[Congressional Record Volume 153, Number 126 (Thursday, August 2, 2007)]
[Senate]
[Pages S10813-S10816]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. REED (for himself, Mrs. Murray, Mr. Obama, and Mr. Brown):
  S. 1979. A bill to amend the Elementary and Secondary Education Act 
of 1965 to provide for school improvement, comprehensive, high-quality 
multi-year induction and mentoring for new teachers, and professional 
development for experienced teachers, and for other purposes; to the 
Committee on Health, Education, Labor, and Pensions.
  Mr. REED. Mr. President, today I introduce the School Improvement 
through Teacher Quality Act of 2007, to foster the development of a 
highly skilled and effective teacher workforce capable of improving 
student achievement in this country.
  We are slated to reauthorize the Elementary and Secondary Education 
Act this Congress for the first time since 2001. The key to this 
reauthorization will be ensuring that states, districts, and schools 
are given the resources, tools, and support to improve student 
learning, including targeted, high-quality efforts to improve a school 
when it is identified as in need of improvement under the law.
  Improving teacher quality is the single most effective step we can 
take to increase student achievement and turnaround failing schools. 
Studies have found that 40 to 90 percent of the difference in student 
test scores can be attributed to teacher quality. Unfortunately, new 
teachers, not just those in hard-to-staff schools, face such 
challenging working conditions that nearly half leave the profession 
within their first 5 years, one-third leave within their first 3 years, 
and 14 percent leave by the end of their first year.
  However, research has shown that offering new teachers comprehensive, 
multi-year mentoring and guidance cuts attrition rates in half, and 
helps these teachers become high-quality professionals who improve 
student achievement. At the same time, we know that experienced 
teachers also need effective, sustained professional development to 
maintain and improve their teaching skills.
  For these reasons, I am introducing the School Improvement through 
Teacher Quality Act of 2007, cosponsored by Senators Murray, Obama, and 
Brown. This legislation amends Title II of the No Child Left Behind Act 
to create a new $500 million formula-based program for school districts 
to provide targeted assistance so teachers in low-performing, high-
poverty schools get comprehensive, high-quality multi-year guidance and 
mentoring for new teachers and systematic, sustained professional 
development for experienced teachers.
  First, this legislation would direct funding to districts with 
failing schools to help implement a high-quality induction program for 
teachers throughout at least their first two years of full-time 
teaching. This intensive support for beginning teachers would 
incorporate proven strategies such as: rigorous mentor selection; 
ongoing mentoring with school-protected release time; research-based 
professional development for mentors and school leaders; and research-
based teaching practices, formative assessments, and teacher 
portfolios. Research has demonstrated that such mentoring for beginning 
teachers at institutions like the New Teacher Center at University of 
California, Santa Cruz provides a return on investment, $1.66 for every 
$1

[[Page S10814]]

spent; increases the new teacher retention rate, to 88 percent after 6 
years in some California districts; and strengthens beginning teacher 
effectiveness to such an extent that their students demonstrate 
learning gains similar to those students of their more veteran 
counterparts.
  Second, the School Improvement through Teacher Quality Act of 2007 
would offer funding for struggling schools to provide their veteran 
teachers with ongoing professional development and training, including 
helping such schools develop and implement rigorous curricula aligned 
to State standards and student needs; design and evaluate assessments; 
implement strategies to improve student achievement and teacher 
effectiveness; train teachers, principals, and administrators in 
effective coaching strategies, analyzing school and student data, and 
strategies for teaching students with disabilities and English Language 
Learners; and utilize teacher leaders, coaches, or content experts to 
support learning and model effective collaboration skills.
  This assistance would be tied to a modified definition of 
professional development based on successful nationwide models such as 
the National Staff Development Council, with an increased focus on 
collaboration among teachers, including engaging established teams of 
teachers to plan and develop instruction across grade level and content 
area and to evaluate and analyze data on student achievement and 
learning goals. This professional development would occur multiple 
times per week during the regular work day, and be supported by school 
principals through school-based coaches, mentors, or lead teachers who 
allocate time, resources, and structured facilitation to the learning 
teams or cohorts.
  Lastly, this legislation requires that an external evaluation be 
conducted of the mentoring and professional development programs 
authorized and supported under this act. Outcomes would be based on 
measures such as teacher retention, student learning gains, teacher 
instructional practice, and parent, family, and community involvement.
  We must act on this bill and continue to push for increased Federal 
investment in improving schools through enhanced teacher quality and 
professional development. The stakes are too high, not just in terms of 
meeting the current highly qualified requirements of the No Child Left 
Behind Act, but to take the next step and ensure that each and every 
classroom in America is taught by an effective teacher. Teachers are 
the key to student success and student success will in turn keep our 
country competitive in today's global economy.
  I urge my colleagues to cosponsor this legislation and work for its 
inclusion in the reauthorization of the Elementary and Secondary 
Education Act.
  I ask unanimous consent that the text of the bill be printed in the 
Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                S. 1979

