[Congressional Bills 111th Congress]
[From the U.S. Government Publishing Office]
[S. 3242 Introduced in Senate (IS)]
111th CONGRESS
2d Session
S. 3242
To improve teacher quality, and for other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
April 21, 2010
Mr. Reed (for himself, Mr. LeMieux, and Mr. Brown of Ohio) introduced
the following bill; which was read twice and referred to the Committee
on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To improve teacher quality, 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. SHORT TITLE.
This Act may be cited as the ``Teacher and Principal Improvement
Act''.
SEC. 2. FINDINGS AND PURPOSES.
(a) Findings.--Congress finds the following:
(1) Teacher quality is the single most important in-school
factor influencing student learning and achievement.
(2) A report by William L. Sanders and June C. Rivers
showed that if 2 average 8-year-old students were given
different teachers, 1 of them a high performer, the other a low
performer, the students' performance diverged by more than 50
percentile points within 3 years.
(3) A similar study by Heather Jordan, Robert Mendro, and
Dash Weerasinghe showed that the performance gap between
students assigned 3 effective teachers in a row, and those
assigned 3 ineffective teachers in a row, was 49 percentile
points.
(4) In Boston, research has shown that students placed with
high-performing mathematics teachers made substantial gains,
while students placed with the least effective teachers
regressed and their mathematics scores decreased.
(5) McKinsey & Company found that studies that take into
account all of the available evidence on teacher effectiveness
suggest that students placed with high-performing teachers will
progress 3 times as fast as those placed with low-performing
teachers.
(6) A 2003 study by Richard Ingersoll found that new
teachers, not just those in hard-to-staff schools, face such
challenging working conditions that nearly one-half leave the
profession within their first 5 years, one-third leave within
their first 3 years, and 14 percent leave by the end of their
first year.
(7) A report by the National Commission on Teaching and
America's Future estimated that the nationwide cost of
replacing public school teachers who have dropped out of the
profession is $7,300,000,000 annually.
(8) Research by Thomas Smith, Richard Ingersoll, and
Anthony Villar has shown that comprehensive mentoring and
induction reduces teacher attrition by as much as one-half and
strengthens new teacher effectiveness.
(9) A recent School Redesign Network at Stanford University
and National Staff Development Council report by Linda Darling-
Hammond, Ruth Chung Wei, Alethea Andree, Nikole Richardson, and
Stelios Orphanos found that--
(A) a set of programs that offered substantial
contact hours of professional development (ranging from
30 to 100 hours in total) spread over 6 to 12 months
showed a positive and significant effect on student
achievement gains; and
(B) intensive professional development, especially
when it includes applications of knowledge to teachers'
planning and instruction, has a greater chance of
influencing teacher practices, and in turn, leading to
gains in student learning. Such intensive professional
development has shown a positive and significant effect
on student achievement gains, in some cases by
approximately 21 percentile points.
(10) Recent reports from the Center for American Progress,
Education Sector, Hope Street Group, and the New Teacher
Project have collectively demonstrated the significant flaws in
current teacher evaluation and implementation, and the
necessity for redesigning these systems and linking such
evaluation to individualized feedback and substantive targeted
support in order to ensure effective teaching.
(11) Research by Kenneth Liethwood, Karen Seashore Louis,
Stephen Anderson, and Kyla Wahlstrom found that--
(A) leadership is second only to classroom
instruction among school-related factors that influence
student outcomes; and
(B) direct and indirect leadership effects account
for about one-quarter of total school effects on
student learning.
(12) Research by Charles Clotfelter, Helen Ladd, Kenneth
Leithwood, and Anthony Milanowski has shown that the quality of
working conditions, particularly supportive school leadership,
impacts student academic achievement and teacher recruitment,
retention, and effectiveness.
