‘‘(A)(i) provides formative individualized 
feedback to teachers and principals on areas for 
improvement; 
‘‘(ii) provides for substantive support and 
interventions targeted specifically on such areas 
of improvement; and 
‘‘(iii) results in summative evaluations; 
‘‘(B) differentiates the effectiveness of 
teachers and principals using multiple rating 
categories that take into account evidence of 
student learning; 
‘‘(C) shall be developed, implemented, and 
evaluated in partnership with local teacher and 
principal organizations; and 
‘‘(D) includes— 
‘‘(i) valid, clearly defined, and reliable 
performance standards and rubrics for 
teacher evaluation based on multiple per-
formance measures, which shall include a 
combination of— 
‘‘(I) evidence of classroom prac-
tice; and 
‘‘(II) evidence of student learning 
as a significant factor; 
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‘‘(ii) valid, clearly defined, and reliable 
performance standards and rubrics for 
principal evaluation based on multiple per-
formance measures of student learning and 
leadership skills, which standards shall in-
clude— 
‘‘(I) planning and articulating a 
shared and coherent schoolwide direc-
tion and policy for achieving high 
standards of student performance; 
‘‘(II) 
identifying 
and 
imple-
menting the activities and rigorous 
curriculum necessary for achieving 
such standards of student perform-
ance; 
‘‘(III) supporting a culture of 
learning, collaboration, and profes-
sional behavior and ensuring quality 
measures of instructional practice; 
‘‘(IV) communicating and engag-
ing parents, families, and other exter-
nal communities; and 
‘‘(V) collecting, analyzing, and 
utilizing data and other tangible evi-
dence of student learning and evi-
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dence of classroom practice to guide 
decisions and actions for continuous 
improvement and to ensure perform-
ance accountability; 
‘‘(iii) multiple and distinct rating op-
tions that allow evaluators to— 
‘‘(I) conduct multiple classroom 
observations throughout the school 
year; 
‘‘(II) examine the impact of the 
teacher or principal on evidence of 
student learning and evidence of class-
room practice; 
‘‘(III) specifically describe and 
compare differences in performance, 
growth, and development; and 
‘‘(IV) provide teachers or prin-
cipals with detailed individualized 
feedback and evaluation in a manner 
that allows each teacher or principal 
to identify the areas of classroom 
practice that need to be strengthened, 
refined, and improved; 
‘‘(iv) implementing a formative and 
summative evaluation process based on the 
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performance standards established under 
clauses (i) and (ii); 
‘‘(v) rigorous training for evaluators 
on the performance standards established 
under clauses (i) and (ii) and the process 
of conducting effective evaluations, includ-
ing how to provide specific feedback and 
improve teaching and principal practice 
based on evaluation results; 
‘‘(vi) regular monitoring and assess-
ment of the quality and fairness of the 
evaluation system and the evaluators’ 
judgements, including with respect to— 
‘‘(I) inter-rater reliability, includ-
ing independent or third-party re-
views; 
‘‘(II) student assessments used in 
the evaluation system; 
‘‘(III) the performance standards 
established under clauses (i) and (ii); 
‘‘(IV) training and qualifications 
of evaluators; and 
‘‘(V) timeliness of teacher and 
principal evaluations and feedback; 
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‘‘(vii) a plan and substantive targeted 
support for teachers and principals who 
fail to meet the performance standards es-
tablished under clauses (i) and (ii); 
‘‘(viii) a streamlined, transparent, 
fair, and objective due process for docu-
mentation and removal of teachers and 
principals who fail to meet such perform-
ance standards, as governed by any appli-
cable collective bargaining agreement or 
State law and after substantive targeted 
and reasonable support has been provided 
to such teachers and principals; and 
‘‘(ix) in the case of a local educational 
agency in a State that has a State evalua-
tion framework, the alignment of the local 
educational agency’s evaluation system 
with, at a minimum, such framework and 
the requirements of this paragraph; 
‘‘(4) implement ongoing high-quality support, 
coaching, and professional development for prin-
cipals and other school leaders serving the schools 
targeted for assistance under such subgrant, which 
shall— 
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‘‘(A) include a comprehensive, coherent, 
high-quality formalized induction program out-
side the supervisory structure for beginning 
principals and other school leaders, during not 
less than the principals’ and other school lead-
ers’ first 2 years of full-time employment as a 
principal or other school leader in the local edu-
cational agency, to develop and improve the 
knowledge and skills described in subparagraph 
(B), including— 
‘‘(i) a rigorous mentor or coach selec-
tion process based on exemplary adminis-
trative expertise and experience; 
‘‘(ii) a program of ongoing opportuni-
ties throughout the school year for the 
mentoring or coaching of beginning prin-
cipals and other school leaders, including 
opportunities for regular observation and 
feedback; 
‘‘(iii) foundational training and ongo-
ing professional development for mentors 
or coaches; and 
‘‘(iv) the use of research-based leader-
ship standards, formative and summative 
assessments, or principal and other school 
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