[Congressional Bills 111th Congress]
[From the U.S. Government Publishing Office]
[H.R. 4354 Introduced in House (IH)]
111th CONGRESS
1st Session
H. R. 4354
To recruit, support, and prepare principals to improve student academic
achievement at high-need schools.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
December 16, 2009
Mrs. Davis of California (for herself and Mr. Platts) introduced the
following bill; which was referred to the Committee on Education and
Labor
_______________________________________________________________________
A BILL
To recruit, support, and prepare principals to improve student academic
achievement at high-need schools.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``School Principal Recruitment and
Training Act of 2009''.
SEC. 2. PURPOSE.
The purpose of this Act is to recruit, support, and prepare
principals to improve student academic achievement at high-need
schools.
SEC. 3. FINDINGS.
Congress finds the following:
(1) Research shows that school leadership quality is second
only to teacher quality among school-related factors in its
impact on student learning.
(2) While teacher quality has the greatest impact on
student learning, principal quality is a key determinant of
whether schools can attract and retain effective teachers.
(3) Many districts have reported shortages of qualified
principals. In most areas of the country, the problem is not a
shortage of certified principals, but rather a shortage of
qualified principals who are willing to take on the challenge
of working in high-need schools and underserved communities.
(4) The quality of preparation that principals receive
influences their willingness to take on the challenge of
leading high-need schools. It also influences their ability to
succeed and their willingness to remain in their positions.
Investing in principal preparation is therefore critical to
satisfying the demand for qualified principals in high-need
schools, and decreasing the turnover rate among principals in
those schools.
(5) The Stanford Educational Leadership Institute recently
found that principals who participated in high-quality pre- and
in-service leadership development programs feel significantly
better prepared for virtually every aspect of principal
practice, are more committed to staying in their jobs, spend
more time on instructionally focused work, and make developing
and supporting their teachers a priority.
(6) Most high-need school districts lack adequate
strategies for identifying school staff who demonstrate the
potential to be effective principals, preparing them to lead
high-need schools, and supporting them once they commence their
work as principals.
(7) Principals need both management and instructional
leadership skills to be effective. Yet most principal
preparation programs fail to devote adequate attention and
resources to training principals in instructional leadership.
(8) Without effective principals, struggling schools will
have difficulty using resources provided under the Elementary
and Secondary Education Act of 1965 and other Federal laws to
improve student learning.
SEC. 4. PROGRAM ESTABLISHMENT AND ACTIVITIES.
Part A of 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:
``Subpart 6--Principal Recruitment and Training Grant Program
``SEC. 2161. PROGRAM ESTABLISHMENT AND ACTIVITIES.
``(a) Definitions.--In this section:
``(1) Eligible entity.--The term `eligible entity' means--
``(A) a local educational agency; or
``(B) at least 1 of the following organizations
that has a partnership with 1 or more local educational
agencies:
``(i) a nonprofit organization;
``(ii) an educational service agency;
``(iii) an institution of higher education;
or
``(iv) a State educational agency.
``(2) High-need school.--The term `high-need school' means
a public school, including a public charter school, that meets
1 or more of the following criteria:
``(A) Not less than 40 percent of the students
enrolled are eligible for the school lunch program
established under the Richard B. Russell National
School Lunch Act.
``(B) In the case of a public high school, has a
graduation rate of 65 percent or less.
``(C) In the case of a public school containing
middle grades, feeds into a public high school that has
a graduation rate of 65 percent or less.
``(D) Is a rural school served by a local
educational agency that is eligible within the meaning
of section 6211(b)(1) or 6221(b)(1).
``(3) High school.--The term `high school' means a
secondary school in which the--
``(A) entering grade of the school is not lower
than grade 6; and
``(B) highest grade of the school is--
``(i) grade 12; or
``(ii) in the case of a secondary school
approved by a State to issue a regular diploma
concurrently with a postsecondary degree or
with not more than 2 years' worth of
postsecondary academic credit, grade 13.
``(4) Middle grades.--The term `middle grades' means any of
grades 5 through 8.
``(5) Graduation rate.--The term `graduation rate' has the
meaning given the term in section 1111(b)(2)(C)(vi), as
clarified in section 200.19(b)(1) of title 34, Code of Federal
Regulations.
``(b) Program Authorized.--
``(1) National principal recruitment and training grant
program.--The Secretary shall establish a multiyear national
principal recruitment and training grant program to award
grants to eligible entities to enable such entities to carry
out activities described in subsection (e).
``(2) Duration.--
``(A) In general.--
``(i) 5 year duration.--A grant awarded
under this section shall be 5 years in
duration.
