1.This Act may be cited as the
Effective Teaching and Leading
Act
.
2.
(a)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)A randomized
controlled trial of comprehensive teacher induction, sponsored by the Institute
of Education Sciences found that beginning teachers who received 2 years of
induction support produced greater student learning gains as a result, the
equivalent of a student moving from the 50th to 58th percentile in mathematics
achievement and from the 50th to 54th percentile in reading achievement.
(9)Research by
Thomas Smith, Richard Ingersoll, Michael Strong, Anthony Villar, and Jonah
Rockoff has shown that comprehensive mentoring and induction reduces teacher
attrition by as much as one-half and strengthens new teacher
effectiveness.
(10)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, and such
intensive professional development has shown a positive and significant effect
on student achievement gains, in some cases by approximately 21 percentile
points.
(11)Teachers can
acquire and use new knowledge and skills in their instruction when provided
with adequate opportunities to learn, according to Student Achievement
Through Staff Development published by ASCD, which found that more than
90 percent of participants attained skill proficiency if it includes theory
presentation, demonstration, practice, and peer coaching.
(12)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.
(13)Research by
Kenneth Leithwood, 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.
(14)Research by
Charles Clotfelter, Helen Ladd, Kenneth Leithwood, Anthony Milanowski, and the
New Teacher Center has shown that the quality of working conditions,
particularly supportive school leadership, impacts student academic achievement
and teacher recruitment, retention, and effectiveness.
(15)Since 1965, more
than 60 education and library studies have produced clear evidence that school
libraries staffed by qualified librarians have a positive impact on student
academic achievement, with a recent analysis of reading scores from 2004–2009
showing that fewer librarians translated to lower performance, or a slower rise
in scores, on standardized tests.
(b)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.
3.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)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—
(i)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; and
(ii)other relevant
data collected by the school or local educational agency;
(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)includes
frequently scheduled, significant blocks of time 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, school
librarians, 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 support, 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 practiceThe term evidence of classroom
practice means evidence of practice gathered from a classroom 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 learningThe term evidence of student
learning means—
(A)valid and
reliable data on student learning, which shall include data based on student
learning gains on State student academic assessments under section 1111(b)(3)
and other State student academic achievement assessments, where available;
and
(B)other evidence of
student learning, including some or all of the following:
(i)Student work,
including measures of performance criteria and evidence of student
growth.
(ii)Teacher-generated
information about student goals and growth.
(iii)Parental
feedback about student goals and growth.
(iv)Formative
assessments.
(v)Summative
assessments.
(vi)Objective
performance-based assessments.
(vii)Assessments of
affective engagement and self-efficacy.
(46)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)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)The term teaching skills means skills 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)actively engage
students and personalize learning;
(D)effectively teach
higher-order analytical, evaluation, problem-solving, and communication
skills;
(E)develop and
effectively apply new knowledge, skills, and practices;
(F)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;
(VII)skill in
effectively participating in individualized education program meetings required
under section 614 of the Individuals with Disabilities Education Act;
and
(VIII)evidence-based
strategies to meet the linguistic and academic needs of English language
learners;
(G)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);
(H)effectively
manage a classroom, including the ability to implement positive behavioral
support strategies;
(I)communicate and
work with parents, and involve parents in their children's education;
and
(J)use
age-appropriate and developmentally appropriate strategies and
practices.
(49)The term formative assessment means a
process used by teachers and students during instruction that provides feedback
to adjust ongoing teaching and learning to improve students’ achievement of
intended instructional outcomes.
;
and
(3)by redesignating
paragraphs (1) through (39), the undesignated paragraph following paragraph
(39), and paragraphs (41) through (49) (as amended by this section) as
paragraphs (1) through (18), (21), (22), (24) through (29), (31) through (40),
(42) through (47), (49), (19), (20), (30), (41), (48), and (23),
respectively.
4.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.
.
5.Teacher and
principal professional development and support
(a)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:
EBuilding school capacity for effective teaching and
leadership
2501.Local school
improvement activities
(a)Subgrants to
local educational agencies
(1)From
amounts made available under section 2505, 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)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 2504.
(3)
(A)The
allotment provided to a State under this section for a fiscal year shall bear
the same relation to the total amount available under this part 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 under such
section 2111(b) for such allotments for such year.
