,i #aacth ,,congress #ast ,session ,h4 ,r4 #bagc ,,in ,,the ,,house ,,of ,,representatives ,may #bc1 #bjac ,mr4 ,honda 7for himself and ,mrs4 ,napolitano7 introduced the following bill2 which was referred to the ,committee on ,education and the ,workforce ,a ,,bill ,to improve teacher quality1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,effective ,teaching and ,leading ,act4 #b4 ,findings and purposes 7a7 ,findings ,congress finds the following3 7#a7 ,teacher quality is the single most important in-school factor influencing student learning and achievement4 7#b7 ,a #bjjc study by ,richard ,ingersoll found that new teachers1 not just those in hard-to-staff schools1 face such challenging working conditions that nearly one-half leave the profession within their first #e years1 one-third leave within their first #c years1 and #ad percent leave by the end of their first year4 7#c7 ,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 #g1cjj1jjj1jjj annually4 7#d7 ,a randomized controlled trial of comprehensive teacher induction1 sponsored by the ,institute of ,education ,sciences found that beginning teachers who received #b years of induction support produced greater student learning gains as a result1 the equivalent of a student moving from the #ejth to #ehth percentile in mathematics achievement and from the #ejth to #edth percentile in reading achievement4 7#e7 ,research by ,thomas ,smith1 ,richard ,ingersoll1 ,michael ,strong1 ,anthony ,villar1 and ,jonah ,rockoff has shown that comprehensive mentoring and induction reduces teacher attrition by as much as one-half and strengthens new teacher effectiveness4 7#f7 ,a recent ,school ,redesign ,network at ,stanford ,university and ,national ,staff ,development ,council report by ,linda ,darling-,hammond1 ,ruth ,chung ,wei1 ,alethea ,andree1 ,nikole ,richardson1 and ,stelios ,orphanos found that-- 7,a7 a set of programs that offered substantial contact hours of professional development 7ranging from #cj to #ajj hours in total7 spread over #f to #ab months showed a positive and significant effect on student achievement gains2 and 7,b7 intensive professional development1 especially when it includes applications of knowledge to teachers' planning and instruction1 has a greater chance of influencing teacher practices1 and in turn1 leading to gains in student learning1 and such intensive professional development has shown a positive and significant effect on student achievement gains1 in some cases by approximately #ba percentile points4 7#g7 ,teachers can acquire and use new knowledge and skills in their instruction when provided with adequate opportunities to learn1 according to ,student ,achievement ,through ,staff ,development published by ,,ascd1 which found that more than #ij percent of participants attained skill proficiency if it includes theory presentation1 demonstration1 practice1 and peer coaching4 7#h7 ,recent reports from the ,center for ,american ,progress1 ,education ,sector1 ,hope ,street ,group1 and the ,new ,teacher ,project have collectively demonstrated the significant flaws in current teacher evaluation and implementation1 and the necessity for redesigning these systems and linking such evaluation to individualized feedback and substantive targeted support in order to ensure effective teaching4 7#i7 ,research by ,kenneth ,leithwood1 ,karen ,seashore ,louis1 ,stephen ,anderson1 and ,kyla ,wahlstrom found that-- 7,a7 leadership is second only to classroom instruction among school-related factors that influence student outcomes2 and 7,b7 direct and indirect leadership effects account for about one-quarter of total school effects on student learning4 7#aj7 ,research by ,charles ,clotfelter1 ,helen ,ladd1 ,kenneth ,leithwood1 ,anthony ,milanowski1 and the ,new ,teacher ,center has shown that the quality of working conditions1 particularly supportive school leadership1 impacts student academic achievement and teacher recruitment1 retention1 and effectiveness4 7#aa7 ,since #aife1 more than #fj education and library studies have produced clear evidence that school libraries staffed by qualified librarians have a positive impact on student academic achievement1 with a recent analysis of reading scores from #bjjd-bjji showing that fewer librarians translated to lower performance1 or a slower rise in scores1 on standardized tests4 7b7 ,purposes ,the purposes of this ,act are to build capacity for developing effective teachers and principals in our ,nation's schools through-- 7#a7 the redesign of teacher and principal evaluation and assessment systems2 7#b7 comprehensive1 high-quality1 rigorous1 multi-year induction and mentoring programs for beginning teachers1 principals1 and other school leaders2 7#c7 systematic1 sustained1 and coherent professional development for all teachers that is team-based and job-embedded2 7#d7 systematic1 sustained1 and coherent professional development for school principals1 other school leaders1 school librarians1 paraprofessionals1 and other staff2 and 7#e7 increased