by activities such 
as courses, workshops, institutes, networks, and 
conferences that— 
‘‘(i) address the learning goals and 
objectives established for professional de-
velopment by educators at the school level; 
‘‘(ii) advance the ongoing school-based 
professional development; and 
‘‘(iii) are provided for by for-profit 
and non-profit entities outside the school 
such as universities, education service 
agencies, technical assistance providers, 
networks of content-area specialists, and 
other education organizations and associa-
tions.’’. 
Æ 
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