‘‘(ii) Teacher-generated information 
about student goals and growth. 
‘‘(iii) Parental feedback about student 
goals and growth. 
‘‘(iv) Student feedback about learning 
and teaching supports. 
‘‘(v) Assessments of affective engage-
ment and self-efficacy. 
‘‘(vi) Other appropriate measures, as 
determined by the State. 
‘‘(46) LOWEST ACHIEVING SCHOOL.—The term 
‘lowest achieving school’ means a school served by a 
local educational agency that— 
‘‘(A) is failing to make adequate yearly 
progress as described in section 1111(b)(2), for 
the greatest number of subgroups described in 
section 1111(b)(2)(C)(v) and by the greatest 
margins, as compared to the other schools 
served by the local educational agency; and 
‘‘(B) in the case of a secondary school, has 
a graduation rate of less than 65 percent. 
‘‘(47) SCHOOL
LEADER.—The term ‘school 
leader’ means an individual who— 
‘‘(A) is an employee or officer of a school; 
and 
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‘‘(B) is responsible for— 
‘‘(i) the school’s performance; and 
‘‘(ii) the daily instructional and mana-
gerial operations of the school. 
‘‘(48) TEACHING SKILLS.—The term ‘teaching 
skills’ means skills that enable a teacher to— 
‘‘(A) increase student learning, achieve-
ment, and the ability to apply knowledge; 
‘‘(B) effectively convey and explain aca-
demic subject matter; 
‘‘(C) actively engage students and person-
alize learning; 
‘‘(D) effectively teach higher-order analyt-
ical, evaluation, problem-solving, and commu-
nication skills; 
‘‘(E) develop and effectively apply new 
knowledge, skills, and practices; 
‘‘(F) employ strategies grounded in the 
disciplines of teaching and learning that— 
‘‘(i) are based on empirically based 
practice and scientifically valid research, 
where applicable, related to teaching and 
learning; 
‘‘(ii) are specific to academic subject 
matter; 
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‘‘(iii) focus on the identification of 
students’ specific learning needs, (includ-
ing children with disabilities, English lan-
guage learners, students who are gifted 
and talented, and students with low lit-
eracy levels), and the tailoring of academic 
instruction to such needs; and 
‘‘(iv) enable effective inclusion of chil-
dren with disabilities and English language 
learners, including the utilization of— 
‘‘(I) response to intervention; 
‘‘(II) positive behavioral sup-
ports; 
‘‘(III) differentiated instruction; 
‘‘(IV) universal design of learn-
ing; 
‘‘(V) 
appropriate 
accommoda-
tions for instruction and assessments; 
‘‘(VI) collaboration skills; 
‘‘(VII) skill in effectively partici-
pating in individualized education pro-
gram meetings required under section 
614 of the Individuals with Disabil-
ities Education Act; and 
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‘‘(VIII) evidence-based strategies 
to meet the linguistic and academic 
needs of English language learners; 
‘‘(G) conduct an ongoing assessment of 
student learning, which may include the use of 
formative assessments, performance-based as-
sessments, project-based assessments, or port-
folio assessments, that measures higher-order 
thinking skills (including application, analysis, 
synthesis, and evaluation); 
‘‘(H) effectively manage a classroom, in-
cluding the ability to implement positive behav-
ioral support strategies; 
‘‘(I) communicate and work with parents, 
and involve parents in their children’s edu-
cation; and 
‘‘(J) use age-appropriate and develop-
mentally appropriate strategies and practices. 
‘‘(49) FORMATIVE
ASSESSMENT.—The term 
‘formative assessment’ means a process used by 
teachers and students during instruction that pro-
vides feedback to adjust ongoing teaching and learn-
ing to improve students’ achievement of intended in-
structional outcomes.’’; and 
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(3) by redesignating paragraphs (1) through 
(39), the undesignated paragraph following para-
graph (39), and paragraphs (41) through (49) (as 
amended by this section) as paragraphs (1) through 
(18), (21), (22), (24) through (29), (31) through 
(40), (42) through (47), (49), (19), (20), (30), (41), 
(48), and (23), respectively. 
SEC. 4. SCHOOL IMPROVEMENT. 
Section 1003(g)(5) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6303(g)(5)) is amend-
ed— 
(1) in subparagraph (B), by striking ‘‘and’’ 
after the semicolon; 
(2) in subparagraph (C), by striking the period 
and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(D) permitted to be used to supplement 
the activities required under section 2502.’’. 