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

     SECTION 1. REFERENCES.

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

     SEC. 2. FINDINGS AND PURPOSES.

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

     SEC. 3. SCHOOL IMPROVEMENT.

       Section 1003(g)(5) (20 U.S.C. 6303(g)(5)) is amended--
       (1) in subparagraph (B), by striking ``and'' after the 
     semicolon;
       (2) in subparagraph (C), by striking the period and 
     inserting ``; and''; and
       (3) by adding at the end the following:
       ``(D) permitted to be used to supplement the activities 
     required under section 2501.''.

     SEC. 4. LOCAL SCHOOL IMPROVEMENT ACTIVITIES.

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

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

     ``SEC. 2501. LOCAL SCHOOL IMPROVEMENT ACTIVITIES.

       ``(a) Subgrants to Local Educational Agencies.--
       ``(1) In general.--The Secretary shall award grants to 
     States to enable the States to award subgrants to local 
     educational agencies under this part.
       ``(2) Reservation.--A State that receives a grant under 
     this part shall--
       ``(A) reserve 95 percent of the funds made available 
     through the grant to make subgrants to local educational 
     agencies; and
       ``(B) use the remainder of the funds for administrative 
     activities in carrying out this part.
       ``(b) First Award.--In awarding subgrants under this part, 
     a State shall first award grants to local educational 
     agencies--
       ``(1) that serve the lowest achieving schools;
       ``(2) that demonstrate the greatest need for subgrant 
     funds; and
       ``(3) in which children counted under section 1124(c) 
     constitute not less than 20 percent of the total population 
     of children aged 5 to 17 served by the agency.
       ``(c) Local Educational Agency Application.--
       ``(1) In general.--To be eligible to receive a subgrant 
     under this part, a local educational agency shall submit an 
     application to the State educational agency at such time, in 
     such manner, and containing such information as the State 
     educational agency may reasonably require.
       ``(2) Contents.--Each application submitted pursuant to 
     paragraph (1) shall include--
       ``(A) a description of how the local educational agency 
     will assist schools identified under section 1116(b) in 
     implementing induction programs pursuant to subsection 
     (d)(1);
       ``(B) a description of how the local educational agency 
     will assist, pursuant to subsection (d)(2)(A), schools 
     identified under section 1116(b) in implementing high-impact 
     professional development;
       ``(C) a description of how the local education agency will 
     select mentors pursuant to the requirements of subsection 
     (d)(1)(A);
       ``(D) a description of how the local educational agency 
     will assist schools identified under section 1116(b) in 
     providing high-quality mentoring and mentor-teacher 
     interactions pursuant to subsection (d)(1)(B);
       ``(E) a description of how the local educational agency 
     will ensure schools identified under section 1116(b) provide 
     protected release time for high-quality mentoring that occurs 
     not less than 1.5 hours per week pursuant to subsection 
     (d)(1)(C);
       ``(F) a description of how the local educational agency 
     will assist schools identified under section 1116(b) in 
     providing ongoing, evidence-based professional development 
     for mentors, principals, and administrators pursuant to 
     subsection (d)(1)(D);
       ``(G) a description of how the local educational agency 
     will assist schools identified under section 1116(b) in using 
     evidence-based teaching standards, formative assessments, 
     teacher portfolio processes, and teacher development 
     protocols during the induction process pursuant to subsection 
     (d)(1)(E);
       ``(H) a description of how the local educational agency 
     will evaluate the effectiveness of the programs and 
     assistance provided under paragraphs (1) and (2) of 
     subsection (d) and pursuant to subsection (e);
       ``(I) a description of how the local educational agency 
     will train teachers, principals, and administrators pursuant 
     to subsection (d)(2)(B);
       ``(J) a description of how the local educational agency 
     will utilize internal teacher leaders, coaches, or content 
     experts pursuant to subsection (d)(2)(C);
       ``(K) a description of how the local educational agency 
     will ensure that the induction program required under 
     subsection (d)(1)

