[Congressional Bills 110th Congress]
[From the U.S. Government Publishing Office]
[S. 1979 Introduced in Senate (IS)]







110th CONGRESS
  1st Session
                                S. 1979

To amend the Elementary and Secondary Education Act of 1965 to provide 
    for school improvement, comprehensive, high-quality multi-year 
induction and mentoring for new teachers, and professional development 
           for experienced teachers, and for other purposes.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                             August 2, 2007

     Mr. Reed (for himself, Mrs. Murray, Mr. Obama, and Mr. Brown) 
introduced the following bill; which was read twice and referred to the 
          Committee on Health, Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL


 
To amend the Elementary and Secondary Education Act of 1965 to provide 
    for school improvement, comprehensive, high-quality multi-year 
induction and mentoring for new teachers, and professional development 
           for experienced teachers, and for other purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. REFERENCES.

    Except as otherwise expressly provided, whenever in this Act an 
amendment or repeal is expressed in terms of an amendment to, or repeal 
of, a section or other provision, the reference shall be considered to 
be made to a section or other provision of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6301 et seq.).

SEC. 2. FINDINGS AND PURPOSES.

    (a) Findings.--Congress finds the following:
            (1) Teacher quality is the single most important factor 
        influencing student learning and achievement.
            (2) Studies have found that 40 to 90 percent of the 
        difference in student test scores can be attributed to teacher 
        quality.
            (3) New teachers, not just those in hard-to-staff schools, 
        face such challenging working conditions that nearly half leave 
        the profession within their first 5 years, \1/3\ leave within 
        their first 3 years, and 14 percent leave by the end of their 
        first year.
            (4) The rate of attrition is roughly 50 percent higher in 
        poor schools than in wealthier ones.
            (5) A report by the Alliance for Excellent Education 
        estimated that the cost of replacing public school teachers who 
        have dropped out of the profession is $2,600,000,000 per year.
            (6) Comprehensive induction cuts attrition rates in half, 
        and helps to develop novice teachers into high-quality 
        professionals who improve student achievement.
            (7) Research has demonstrated that comprehensive, multi-
        year induction--such as that provided by the New Teacher Center 
        at University of California, Santa Cruz--provides a return on 
        investment ($1.66 for every $1 spent); increases the new 
        teacher retention rate (to 88 percent after 6 years in some 
        California districts); and strengthens beginning teacher 
        effectiveness to such an extent that their students demonstrate 
        learning gains similar to those students of their more veteran 
        counterparts.
    (b) Purposes.--The purposes of this Act are to build capacity and 
grow effective teachers and principals in our Nation's schools 
through--
            (1) comprehensive, high-quality, rigorous multi-year 
        induction and mentoring programs for beginning teachers; and
            (2) systematic, sustained, coherent team-based, job-
        embedded professional development for experienced teachers.

SEC. 3. SCHOOL IMPROVEMENT.

    Section 1003(g)(5) (20 U.S.C. 6303(g)(5)) is amended--
            (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 2501.''.

SEC. 4. LOCAL SCHOOL IMPROVEMENT ACTIVITIES.

    Title II (20 U.S.C. 6601 et seq.) is amended by adding at the end 
the following:

       ``PART E--BUILDING SCHOOL CAPACITY FOR EFFECTIVE TEACHING

``SEC. 2501. LOCAL SCHOOL IMPROVEMENT ACTIVITIES.