SEC. 5. TEACHER AND PRINCIPAL PROFESSIONAL DEVEL-
OPMENT AND SUPPORT. 
(a) IN GENERAL.—Title II of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 6601 et 
seq.) is amended by adding at the end the following: 
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‘‘PART E—BUILDING SCHOOL CAPACITY FOR 
EFFECTIVE TEACHING AND LEADERSHIP 
‘‘SEC. 2501. LOCAL SCHOOL IMPROVEMENT ACTIVITIES. 
‘‘(a) SUBGRANTS TO LOCAL EDUCATIONAL AGEN-
CIES.— 
‘‘(1) GRANTS.—From amounts made available 
under section 2505, the Secretary shall award 
grants, through allotments under paragraph (3)(A), 
to States to enable the States to award subgrants to 
local educational agencies under this part. 
‘‘(2) RESERVATIONS.—A State that receives a 
grant under this part for a fiscal year shall— 
‘‘(A) reserve 95 percent of the funds made 
available through the grant to make subgrants, 
through allocations under paragraph (3)(B), to 
local educational agencies; and 
‘‘(B) use the remainder of the funds for— 
‘‘(i) administrative activities and tech-
nical assistance in helping local educational 
agencies carry out this part; 
‘‘(ii) statewide capacity building strat-
egies to support local educational agencies 
in the implementation of the required ac-
tivities under section 2502; and 
‘‘(iii) conducting the evaluation re-
quired under section 2504. 
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‘‘(A) that demonstrates the greatest need 
for subgrant funds based on the data analysis 
described in subsection (b)(3); and 
‘‘(B) in which not less than 40 percent of 
the students enrolled in the school are eligible 
for a free or reduced price lunch under the 
Richard B. Russell National School Lunch Act 
(42 U.S.C. 1751 et seq.). 
‘‘(b) LOCAL EDUCATIONAL AGENCY APPLICATION.— 
‘‘(1) IN GENERAL.—To be eligible to receive a 
subgrant under this part, a local educational agency 
shall submit to the State educational agency an ap-
plication described in paragraph (2), and a summary 
of the data analysis conducted under paragraph (3), 
at such time, in such manner, and containing such 
information as the State educational agency may 
reasonably require. 
‘‘(2) CONTENTS OF APPLICATION.—Each appli-
cation submitted pursuant to paragraph (1) shall in-
clude— 
‘‘(A) a description of how the local edu-
cational agency will assist the lowest achieving 
schools served by the local educational agency 
in carrying out the requirements of section 
2502, including— 
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‘‘(i) developing and implementing the 
teacher and principal evaluation system 
pursuant to section 2502(a)(3); 
‘‘(ii) implementing teacher induction 
programs pursuant to section 2502(a)(1); 
‘‘(iii) providing effective professional 
development in accordance with section 
2502(a)(2); 
‘‘(iv) implementing mentoring, coach-
ing, and sustained professional develop-
ment for school principals and other school 
leaders pursuant to section 2502(a)(4); 
and 
‘‘(v) providing significant and sustain-
able teacher stipends, pursuant to section 
2502(a)(6); 
‘‘(B) a description of how the local edu-
cational agency will— 
‘‘(i) conduct and utilize valid and reli-
able surveys pursuant to section 2502(b); 
and 
‘‘(ii) ensure that such programs are 
integrated and aligned pursuant to section 
2502(c); 
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‘‘(C)(i) a description of how the local edu-
cational agency will use subgrant funds to tar-
get and support the lowest achieving schools de-
scribed in subsection (a)(4) before using funds 
for other lowest achieving schools; and 
‘‘(ii) a list that identifies all of the lowest 
achieving schools that will be assisted under the 
subgrant; 
‘‘(D) a description of how the local edu-
cational agency will enable effective inclusion of 
children with disabilities and English language 
learners, including through utilization by the 
teachers, principals, and other school leaders of 
the local educational agency of— 
‘‘(i) response to intervention; 
‘‘(ii) positive behavioral supports; 
‘‘(iii) differentiated instruction; 
‘‘(iv) universal design of learning; 
‘‘(v) appropriate accommodations for 
instruction and assessments; 
‘‘(vi) collaboration skills; 
‘‘(vii) skill in effectively participating 
in individualized education program meet-
ings required under section 614 of the In-
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dividuals with Disabilities Education Act; 
and 
‘‘(viii) evidence-based strategies to 
meet the linguistic and academic needs of 
English language learners; 
‘‘(E) a description of how the local edu-
cational agency will assist the lowest achieving 
schools in utilizing real-time student learning 
data, based on evidence of student learning and 
evidence of classroom practice, to— 
‘‘(i) inform instruction; and 
‘‘(ii) inform professional development 
for teachers, mentors, principals, and other 
school leaders; 
‘‘(F) a description of how the programs 
and assistance provided under section 2502 will 
be managed and designed, including a descrip-
tion of the division of labor and different roles 
and responsibilities of local educational agency 
central office staff members, school leaders, 
teacher leaders, coaches, mentors, and eval-
uators; and 
‘‘(G) a description of how the local edu-
cational agency will work with institutions of 
higher education and local teacher and principal 
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preparation programs to improve the perform-
ance of beginning teachers and principals, im-
prove induction programs, and strengthen pro-
fessional development. 