[[Page S10815]]

     and the high-impact professional development required under 
     subsection (d)(2) are integrated and aligned;
       ``(L) where applicable, a description of procedures that 
     the local educational agency will use to ensure flexibility 
     for agency and school leaders to facilitate placement of 
     graduates of teaching residency programs in cohorts that 
     facilitate professional collaboration among graduates of the 
     teaching residency program, as well as between such graduates 
     and mentor teachers in the receiving school;
       ``(M) a description of how the local education agency will 
     target funds to schools identified under section 1116(b) and 
     within its jurisdiction--
       ``(i) that serve the lowest achieving schools;
       ``(ii) that demonstrate the greatest need for subgrant 
     funds; and
       ``(iii) in which not less than 40 percent of the students 
     served by the school receive or are eligible to receive a 
     free or reduced price lunch under the Richard B. Russell 
     National School Lunch Act (42 U.S.C. 1751 et seq.);
       ``(N) a description of how the local educational agency 
     will ensure that the induction program required under 
     subsection (d)(1) and the high-impact professional 
     development required under subsection (d)(2) are integrated 
     and aligned with the State's school improvement efforts under 
     sections 1116 and 1117; and
       ``(O) a description of how the local educational agency 
     will include experienced administrators and educators, 
     including teacher organizations, in the design and ongoing 
     development, implementation, and evaluation of the induction 
     program required under subsection (d)(1) and the high-impact 
     professional development required under subsection (d)(2).
       ``(3) Joint development and submission.--To the extent 
     practicable, a local educational agency shall jointly develop 
     and submit such application with local teacher organizations.
       ``(d) Use of Funds.--A local educational agency that 
     receives a subgrant under this part shall use the subgrant 
     funds to improve teacher and principal quality through a 
     comprehensive system of induction and professional 
     development that is developed, implemented, and evaluated in 
     collaboration with local teacher organizations and that 
     addresses the needs of beginning and experienced teachers by 
     providing assistance, which may be provided through the 
     formation of induction and professional development support 
     teams, to each school identified by such agency pursuant to 
     subsection (c)(2)(M) to--
       ``(1) implement a comprehensive, coherent, high-quality 
     induction program for teachers in not less than their first 2 
     years of full-time teaching that shall include--
       ``(A) rigorous mentor selection by school or local 
     educational agency leaders with mentoring and instructional 
     expertise, and which shall include requirements that the 
     mentor demonstrate--
       ``(i) mastery of pedagogical and subject matter skills;
       ``(ii) strong interpersonal skills;
       ``(iii) exemplary classroom teacher skills;
       ``(iv) expertise in designing and implementing standards-
     based instruction;
       ``(v) exemplary knowledge about content, materials, and 
     methods that support high standards in various curriculum 
     areas;
       ``(vi) commitment to personal and professional growth and 
     learning, such as National Board for Professional Teaching 
     Standards certification;
       ``(vii) experience in relating to adult learners;
       ``(viii) a record of engaging in cooperative and 
     collaborative projects with staff, adults, and 
     administration;
       ``(ix) skill in collaboration and group dynamics;
       ``(x) knowledge of staff development practices and in-
     service education;
       ``(xi) excellent oral and written communication skills;
       ``(xii) a commitment to participate in professional 
     development throughout the year to develop the knowledge and 
     skills related to effective mentoring; and
       ``(xiii) a willingness to engage in formative assessment 
     processes, including non-evaluative, reflective conversations 
     with beginning teachers using evidence of classroom practice 
     and student learning;
       ``(B) high-quality, intensive, ongoing mentoring and 
     mentor-teacher interactions that--
       ``(i) establish and maintain a trustful, confidential, non-
     evaluative relationship with beginning teachers;
       ``(ii) matches mentors, to the extent applicable and 
     practicable, with beginning teachers by grade level and 
     content area;
       ``(iii) assist teachers in reflecting on and analyzing 
     their practice and reviewing student work to inform 
     instruction and enhance student achievement;
       ``(iv) provide opportunities for observation of exemplary 
     practice, model lessons, and conferences with beginning 
     teachers on-site, during, and after school hours;
       ``(v) model, as appropriate, innovative teaching 
     methodologies through techniques such as team teaching, 
     demonstrations, simulations, and consultations;
       ``(vi) act as a vehicle for beginning teachers to establish 
     short- and long-term planning goals, and identify 
     instructional resources and support throughout the entire 
     school community; and
       ``(vii) provide a ratio of not more than 12 teachers per 
     mentor;
       ``(C) school protected release time for high-quality 
     mentoring and mentor-teacher interactions that occurs not 
     less than 1.5 hours per week;
       ``(D) ongoing, research-based professional development for 
     mentors, principals, and administrators that--
       ``(i) supports mentors in responding to each new teacher's 
     developmental and contextual needs and promotes the ongoing 
     examination of classroom practice;
       ``(ii) assists mentors in the collection and sharing of 
     observation data with professional teaching standards to help 
     new teachers improve their practice;
       ``(iii) provides mentors with strategies for helping 
     beginning teachers identify student needs, plan for 
     differentiated instruction, and ensure equitable learning 
     outcomes;
       ``(iv) supports the mentor in coaching strategically and 
     finding solutions to challenging situations;
       ``(v) helps mentors bring teachers together for meaningful 
     and responsive learning experiences;
       ``(vi) demonstrates models that create a collaborative 
     learning environment in which mentors can develop skills, 
     gain knowledge, and problem-solve issues of mentoring; and
       ``(vii) as applicable, supports principals and 
     administrators in identifying beginning teacher developmental 
     needs, selecting high-quality mentors, determining effective 
     strategies to conduct teacher observations, and providing 
     feedback in ways that support new teacher instructional 
     growth; and
       ``(E) use of research-based teaching standards, formative 
     assessments, teacher portfolio processes, such as the 
     National Board for Professional Teaching Standards 
     certification process, and teacher development protocols 
     that--
       ``(i) guide beginning teachers in developing and reflecting 
     on student learning and their teaching and classroom 
     practice, including structured self-assessment and examining 
     and analyzing student work;
       ``(ii) prepare beginning teachers to examine, analyze, and 
     reflect on--

