,i #aacth ,,congress #b;d ,session ,h4 ,r4 #dbfi ,,in ,,the ,,house ,,of ,,representatives ,march #ad1 #bjad ,mr4 ,polis 7for himself and ,mr4 ,payne7 introduced the following bill2 which was referred to the ,committee on ,education and the ,workforce ,a ,,bill ,to amend the ,elementary and ,secondary ,education ,act of #aife to improve teacher and principal effectiveness1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,great ,teaching and ,leading for ,great ,schools ,act of #bjad4 #b4 ,state application ,section #baab7;b7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffab7;b77 is amended-- 7#a7 in paragraph 7#e77;,b71 by inserting and principals after to ensure that teachers2 7#b7 by amending paragraph 7#f7 to read as follows3 7#f7 ,a description of how the ,state educational agency will encourage the development of proven1 innovative strategies to deliver intensive professional development programs that are both cost-effective and easily accessible1 such as-- 7,a7 strategies that involve delivery through the use of technology1 peer networks1 and distance learning2 7,b7 providing protected release time for educators to engage in collaborative team-based learning multiple times per week or several hours per week2 and 7,c7 leveraging resources such as teaching or leadership standards1 formative assessments1 teacher portfolio processes1 evidence-based instructional practices1 and educator development protocols to guide educator learning4 2 7#c7 by amending paragraph 7#g77;,a7 to read as follows3 7#g7 7,a7 ,a description of how the ,state educational agency will ensure compliance with the requirements for professional development activities described in section #iaja and-- 7i7 include educator input1 including that of teachers and principals1 in the development1 implementation1 and revision of the system of professional learning2 7ii7 conduct a formal evaluation system under section #baac7;c77#e7 to evaluate the effectiveness of the system of professional learning described in paragraph 7#ac7 using funds under this subpart and subpart #b2 and 7iii7 prepare1 support1 utilize1 and incentivize internal principals1 assistant principals1 teacher leaders1 coaches1 or content experts to facilitate school-based professional learning4 2 7#d7 in paragraph 7#h7-- 7,a7 by striking teachers and inserting educators2 and 7,b7 by inserting and aligned with the individualized professional development goals informed by educator evaluations described in section #baac7;c77#d7 after subpart #b2 and 7#e7 by adding at the end the following new paragraph3 7#ac7 ,a description of how the ,state educational agency will assist schools in creating and implementing the teacher and principal evaluation system described in section #baac7;c77#d74 4 #c4 ,state use of funds 7a7 ,in general ,section #baac7;a77#c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffac7;a77#c77 is amended by adding at the end the following 1 except that not less than #ej percent of such funds shall be used for programs and activities to improve principal effectiveness4 7b7 ,state activities ,section #baac7;c7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffac7;c77 is amended-- 7#a7 in the matter preceding paragraph 7#a71 by striking one or more of the following activities and inserting the activities described in paragraphs 7#d7 and 7#e7 of this subsection and may use such funds to carry out one or more of the following other activities2 7#b7 in paragraph 7#a7-- 7,a7 by striking 7#a7 and inserting 7#a7 ,certification and licensure4--2 7,b7 in subparagraph 7,a71 by striking 2 and and inserting a semicolon2 7,c7 by amending subparagraph 7,b7 to read as follows3 7,b7 teacher certification 7including recertification7 or licensing requirements are aligned with challenging ,state academic content standards1 such as-- 7i7 implementing educator testing for subject matter knowledge2 and 7ii7 implementing educator testing for ,state certification or licensing1 including rigorous1 performance-based assessments that reflect the authentic work of teachers or principals and are consistent with title ,,ii of the ,higher ,education ,act of #aife2 2 and 7,d7 by striking subparagraph 7,c7 and inserting the following3 7,c7 funding projects that promote reciprocity of teacher and principal certification or licensing between or among ,states1 except that no reciprocity agreement developed under this subparagraph or developed using funds provided under this part may lead to the weakening of any ,state teaching certification or licensing requirement2 7,d7 teacher and principal licensure systems that provide a single license for entry into the profession for candidates who complete a ,state-approved teacher or principal preparation program 7whether the program is based at an institution of higher education1 local educational agency1 or non-profit organization7 and differentiate between-- 7i7 a preliminary license for new teachers or principals focused on a demonstration of the competencies necessary to teach or lead in a classroom or school2 and 7ii7 a professional license based on effectiveness1 which may include data from robust teacher and principal evaluation systems2 and 7,e7 programs are carried out that establish1 expand1 or improve alternative routes for ,state certification of teachers and principals1 especially in the areas of mathematics and science1 for highly qualified individuals with a baccalaureate or master's degree1 including mid-career professionals from other occupations1 paraprofessionals1 former military personnel1 and recent college or university graduates with records of academic distinction who demonstrate the potential to become highly effective teachers or principals4 2 7#c7 in paragraph 7#b7-- 7,a7 by striking 7#b7 and inserting 7#b7 ,support of teachers and principals4--2 7,b7 in the matter preceding subparagraph 7,a7-- 7i7 by striking teachers or principals and inserting teachers1 principals1 and principal managers2 and 7ii7 by inserting induction or before support for teachers and principals new to their profession2 7,c7 in subparagraph 7,a7-- 7i7 by striking teacher the first place it appears and inserting educator2 7ii7 by inserting coaching1 before team teaching2 and 7iii7 by striking 2 and and inserting a semicolon2 7,d7 in subparagraph 7,b7-- 7i7 by striking standards or assessments and inserting standards1 assessments1 or evaluation systems2 7ii7 by striking teachers and inserting educators2 and 7iii7 by striking the period at the end and inserting 2 and2 and 7,e7 by adding at the end the following new subparagraph3 7,c7 invest in the capacity of principals1 assistant principals1 and teacher leaders to evaluate and provide professional learning