    ``(a) Subgrants to Local Educational Agencies.--
            ``(1) In general.--The Secretary shall award grants to 
        States to enable the States to award subgrants to local 
        educational agencies under this part.
            ``(2) Reservation.--A State that receives a grant under 
        this part shall--
                    ``(A) reserve 95 percent of the funds made 
                available through the grant to make subgrants to local 
                educational agencies; and
                    ``(B) use the remainder of the funds for 
                administrative activities in carrying out this part.
    ``(b) First Award.--In awarding subgrants under this part, a State 
shall first award grants to local educational agencies--
            ``(1) that serve the lowest achieving schools;
            ``(2) that demonstrate the greatest need for subgrant 
        funds; and
            ``(3) in which children counted under section 1124(c) 
        constitute not less than 20 percent of the total population of 
        children aged 5 to 17 served by the agency.
    ``(c) Local Educational Agency Application.--
            ``(1) In general.--To be eligible to receive a subgrant 
        under this part, a local educational agency shall submit an 
        application to the State educational agency at such time, in 
        such manner, and containing such information as the State 
        educational agency may reasonably require.
            ``(2) Contents.--Each application submitted pursuant to 
        paragraph (1) shall include--
                    ``(A) a description of how the local educational 
                agency will assist schools identified under section 
                1116(b) in implementing induction programs pursuant to 
                subsection (d)(1);
                    ``(B) a description of how the local educational 
                agency will assist, pursuant to subsection (d)(2)(A), 
                schools identified under section 1116(b) in 
                implementing high-impact professional development;
                    ``(C) a description of how the local education 
                agency will select mentors pursuant to the requirements 
                of subsection (d)(1)(A);
                    ``(D) a description of how the local educational 
                agency will assist schools identified under section 
                1116(b) in providing high-quality mentoring and mentor-
                teacher interactions pursuant to subsection (d)(1)(B);
                    ``(E) a description of how the local educational 
                agency will ensure schools identified under section 
                1116(b) provide protected release time for high-quality 
                mentoring that occurs not less than 1.5 hours per week 
                pursuant to subsection (d)(1)(C);
                    ``(F) a description of how the local educational 
                agency will assist schools identified under section 
                1116(b) in providing ongoing, evidence-based 
                professional development for mentors, principals, and 
                administrators pursuant to subsection (d)(1)(D);
                    ``(G) a description of how the local educational 
                agency will assist schools identified under section 
                1116(b) in using evidence-based teaching standards, 
                formative assessments, teacher portfolio processes, and 
                teacher development protocols during the induction 
                process pursuant to subsection (d)(1)(E);
                    ``(H) a description of how the local educational 
                agency will evaluate the effectiveness of the programs 
                and assistance provided under paragraphs (1) and (2) of 
                subsection (d) and pursuant to subsection (e);
                    ``(I) a description of how the local educational 
                agency will train teachers, principals, and 
                administrators pursuant to subsection (d)(2)(B);
                    ``(J) a description of how the local educational 
                agency will utilize internal teacher leaders, coaches, 
                or content experts pursuant to subsection (d)(2)(C);
                    ``(K) a description of how the local educational 
                agency will ensure that the induction program required 
                under subsection (d)(1) and the high-impact 
                professional development required under subsection 
                (d)(2) are integrated and aligned;
                    ``(L) where applicable, a description of procedures 
                that the local educational agency will use to ensure 
                flexibility for agency and school leaders to facilitate 
                placement of graduates of teaching residency programs 
                in cohorts that facilitate professional collaboration 
                among graduates of the teaching residency program, as 
                well as between such graduates and mentor teachers in 
                the receiving school;
                    ``(M) a description of how the local education 
                agency will target funds to schools identified under 
                section 1116(b) and within its jurisdiction--
                            ``(i) that serve the lowest achieving 
                        schools;
                            ``(ii) that demonstrate the greatest need 
                        for subgrant funds; and
                            ``(iii) in which not less than 40 percent 
                        of the students served by the school receive or 
                        are eligible to receive a free or reduced price 
                        lunch under the Richard B. Russell National 
                        School Lunch Act (42 U.S.C. 1751 et seq.);
                    ``(N) a description of how the local educational 
                agency will ensure that the induction program required 
                under subsection (d)(1) and the high-impact 
                professional development required under subsection 
                (d)(2) are integrated and aligned with the State's 
                school improvement efforts under sections 1116 and 
                1117; and
                    ``(O) a description of how the local educational 
                agency will include experienced administrators and 
                educators, including teacher organizations, in the 
                design and ongoing development, implementation, and 
                evaluation of the induction program required under 