       ``(I) student learning needs, including tailoring 
     instruction to individual and special learning needs;
       ``(II) student and classroom academic progress, including 
     effective methods for monitoring and managing such progress;
       ``(III) achieving the goals of the school, district, and 
     statewide curriculum;
       ``(IV) effective methods for classroom management;
       ``(V) representations of student work and curriculum-based 
     diagnostic and performance assessments;
       ``(VI) instructional methods, the effectiveness of such 
     methods, and ways to improve upon instructional techniques 
     for future lessons;
       ``(VII) the effectiveness, and ways to improve, lesson 
     planning; and
       ``(VIII) interaction with students, parents, and 
     administrators, and ways to improve such interactions in 
     order to enhance student learning;

       ``(iii) formulate professional goals to improve teaching 
     practice, which may include developing an individualized 
     induction plan;
       ``(iv) guide, monitor, and assess the progress of a 
     teacher's practice toward such professional goals;
       ``(v) assist teachers in connecting students' prior 
     knowledge, life experience, and interests with learning 
     goals;
       ``(vi) promote self-directed, reflective learning for all 
     students;
       ``(vii) engage students in problem solving, critical 
     thinking, and other activities within and across subject 
     matter areas and in ways that encourage students to apply 
     them in real-life contexts that make the subject matter 
     meaningful;
       ``(viii) use a variety of instructional strategies and 
     resources to respond to students' diverse needs;
       ``(ix) facilitate learning experiences that promote 
     autonomy, interaction, and choice so students are able to 
     demonstrate, articulate, and evaluate what they learn;
       ``(x) focus on the identification of students' specific 
     learning needs, particularly students with disabilities, 
     students who are limited English proficient, students who are 
     gifted and talented, and students with low literacy levels, 
     and the tailoring of academic instruction to such needs;
       ``(xi) employ strategies grounded in the disciplines of 
     teaching and learning on--

       ``(I) effectively managing a classroom; and
       ``(II) communicating and working with parents and 
     guardians, and involving parents and guardians in their 
     children's education;