(b) Purposes.--The purposes of this Act are to build capacity for
developing effective teachers and principals in our Nation's schools
through--
(1) the redesign of teacher and principal evaluation and
assessment systems;
(2) comprehensive, high-quality, rigorous multi-year
induction and mentoring programs for beginning teachers,
principals, and other school leaders;
(3) systematic, sustained, and coherent professional
development for all teachers that is team-based and job-
embedded;
(4) systematic, sustained, and coherent professional
development for school principals, other school leaders, school
librarians, paraprofessionals, and other staff; and
(5) increased teacher leadership opportunities, including
compensation for teacher leaders who take on new roles in
providing school-based professional development, mentoring,
rigorous evaluation, and instructional coaching.
SEC. 3. DEFINITIONS.
Section 9101 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 7801) is amended--
(1) by striking paragraph (34) and inserting the following:
``(34) Professional development.--The term `professional
development' means comprehensive, sustained, and intensive
support, provided for teachers, principals, school librarians,
other school leaders, and other instructional staff, that--
``(A) fosters collective responsibility for
improved student learning;
``(B) is designed and implemented in a manner that
increases teacher, principal, school librarian, other
school leader, paraprofessional, and other
instructional staff effectiveness in improving student
learning and strengthening classroom practice;
``(C) analyzes and uses real-time data and
information collected from--
``(i) evidence of student learning;
``(ii) evidence of classroom practice; and
``(iii) the State's longitudinal data
system;
``(D) is aligned with--
``(i) rigorous State student academic
achievement standards developed under section
1111(b)(1);
``(ii) related academic and school
improvement goals of the school, local
educational agency, and statewide curriculum;
``(iii) statewide and local curricula; and
``(iv) rigorous standards of professional
practice and development;
``(E) primarily occurs multiple times per week
during the regular school day among established
collaborative teams of teachers, principals, school
librarians, other school leaders, and other
instructional staff, by grade level and content area
(to the extent applicable and practicable), which teams
engage in a continuous cycle of professional learning
and improvement that--
``(i) identifies, reviews, and analyzes--
``(I) evidence of student learning;
and
``(II) evidence of classroom
practice;
``(ii) defines a clear set of educator
learning goals to improve student learning and
strengthen classroom practice based on the
rigorous analysis of evidence of student
learning and evidence of classroom practice;
``(iii) develops and implements coherent,
sustained, and evidenced-based professional
development strategies to meet such goals
(including through instructional coaching,
lesson study, and study groups organized at the
school, team, or individual levels);
``(iv) provides learning opportunities for
teachers to collectively develop and refine
student learning goals and the teachers'
instructional practices and the use of
formative assessment;
``(v) provides an effective mechanism to
support the transfer of new knowledge and
skills to the classroom (including utilizing
teacher leaders, instructional coaches, and
content experts to support such transfer); and
``(vi) provides opportunities for follow-
up, observation, and formative feedback and
assessment of the teacher's classroom practice,
on a regular basis and in a manner that allows
each such teacher to identify areas of
classroom practice that need to be
strengthened, refined, and improved;
``(F) regularly assesses the effectiveness of the
professional development, and uses such assessments to
inform ongoing improvements, in--
``(i) improving student learning; and
``(ii) strengthening classroom practice;
and
``(G) supports the recruiting, hiring, and training
of highly qualified teachers, including teachers who
become highly qualified through State and local
alternative routes to certification or licensure.'';
(2) by adding at the end the following:
``(44) Evidence of classroom practice.--The term `evidence
of classroom practice' means evidence of classroom practice
gathered through multiple formats and sources, including some
or all of the following:
``(A) Demonstration of effective teaching skills.
``(B) Classroom observations based on rigorous
teacher performance standards or rubrics.
``(C) Student work.
``(D) Teacher portfolios.
``(E) Videos of teacher practice.
``(F) Lesson plans.
``(G) Information on the extent to which the
teacher collaborates and shares best practices with
other teachers and instructional staff.
``(H) Information on the teacher's successful use
of research and data.
``(I) Parent, student, and peer feedback.