                subsection (d)(1) and the high-impact professional 
                development required under subsection (d)(2).
            ``(3) Joint development and submission.--To the extent 
        practicable, a local educational agency shall jointly develop 
        and submit such application with local teacher organizations.
    ``(d) Use of Funds.--A local educational agency that receives a 
subgrant under this part shall use the subgrant funds to improve 
teacher and principal quality through a comprehensive system of 
induction and professional development that is developed, implemented, 
and evaluated in collaboration with local teacher organizations and 
that addresses the needs of beginning and experienced teachers by 
providing assistance, which may be provided through the formation of 
induction and professional development support teams, to each school 
identified by such agency pursuant to subsection (c)(2)(M) to--
            ``(1) implement a comprehensive, coherent, high-quality 
        induction program for teachers in not less than their first 2 
        years of full-time teaching that shall include--
                    ``(A) rigorous mentor selection by school or local 
                educational agency leaders with mentoring and 
                instructional expertise, and which shall include 
                requirements that the mentor demonstrate--
                            ``(i) mastery of pedagogical and subject 
                        matter skills;
                            ``(ii) strong interpersonal skills;
                            ``(iii) exemplary classroom teacher skills;
                            ``(iv) expertise in designing and 
                        implementing standards-based instruction;
                            ``(v) exemplary knowledge about content, 
                        materials, and methods that support high 
                        standards in various curriculum areas;
                            ``(vi) commitment to personal and 
                        professional growth and learning, such as 
                        National Board for Professional Teaching 
                        Standards certification;
                            ``(vii) experience in relating to adult 
                        learners;
                            ``(viii) a record of engaging in 
                        cooperative and collaborative projects with 
                        staff, adults, and administration;
                            ``(ix) skill in collaboration and group 
                        dynamics;
                            ``(x) knowledge of staff development 
                        practices and in-service education;
                            ``(xi) excellent oral and written 
                        communication skills;
                            ``(xii) a commitment to participate in 
                        professional development throughout the year to 
                        develop the knowledge and skills related to 
                        effective mentoring; and
                            ``(xiii) a willingness to engage in 
                        formative assessment processes, including non-
                        evaluative, reflective conversations with 
                        beginning teachers using evidence of classroom 
                        practice and student learning;
                    ``(B) high-quality, intensive, ongoing mentoring 
                and mentor-teacher interactions that--
                            ``(i) establish and maintain a trustful, 
                        confidential, non-evaluative relationship with 
                        beginning teachers;
                            ``(ii) matches mentors, to the extent 
                        applicable and practicable, with beginning 
                        teachers by grade level and content area;
                            ``(iii) assist teachers in reflecting on 
                        and analyzing their practice and reviewing 
                        student work to inform instruction and enhance 
                        student achievement;
                            ``(iv) provide opportunities for 
                        observation of exemplary practice, model 
                        lessons, and conferences with beginning 
                        teachers on-site, during, and after school 
                        hours;
                            ``(v) model, as appropriate, innovative 
                        teaching methodologies through techniques such 
                        as team teaching, demonstrations, simulations, 
                        and consultations;
                            ``(vi) act as a vehicle for beginning 
                        teachers to establish short- and long-term 
                        planning goals, and identify instructional 
                        resources and support throughout the entire 
                        school community; and
                            ``(vii) provide a ratio of not more than 12 
                        teachers per mentor;
                    ``(C) school protected release time for high-
                quality mentoring and mentor-teacher interactions that 
                occurs not less than 1.5 hours per week;
                    ``(D) ongoing, research-based professional 
                development for mentors, principals, and administrators 
                that--
                            ``(i) supports mentors in responding to 
                        each new teacher's developmental and contextual 
                        needs and promotes the ongoing examination of 
                        classroom practice;
                            ``(ii) assists mentors in the collection 
                        and sharing of observation data with 
                        professional teaching standards to help new 
                        teachers improve their practice;
                            ``(iii) provides mentors with strategies 
                        for helping beginning teachers identify student 
                        needs, plan for differentiated instruction, and 
                        ensure equitable learning outcomes;
                            ``(iv) supports the mentor in coaching 
                        strategically and finding solutions to 
                        challenging situations;
                            ``(v) helps mentors bring teachers together 
                        for meaningful and responsive learning 
                        experiences;
                            ``(vi) demonstrates models that create a 
