‘‘(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, 
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: 
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‘‘(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; 
‘‘(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 
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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.’’. 
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: 
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‘‘(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 
‘‘(iii) primarily occurs several times 
per week, or the equivalent of several 
hours per week, among established teams 
of teachers, principals, and other instruc-
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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 
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 
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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 
agencies, technical assistance providers, 
networks of content-area specialists, and 
other education organizations and associa-
tions.’’. 
Æ 
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