SEC. 4. LOCAL APPLICATIONS AND NEEDS ASSESSMENT. 
Section 2122(b) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6622(b)) is amended— 
(1) in paragraph (3)— 
(A) in subparagraph (B), by inserting ‘‘in 
grades kindergarten through three’’ after ‘‘class 
size’’; and 
(B) in subparagraph (C), by inserting ‘‘or 
the State’s alternative school improvement sys-
tem’’ after ‘‘section 1116(b)’’; 
(2) in paragraph (4)— 
(A) by inserting ‘‘, as well as funds re-
ceived under part D that are used for profes-
sional development to train teachers and prin-
cipals to integrate technology into curricula and 
instruction to improve teaching, learning, and 
technology literacy’’ after ‘‘other Federal, State, 
and local programs’’; 
(3) by striking paragraphs (5) through (7); 
(4) by redesignating paragraphs (8) through 
(11) as paragraphs (5) through (8), respectively; 
(5) in paragraph (7), as so redesignated, by 
striking ‘‘meet the requirements of section 1119’’ 
and inserting ‘‘increase the number of effective edu-
cators as measured by the evaluation system defined 
in section 2113(c)(4)’’; and 
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(6) by adding at the end the following new 
paragraphs: 
‘‘(9) A description of how the local educational 
agency will assist schools in— 
‘‘(A) ensuring that a system of profes-
sional development to continuously improve ed-
ucator effectiveness, student achievement, and 
overall school and system performance is an in-
tegral part of an educator evaluation system; 
‘‘(B) providing protected release time for 
educators to engage in collaborative team-based 
learning multiple times per week or several 
hours per week; and 
‘‘(C) leveraging resources such as teaching 
and leadership standards, formative assess-
ments, teacher portfolio processes, evidence- 
based instructional practices, and educator de-
velopment protocols to guide educator learning. 
‘‘(10) A description of how the local educational 
agency will— 
‘‘(A) include educator input, including that 
of teachers and principals, in the development, 
implementation, and revision of the system of 
professional learning; 
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‘‘(B) conduct a formal evaluation system 
under section 2113(c)(23) to evaluate the effec-
tiveness of the system of professional learning 
described in paragraph (13) using funds under 
this part; and 
‘‘(C) 
prepare, 
support, 
utilize, 
and 
incentivize internal principals, assistant prin-
cipals, teacher leaders, coaches, or content ex-
perts to facilitate school-based professional 
learning.’’. 
SEC. 5. LOCAL USE OF FUNDS. 
Section 2123 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 66239a) is amended— 
(1) in subsection (a)— 
(A) by amending paragraph (1) to read as 
follows: 
‘‘(1) Developing and implementing mechanisms 
to assist schools in effectively recruiting and retain-
ing effective educators, including teachers, special-
ists in core academic subjects, teacher leaders, prin-
cipals, assistant principals, and pupil services per-
sonnel, such as— 
‘‘(A) developing strategies that provide dif-
ferentiated pay and recognition for teachers and 
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principals based on effectiveness and increased 
responsibilities, such as— 
‘‘(i) providing scholarships, signing 
bonuses, or other financial incentives, to 
work in high-need academic subjects or in 
high-poverty schools; 
‘‘(ii) strategic staffing models that 
allow principals to bring a small team of 
effective educators to a low-performing 
school; or 
‘‘(iii) increased autonomy in decision-
making; 
‘‘(B) recruiting and hiring highly qualified 
teachers to reduce class size, particularly in the 
early grades; and 
‘‘(C) establishing programs that— 
‘‘(i) train and hire regular and special 
education teachers (which may include hir-
ing special education teachers to team- 
teach in classrooms that contain both chil-
dren with disabilities and nondisabled chil-
dren); 
‘‘(ii) train and hire effective teachers 
of special needs children, as well as teach-
ing specialists in core academic subjects 
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who will provide increased individualized 
instruction to students; 
‘‘(iii) recruit qualified professionals 
from other fields, including highly qualified 
paraprofessionals, and provide such profes-
sionals with alternative routes to educator 
certification, including developing and im-
plementing hiring policies that ensure com-
prehensive recruitment efforts as a way to 
expand the applicant pool, such as through 
identifying teachers and principals certified 
through alternative routes, and using a 
system of intensive screening designed to 
hire the most qualified applicants; 
‘‘(iv) provide increased opportunities 
for minorities, individuals with disabilities, 
and other individuals underrepresented in 
the teaching and principal professions; and 
‘‘(v) develop and support school lead-
ership academies to help exceptionally tal-
ented aspiring or current teacher leaders 
or principals or superintendents become 
outstanding managers and educational 
leaders; 
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‘‘(D) educator mentoring from exemplary 
teachers, teacher leaders, assistant principals, 
principals, or principal managers; 
‘‘(E) induction and support for teachers 
