I 112th CONGRESS 2d Session H. R. 4113 IN THE HOUSE OF REPRESENTATIVES February 29, 2012 Mr. Payne introduced the following bill; which was referred to the Committee on Education and the Workforce A BILL To amend title II of the Elementary and Secondary Education Act of 1965 to help close the gaps in principal preparation and provide new principals with the support and tools they need to meet the complex challenges of school leadership.

1.

In general

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: 6

Mentoring for New School Principals

2161.

Mentoring for new school principals

(a)

Purpose

The purpose of this subpart is to help close the gaps in principal preparation and provide new principals with the support and tools they need to meet the complex challenges of school leadership. (b)

Grant program authorized

The Secretary is authorized to award grants, on a competitive basis, to eligible entities to enable the eligible entities to carry out the activities described in subsection (e). (c)

Eligible entity defined

In this subpart, the term eligible entity means— (1)a State educational agency; (2)a local educational agency; (3)a nonprofit organization with a demonstrated commitment and capacity to develop and support principals; or (4)a consortium of such agencies and organizations. (d)

Applications

To receive a grant under this subpart, an eligible entity shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may reasonably require. (e)

Authorized Activities

(1)

In general

Each eligible entity that receives a grant under this subpart shall use funds to provide principals who have not more than 3 years of experience, effective professional development to improve the capacity of such principals to increase student achievement for all children. (2)

Allowable activities

The activities described in paragraph (1) may include— (A)establishing learning communities within elementary schools and secondary schools where principals and teachers— (i)share a school mission and goals with an explicit vision of quality teaching and learning that guides all instructional decisions; (ii)commit to improving student outcomes and performances; (iii)set a continuous cycle of collective inquiry and improvement; (iv)foster a culture of collaboration where teachers and principals work together on a regular basis to analyze and improve teaching and learning; and (v)support and share leadership; (B)developing quality mentoring programs of sufficient intensity that include training for new principals on— (i)effectively utilizing student assessment data, including formative and summative assessments and program evaluation data, for the purpose of making instructional decisions and improving school-based programs; (ii)designing and implementing data-driven school improvement plans; (iii)building or expanding relationships within the learning community and collaborating with the broader school community, including parents and community stakeholders; (iv)building relationships and communicating effectively with State and central office officials; (v)designing school-based collaborative professional development plans; (vi)staff recruitment, hiring, and dismissal courses of action; and (vii)effectively observing and providing feedback to teachers to improve their classroom practice; and (C)providing stipends for mentors who are veteran principals with demonstrated skills in transformational and instructional leadership and a successful record of increasing student achievement.

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