‘‘(3) DATA
ANALYSIS.—A local educational 
agency desiring a subgrant under this part shall, 
prior to applying for the subgrant, conduct a data 
analysis of each school served by the local edu-
cational agency, based on data and information col-
lected from evidence of student learning, evidence of 
classroom practice, and the State’s longitudinal data 
system, in order to— 
‘‘(A) determine which schools have the 
most critical teacher, principal, school librarian, 
and other school leader quality, effectiveness, 
and professional development needs; and 
‘‘(B) allow the local educational agency to 
identify the specific needs regarding the quality, 
effectiveness, 
and 
professional 
development 
needs of the school’s teachers, principals, librar-
ians, and other school leaders, including with 
respect to instruction provided for individual 
student subgroups (including children with dis-
abilities and English language learners) and 
specific grade levels and content areas. 
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‘‘(4) JOINT DEVELOPMENT AND SUBMISSION.— 
‘‘(A) IN GENERAL.—Except as provided in 
subparagraph (B), a local educational agency 
shall— 
‘‘(i) jointly develop the application 
and data analysis framework under this 
subsection with local organizations rep-
resenting the teachers, principals, and 
other school leaders in the local edu-
cational agency; and 
‘‘(ii) submit the application and data 
analysis in partnership with such local 
teacher, principal, and school leader orga-
nizations. 
‘‘(B) EXCEPTION.—A State may, after 
consultation with the Secretary, consider an ap-
plication from a local educational agency that is 
not jointly developed and submitted in accord-
ance with subparagraph (A) if the application 
includes documentation of the local educational 
agency’s extensive attempt to work jointly with 
local teacher, principal, and school leader orga-
nizations. 
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‘‘SEC. 2502. USE OF FUNDS. 
‘‘(a) INDUCTION, PROFESSIONAL
DEVELOPMENT, 
AND EVALUATION SYSTEM.—A local educational agency 
that receives a subgrant under this part shall use the 
subgrant funds to improve teaching and school leadership 
through a system of teacher and principal induction, pro-
fessional development, and evaluation. Such system shall 
be developed, implemented, and evaluated in collaboration 
with local teacher, principal, and school leader organiza-
tions and local teacher, principal, and school leader prepa-
ration programs and shall provide assistance to each 
school that the local educational agency has identified 
under section 2501(b)(2)(C)(ii), to— 
‘‘(1) implement a comprehensive, coherent, 
high-quality formalized induction program for begin-
ning teachers during not less than the teachers’ first 
2 years of full-time employment as teachers with the 
local educational agency, that shall include— 
‘‘(A) rigorous mentor selection by school or 
local educational agency leaders with mentoring 
and instructional expertise, including require-
ments that the mentor demonstrate— 
‘‘(i) a proven track record of improv-
ing student learning; 
‘‘(ii) strong interpersonal skills; 
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‘‘(iii) exemplary teaching skills, par-
ticularly with diverse learners, including 
children with disabilities and English lan-
guage learners; 
‘‘(iv) not less than 5 years teaching 
experience; 
‘‘(v) commitment to personal and pro-
fessional growth and learning, such as Na-
tional Board for Professional Teaching 
Standards certification; 
‘‘(vi) willingness and experience in 
using real-time data, as well as school and 
classroom level practices that have dem-
onstrated the capacity to— 
‘‘(I) improve student learning 
and classroom practice; and 
‘‘(II) inform instruction and pro-
fessional growth; 
‘‘(vii) a commitment to participate in 
professional development throughout the 
year to develop the knowledge and skills 
related to effective mentoring; and 
‘‘(viii) the ability to improve the effec-
tiveness of the mentor’s mentees, as as-
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sessed by the evaluation system described 
in paragraph (3); 