                        collaborative learning environment in which 
                        mentors can develop skills, gain knowledge, and 
                        problem-solve issues of mentoring; and
                            ``(vii) as applicable, supports principals 
                        and administrators in identifying beginning 
                        teacher developmental needs, selecting high-
                        quality mentors, determining effective 
                        strategies to conduct teacher observations, and 
                        providing feedback in ways that support new 
                        teacher instructional growth; and
                    ``(E) use of research-based teaching standards, 
                formative assessments, teacher portfolio processes, 
                such as the National Board for Professional Teaching 
                Standards certification process, and teacher 
                development protocols that--
                            ``(i) guide beginning teachers in 
                        developing and reflecting on student learning 
                        and their teaching and classroom practice, 
                        including structured self-assessment and 
                        examining and analyzing student work;
                            ``(ii) prepare beginning teachers to 
                        examine, analyze, and reflect on--
                                    ``(I) student learning needs, 
                                including tailoring instruction to 
                                individual and special learning needs;
                                    ``(II) student and classroom 
                                academic progress, including effective 
                                methods for monitoring and managing 
                                such progress;
                                    ``(III) achieving the goals of the 
                                school, district, and statewide 
                                curriculum;
                                    ``(IV) effective methods for 
                                classroom management;
                                    ``(V) representations of student 
                                work and curriculum-based diagnostic 
                                and performance assessments;
                                    ``(VI) instructional methods, the 
                                effectiveness of such methods, and ways 
                                to improve upon instructional 
                                techniques for future lessons;
                                    ``(VII) the effectiveness, and ways 
                                to improve, lesson planning; and
                                    ``(VIII) interaction with students, 
                                parents, and administrators, and ways 
                                to improve such interactions in order 
                                to enhance student learning;
                            ``(iii) formulate professional goals to 
                        improve teaching practice, which may include 
                        developing an individualized induction plan;
                            ``(iv) guide, monitor, and assess the 
                        progress of a teacher's practice toward such 
                        professional goals;
                            ``(v) assist teachers in connecting 
                        students' prior knowledge, life experience, and 
                        interests with learning goals;
                            ``(vi) promote self-directed, reflective 
                        learning for all students;
                            ``(vii) engage students in problem solving, 
                        critical thinking, and other activities within 
                        and across subject matter areas and in ways 
                        that encourage students to apply them in real-
                        life contexts that make the subject matter 
                        meaningful;
                            ``(viii) use a variety of instructional 
                        strategies and resources to respond to 
                        students' diverse needs;
                            ``(ix) facilitate learning experiences that 
                        promote autonomy, interaction, and choice so 
                        students are able to demonstrate, articulate, 
                        and evaluate what they learn;
                            ``(x) focus on the identification of 
                        students' specific learning needs, particularly 
                        students with disabilities, students who are 
                        limited English proficient, students who are 
                        gifted and talented, and students with low 
                        literacy levels, and the tailoring of academic 
                        instruction to such needs;
                            ``(xi) employ strategies grounded in the 
                        disciplines of teaching and learning on--
                                    ``(I) effectively managing a 
                                classroom; and
                                    ``(II) communicating and working 
                                with parents and guardians, and 
                                involving parents and guardians in 
                                their children's education;
                            ``(xii) involve an ongoing process of data 
                        collection and data analysis to inform teaching 
                        practice; and
                            ``(xiii) is used to guide professional 
                        development, and not for the purpose of teacher 
                        evaluation or employment decisions; and
            ``(2) implement high-impact, professional development that 
        is ongoing and sustained by--
                    ``(A) assisting the school to--
                            ``(i) develop and implement strong 
                        curriculum plans aligned to State standards and 
                        student needs;
                            ``(ii) clarify school improvement goals;
                            ``(iii) select and implement strategies and 
                        interventions to improve student achievement 
                        and teacher effectiveness;
                            ``(iv) design, create, and evaluate the 
                        results of curriculum-based diagnostic and 