       ``(xii) involve an ongoing process of data collection and 
     data analysis to inform teaching practice; and
       ``(xiii) is used to guide professional development, and not 
     for the purpose of teacher evaluation or employment 
     decisions; and
       ``(2) implement high-impact, professional development that 
     is ongoing and sustained by--
       ``(A) assisting the school to--
       ``(i) develop and implement strong curriculum plans aligned 
     to State standards and student needs;
       ``(ii) clarify school improvement goals;
       ``(iii) select and implement strategies and interventions 
     to improve student achievement and teacher effectiveness;
       ``(iv) design, create, and evaluate the results of 
     curriculum-based diagnostic and performance assessments;

[[Page S10816]]

       ``(v) develop and implement professional development plans 
     aligned with student achievement needs and priority learning 
     goals;
       ``(vi) allocate teacher and principal professional 
     development resources and help develop the revised plan as 
     related to the professional development required under 
     section 1116(b); and
       ``(vii) make available opportunities for individual and 
     team learning activities that focus on increasing pedagogical 
     and content knowledge in academic subjects that are aligned 
     to student learning goals;
       ``(B) training teachers, principals, and administrators 
     in--
       ``(i) analyzing school, teacher, and student data and 
     developing instructional supports to respond to such data;
       ``(ii) effective coaching strategies;
       ``(iii) effective strategies for improving and identifying 
     the learning needs of students with disabilities and English 
     language learners;
       ``(iv) managing the change process, implementing high-
     impact professional development, and leadership and 
     interpersonal skills, including conflict management and 
     consensus building;
       ``(v) effectively communicating with, working with, and 
     involving parents in their children's education; and
       ``(vi) effective classroom management skills; and
       ``(C) utilizing internal teacher leaders, coaches, or 
     content experts to--
       ``(i) support classroom learning; and
       ``(ii) model effective collaboration skills across learning 
     communities and access knowledge from peers teaching and 
     leading at high-performing schools.
       ``(e) Evaluation.--
       ``(1) In general.--Both the induction program required 
     under subsection (d)(1) and the professional development 
     program required under subsection (d)(2) shall include a 
     formal evaluation system to determine the effectiveness of 
     the program on not less than--
       ``(A) teacher retention;
       ``(B) student learning gains;
       ``(C) teacher instructional practice;
       ``(D) student graduation rates, as applicable;
       ``(E) parent, family, and community involvement;
       ``(F) student attendance rates;
       ``(G) teacher satisfaction; and
       ``(H) student behavior.
       ``(2) Local educational agency and school effectiveness.--
     The formal evaluation system described in paragraph (1) shall 
     also measure the local educational agency's and school's 
     effectiveness in--
       ``(A) implementing the rigorous mentor selection process 
     described in subsection (d)(1)(A);
       ``(B) ensuring that school protected release time for high-
     quality mentoring and mentor-teacher interactions occurs not 
     less than 1.5 hours per week pursuant to subsection 
     (d)(1)(C);
       ``(C) implementing on-going, research-based professional 
     development for mentors, principals, and administrators 
     pursuant to subsection (d)(1)(D);
       ``(D) ensuring that mentors, teachers, and schools are 
     using data to inform instructional practices;
       ``(E) ensuring that the comprehensive induction and high-
     quality mentoring required under subsection (d)(1) and the 
     high-impact professional development required under 
     subsection (d)(2) are integrated and aligned with the State's 
     school improvement efforts under sections 1116 and 1117; and
       ``(F) ensuring that research-based teaching standards, 
     formative assessments, teacher portfolio processes, and 
     teacher development protocols are used during the induction 
     process pursuant to subsection (d)(1)(E).
       ``(3) Conduct of evaluation.--The evaluation described in 
     subsection (e)(1) shall be conducted by the State, 
     institutions of higher education, or an external agency that 
     is experienced in conducting qualitative research, and shall 
     be developed in collaboration with groups such as--
       ``(A) experienced educators with track records of success 
     in the classroom;
       ``(B) institutions of higher education involved with 
     teacher induction and professional development located within 
     the State; and
       ``(C) local teacher organizations.
       ``(f) Integration and Alignment.--The comprehensive 
     induction and high-quality mentoring required under 
     subsection (d)(1) and the high-impact professional 
     development required under subsection (d)(2) shall be--
       ``(1) integrated and aligned; and
       ``(2) aligned with the State's school improvement efforts 
     under sections 1116 and 1117.
       ``(g) Eligible Entities.--The assistance required to be 
     provided under subsection (d) may be provided--
       ``(1) by the local educational agency; or
       ``(2) by the local educational agency, in collaboration 
     with the State educational agency, an institution of higher 
     education, a nonprofit organization, a teacher organization, 
     an educational service agency, a teaching residency program, 
     or another entity with experience in helping schools improve 
     student achievement.
       ``(h) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this part 
     $500,000,000 for fiscal year 2008 and such sums as may be 
     necessary for each succeeding fiscal year.''.