``(45) Evidence of student learning.--The term `evidence of
student learning' means--
``(A) data, which shall include value-added data
based on student learning gains and teacher impact
where available, on State student academic assessments
under section 1111(c); and
``(B) other evidence of student learning, including
some or all of the following:
``(i) Data, which shall include value-added
data based on student learning gains and
teacher impact where available, on other
student academic achievement assessments.
``(ii) Student work, including measures of
performance criteria and evidence of student
growth.
``(iii) Teacher-generated information about
student goals and growth.
``(iv) Formative and summative assessments.
``(v) Objective performance-based
assessments.
``(vi) Assessments of affective engagement
and self-efficacy.
``(46) Lowest achieving school.--The term `lowest achieving
school' means a school served by a local educational agency
that--
``(A) is failing to make adequate yearly progress
as described in section 1111(b)(2), for the greatest
number of subgroups described in section
1111(b)(2)(C)(v) and by the greatest margins, as
compared to the other schools served by the local
educational agency; and
``(B) in the case of a secondary school, has a
graduation rate of less than 65 percent.
``(47) School leader.--The term `school leader' means an
individual who--
``(A) is an employee or officer of a school; and
``(B) is responsible for--
``(i) the school's performance; and
``(ii) the daily instructional and
managerial operations of the school.
``(48) Teaching skills.--The term `teaching skills' means
skills that are consistent with section 200 of the Higher
Education Act of 1965 and that enable a teacher to--
``(A) increase student learning, achievement, and
the ability to apply knowledge;
``(B) effectively convey and explain academic
subject matter;
``(C) effectively teach higher-order analytical,
evaluation, problem-solving, and communication skills;
``(D) develop and effectively apply new knowledge,
skills, and practices;
``(E) employ strategies grounded in the disciplines
of teaching and learning that--
``(i) are based on empirically based
practice and scientifically valid research,
where applicable, related to teaching and
learning;
``(ii) are specific to academic subject
matter;
``(iii) focus on the identification of
students' specific learning needs, (including
children 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; and
``(iv) enable effective inclusion of
children with disabilities and English language
learners, including the utilization of--
``(I) response to intervention;
``(II) positive behavioral
supports;
``(III) differentiated instruction;
``(IV) universal design of
learning;
``(V) appropriate accommodations
for instruction and assessments;
``(VI) collaboration skills; and
``(VII) skill in effectively
participating in individualized
education program meetings required
under section 614 of the Individuals
with Disabilities Education Act (20
U.S.C. 1414);
``(F) conduct an ongoing assessment of student
learning, which may include the use of formative
assessments, performance-based assessments, project-
based assessments, or portfolio assessments, that
measures higher-order thinking skills (including
application, analysis, synthesis, and evaluation);
``(G) effectively manage a classroom, including the
ability to implement positive behavioral support
strategies;
``(H) communicate and work with parents, and
involve parents in their children's education; and
``(I) use age-appropriate and developmentally
appropriate strategies and practices.''; and
(3) by redesignating paragraphs (1) through (39), the
undesignated paragraph following paragraph (39), and paragraphs
(41) through (48) (as amended by this section) as paragraphs
(1) through (18), (21) through (28), (30) through (40), (42)
through (46), (48), (19), (20), (29), (41), and (47),
respectively.
SEC. 4. SCHOOL IMPROVEMENT.
Section 1003(g)(5) of the Elementary and Secondary Education Act of
1965 (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 2502.''.
SEC. 5. TEACHER AND PRINCIPAL PROFESSIONAL DEVELOPMENT AND SUPPORT.
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:
``PART E--BUILDING SCHOOL CAPACITY FOR EFFECTIVE TEACHING AND
LEADERSHIP
``SEC. 2501. LOCAL SCHOOL IMPROVEMENT ACTIVITIES.
``(a) Subgrants to Local Educational Agencies.--
``(1) Grants.--From amounts made available under section
2504, the Secretary shall award grants, through allotments
under paragraph (3)(A), to States to enable the States to award
subgrants to local educational agencies under this part.