``(ii) Renewal.--The Secretary may--
``(I) renew a grant awarded under
this section based on performance; and
``(II) in renewing a grant under
subclause (I), award the grantee
increased funding to scale up or
replicate the grantee's program.
``(B) Performance.--The primary consideration in
determining performance shall be the impact of the
grantee's program, as evidenced by improved student
learning and outcomes, and improved school functioning
in high-need schools led by principals who have
received training or other support from a program
carried out with funds from a grant awarded under this
section. With respect to schools led for 3 or more
years by such principals, the Secretary shall examine
whether such schools are making greater gains in
student learning and outcomes, as evidenced by multiple
measures, including secondary school graduation rates,
academic assessments, Advanced Placement and
International Baccalaureate enrollment rates and test
scores, and other student-level outcome data, than
similar schools elsewhere. In determining performance,
the Secretary shall consider information provided in
accordance with subsections (f) and (i).
``(c) Application.--An eligible entity that desires a grant under
this section shall submit to the Secretary an application at such time,
in such manner, and accompanied by such information as the Secretary
may require. Such application shall include--
``(1) a demonstration that the entity has sufficient
capacity to implement the activities described in subsection
(e) that the entity proposes to implement;
``(2) a demonstration that the entity has a track record or
a clear plan for preparing principal trainees and principals to
improve student academic achievement in high-need schools; and
``(3) a demonstration that the entity has a track record or
a clear plan for providing principals trained by the entity
with the guidance, support, and tools they need to improve
student academic achievement in high-need schools, which may
include providing principals with tangible resources, such as
funding to ensure supports for quality teaching, and decision-
making authority over areas such as personnel, budget,
curriculum, or scheduling.
``(d) Priority.--In awarding grants under this section, the
Secretary shall give priority to eligible entities that are focused on
high-need schools in urban or rural areas.
``(e) Activities.--
``(1) In general.--Each eligible entity that receives a
grant under this section shall use grant funds for the
following:
``(A) To recruit, select, train, and support
aspiring or current principals, or both, for work in
high-need schools, which may include identifying
current principals with track records of transforming
student learning and outcomes, and preparing such
principals to lead the highest-need schools.
``(B) To provide aspiring principals selected by
the entity with a pre-service residency that is not
less than 1 year in length, combined with focused
coursework on instructional leadership, organizational
management, and the use of a variety of data for
purposes of instructional leadership and organizational
management, as well as ongoing support and professional
development for at least 2 years after the aspiring
principals complete the residency and commence work as
school leaders.
``(C) To provide mentoring and professional
development to current principals selected by the
entity to strengthen the principals' capacity to--
``(i) engage in effective instructional
leadership practices; and
``(ii) use a variety of data for purposes
of instruction, supervision, evaluation, and
development of teachers and development of
highly effective school organizations.
``(2) Specific activities.--Each eligible entity that
receives a grant under this section shall carry out the
following activities:
``(A)(i) Recruiting, selecting, and providing
training and professional development to individuals
who--
``(I) are or aspire to be principals in
high-need schools;
``(II) share the belief that every student,
regardless of background, can achieve at high
levels;
``(III) with respect to aspiring
principals, have been effective teachers,
school counselors, or assistant principals,
have knowledge of effective instruction, and
have demonstrated a capacity for leadership;
and
``(IV) sign an agreement to serve for not
less than 4 years in a high-need school, and
upon qualification for and placement in
principalships, work to ensure that the schools
they will lead improve student academic
achievement substantially within 3 to 6 years.
``(ii) The Secretary shall establish, by
regulation, categories of extenuating circumstances
under which an individual who is unable to fulfill all
or part of the individual's service obligation under
clause (i)(IV) may be excused from fulfilling that
portion of the service obligation.
``(B) Assessing the skills of each aspiring
principal prior to the individual's pre-service
residency to determine the individual's strengths and
improvement needs, and using such data to assist in
developing and refining a data-based professional
development plan that guides the individual's year-long
residency. Such assessment may occur through the
aspiring principal selection process described in
subparagraph (A).