teacher leadership opportunities1 including compensation for teacher leaders who take on new roles in providing school-based professional development1 mentoring1 rigorous evaluation1 and instructional coaching4 #c4 ,definitions ,section #iaja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja7 is amended-- 7#a7 by striking paragraph 7#cd7 and inserting the following3 7#cd7 ,professional development ,the term professional development means comprehensive1 sustained1 and intensive support1 provided for teachers1 principals1 school librarians1 other school leaders1 and other instructional staff1 that-- 7,a7 fosters collective responsibility for improved student learning2 7,b7 is designed and implemented in a manner that increases teacher1 principal1 school librarian1 other school leader1 paraprofessional1 and other instructional staff effectiveness in improving student learning and strengthening classroom practice2 7,c7 analyzes and uses-- 7i7 real-time data and information collected from-- 7,i7 evidence of student learning2 7,,ii7 evidence of classroom practice2 and 7,,iii7 the ,state's longitudinal data system2 and 7ii7 other relevant data collected by the school or local educational agency2 7,d7 is aligned with-- 7i7 rigorous ,state student academic achievement standards developed under section #aaaa7;b77#a72 7ii7 related academic and school improvement goals of the school1 local educational agency1 and statewide curriculum2 7iii7 statewide and local curricula2 and 7iv7 rigorous standards of professional practice and development2 7,e7 includes frequently scheduled1 significant blocks of time during the regular school day among established collaborative teams of teachers1 principals1 school librarians1 other school leaders1 and other instructional staff1 by grade level and content area 7to the extent applicable and practicable71 which teams engage in a continuous cycle of professional learning and improvement that-- 7i7 identifies1 reviews1 and analyzes-- 7,i7 evidence of student learning2 and 7,,ii7 evidence of classroom practice2 7ii7 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 practice2 7iii7 develops and implements coherent1 sustained1 and evidenced-based professional development strategies to meet such goals 7including through instructional coaching1 lesson study1 and study groups organized at the school1 team1 or individual levels72 7iv7 provides learning opportunities for teachers to collectively develop and refine student learning goals and the teachers' instructional practices and the use of formative assessment2 7v7 provides an effective mechanism to support the transfer of new knowledge and skills to the classroom 7including utilizing teacher leaders1 instructional coaches1 school librarians1 and content experts to support such transfer72 and 7vi7 provides opportunities for follow-up1 observation1 and formative feedback and assessment of the teacher's classroom practice1 on a regular basis and in a manner that allows each such teacher to identify areas of classroom practice that need to be strengthened1 refined1 and improved2 7,f7 regularly assesses the effectiveness of the support1 and uses such assessments to inform ongoing improvements1 in-- 7i7 improving student learning2 and 7ii7 strengthening classroom practice2 and 7,g7 supports the recruiting1 hiring1 and training of highly qualified teachers1 including teachers who become highly qualified through ,state and local alternative routes to certification or licensure4 2 7#b7 by adding at the end the following3 7#dd7 ,evidence of classroom practice ,the term evidence of classroom practice means evidence of practice gathered from a classroom through multiple formats and sources1 including some or all of the following3 7,a7 ,demonstration of effective teaching skills4 7,b7 ,classroom observations based on rigorous teacher performance standards or rubrics4 7,c7 ,student work4 7,d7 ,teacher portfolios4 7,e7 ,videos of teacher practice4 7,f7 ,lesson plans4 7,g7 ,information on the extent to which the teacher collaborates and shares best practices with other teachers and instructional staff4 7,h7 ,information on the teacher's successful use of research and data4 7,i7 ,parent1 student1 and peer feedback4 7#de7 ,evidence of student learning ,the term evidence of student learning means multiple measures of student learning that shall include the following3 7,a7 ,valid and reliable student assessment data1 which may include data-- 7i7 based on-- 7,i7 student learning gains on ,state student academic assessments under section #aaaa7;b77#c72 or 7,,ii7 student academic achievement assessments used at the national1 state1 or district levels1 where available and appropriate for the curriculum and students taught2 7ii7 from classroom-based formative assessments2 7iii7 from classroom-based summative assessments2 and 7iv7 from objective performance-based assessments4 7,b7 ,at least one of the following additional measures3 7i7 ,student work1 including measures of performance criteria and evidence of