and principals during their first 3 years of em-
ployment as teachers or principals, respectively; 
and 
‘‘(F) incentives, including financial incen-
tives, to retain educators who have a record of 
success in helping low-achieving students im-
prove their academic achievement.’’; 
(B) by striking paragraphs (2) through 
(5); 
(C) 
by 
redesignating 
paragraphs 
(6) 
through (10) as paragraphs (2), (3), (5), and 
(6), respectively; 
(D) by inserting after paragraph (3), as so 
redesignated, the following new paragraph: 
‘‘(4) Increasing the knowledge and skills of 
principal managers, principals, assistant principals, 
coaches and teacher leaders on how to— 
‘‘(A) develop educators by leading effective 
professional learning and data-driven instruc-
tion teams aligned with achievement needs and 
educator goals; 
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‘‘(B) conduct observations to provide use-
ful feedback to educators in identifying and 
meeting student needs and creating a profes-
sional climate of shared accountability for stu-
dent learning; 
‘‘(C) manage talent, including defining 
great educator candidates, recruiting top talent, 
and hiring the best applicants, conducting for-
mal educator evaluations, and dismissing or 
counseling out underperforming educators; 
‘‘(D) individualize educator roles and re-
sponsibilities by designing staffing models to le-
verage educator strengths and encouraging 
members of the faculty to engage in leadership 
roles that contribute to school improvement ef-
forts; 
‘‘(E) engage the community, including 
seeking contributions from parents, community 
organizations, and other school stakeholders; 
‘‘(F) engage in partnerships between ele-
mentary schools, secondary schools, and insti-
tutes of higher education to ensure the vertical 
alignment of student learning outcomes; and 
‘‘(G) foster professional learning commu-
nities in which educators have time, protocols, 
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and an instructional focus, and which transfer 
knowledge from peers teaching and leading at 
high-performing classrooms and schools.’’; 
(E) by striking paragraph (5), as so redes-
ignated, and inserting the following: 
‘‘(5) Carrying out the teacher and principal 
evaluation system described in section 2113(c)(4).’’; 
and 
(F) by striking paragraph (6), as so redes-
ignated, and inserting the following: 
‘‘(6) Carrying out a formal evaluation system to 
determine the effectiveness of a program carried out 
under such system, including— 
‘‘(A) ensuring that school protected release 
time for professional learning occurs multiple 
times per week or the equivalent of several 
hours; 
‘‘(B) implementing on-going, research- 
based professional learning for teacher leaders, 
coaches, assistant principals, principals, and 
principal managers; 
‘‘(C) ensuring that principal managers, 
principals, assistant principals, teacher leaders, 
coaches, teachers, and schools are using data to 
inform instructional practices; 
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‘‘(D) ensuring that the system of profes-
sional learning is carried out using subgrant 
funds received under this subpart and is inte-
grated and aligned with the evaluation system 
described in section 2113(c)(4) and the State’s 
school improvement plans; and 
‘‘(E) determining the effectiveness of such 
a program on— 
‘‘(i) teacher instructional practice; 
‘‘(ii) principal instructional leadership 
practice; 
‘‘(iii) student learning gains; 
‘‘(iv) teacher retention; 
‘‘(v) student graduation and college 
readiness rates, as applicable; 
‘‘(vi) student attendance rates; 
‘‘(vii) teacher and principal efficacy; 
and 
‘‘(viii) teachers participating in leader-
ship roles.’’; and 
(2) by adding at the end the following: 
‘‘(c) LIMITATION.—A local educational agency that 
receives a subgrant under section 2121 shall use not less 
than 10 percent of the subgrant funds for programs and 
activities to improve principal effectiveness.’’. 
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SEC. 6. PROFESSIONAL DEVELOPMENT DEFINED. 
Section 9101(34) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7801(34)) is amended 
to read as follows: 
‘‘(34) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ means a comprehen-
sive system of professional learning to increase edu-
cator effectiveness in improving student learning and 
achievement means 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 who 
have demonstrated success at getting re-
sults with the given student population; 
and 
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‘‘(iii) primarily occurs several times 
per week, or the equivalent of several 
hours 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— 
‘‘(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 identified in subclause 
(II) by implementing coherent, sus-
tained, 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 
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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-
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 by educators at the 
school level; 
‘‘(ii) advance the ongoing school-based 
professional learning; and 
‘‘(iii) are provided for by for-profit 
and nonprofit entities outside the school 
such as universities, education service 
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