                        performance assessments;
                            ``(v) develop and implement professional 
                        development plans aligned with student 
                        achievement needs and priority learning goals;
                            ``(vi) allocate teacher and principal 
                        professional development resources and help 
                        develop the revised plan as related to the 
                        professional development required under section 
                        1116(b); and
                            ``(vii) make available opportunities for 
                        individual and team learning activities that 
                        focus on increasing pedagogical and content 
                        knowledge in academic subjects that are aligned 
                        to student learning goals;
                    ``(B) training teachers, principals, and 
                administrators in--
                            ``(i) analyzing school, teacher, and 
                        student data and developing instructional 
                        supports to respond to such data;
                            ``(ii) effective coaching strategies;
                            ``(iii) effective strategies for improving 
                        and identifying the learning needs of students 
                        with disabilities and English language 
                        learners;
                            ``(iv) managing the change process, 
                        implementing high-impact professional 
                        development, and leadership and interpersonal 
                        skills, including conflict management and 
                        consensus building;
                            ``(v) effectively communicating with, 
                        working with, and involving parents in their 
                        children's education; and
                            ``(vi) effective classroom management 
                        skills; and
                    ``(C) utilizing internal teacher leaders, coaches, 
                or content experts to--
                            ``(i) support classroom learning; and
                            ``(ii) model effective collaboration skills 
                        across learning communities and access 
                        knowledge from peers teaching and leading at 
                        high-performing schools.
    ``(e) Evaluation.--
            ``(1) In general.--Both the induction program required 
        under subsection (d)(1) and the professional development 
        program required under subsection (d)(2) shall include a formal 
        evaluation system to determine the effectiveness of the program 
        on not less than--
                    ``(A) teacher retention;
                    ``(B) student learning gains;
                    ``(C) teacher instructional practice;
                    ``(D) student graduation rates, as applicable;
                    ``(E) parent, family, and community involvement;
                    ``(F) student attendance rates;
                    ``(G) teacher satisfaction; and
                    ``(H) student behavior.
            ``(2) Local educational agency and school effectiveness.--
        The formal evaluation system described in paragraph (1) shall 
        also measure the local educational agency's and school's 
        effectiveness in--
                    ``(A) implementing the rigorous mentor selection 
                process described in subsection (d)(1)(A);
                    ``(B) ensuring that school protected release time 
                for high-quality mentoring and mentor-teacher 
                interactions occurs not less than 1.5 hours per week 
                pursuant to subsection (d)(1)(C);
                    ``(C) implementing on-going, research-based 
                professional development for mentors, principals, and 
                administrators pursuant to subsection (d)(1)(D);
                    ``(D) ensuring that mentors, teachers, and schools 
                are using data to inform instructional practices;
                    ``(E) ensuring that the comprehensive induction and 
                high-quality mentoring required under subsection (d)(1) 
                and the high-impact professional development required 
                under subsection (d)(2) are integrated and aligned with 
                the State's school improvement efforts under sections 
                1116 and 1117; and
                    ``(F) ensuring that research-based teaching 
                standards, formative assessments, teacher portfolio 
                processes, and teacher development protocols are used 
                during the induction process pursuant to subsection 
                (d)(1)(E).
            ``(3) Conduct of evaluation.--The evaluation described in 
        subsection (e)(1) shall be conducted by the State, institutions 
        of higher education, or an external agency that is experienced 
        in conducting qualitative research, and shall be developed in 
        collaboration with groups such as--
                    ``(A) experienced educators with track records of 
                success in the classroom;
                    ``(B) institutions of higher education involved 
                with teacher induction and professional development 
                located within the State; and
                    ``(C) local teacher organizations.
    ``(f) Integration and Alignment.--The comprehensive induction and 
high-quality mentoring required under subsection (d)(1) and the high-
impact professional development required under subsection (d)(2) shall 
be--
            ``(1) integrated and aligned; and
            ``(2) aligned with the State's school improvement efforts 
        under sections 1116 and 1117.
    ``(g) Eligible Entities.--The assistance required to be provided 
under subsection (d) may be provided--
            ``(1) by the local educational agency; or
            ``(2) by the local educational agency, in collaboration 
        with the State educational agency, an institution of higher 
        education, a nonprofit organization, a teacher organization, an 
        educational service agency, a teaching residency program, or 
        another entity with experience in helping schools improve 
        student achievement.
    ``(h) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this part $500,000,000 for fiscal year 2008 
and such sums as may be necessary for each succeeding fiscal year.''.