student growth4 7ii7 ,teacher-generated information about student goals and growth4 7iii7 ,parental feedback about student goals and growth4 7iv7 ,student feedback about learning and teaching supports4 7v7 ,assessments of affective engagement and self-efficacy4 7vi7 ,other appropriate measures1 as determined by the ,state4 7#df7 ,lowest achieving school ,the term lowest achieving school means a school served by a local educational agency that-- 7,a7 is failing to make adequate yearly progress as described in section #aaaa7;b77#b71 for the greatest number of subgroups described in section #aaaa7;b77#b77;,c77v7 and by the greatest margins1 as compared to the other schools served by the local educational agency2 and 7,b7 in the case of a secondary school1 has a graduation rate of less than #fe percent4 7#dg7 ,school leader ,the term school leader means an individual who-- 7,a7 is an employee or officer of a school2 and 7,b7 is responsible for-- 7i7 the school's performance2 and 7ii7 the daily instructional and managerial operations of the school4 7#dh7 ,teaching skills ,the term teaching skills means skills that enable a teacher to-- 7,a7 increase student learning1 achievement1 and the ability to apply knowledge2 7,b7 effectively convey and explain academic subject matter2 7,c7 actively engage students and personalize learning2 7,d7 effectively teach higher-order analytical1 evaluation1 problem-solving1 and communication skills2 7,e7 develop and effectively apply new knowledge1 skills1 and practices2 7,f7 employ strategies grounded in the disciplines of teaching and learning that-- 7i7 are based on empirically based practice and scientifically valid research1 where applicable1 related to teaching and learning2 7ii7 are specific to academic subject matter2 7iii7 focus on the identification of students' specific learning needs1 7including children with disabilities1 ,english language learners1 students who are gifted and talented1 and students with low literacy levels71 and the tailoring of academic instruction to such needs2 and 7iv7 enable effective inclusion of children with disabilities and ,english language learners1 including the utilization of-- 7,i7 response to intervention2 7,,ii7 positive behavioral supports2 7,,iii7 differentiated instruction2 7,,iv7 universal design of learning2 7,v7 appropriate accommodations for instruction and assessments2 7,,vi7 collaboration skills2 7,,vii7 skill in effectively participating in individualized education program meetings required under section #fad of the ,individuals with ,disabilities ,education ,act2 and 7,,viii7 evidence-based strategies to meet the linguistic and academic needs of ,english language learners2 7,g7 conduct an ongoing assessment of student learning1 which may include the use of formative assessments1 performance-based assessments1 project-based assessments1 or portfolio assessments1 that measures higher-order thinking skills 7including application1 analysis1 synthesis1 and evaluation72 7,h7 effectively manage a classroom1 including the ability to implement positive behavioral support strategies2 7,i7 communicate and work with parents1 and involve parents in their children's education2 and 7,j7 use age-appropriate and developmentally appropriate strategies and practices4 7#di7 ,formative assessment ,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 outcomes4 2 and 7#c7 by redesignating paragraphs 7#a7 through 7#ci71 the undesignated paragraph following paragraph 7#ci71 and paragraphs 7#da7 through 7#di7 7as amended by this section7 as paragraphs 7#a7 through 7#ah71 7#ba71 7#bb71 7#bd7 through 7#bi71 7#ca7 through 7#dj71 7#db7 through 7#dg71 7#di71 7#ai71 7#bj71 7#cj71 7#da71 7#dh71 and 7#bc71 respectively4 #d4 ,school improvement ,section #ajjc7;g77#e7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcjc7;g77#e77 is amended-- 7#a7 in subparagraph 7,b71 by striking and after the semicolon2 7#b7 in subparagraph 7,c71 by striking the period and inserting 2 and2 and 7#c7 by adding at the end the following3 7,d7 permitted to be used to supplement the activities required under section #bejb4 4 #e4 ,teacher and principal professional development and support 7a7 ,in general ,title ,,ii of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffja et seq47 is amended by adding at the end the following3 ,e ,building school capacity for effective teaching and leadership #beja4 ,local school improvement activities 7a7 ,subgrants to local educational agencies 7#a7 ,grants ,from amounts made available under section #beje1 the ,secretary shall award grants1 through allotments under paragraph 7#c77;,a71 to ,states to enable the ,states to award subgrants to local educational agencies under this part4 7#b7 ,reservations ,a ,state that receives a grant under this part for a fiscal year shall-- 7,a7 reserve #ie percent of the funds made available through the grant to make subgrants1 through allocations under paragraph 7#c77;,b71 to local educational agencies2 and 7,b7 use the remainder of the funds for-- 7i7 