``(C) For selected aspiring principals, providing
training during a year-long pre-service residency that
includes coaching from an effective principal, hands-on
instructional leadership experience, and a curriculum
that may include topics such as--
``(i) effective instructional practices;
``(ii) recruiting, supporting, and
retaining effective staff;
``(iii) improving instructional practices
through the purposeful observation and
evaluation of teachers, and through the
provision of regular and direct feedback to
teachers;
``(iv) providing teachers and staff with
focused, sustained, and research-based
professional development, including job-
embedded professional development that supports
teachers and staff in setting their own goals
and working in collaboration with fellow
teachers and staff to meet those goals;
``(v) developing distributed leadership
teams, which may include principals, assistant
principals, and effective teachers and staff,
to implement school improvement strategies;
``(vi) facilitating the development and
implementation of a school vision and strategic
plan using a variety of data providing evidence
of student and school outcomes;
``(vii) aligning all aspects of a school
culture to student and adult learning;
``(viii) monitoring and improving the
alignment and effectiveness of curriculum,
instruction, and assessment, using a variety of
data providing evidence of student and school
outcomes;
``(ix) addressing the needs of specific
student populations served, such as students
with disabilities, students who are limited
English proficient, rural students, and
students who have experienced trauma,
homelessness, or placement in the child welfare
system;
``(x) using technology and multiple sources
of data to improve classroom instruction;
``(xi) ensuring the integration of high-
quality formative and summative assessments
into classroom instruction;
``(xii) developing and managing school
organizations, including managing budget
resources and school time to support high
quality instruction and student academic
achievement, such as by extending the school
day and year and providing common planning time
to teachers and staff; and
``(xiii) engaging community members,
including parents, the local educational
agency, and other community leaders, to
leverage additional resources to improve
student success.
``(D) Providing targeted professional development
and training on topics which may include the topics
described in subparagraph (C), to individuals who have
completed the year-long pre-service residency for at
least 2 years after the individuals commence their work
as school leaders in high-need schools or participating
current principals of high-need schools, or both.
``(E) Developing and delivering high-quality,
differentiated, school-level support services to meet
the specific needs of high-need schools led by
individuals described in subparagraph (D), which may
include--
``(i) support for the design of school-wide
improvement plans based on the diagnosis of
school conditions and needs informed by data
and analysis of classroom and school practices;
``(ii) support in conducting successful
school-wide assessments;
``(iii) support in organizing and training
distributed leadership teams; and
``(iv) other assistance from expert mentors
or coaches to support--
``(I) analysis and evaluation of
school practices;
``(II) development of strong
instructional and organizational
capacity;
``(III) productive use of
assessments and data; and
``(IV) professional development for
staff.
``(f) Reports.--
``(1) Annual report to secretary.--An eligible entity that
receives a grant under this section shall submit an annual
report to the Secretary at such time, in such manner, and
containing such information as the Secretary may require,
including at minimum--
``(A) data on the number and characteristics of
individuals who have received training or other support
from the grantee's program;
``(B) data on the schools led by such individuals,
including--
``(i) characteristics of the schools and
the students they serve, including the number
and percentage of students in each of the
subgroups listed in section
1111(b)(2)(C)(v)(II);
``(ii) student academic achievement growth
and other evidence of student academic success,
disaggregated, where possible, by the subgroups
listed in section 1111(b)(2)(C)(v);
``(iii) student attendance;
``(iv) student secondary school graduation
and college-going rates, if applicable;
``(v) Advanced Placement and International
Baccalaureate enrollment rates and test scores,
if applicable; and
``(vi) recruitment, development, and
retention of teachers who are deemed to be
effective based on multiple measures;
``(C) evidence that high-need schools led by
individuals described in subparagraph (A) have improved
in areas in which those individuals received training
or other support from the grantee's program; and
``(D) data on the policies, systems, and processes
developed by the eligible entity for--
``(i) identifying and recruiting aspiring
or current principals, or both;
``(ii) identifying schools with the highest
need for effective school leaders; and
``(iii) providing aspiring or current
principals, or both, with training, support,
and tools to improve student learning and
outcomes at high-need schools.
``(2) Disaggregation of data.--In providing the information
pursuant to paragraph (1), each grantee that serves both
aspiring and current principals shall disaggregate the
information relating to principals who were trained to lead
high-need schools by the grantee's program before they
commenced their work as principals and principals who were in
principal positions before they received training or other
support from the grantee's program.
``(3) Permissible.--An eligible entity that receives a
grant under this section may include in the annual report under
paragraph (1) other evidence of progress in schools led by
principals trained by the entity.
``(g) Matching Requirement.--
``(1) Matching requirement.--
``(A) In general.--An eligible entity that receives
a grant under this section shall contribute to the
activities assisted under such grant matching funds in
an amount equal to not less than 20 percent of the
amount of the grant from non-Federal sources.
``(B) Matching funds.--The matching funds
requirement under subparagraph (A) may be met by--
``(i) contributions that are--
``(I) in cash or in kind, fairly
evaluated; and
``(II) from any private source,
State educational agency, or local
educational agency-determined
allocation of public funding; and
``(ii) payments of a salary or stipend to
an aspiring principal during the aspiring
principal's residency year.