``(2) Reservations.--A State that receives a grant under
this part for a fiscal year shall--
``(A) reserve 95 percent of the funds made
available through the grant to make subgrants, through
allocations under paragraph (3)(B), to local
educational agencies; and
``(B) use the remainder of the funds for--
``(i) administrative activities and
technical assistance in helping local
educational agencies carry out this part;
``(ii) statewide capacity building
strategies to support local educational
agencies in the implementation of the required
activities under section 2502; and
``(iii) conducting the evaluation required
under section 2503.
``(3) Formulas.--
``(A) Allotments.--The allotment provided to a
State under this section for a fiscal year shall bear
the same relation to the total amount available for
such allotments for the fiscal year, as the allotment
provided to the State under section 2111(b) for such
year bears to the total amount available for such
allotments for such year.
``(B) Allocations.--The allocation provided to a
local educational agency under this section for a
fiscal year shall bear the same relation to the total
amount available for such allocations for the fiscal
year, as the allocation provided the State under
section 2121(a) for such year bears to the total amount
available for such allocations for such year.
``(4) Schools first supported.--A local educational agency
receiving a subgrant under this part shall first use such funds
to carry out the activities described in section 2502(a) in
each lowest achieving school served by the local educational
agency--
``(A) that demonstrates the greatest need for
subgrant funds based on the data analysis described in
subsection (b)(3); and
``(B) in which not less than 40 percent of the
students enrolled in the school are eligible for a free
or reduced price lunch under the Richard B. Russell
National School Lunch Act (42 U.S.C. 1751 et seq.).
``(b) Local Educational Agency Application.--
``(1) In general.--To be eligible to receive a subgrant
under this part, a local educational agency shall submit to the
State educational agency an application described in paragraph
(2), and a summary of the data analysis conducted under
paragraph (3), at such time, in such manner, and containing
such information as the State educational agency may reasonably
require.
``(2) Contents of application.--Each application submitted
pursuant to paragraph (1) shall include--
``(A) a description of how the local educational
agency will assist the lowest achieving schools served
by the local educational agency in carrying out the
requirements of section 2502, including--
``(i) developing and implementing the
teacher and principal evaluation system
pursuant to section 2502(a)(3);
``(ii) implementing teacher induction
programs pursuant to section 2502(a)(1);
``(iii) providing effective professional
development in accordance with section
2502(a)(2);
``(iv) implementing mentoring, coaching,
and sustained professional development for
school principals and other school leaders
pursuant to section 2502(a)(4); and
``(v) providing significant and sustainable
teacher stipends, pursuant to section
2502(a)(6);
``(B) a description of how the local educational
agency will--
``(i) conduct and utilize valid and
reliable surveys pursuant to section 2502(b);
and
``(ii) ensure that such programs are
integrated and aligned pursuant to section
2502(c);
``(C)(i) a description of how the local educational
agency will use subgrant funds to target and support
the lowest achieving schools described in section
2501(a)(4) before using funds for other lowest
achieving schools; and
``(ii) a list that identifies all of the lowest
achieving schools that will be assisted under the
subgrant;
``(D) a description of how the local educational
agency will enable effective inclusion of children with
disabilities and English language learners, including
through utilization by the teachers, principals, and
other school leaders of the local educational agency
of--
``(i) response to intervention;
``(ii) positive behavioral supports;
``(iii) differentiated instruction;
``(iv) universal design of learning;
``(v) appropriate accommodations for
instruction and assessments;
``(vi) collaboration skills; and
``(vii) skill in effectively participating
in individualized education program meetings
required under section 614 of the Individuals
with Disabilities Education Act (20 U.S.C.
1414);
``(E) a description of how the local educational
agency will assist the lowest achieving schools in
utilizing real-time student learning data, based on
evidence of student learning and evidence of classroom
practice, to--
``(i) drive instruction; and
``(ii) inform professional development for
teachers, mentors, principals, and other school
leaders; and
``(F) a description of how the programs and
assistance provided under section 2502 will be managed
and designed, including a description of the division
of labor and different roles and responsibilities of
local educational agency central office staff members,
school leaders, teacher leaders, coaches, mentors, and
evaluators.