administrative activities and technical assistance in helping local educational agencies carry out this part2 7ii7 statewide capacity building strategies to support local educational agencies in the implementation of the required activities under section #bejb2 and 7iii7 conducting the evaluation required under section #bejd4 7#c7 ,formulas 7,a7 ,allotments ,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 year1 as the allotment provided to the ,state under section #baaa7;b7 for such year bears to the total amount available under such section #baaa7;b7 for such allotments for such year4 7,b7 ,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 under this part for such allocations for the fiscal year1 as the allocation provided to the local educational agency under section #baba7;a7 for such year bears to the total amount available for such allocations for such year4 7#d7 ,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 #bejb7;a7 in each lowest achieving school served by the local educational agency-- 7,a7 that demonstrates the greatest need for subgrant funds based on the data analysis described in subsection 7b77#c72 and 7,b7 in which not less than #dj percent of the students enrolled in the school are eligible for a free or reduced price lunch under the ,richard ,b4 ,russell ,national ,school ,lunch ,act 7#db ,u4,s4,c4 #agea et seq474 7b7 ,local educational agency application 7#a7 ,in general ,to be eligible to receive a subgrant under this part1 a local educational agency shall submit to the ,state educational agency an application described in paragraph 7#b71 and a summary of the data analysis conducted under paragraph 7#c71 at such time1 in such manner1 and containing such information as the ,state educational agency may reasonably require4 7#b7 ,contents of application ,each application submitted pursuant to paragraph 7#a7 shall include-- 7,a7 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 #bejb1 including-- 7i7 developing and implementing the teacher and principal evaluation system pursuant to section #bejb7;a77#c72 7ii7 implementing teacher induction programs pursuant to section #bejb7;a77#a72 7iii7 providing effective professional development in accordance with section #bejb7;a77#b72 7iv7 implementing mentoring1 coaching1 and sustained professional development for school principals and other school leaders pursuant to section #bejb7;a77#d72 and 7v7 providing significant and sustainable teacher stipends1 pursuant to section #bejb7;a77#f72 7,b7 a description of how the local educational agency will-- 7i7 conduct and utilize valid and reliable surveys pursuant to section #bejb7;b72 and 7ii7 ensure that such programs are integrated and aligned pursuant to section #bejb7;c72 7,c7 7i7 a description of how the local educational agency will use subgrant funds to target and support the lowest achieving schools described in subsection 7a77#d7 before using funds for other lowest achieving schools2 and 7ii7 a list that identifies all of the lowest achieving schools that will be assisted under the subgrant2 7,d7 a description of how the local educational agency will enable effective inclusion of children with disabilities and ,english language learners1 including through utilization by the teachers1 principals1 and other school leaders of the local educational agency of-- 7i7 response to intervention2 7ii7 positive behavioral supports2 7iii7 differentiated instruction2 7iv7 universal design of learning2 7v7 appropriate accommodations for instruction and assessments2 7vi7 collaboration skills2 7vii7 skill in effectively participating in individualized education program meetings required under section #fad of the ,individuals with ,disabilities ,education ,act2 and 7viii7 evidence-based strategies to meet the linguistic and academic needs of ,english language learners2 7,e7 a description of how the local educational agency will assist the lowest achieving schools in utilizing real-time student learning data1 based on evidence of student learning and evidence of classroom practice1 to-- 7i7 inform instruction2 and 7ii7 inform professional development for teachers1 mentors1 principals1 and other school leaders2 7,f7 a description of how the programs and assistance provided under section #bejb will be managed and designed1 including a description of the division of labor and different roles and responsibilities of local educational agency central office staff members1 school leaders1 teacher leaders1 coaches1 mentors1 and evaluators2 and 7,g7 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 principals1 improve induction programs1 and strengthen professional development4 7#c7 ,data analysis ,a local educational agency desiring a subgrant under this part shall1 prior to applying for the subgrant1 conduct a data analysis of each school served by the local educational agency1 based on data and information collected from evidence of student learning1 evidence of classroom practice1 and the ,state's longitudinal data system1 in order to-- 7,a7 