(B)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 under
this part for such allocations for the fiscal year, as the allocation provided
to the local educational agency under section 2121(a) for such year bears to
the total amount available for such allocations for such year.
(4)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)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)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 subsection (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;
(vii)skill in
effectively participating in individualized education program meetings required
under section 614 of the Individuals with Disabilities Education Act;
and
(viii)evidence-based
strategies to meet the linguistic and academic needs of English language
learners;
(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)inform
instruction; and
(ii)inform
professional development for teachers, mentors, principals, and other school
leaders;
(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; and
(G)a description of
how the local educational agency will work with institutions of higher
education and local teacher and principal preparation programs to improve the
performance of beginning teachers and principals, improve induction programs,
and strengthen professional development.
(3)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, school librarian, 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, librarians, 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)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)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.
2502.
(a)Induction,
professional development, and evaluation systemA local educational agency that receives a
subgrant under this part shall use the subgrant funds to improve teaching and
school leadership 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 skills;
(iii)exemplary
teaching skills, particularly with diverse learners, including children with
disabilities and English language learners;
(iv)not less than 5
years teaching experience;
(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)a commitment to
participate in professional development throughout the year to develop the
knowledge and skills related to effective mentoring; and
(viii)the 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)ensures that new
teachers are supported in ways that help improve content-specific knowledge and
pedagogy, including by matching mentors with beginning teachers by grade level
and content area;
(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;
- (gg)skill in
effectively participating in individualized education program meetings required
under section 614 of the Individuals with Disabilities Education Act;
and
- (hh)evidence-based
strategies to meet the linguistic and academic needs of English language
learners;
(IV)using formative
evaluations 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 to observe exemplary
teaching in classroom settings during the school day;
(iv)aligns with the
mission and goals of the local educational agency and school;
(v)(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;
(vi)assigns not more
than 12 beginning teacher mentees to a mentor who is released full-time from
classroom teaching, and reduces such maximum number of mentees proportionately
for a mentor who works on a part-times basis;
(vii)provides joint
professional development opportunities for mentors and beginning
teachers;
(viii)may include
the use of master teachers to support mentors or other teachers; and
(ix)improves student
learning and classroom practice, as measured by the evaluation system described
in paragraph (3);
(C)paid school
release time that allows for at least weekly 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);
(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 support the
high-quality mentoring and mentor-teacher interactions described in
subparagraph (B); and
(F)feedback on the
performance of beginning teachers to local teacher preparation programs and
recommendations for improving such programs;
(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, collaboration, and professional behavior and ensuring
quality measures of instructional 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 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 due 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);
(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; and
(C)provide feedback
on the performance of beginning principals and other school leaders to local
principal and leader preparation programs and recommendations for improving
such programs;
(5)(A)create or enhance
opportunities for teachers and school librarians 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)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)Professional
development.
(5)Facilities and
resources, including the school library.
(6)Beginning teacher
induction.
(7)School safety and
environment.
(c)Integration and
alignmentThe 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)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.
2503.Nothing in this
part shall be construed to alter or otherwise affect the rights, remedies, and
procedures afforded school or school district employees under Federal, State,
or local laws (including applicable regulations or court orders) or under the
terms of collective bargaining agreements, memoranda of understanding, or other
agreements between such employees and their employers.
2504.
(a)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 effectivenessThe 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)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)
(1)The results of the evaluation described in subsection (a)
shall be submitted to the Secretary.
(2)The
Secretary shall make the results of each evaluation described in subsection (a)
available to States, local educational agencies, and the public.
2505.Authorization
of appropriationsThere are
authorized to be appropriated to carry out this part such sums as may be
necessary for fiscal year 2012 and each succeeding fiscal
year.
.
(b)The table of contents in section 2 of the Elementary and
Secondary Education Act of 1965 is amended by inserting after the item relating
to section 2441 the following:
Part E—Building School Capacity for Effective Teaching and
Leadership
Sec. 2501. Local school improvement activities.
Sec. 2502. Use of funds.
Sec. 2503. Rule of Construction.
Sec. 2504. Program evaluation.
Sec. 2505. Authorization of
appropriations.
.