``(3) Data analysis.--A local educational agency desiring a
subgrant under this part shall, prior to applying for the
subgrant, conduct a data analysis of each school served by the
local educational agency, based on data and information
collected from evidence of student learning, evidence of
classroom practice, and the State's longitudinal data system,
in order to--
``(A) determine which schools have the most
critical teacher, principal, and other school leader
quality, effectiveness, and professional development
needs; and
``(B) allow the local educational agency to
identify the specific needs regarding the quality,
effectiveness, and professional development needs of
the school's teachers, principals, and other school
leaders, including with respect to instruction provided
for individual student subgroups (including children
with disabilities and English language learners) and
specific grade levels and content areas.
``(4) Joint development and submission.--
``(A) In general.--Except as provided in
subparagraph (B), a local educational agency shall--
``(i) jointly develop the application and
data analysis framework under this subsection
with local organizations representing the
teachers, principals, and other school leaders
in the local educational agency; and
``(ii) submit the application and data
analysis in partnership with such local
teacher, principal, and school leader
organizations.
``(B) Exception.--A State may, after consultation
with the Secretary, consider an application from a
local educational agency that is not jointly developed
and submitted in accordance with subparagraph (A) if
the application includes documentation of the local
educational agency's extensive attempt to work jointly
with local teacher, principal, and school leader
organizations.
``SEC. 2502. USE OF FUNDS.
``(a) Induction, Professional Development, and Evaluation System.--
A local educational agency that receives a subgrant under this part
shall use the subgrant funds to improve teacher and principal quality
through a system of teacher and principal induction, professional
development, and evaluation. Such system shall be developed,
implemented, and evaluated in collaboration with local teacher,
principal, and school leader organizations and local teacher,
principal, and school leader preparation programs and shall provide
assistance to each school that the local educational agency has
identified under section 2501(b)(2)(C)(ii), to--
``(1) implement a comprehensive, coherent, high quality
formalized induction program for beginning teachers during not
less than the teachers' first 2 years of full-time employment
as teachers with the local educational agency, that shall
include--
``(A) rigorous mentor selection by school or local
educational agency leaders with mentoring and
instructional expertise, including requirements that
the mentor demonstrate--
``(i) a proven track record of improving
student learning;
``(ii) strong interpersonal and oral and
written communication skills;
``(iii) exemplary teaching skills,
particularly with diverse learners, including
children with disabilities and English language
learners;
``(iv) skill in enabling the effective
inclusion of diverse learners, including
children with disabilities and English language
learners;
``(v) commitment to personal and
professional growth and learning, such as
National Board for Professional Teaching
Standards certification;
``(vi) willingness and experience in using
real-time data, as well as school and classroom
level practices that have demonstrated the
capacity to--
``(I) improve student learning and
classroom practice; and
``(II) inform instruction and
professional growth;
``(vii) skill in engaging in successful
collaboration with other teachers, other school
leaders, and staff;
``(viii) extensive knowledge of planning
effective assessments and analysis of student
data;
``(ix) ability to address needs of adult
learners in professional development;
``(x) a commitment to participate in
professional development throughout the year to
develop the knowledge and skills related to
effective mentoring;
``(xi) skill in promoting teacher
reflection through formative assessment
processes, including conversations with
beginning teachers using evidence of student
learning and evidence of classroom practice;
and
``(xii) ability to improve the
effectiveness of the mentor's mentees, as
assessed by the evaluation system described in
paragraph (3);
``(B) a program of high quality, intensive, and
ongoing mentoring and mentor-teacher interactions
that--
``(i) matches mentors with beginning
teachers by grade level and content area, to
the extent practicable;
``(ii) assists each beginning teacher in--
``(I) analyzing data based on the
beginning teacher's evidence of student
learning and evidence of classroom
practice, and utilizing research-based
instructional strategies, including
differentiated instruction, to inform
and strengthen such practice;
``(II) developing and enhancing
effective teaching skills;
``(III) enabling effective
inclusion of children with disabilities
and English language learners,
including through the utilization of--
``(aa) response to
intervention;
``(bb) positive behavioral
supports;
``(cc) differentiated
instruction;
``(dd) universal design of