determine which schools have the most critical teacher1 principal1 school librarian1 and other school leader quality1 effectiveness1 and professional development needs2 and 7,b7 allow the local educational agency to identify the specific needs regarding the quality1 effectiveness1 and professional development needs of the school's teachers1 principals1 librarians1 and other school leaders1 including with respect to instruction provided for individual student subgroups 7including children with disabilities and ,english language learners7 and specific grade levels and content areas4 7#d7 ,joint development and submission 7,a7 ,in general ,except as provided in subparagraph 7,b71 a local educational agency shall-- 7i7 jointly develop the application and data analysis framework under this subsection with local organizations representing the teachers1 principals1 and other school leaders in the local educational agency2 and 7ii7 submit the application and data analysis in partnership with such local teacher1 principal1 and school leader organizations4 7,b7 ,exception ,a ,state may1 after consultation with the ,secretary1 consider an application from a local educational agency that is not jointly developed and submitted in accordance with subparagraph 7,a7 if the application includes documentation of the local educational agency's extensive attempt to work jointly with local teacher1 principal1 and school leader organizations4 #bejb4 ,use of funds 7a7 ,induction1 professional development1 and evaluation system ,a 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 induction1 professional development1 and evaluation4 ,such system shall be developed1 implemented1 and evaluated in collaboration with local teacher1 principal1 and school leader organizations and local teacher1 principal1 and school leader preparation programs and shall provide assistance to each school that the local educational agency has identified under section #beja7;b77#b77;,c77ii71 to-- 7#a7 implement a comprehensive1 coherent1 high-quality formalized induction program for beginning teachers during not less than the teachers' first #b years of full-time employment as teachers with the local educational agency1 that shall include-- 7,a7 rigorous mentor selection by school or local educational agency leaders with mentoring and instructional expertise1 including requirements that the mentor demonstrate-- 7i7 a proven track record of improving student learning2 7ii7 strong interpersonal skills2 7iii7 exemplary teaching skills1 particularly with diverse learners1 including children with disabilities and ,english language learners2 7iv7 not less than #e years teaching experience2 7v7 commitment to personal and professional growth and learning1 such as ,national ,board for ,professional ,teaching ,standards certification2 7vi7 willingness and experience in using real-time data1 as well as school and classroom level practices that have demonstrated the capacity to-- 7,i7 improve student learning and classroom practice2 and 7,,ii7 inform instruction and professional growth2 7vii7 a commitment to participate in professional development throughout the year to develop the knowledge and skills related to effective mentoring2 and 7viii7 the ability to improve the effectiveness of the mentor's mentees1 as assessed by the evaluation system described in paragraph 7#c72 7,b7 a program of high-quality1 intensive1 and ongoing mentoring and mentor-teacher interactions that-- 7i7 ensures that new teachers are supported in ways that help improve content-specific knowledge and pedagogy1 including by matching mentors with beginning teachers by grade level and content area2 7ii7 assists each beginning teacher in-- 7,i7 analyzing data based on the beginning teacher's evidence of student learning and evidence of classroom practice1 and utilizing research-based instructional strategies1 including differentiated instruction1 to inform and strengthen such practice2 7,,ii7 developing and enhancing effective teaching skills2 7,,iii7 enabling effective inclusion of children with disabilities and ,english language learners1 including through the utilization of-- 7aa7 response to intervention2 7bb7 positive behavioral supports2 7cc7 differentiated instruction2 7dd7 universal design of learning2 7ee7 appropriate accommodations for instruction and assessments2 7ff7 collaboration skills2 7gg7 skill in effectively participating in individualized education program meetings required under section #fad of the ,individuals with ,disabilities ,education ,act2 and 7hh7 evidence-based strategies to meet the linguistic and academic needs of ,english language learners2 7,,iv7 using formative evaluations to-- 7aa7 collect and analyze classroom-level data2 7bb7 foster evidence-based discussions2 7cc7 provide opportunities for self assessment2 7dd7 examine classroom practice2 and 7ee7 establish goals for professional growth2 and 7,v7 achieving the goals of the school1 district1 and statewide curricula2 7iii7 provides regular and ongoing opportunities