SEC. 5. HIGH IMPACT PROFESSIONAL DEVELOPMENT.

    Section 9101(34) (20 U.S.C. 7801(34)) is amended to read as 
follows:
            ``(34) Professional development.--The term `professional 
        development' means a systematic school improvement strategy 
        that--
                    ``(A) is designed to--
                            ``(i) improve teachers' and principals' 
                        effectiveness in improving student learning;
                            ``(ii) accomplish other important school 
                        goals;
                            ``(iii) foster collective responsibility 
                        for improved student achievement; and
                            ``(iv) engage established teams of 
                        teachers, principals, and other instructional 
                        staff in ongoing professional development 
                        designed to support and improve their 
                        professional practice multiple times per week 
                        during the regular work day and to the extent 
                        applicable and practicable, by grade level and 
                        content area to--
                                    ``(I) evaluate student, teacher, 
                                and school learning needs through a 
                                thorough review of data on student 
                                achievement;
                                    ``(II) define a clear set of 
                                educator learning goals based on the 
                                rigorous analysis of the data;
                                    ``(III) achieve educator learning 
                                goals by implementing coherent, 
                                sustained, evidenced-based, and content 
                                area specific learning strategies, 
                                including lesson study, developing 
                                formative assessments, and peer 
                                observations;
                                    ``(IV) regularly assess the 
                                effectiveness in achieving identified 
                                learning goals, improving teaching, and 
                                assisting all students in meeting 
                                challenging State student academic 
                                achievement standards or other measures 
                                of student achievement; and
                                    ``(V) inform ongoing improvements 
                                in teaching practice and student 
                                learning;
                    ``(B) is sustained, high-quality, intensive, and 
                comprehensive;
                    ``(C) is content-centered, collaborative, school-
                embedded, tied to practice, focused on student work, 
                supported by evidence-based research, and aligned with 
                and designed to help students meet challenging State 
                academic content standards and challenging State 
                student academic achievement standards;
                    ``(D) includes sustained in-service activities to 
                improve and promote strong teaching skills--
                            ``(i) in the core academic subjects;
                            ``(ii) to integrate technology into the 
                        curriculum;
                            ``(iii) to improve understanding and the 
                        use of student assessments;
                            ``(iv) to improve classroom management;
                            ``(v) to address the identification of 
                        students' specific learning needs, particularly 
                        students with disabilities, students who are 
                        limited English proficient, students who are 
                        gifted and talented, and students with low 
                        literacy levels, and the tailoring of academic 
                        instruction to such needs;
                            ``(vi) to apply empirical knowledge about 
                        teaching and learning to their teaching 
                        practice and to their ongoing classroom 
                        assessment of students; and
                            ``(vii) to provide instruction on how to 
                        work with, communicate with, and involve 
                        parents to foster academic achievement;
                    ``(E) includes sustained training and mentoring 
                opportunities that provide active learning and 
                observational opportunities for teachers to model 
                effective practice, review student work, deliver 
                presentations, and improve lesson planning;
                    ``(F) is supported by school principals, including 
                school-based coaches, mentors, or lead teachers when 
                available, who allocate time, resources, and structured 
                facilitation to the learning teams;
                    ``(G) encourages and supports training of teachers, 
                principals, and administrators to effectively use and 
                integrate technology--
                            ``(i) into curricula and instruction, 
                        including training to improve the ability to 
                        collect, manage, and analyze data to improve 
                        teaching, decisionmaking, school improvement 
                        efforts, and accountability;
                            ``(ii) to enhance learning by students with 
                        specific learning needs, particularly students 
                        with disabilities, students who are limited 
                        English proficient, students who are gifted and 
                        talented, and students with low literacy 
                        levels; and
                            ``(iii) to improve the ability of teachers 
                        and administrators to communicate with, work 
                        with, and involve parents in their children's 
                        education;
                    ``(H) is focused on content that is aligned with 
                challenging State student academic achievement 
                standards, curricula or curriculum materials, and 
                assessments, as well as related local educational 
                agency and school improvement and instructional goals; 
                and
                    ``(I) improves the academic content knowledge, as 
                well as knowledge to assess the student academic 
                achievement and how to use the results of such 
                assessments to improve instruction, of teachers in the 
                subject matter or academic content areas in which the 
                teachers are considered highly qualified.''.
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