learning;
``(ee) appropriate
accommodations for instruction
and assessments;
``(ff) collaboration
skills; and
``(gg) skill in effectively
participating in individualized
education program meetings
required under section 614 of
the Individuals with
Disabilities Education Act (20
U.S.C. 1414);
``(IV) using formative assessments
to--
``(aa) collect and analyze
classroom-level data;
``(bb) foster evidence-
based discussions;
``(cc) provide
opportunities for self
assessment;
``(dd) examine classroom
practice; and
``(ee) establish goals for
professional growth; and
``(V) achieving the goals of the
school, district, and statewide
curricula;
``(iii) provides regular and ongoing
opportunities for beginning teachers and
mentors to observe each other's teaching
methods in classroom settings during the school
day;
``(iv) models innovative teaching
methodologies through techniques such as team
teaching, demonstrations, simulations, and
consultations;
``(v) aligns with the mission and goals of
the local educational agency and school;
``(vi)(I) acts as a vehicle for a beginning
teacher to establish short- and long-term
planning and professional goals and to improve
student learning and classroom practice; and
``(II) guides, monitors, and assesses the
beginning teacher's progress toward such goals;
``(vii) assigns not more than 12 beginning
teacher mentees to a mentor who works full-
time, and reduces such maximum number of
mentees proportionately for a mentor who works
on a part-time basis;
``(viii) provides joint professional
development opportunities for mentors and
beginning teachers;
``(ix) may include the use of master
teachers to support mentors or other teachers;
``(x) improves student learning and
classroom practice, as measured by the
evaluation system described in paragraph (3);
and
``(xi) assists each beginning teacher in--
``(I) connecting students' prior
knowledge, life experience, and
interests with learning goals; and
``(II) engaging students in
problem-solving and critical thinking;
``(C) paid school release time of not less than 90
minutes per week for high quality mentoring and mentor-
teacher interactions;
``(D) foundational training and ongoing
professional development for mentors that support the
high quality mentoring and mentor-teacher interactions
described in subparagraph (B); 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 supports the high quality
mentoring and mentor-teacher interactions described in
subparagraph (B);
``(2) implement high-quality effective professional
development for teachers, principals, school librarians, and
other school leaders serving the schools targeted for
assistance under the subgrant;
``(3) develop and implement a rigorous, transparent, and
equitable teacher and principal evaluation system for all
schools served by the local educational agency that--
``(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 performance
measures, which shall include a combination
of--
``(I) evidence of classroom
practice; and
``(II) evidence of student learning
as a significant factor;
``(ii) valid, clearly defined, and reliable
performance standards and rubrics for principal
evaluation based on multiple performance
measures of student learning and leadership
skills, which standards shall include--
``(I) planning and articulating a
shared and coherent schoolwide
direction and policy for achieving high
standards of student performance;
``(II) identifying and implementing
the activities and rigorous curriculum
necessary for achieving such standards
of student performance;
``(III) supporting a culture of
learning and professional behavior and
ensuring quality measures of classroom
practice;
``(IV) communicating and engaging
parents, families, and other external
communities; and
``(V) collecting, analyzing, and
utilizing data and other tangible
evidence of student learning and
evidence of classroom practice to guide
decisions and actions for continuous
improvement and to ensure performance
accountability;
``(iii) multiple and distinct rating
options 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
classroom practice;
``(III) specifically describe and
compare differences in performance,
growth, and development; and
``(IV) provide teachers or
principals 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 assessment
and summative evaluation process based on the
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, including how
to provide specific feedback and improve
teaching and principal practice based on
evaluation results;
``(vi) regular monitoring and assessment of
the quality and fairness of the evaluation
system and the evaluators' judgements,
including with respect to--
``(I) inter-rater reliability,
including independent or third-party
reviews;
``(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;
``(vii) a plan and substantive targeted
support for teachers and principals who fail to
meet the performance standards established
under clauses (i) and (ii);
``(viii) a streamlined, transparent, fair,
and objective decisionmaking process for
documentation and removal of teacher and
principals who fail to meet such performance
standards, as governed by any applicable
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 evaluation
