cipals and other school leaders serving the schools 
targeted for assistance under such subgrant, which 
shall— 
‘‘(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 
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‘‘(iv) the use of research-based leader-
ship standards, formative and summative 
assessments, or principal and other school 
leader protocols (such as the National 
Board for Professional Teaching Stand-
ards Certification for Educational Leaders 
program or the 2008 Interstate School 
Leaders Licensure Consortium Standards); 
and 
‘‘(B) improve the knowledge and skills of 
school principals and other school leaders in— 
‘‘(i) planning and articulating a 
shared and clear schoolwide direction, vi-
sion, and strategy for achieving high 
standards of student performance; 
‘‘(ii) identifying and implementing the 
activities and rigorous student curriculum 
and assessments necessary for achieving 
such standards of performance; 
‘‘(iii) managing and supporting a col-
laborative culture of ongoing learning and 
professional development and ensuring 
quality evidence of classroom practice (in-
cluding shared or distributive leadership 
and providing timely and constructive feed-
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back to teachers to improve student learn-
ing and strengthen classroom practice); 
‘‘(iv) communicating and engaging 
parents, families, and local communities 
and organizations (including engaging in 
partnerships among elementary schools, 
secondary schools, and institutions of high-
er education to ensure the vertical align-
ment of student learning outcomes); 
‘‘(v) collecting, analyzing, and uti-
lizing data and other tangible evidence of 
student learning and classroom practice 
(including the use of formative and 
summative assessments) to— 
‘‘(I) guide decisions and actions 
for continuous instructional improve-
ment; and 
‘‘(II) ensure performance ac-
countability; 
‘‘(vi) managing resources and school 
time to ensure a safe and effective student 
learning environment; and 
‘‘(vii) designing and implementing 
strategies for differentiated instruction and 
effectively identifying and educating di-
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verse learners, including children with dis-
abilities and English language learners; 
‘‘(5)(A) create or enhance opportunities for 
teachers to assume new school leadership roles and 
responsibilities, including— 
‘‘(i) serving as mentors, instructional 
coaches, or master teachers; or 
‘‘(ii) assuming increased responsibility for 
professional development activities, curriculum 
development, or school improvement and leader-
ship activities; and 
‘‘(B) provide training for teachers who assume 
such school leadership roles and responsibilities; and 
‘‘(6) provide significant and sustainable sti-
pends above a teacher’s base salary for teachers that 
serve as mentors, instructional coaches, teacher lead-
ers, or evaluators under the programs described in 
this subsection. 
‘‘(b) SURVEY.—A local educational agency receiving 
a subgrant under this part shall conduct a valid and reli-
able full population survey of teaching and learning, at 
the school and local educational agency level, and include, 
as topics in the survey, not less than the following ele-
ments essential to improving student learning and retain-
ing effective teachers: 
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‘‘(1) Instructional planning time. 
‘‘(2) School leadership. 
‘‘(3) Decisionmaking processes. 
‘‘(4) Teacher professional development. 
‘‘(5) Facilities and resources, including the 
school library. 
‘‘(6) Beginning teacher induction. 
‘‘(7) School safety and environment. 
‘‘(c) INTEGRATION AND ALIGNMENT.—The system 
described in subsection (a) shall— 
‘‘(1) integrate and align all of the activities de-
scribed in such subsection; 
‘‘(2) be informed by, and integrated with, the 
results of the survey described in subsection (b); 
‘‘(3) be aligned with the State’s school improve-
ment efforts under sections 1116 and 1117; and 
‘‘(4) be aligned with the programs funded 
under title II of the Higher Education Act of 1965 
and other professional development programs au-
thorized under this Act. 
‘‘(d) ELIGIBLE ENTITIES.—The assistance required 
to be provided under this section may be provided— 
‘‘(1) by the local educational agency; or 
‘‘(2) by the local educational agency, in collabo-
ration with— 
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‘‘(A) the State educational agency; 
‘‘(B) an institution of higher education; 
‘‘(C) a nonprofit organization; 
‘‘(D) a teacher organization; 
‘‘(E) a principal or school leader organiza-
tion; 
‘‘(F) an educational service agency; 
‘‘(G) a teaching residency program; or 
‘‘(H) another nonprofit entity with experi-
ence in helping schools improve student achieve-
ment. 
‘‘SEC. 2503. PROGRAM EVALUATION. 
‘‘(a) IN GENERAL.—Each program required under 
section 2502(a) shall include a formal evaluation system 
to determine, at a minimum, the effectiveness of each such 
program on— 
‘‘(1) student learning; 
‘‘(2) retaining teachers and principals, including 
differentiating the retainment data by profession 
and by the level of performance of the teachers and 
principals, based on the evaluation system described 
in section 2502(a)(3); 
‘‘(3) teacher, principal, and other school leader 
practice, which shall include, for teachers and prin-
cipals, practice measured by the teacher and prin-
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