‘‘(B) a program of high-quality, intensive, 
and ongoing mentoring and mentor-teacher 
interactions that— 
‘‘(i) ensures that new teachers are 
supported in ways that help improve con-
tent-specific knowledge and pedagogy, in-
cluding by matching mentors with begin-
ning teachers by grade level and content 
area; 
‘‘(ii) assists each beginning teacher 
in— 
‘‘(I) analyzing data based on the 
beginning teacher’s evidence of stu-
dent learning and evidence of class-
room practice, and utilizing research- 
based instructional strategies, includ-
ing differentiated instruction, to in-
form and strengthen such practice; 
‘‘(II) developing and enhancing 
effective teaching skills; 
‘‘(III) enabling effective inclusion 
of 
children 
with 
disabilities 
and 
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English language learners, including 
through the utilization of— 
‘‘(aa) response to interven-
tion; 
‘‘(bb) 
positive 
behavioral 
supports; 
‘‘(cc) differentiated instruc-
tion; 
‘‘(dd) universal design of 
learning; 
‘‘(ee) 
appropriate 
accom-
modations for instruction and as-
sessments; 
‘‘(ff) collaboration skills; 
‘‘(gg) skill in effectively par-
ticipating in individualized edu-
cation program meetings required 
under section 614 of the Individ-
uals with Disabilities Education 
Act; and 
‘‘(hh) evidence-based strate-
gies to meet the linguistic and 
academic needs of English lan-
guage learners; 
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‘‘(IV) using formative evaluations 
to— 
‘‘(aa) collect and analyze 
classroom-level data; 
‘‘(bb) foster evidence-based 
discussions; 
‘‘(cc) provide opportunities 
for self assessment; 
‘‘(dd) 
examine 
classroom 
practice; and 
‘‘(ee) establish goals for pro-
fessional growth; and 
‘‘(V) achieving the goals of the 
school, district, and statewide cur-
ricula; 
‘‘(iii) provides regular and ongoing op-
portunities for beginning teachers to ob-
serve exemplary teaching in classroom set-
tings during the school day; 
‘‘(iv) aligns with the mission and 
goals of the local educational agency and 
school; 
‘‘(v)(I) acts as a vehicle for a begin-
ning teacher to establish short- and long- 
term planning and professional goals and 
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to improve student learning and classroom 
practice; and 
‘‘(II) guides, monitors, and assesses 
the beginning teacher’s progress toward 
such goals; 
‘‘(vi) assigns not more than 12 begin-
ning teacher mentees to a mentor who is 
released full-time from classroom teaching, 
and reduces such maximum number of 
mentees proportionately for a mentor who 
works on a part-times basis; 
‘‘(vii) provides joint professional devel-
opment opportunities for mentors and be-
ginning teachers; 
‘‘(viii) may include the use of master 
teachers to support mentors or other 
teachers; and 
‘‘(ix) improves student learning and 
classroom practice, as measured by the 
evaluation system described in paragraph 
(3); 
‘‘(C) paid school release time that allows 
for at least weekly high-quality mentoring and 
mentor-teacher interactions; 
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‘‘(D) foundational training and ongoing 
professional development for mentors that sup-
port the high-quality mentoring and mentor- 
teacher interactions described in subparagraph 
(B); 
‘‘(E) use of research-based teaching stand-
ards, formative assessments, teacher portfolio 
processes (such as the National Board for Pro-
fessional Teaching Standards certification proc-
ess), and teacher development protocols that 
support the high-quality mentoring and mentor- 
teacher interactions described in subparagraph 
(B); and 
‘‘(F) feedback on the performance of be-
ginning teachers to local teacher preparation 
programs and recommendations for improving 
such programs; 
‘‘(2) implement high-quality effective profes-
sional development for teachers, principals, school li-
brarians, and other school leaders serving the 
schools targeted for assistance under the subgrant; 
‘‘(3) develop and implement a rigorous, trans-
parent, and equitable teacher and principal evalua-
tion system for all schools served by the local edu-
cational agency that— 
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