plement a State plan, with appropriate stakeholders 
and based on the analysis of relevant data, to— 
‘‘(A) improve the effectiveness of principals 
in high-need schools, and at the discretion of 
the State educational agency, other school lead-
ers within a school building; 
‘‘(B) ensure that students from low-income 
families and minority students have equitable 
access to profession-ready principals, and at the 
State’s discretion, other school leaders who are 
profession-ready within a school building; and 
‘‘(C) implement a comprehensive strategy 
for educator development and support through 
carrying out the required activities described in 
subsection (b) and not less than 1 of the per-
missible activities under subsection (c), which 
may be carried out through a grant or contract 
with a nonprofit entity; 
‘‘(3) from the amount of the allotment not used 
under paragraphs (1) and (2), using any portion of 
such amount for activities under subpart 3; and 
‘‘(4) from the amount of the allotment not used 
paragraphs (1), (2), and (3), using not more than 
1 percent of the allotment for planning and adminis-
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tration related to carrying out activities under sub-
sections (b) and (c) and subpart 3. 
‘‘(b) REQUIRED ACTIVITIES.—A State educational 
agency receiving an allotment under this subpart shall use 
the grant funds described in subsection (a)(2) to carry 
out, directly or through grant or contract with a nonprofit 
entity, all of the following: 
‘‘(1) Fulfilling the State educational agency’s 
responsibilities concerning proper and efficient ad-
ministration of the programs carried out under this 
part, including the provision of technical assistance 
to local educational agencies. 
‘‘(2) Implementing the State educator equity 
plan described in section 2112(c). 
‘‘(3)(A) Applying the requirements of section 
207 of the Higher Education Act of 1965 to all 
teacher preparation programs in the State, including 
programs operated by institutions of higher edu-
cation (whether such institutions are public, private, 
or for-profit), and any other program in the State 
which provides teacher preparation. 
‘‘(B) Developing and soliciting public comment 
on criteria used to assess or identify low-performing 
teacher preparation programs under section 207 of 
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the Higher Education Act of 1965 and making any 
such criteria publicly available. 
‘‘(4) In the case of a State educational agency 
that does not also serve as the State higher edu-
cation agency, assisting the State higher education 
agency (if the State higher education agency is not 
the State educational agency) in conducting the ac-
tivities described in subpart 3. 
‘‘(c) PERMISSIBLE ACTIVITIES.—A State educational 
agency receiving an allotment under this subpart shall use 
the grant funds to carry out, directly or through grant 
or contract with a nonprofit entity, 1 or more of the fol-
lowing: 
‘‘(1) Strengthening teacher, principal, and other 
educator certification (including recertification) or li-
censing requirements to ensure that— 
‘‘(A) all new teachers, principals, and other 
educators are profession-ready prior to becom-
ing the teacher, principal, or educator of record; 
and 
‘‘(B) teachers, principals, and other edu-
cators working in the early elementary grades 
and in preschool and early childhood education 
programs have the necessary knowledge in child 
development and learning. 
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‘‘(2) Implementing evidence-based activities 
that provide support to teachers, principals, and 
other educators who are new to the profession, such 
as programs that provide comprehensive, multi-year 
induction or residency programs for beginning teach-
ers, principals, and other educators. 
‘‘(3) Implementing evidenced-based programs 
that establish, expand, or improve alternative routes 
for State certification or licensure of teachers, prin-
cipals, and other educators for individuals with dem-
onstrated potential to become effective teachers, 
principals, and other educators, including efforts to 
diversify the profession, particularly by including 
underrepresented individuals, including underrep-
resentation based on race, ethnicity, or gender. 
‘‘(4) Developing, improving, and implementing 
evidence-based mechanisms to assist local edu-
cational agencies and schools in effectively recruiting 
and retaining effective teacher, principals, and other 
educators, which may include additional supports 
and resources for teachers in high-poverty schools or 
school districts. 
‘‘(5) Developing or assisting local educational 
agencies in developing systems that increase teacher 
leadership opportunities and career pathways, in-
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cluding compensation above base salaries for effec-
tive educators who take on additional roles and re-
sponsibilities, which may include— 
‘‘(A) providing school-based professional 
development, mentoring, instructional coaching, 
peer assessment, or peer review; and 
‘‘(B) distributed leadership, including with 
respect to hiring decisions and curriculum de-
velopment. 
‘‘(6) Providing systematic, sustained, targeted, 
and coherent professional development for all teach-
ers, principals, and other educators that is collabo-
rative and job-embedded. 
‘‘(7) Encouraging the reciprocity of teacher and 
principal certification or licensing between or among 
States, except in cases where it would lead to the 
weakening of any State teaching or licensing re-
quirement. 
‘‘(8) Implementing or improving a professional 
growth and improvement system. 
‘‘(9) Encouraging and supporting local edu-
cational agencies in the training of teachers, prin-
cipals, and other educators in ways to reduce the use 
of suspensions and expulsions (especially when re-
sulting in discipline disparities), which could include 
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