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 principals 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 outside the
supervisory structure for beginning principals and
other school leaders, during not less than the
principals' and other school leaders' first 2 years of
full-time employment as a principal or other school
leader in the local educational agency, to develop and
improve the knowledge and skills described in
subparagraph (B), including--
``(i) a rigorous mentor or coach selection
process based on exemplary administrative
expertise and experience;
``(ii) a program of ongoing opportunities
throughout the school year for the mentoring or
coaching of beginning principals and other
school leaders, including opportunities for
regular observation and feedback;
``(iii) foundational training and ongoing
professional development for mentors or
coaches; and
``(iv) the use of research-based leadership
standards, formative and summative assessments,
or principal and other school leader protocols
(such as the National Board for Professional
Teaching Standards 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, vision, 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
collaborative culture of ongoing learning and
professional development and ensuring quality
evidence of classroom practice (including
shared or distributive leadership and providing
timely and constructive feedback to teachers to
improve student learning 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 higher
education to ensure the vertical alignment of
student learning outcomes);
``(v) collecting, analyzing, and utilizing
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
improvement; and
``(II) ensure performance
accountability;
``(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 diverse
learners, including children with disabilities
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 leadership
activities; and
``(B) provide training for teachers who assume such school
leadership roles and responsibilities; and
``(6) provide significant and sustainable stipends above a
teacher's base salary for teachers that serve as mentors,
instructional coaches, teacher leaders, 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 reliable 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 elements essential to improving student learning and
retaining effective teachers:
``(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 described
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 improvement
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 authorized 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 collaboration
with--
``(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 organization;
``(F) an educational service agency;
``(G) a teaching residency program; or
``(H) another nonprofit entity with experience in
helping schools improve student achievement.
``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 principals, practice
measured by the teacher and principal evaluation system
described in section 2502(a)(3);
``(4) student graduation rates, as applicable;
``(5) teaching, learning, and working conditions;
``(6) parent, family, and community involvement and
satisfaction;
``(7) student attendance rates;
``(8) teacher and principal satisfaction; and
``(9) student behavior.
``(b) Local Educational Agency and School Effectiveness.--The
formal evaluation system described in subsection (a) shall also measure
the effectiveness of the local educational agency and school in--
``(1) implementing the comprehensive induction program
described in section 2502(a)(1);
``(2) implementing high-quality professional development
described in section 2502(a)(2);
``(3) developing and implementing a rigorous, transparent,
and equitable teacher and principal evaluation system described
in section 2502(a)(3);
``(4) implementing mentoring, coaching, and professional
development for school principals and other school leaders
described in section 2502(a)(4);
``(5) ensuring that mentors, teachers, and schools are
using data to inform instructional practices; and
``(6) ensuring that the comprehensive induction and high-
quality mentoring required under section 2502(a)(1) and the
high impact professional development required under section
2502(a)(2) are integrated and aligned with the State's school
improvement efforts under sections 1116 and 1117.
``(c) Conduct of Evaluation.--The evaluation described in
subsection (a) shall be--
``(1) conducted by the State, an institution of higher
education, or an external agency that is experienced in
conducting such evaluations; and
``(2) 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, principal, and school leader
organizations.
``(d) Dissemination.--
``(1) In general.--The results of the evaluation described
in subsection (a) shall be submitted to the Secretary.
``(2) Dissemination.--The Secretary shall make the results
of each evaluation described in subsection (a) available to
States, local educational agencies, and the public.
``SEC. 2504. AUTHORIZATION OF APPROPRIATIONS.
``There are authorized to be appropriated to carry out this part
$1,000,000,000 for fiscal year 2011 and such sums as may be necessary
for each succeeding fiscal year.''.
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