for beginning teachers to observe exemplary teaching in classroom settings during the school day2 7iv7 aligns with the mission and goals of the local educational agency and school2 7v7 7,i7 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 practice2 and 7,,ii7 guides1 monitors1 and assesses the beginning teacher's progress toward such goals2 7vi7 assigns not more than #ab beginning teacher mentees to a mentor who is released full-time from classroom teaching1 and reduces such maximum number of mentees proportionately for a mentor who works on a part-times basis2 7vii7 provides joint professional development opportunities for mentors and beginning teachers2 7viii7 may include the use of master teachers to support mentors or other teachers2 and 7ix7 improves student learning and classroom practice1 as measured by the evaluation system described in paragraph 7#c72 7,c7 paid school release time that allows for at least weekly high-quality mentoring and mentor-teacher interactions2 7,d7 foundational training and ongoing professional development for mentors that support the high-quality mentoring and mentor-teacher interactions described in subparagraph 7,b72 7,e7 use of research-based teaching standards1 formative assessments1 teacher portfolio processes 7such as the ,national ,board for ,professional ,teaching ,standards certification process71 and teacher development protocols that support the high-quality mentoring and mentor-teacher interactions described in subparagraph 7,b72 and 7,f7 feedback on the performance of beginning teachers to local teacher preparation programs and recommendations for improving such programs2 7#b7 implement high-quality effective professional development for teachers1 principals1 school librarians1 and other school leaders serving the schools targeted for assistance under the subgrant2 7#c7 develop and implement a rigorous1 transparent1 and equitable teacher and principal evaluation system for all schools served by the local educational agency that-- 7,a7 7i7 provides formative individualized feedback to teachers and principals on areas for improvement2 7ii7 provides for substantive support and interventions targeted specifically on such areas of improvement2 and 7iii7 results in summative evaluations2 7,b7 differentiates the effectiveness of teachers and principals using multiple rating categories that take into account evidence of student learning2 7,c7 shall be developed1 implemented1 and evaluated in partnership with local teacher and principal organizations2 and 7,d7 includes-- 7i7 valid1 clearly defined1 and reliable performance standards and rubrics for teacher evaluation based on multiple performance measures1 which shall include a combination of-- 7,i7 evidence of classroom practice2 and 7,,ii7 evidence of student learning as a significant factor2 7ii7 valid1 clearly defined1 and reliable performance standards and rubrics for principal evaluation based on multiple performance measures of student learning and leadership skills1 which standards shall include-- 7,i7 planning and articulating a shared and coherent schoolwide direction and policy for achieving high standards of student performance2 7,,ii7 identifying and implementing the activities and rigorous curriculum necessary for achieving such standards of student performance2 7,,iii7 supporting a culture of learning1 collaboration1 and professional behavior and ensuring quality measures of instructional practice2 7,,iv7 communicating and engaging parents1 families1 and other external communities2 and 7,v7 collecting1 analyzing1 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 accountability2 7iii7 multiple and distinct rating options that allow evaluators to-- 7,i7 conduct multiple classroom observations throughout the school year2 7,,ii7 examine the impact of the teacher or principal on evidence of student learning and evidence of classroom practice2 7,,iii7 specifically describe and compare differences in performance1 growth1 and development2 and 7,,iv7 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 strengthened1 refined1 and improved2 7iv7 implementing a formative and summative evaluation process based on the performance standards established under clauses 7i7 and 7ii72 7v7 rigorous training for evaluators on the performance standards established under clauses 7i7 and 7ii7 and the process of conducting effective evaluations1 including how to provide specific feedback and improve teaching and principal practice based on evaluation results2 7vi7 regular monitoring and assessment of the quality and fairness of the evaluation system and the evaluators' judgements1 including with respect to-- 7,i7 inter-rater reliability1 including independent or third-party reviews2 7,,ii7 student assessments used in the evaluation system2 7,,iii7 the performance standards established under clauses 7i7 and 7ii72 7,,iv7 training and qualifications of evaluators2 and 7,v7 timeliness of teacher and principal evaluations and feedback2 7vii7 a plan and substantive targeted