     SEC. 5. HIGH IMPACT PROFESSIONAL DEVELOPMENT.

       Section 9101(34) (20 U.S.C. 7801(34)) is amended to read as 
     follows:
       ``(34) Professional development.--The term `professional 
     development' means a systematic school improvement strategy 
     that--
       ``(A) is designed to--
       ``(i) improve teachers' and principals' effectiveness in 
     improving student learning;
       ``(ii) accomplish other important school goals;
       ``(iii) foster collective responsibility for improved 
     student achievement; and
       ``(iv) engage established teams of teachers, principals, 
     and other instructional staff in ongoing professional 
     development designed to support and improve their 
     professional practice multiple times per week during the 
     regular work day and to the extent applicable and 
     practicable, by grade level and content area to--

       ``(I) evaluate student, teacher, and school learning needs 
     through a thorough review of data on student achievement;
       ``(II) define a clear set of educator learning goals based 
     on the rigorous analysis of the data;
       ``(III) achieve educator learning goals by implementing 
     coherent, sustained, evidenced-based, and content area 
     specific learning strategies, including lesson study, 
     developing formative assessments, and peer observations;
       ``(IV) regularly assess the effectiveness in achieving 
     identified learning goals, improving teaching, and assisting 
     all students in meeting challenging State student academic 
     achievement standards or other measures of student 
     achievement; and
       ``(V) inform ongoing improvements in teaching practice and 
     student learning;

       ``(B) is sustained, high-quality, intensive, and 
     comprehensive;
       ``(C) is content-centered, collaborative, school-embedded, 
     tied to practice, focused on student work, supported by 
     evidence-based research, and aligned with and designed to 
     help students meet challenging State academic content 
     standards and challenging State student academic achievement 
     standards;
       ``(D) includes sustained in-service activities to improve 
     and promote strong teaching skills--
       ``(i) in the core academic subjects;
       ``(ii) to integrate technology into the curriculum;
       ``(iii) to improve understanding and the use of student 
     assessments;
       ``(iv) to improve classroom management;
       ``(v) to address the identification of students' specific 
     learning needs, particularly students with disabilities, 
     students who are limited English proficient, students who are 
     gifted and talented, and students with low literacy levels, 
     and the tailoring of academic instruction to such needs;
       ``(vi) to apply empirical knowledge about teaching and 
     learning to their teaching practice and to their ongoing 
     classroom assessment of students; and
       ``(vii) to provide instruction on how to work with, 
     communicate with, and involve parents to foster academic 
     achievement;
       ``(E) includes sustained training and mentoring 
     opportunities that provide active learning and observational 
     opportunities for teachers to model effective practice, 
     review student work, deliver presentations, and improve 
     lesson planning;
       ``(F) is supported by school principals, including school-
     based coaches, mentors, or lead teachers when available, who 
     allocate time, resources, and structured facilitation to the 
     learning teams;
       ``(G) encourages and supports training of teachers, 
     principals, and administrators to effectively use and 
     integrate technology--
       ``(i) into curricula and instruction, including training to 
     improve the ability to collect, manage, and analyze data to 
     improve teaching, decisionmaking, school improvement efforts, 
     and accountability;
       ``(ii) to enhance learning by students with specific 
     learning needs, particularly students with disabilities, 
     students who are limited English proficient, students who are 
     gifted and talented, and students with low literacy levels; 
     and
       ``(iii) to improve the ability of teachers and 
     administrators to communicate with, work with, and involve 
     parents in their children's education;
       ``(H) is focused on content that is aligned with 
     challenging State student academic achievement standards, 
     curricula or curriculum materials, and assessments, as well 
     as related local educational agency and school improvement 
     and instructional goals; and
       ``(I) improves the academic content knowledge, as well as 
     knowledge to assess the student academic achievement and how 
     to use the results of such assessments to improve 
     instruction, of teachers in the subject matter or academic 
     content areas in which the teachers are considered highly 
     qualified.''.
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