``(C) Indirect cost.--An eligible entity that
anticipates using matching funds for a programmatic
cost that is not directly tied to the application's
proposed project shall include in the entity's
application a request to the Secretary to do so, along
with a statement of the basis for the request.
``(2) Waiver.--The Secretary may waive or reduce the
matching requirement under paragraph (1) if the eligible entity
demonstrates a need for such waiver or reduction due to
financial hardship.
``(h) Supplement, Not Supplant.--Grant funds provided under this
section shall be used to supplement, and not supplant, any other
Federal or State funds otherwise available to carry out the activities
described in this section.
``(i) Research, Evaluation, and Dissemination.--
``(1) Available funds.--Of the amounts appropriated to
carry out this section for a fiscal year, the Secretary may use
not more than 5 percent to carry out this subsection.
``(2) In general.--
``(A) Research, evaluation, and dissemination
program.--The Secretary shall award a grant to 1 or
more research groups for the development of a high-
quality evaluation and information clearinghouse system
to facilitate a sharing of best practices and inform--
``(i) the recruitment, selection, training,
and ongoing development of principals for high-
need schools;
``(ii) the development of standards and
definitions of principal effectiveness; and
``(iii) the development of system-wide
supports and policies critical to fostering the
school and principal-level actions known to
most often differentiate the most dramatically
improved schools from others.
``(B) Specific activities.--The evaluation and
information clearinghouse system described in
subparagraph (A) shall accomplish the following:
``(i) Assessment of program.--
``(I) In general.--Assess the
impact of each grantee's program, using
evidence of program outcomes,
including--
``(aa) the movement of
principals who received
training or other support
through a grant awarded under
this section into principal
positions in high-need schools;
``(bb) the retention of
such individuals in those
positions; and
``(cc) evidence that
principals who have received
training or other support
through a grant awarded under
this section are prepared to
lead high-need schools, and are
effective in improving and
leading such schools.
``(II) Examination.--The assessment
described in subclause (I) shall--
``(aa) examine school
improvement and success based
on multiple indicators,
including student academic
achievement, student
attendance, and graduation and
college-going rates; and
``(bb) include an analysis
of gains which, where possible,
should include a value-added
analysis of gains on the
indicators described in item
(aa) as compared to gains on
such indicators in similar
schools;
``(cc) include, where
possible, an examination of the
recruitment, development, and
retention of teachers who are
determined to be effective
based on multiple measures in
high-need schools led by
principals who have received
training or other support
through a grant awarded under
this section; and
``(dd) include an
examination of the changed
policies and practices
instituted by such principals
at the principals' schools, and
the relationship between such
policies and practices to
indicators of improved student
learning and outcomes at such
schools.
``(ii) Factors that foster or hinder the
success of programs.--Identify factors that
foster or hinder the successful implementation
of each grantee's program.
``(iii) School-level support.--Evaluate the
school-level support provided through each
grantee's program.
``(iv) Alignment of internal and external
factors.--Identify the internal and external
factors, including principal characteristics
and skills, as well as principal
accountability, supports, and decision-making
authority, that need to be aligned in order to
improve student learning and school success.
``(v) Principal and program attributes and
actions associated with dramatic school
improvement.--Identify the attributes and
actions of principals and training programs
that appear to be associated with dramatic
school improvement.
``(vi) Principal and program attributes and
actions associated with minimal school
improvement.--Identify the attributes and
actions of principals and training programs
that appear to be associated with minimal or no
school improvement.
``(vii) Feedback to grantees.--Utilize the
data described in clauses (i) through (vi) to
provide information to each grantee that the
grantee can use to drive program improvement.
``(viii) Generate and disseminate
information.--Generate and disseminate
information to the field about what types of
principal recruitment, selection, training,
tools, supports, attributes, and actions are
associated with--
``(I) substantial school
improvement and student academic
achievement growth at the elementary
school, middle school, and high school
levels; and
``(II) minimal or no school
improvement and student academic
achievement growth at the elementary
school, middle school, and high school
levels.
``(C) Reporting schedule.--The Secretary shall work
with each research group awarded a grant under this
paragraph to develop a reporting schedule for a
research, evaluation, and dissemination plan that is
approved by the Secretary.
``(3) Report to congress.--The Secretary shall submit an
annual report to the Committee on Health, Education, Labor, and
Pensions of the Senate, the Committee on Appropriations of the
Senate, the Committee on Education and Labor of the House of
Representatives, and the Committee on Appropriations of the
House of Representatives on the lessons learned through
programs funded with grants awarded under this section.
``(j) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section such sums as may be necessary
for each of fiscal years 2011 through 2020.''.
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