support for teachers and principals who fail to meet the performance standards established under clauses 7i7 and 7ii72 7viii7 a streamlined1 transparent1 fair1 and objective due process for documentation and removal of teachers and principals who fail to meet such performance standards1 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 principals2 and 7ix7 in the case of a local educational agency in a ,state that has a ,state evaluation framework1 the alignment of the local educational agency's evaluation system with1 at a minimum1 such framework and the requirements of this paragraph2 7#d7 implement ongoing high-quality support1 coaching1 and professional development for principals and other school leaders serving the schools targeted for assistance under such subgrant1 which shall-- 7,a7 include a comprehensive1 coherent1 high-quality formalized induction program outside the supervisory structure for beginning principals and other school leaders1 during not less than the principals' and other school leaders' first #b years of full-time employment as a principal or other school leader in the local educational agency1 to develop and improve the knowledge and skills described in subparagraph 7,b71 including-- 7i7 a rigorous mentor or coach selection process based on exemplary administrative expertise and experience2 7ii7 a program of ongoing opportunities throughout the school year for the mentoring or coaching of beginning principals and other school leaders1 including opportunities for regular observation and feedback2 7iii7 foundational training and ongoing professional development for mentors or coaches2 and 7iv7 the use of research-based leadership standards1 formative and summative assessments1 or principal and other school leader protocols 7such as the ,national ,board for ,professional ,teaching ,standards ,certification for ,educational ,leaders program or the #bjjh ,interstate ,school ,leaders ,licensure ,consortium ,standards72 7,b7 improve the knowledge and skills of school principals and other school leaders in-- 7i7 planning and articulating a shared and clear schoolwide direction1 vision1 and strategy for achieving high standards of student performance2 7ii7 identifying and implementing the activities and rigorous student curriculum and assessments necessary for achieving such standards of performance2 7iii7 managing and supporting a collaborative culture of ongoing learning and professional development and ensuring quality evidence of classroom practice 7including shared or distributive leadership and providing timely and constructive feedback to teachers to improve student learning and strengthen classroom practice72 7iv7 communicating and engaging parents1 families1 and local communities and organizations 7including engaging in partnerships among elementary schools1 secondary schools1 and institutions of higher education to ensure the vertical alignment of student learning outcomes72 7v7 collecting1 analyzing1 and utilizing data and other tangible evidence of student learning and classroom practice 7including the use of formative and summative assessments7 to-- 7,i7 guide decisions and actions for continuous instructional improvement2 and 7,,ii7 ensure performance accountability2 7vi7 managing resources and school time to ensure a safe and effective student learning environment2 and 7vii7 designing and implementing strategies for differentiated instruction and effectively identifying and educating diverse learners1 including children with disabilities and ,english language learners2 and 7,c7 provide feedback on the performance of beginning principals and other school leaders to local principal and leader preparation programs and recommendations for improving such programs2 7#e7 7,a7 create or enhance opportunities for teachers and school librarians to assume new school leadership roles and responsibilities1 including-- 7i7 serving as mentors1 instructional coaches1 or master teachers2 or 7ii7 assuming increased responsibility for professional development activities1 curriculum development1 or school improvement and leadership activities2 and 7,b7 provide training for teachers who assume such school leadership roles and responsibilities2 and 7#f7 provide significant and sustainable stipends above a teacher's base salary for teachers that serve as mentors1 instructional coaches1 teacher leaders1 or evaluators under the programs described in this subsection4 7b7 ,survey ,a local educational agency receiving a subgrant under this part shall conduct a valid and reliable full population survey of teaching and learning1 at the school and local educational agency level1 and include1 as topics in the survey1 not less than the following elements essential to improving student learning and retaining effective teachers3 7#a7 ,instructional planning time4 7#b7 ,school leadership4 7#c7 ,decisionmaking processes4 7#d7 ,professional development4 7#e7 ,facilities and resources1 including the school library4 7#f7 ,beginning teacher induction4 7#g7 ,school safety and environment4 7c7 ,integration and alignment ,the system described in subsection 7a7 shall-- 7#a7 integrate and align all of the activities described in such subsection2 7#b7 be informed by1 and integrated with1 the results of the survey described in subsection 7b72 7#c7 be aligned with the ,state's school improvement efforts under sections #aaaf and #aaag2 and 7#d7 be aligned with the programs funded under title ,,ii of the ,higher ,education ,act of #aife and other professional development programs authorized under this ,act4 7d7 ,eligible entities ,the assistance required to be provided under this section may be provided-- 7#a7 by the local educational agency2 or 7#b7 by the local educational agency1 in collaboration with-- 7,a7 the ,state educational agency2 7,b7 an institution of higher education2 7,c7 a nonprofit organization2 7,d7 a teacher organization2 7,e7 a principal or school leader organization2 7,f7 an educational service agency2 7,g7 a teaching residency program2 or 7,h7 another nonprofit entity with experience in helping schools improve student achievement4 #bejc4 ,rule of ,construction ,nothing in this part shall be construed to alter or otherwise affect the rights1 remedies1 and procedures afforded school or school district employees under ,federal1 ,state1 or local laws 7including applicable regulations or court orders7 or under the terms of collective bargaining agreements1 memoranda of understanding1 or other agreements between such employees and their employers4 #bejd4 ,program evaluation 7a7 ,in general ,each program required under section #bejb7;a7 shall include a formal evaluation system to determine1 at a minimum1 the effectiveness of each such program on-- 7#a7 student learning2 7#b7 retaining teachers and principals1 including differentiating the retainment data by profession and by the level of performance of the teachers and principals1 based on the evaluation system described in section #bejb7;a77#c72 7#c7 teacher1 principal1 and other school leader practice1 which shall include1 for teachers and principals1 practice measured by the teacher and principal evaluation system described in section #bejb7;a77#c72 7#d7 student graduation rates1 as applicable2 7#e7 teaching1 learning1 and working conditions2 7#f7 parent1 family1 and community involvement and satisfaction2 7#g7 student attendance rates2 7#h7 teacher and principal satisfaction2 and 7#i7 student behavior4 7b7 ,local educational agency and school effectiveness ,the formal evaluation system described in subsection 7a7 shall also measure the effectiveness of the local educational agency and school in-- 7#a7 implementing the comprehensive induction program described in section #bejb7;a77#a72 7#b7 implementing high-quality professional development described in section #bejb7;a77#b72 7#c7 developing and implementing a rigorous1 transparent1 and equitable teacher and principal evaluation system described in section #bejb7;a77#c72 7#d7 implementing mentoring1 coaching1 and professional development for school principals and other school leaders described in section #bejb7;a77#d72 7#e7 ensuring that mentors1 teachers1 and schools are using data to inform instructional practices2 and 7#f7 ensuring that the comprehensive induction and high-quality mentoring required under section #bejb7;a77#a7 and the high impact professional development required under section #bejb7;a77#b7 are integrated and aligned with the ,state's school improvement efforts under sections #aaaf and #aaag4 7c7 ,conduct of evaluation ,the evaluation described in subsection 7a7 shall be-- 7#a7 conducted by the ,state1 an institution of higher education1 or an external agency that is experienced in conducting such evaluations2 and 7#b7 developed in collaboration with groups such as-- 7,a7 experienced educators with track records of success in the classroom2 7,b7 institutions of higher education involved with teacher induction and professional development located within the ,state2 and 7,c7 local teacher1 principal1 and school leader organizations4 7d7 ,dissemination 7#a7 ,in general ,the results of the evaluation described in subsection 7a7 shall be submitted to the ,secretary4 7#b7 ,dissemination ,the ,secretary shall make the results of each evaluation described in subsection 7a7 available to ,states1 local educational agencies1 and the public4 #beje4 ,authorization of appropriations ,there are authorized to be appropriated to carry out this part such sums as may be necessary for fiscal year #bjad and each succeeding fiscal year4 4 7b7 ,table of contents ,the table of contents in section #b of the ,elementary and ,secondary ,education ,act of #aife is amended by inserting after the item relating to section #bdda the following3 ,part ,e--,building ,school ,capacity for ,effective ,teaching and ,leadership ,sec4 #beja4 ,local school improvement activities4 ,sec4 #bejb4 ,use of funds4 ,sec4 #bejc4 ,rule of ,construction4 ,sec4 #bejd4 ,program evaluation4 ,sec4 #beje4 ,authorization of appropriations4 4