opportunities to teachers1 and in the capacity of principal managers to evaluate and provide professional learning opportunities for school leaders1 such as training principal managers1 principals1 assistant principals1 and teacher leaders on-- 7i7 a shared vision of teacher or principal performance based on the ,state's teaching or leadership standards2 7ii7 the use of teacher or principal evaluation and support systems2 7iii7 techniques for observing teacher or principal practice1 including how to integrate various data sources into a comprehensive assessment of educator effectiveness2 7iv7 methods for providing strong coaching and feedback2 and 7v7 the identification of differentiated learning1 including the creation of professional learning communities opportunities as part of a targeted growth plan4 2 7#d7 by striking paragraph 7#c7 and redesignating paragraph 7#d7 as paragraph 7#c72 7#e7 by amending paragraph 7#c71 as so redesignated to read as follows3 7#c7 ,recruitment and ,retention ,developing and implementing mechanisms to assist local educational agencies and schools in effectively recruiting and retaining effective educators1 including teachers1 specialists in core academic subjects1 teacher leaders1 assistant principals1 principals1 and pupil services personnel1 such as-- 7,a7 developing comprehensive performance-based compensation systems as part of the local educational agency's broader human capital management system2 7,b7 strategies that provide differentiated pay and recognition for teachers and principals based on effectiveness and increased responsibilities such as-- 7i7 incentives to work in high-need academic subjects or in high-poverty schools and districts2 7ii7 strategic staffing models that allow principals to bring a small team of effective educators to a low-performing school2 7iii7 increased autonomy in decisionmaking2 or 7iv7 opportunities to lead professional development activities for other educators2 and 7,c7 a center that-- 7i7 serves as a statewide clearinghouse for the recruitment and placement of kindergarten1 elementary school1 and secondary school teachers2 and 7ii7 establishes and carries out programs to improve educator recruitment and retention within the ,state4 2 and 7#f7 by striking paragraphs 7#e7 through 7#ah7 and inserting after paragraph 7#c71 as so redesignated1 the following new paragraphs3 7#d7 ,requirements for teacher evaluations ,developing and implementing an evaluation and support system for teachers that is based on multiple measures1 has not less than #c levels of performance ratings for teachers1 and includes the following minimum requirements3 7,a7 ,student academic outcomes 7i7 ,student academic growth ,a factor of the evaluation is based on student academic growth with respect to the ,state's academic standards1 as measured by-- 7,i7 student learning gains on the ,state's academic assessments administered under section #aaaa1 which may be used in combination with other valid and reliable academic outcome measures with respect to the ,state's academic standards for the school's students1 including students in each of the subgroups described in section #aaaa7;b77#b77;,c77v77,,ii7 7such as student learning objectives1 or teacher1 school1 or local educational agency assessments1 or student work 7such as papers1 portfolios1 and projects772 or 7,,ii7 for grades and subjects not covered by the ,state's academic assessments1 another valid and reliable assessment of student academic achievement1 as long as the assessment is used consistently by the local educational agency in which the teacher is employed for the grade or class for which the assessment is administered4 7ii7 ,graduation rates ,for a teacher in a secondary school1 a portion of the evaluation is based on improvement in the school's graduation rate1 when applicable1 or in the case of a secondary school with a graduation rate of more than #ij percent1 on maintaining such graduation rate4 7iii7 ,other academic outcomes ,a ,state may also choose to factor in other student academic outcomes1 such as rates of student enrollment in advanced-level coursework and student grade completion1 so long as student academic growth and graduation rates have a predominant focus in the factor of the evaluation relating to student academic outcomes4 7,b7 ,observations of teacher performance ,a portion of the evaluation is based on observations of the teacher's performance in the classroom by more than one trained and objective observer-- 7i7 that take place on several occasions during the school year for which the teacher is being evaluated2 and 7ii7 under which-- 7,i7 a teacher is evaluated against a rigorous rubric that defines multiple performance categories in alignment with the ,state's professional standards for teachers2 and 7,,ii7 observation ratings meaningfully differentiate among teachers' performance and bear a relationship to evidence of student academic growth with respect to the ,state's academic standards4 7,c7 ,meaningful differentiation ,the evaluation provides performance ratings that meaningfully differentiate among teacher performance using the performance ratings and levels described in paragraph 7#d74 7,d7 ,comparability of student gains ,the evaluation provides a measure of student learning gains that is comparable across the ,state for all teachers in grade levels and subject areas with a statewide assessment4 7,e7 ,comparability of results ,the evaluation provides results that are comparable1 at a minimum1 across all teachers within a grade level or subject area in the local educational agency in which the teacher is employed4 7#e7 ,requirements for principal evaluations ,developing and implementing an evaluation system for principals of schools that connects to a system of support and development1 and complies with the following minimum requirements3 7,a7 ,student academic outcomes 7i7 ,growth and attainment ,a factor of the evaluation is based on a focus on student academic growth1 student academic achievement1 and other academic outcome measures 7such as student learning objectives7 with respect to the ,state's academic standards of the school's students1 including students in each of the subgroups described in section #aaaa7;b77#b77;,c77v77,,ii74 7ii7 ,graduation rates ,for a principal of a secondary school1 a portion of the evaluation is based on improvements in the school's graduation rate1 when applicable1 or in the case of a secondary school with a graduation rate of more than #ij percent1 the success of the principal in maintaining such graduation rate4 7iii7 ,other academic outcomes ,a ,state may also choose to factor in other academic outcomes1 such as rates of taking advanced-level coursework and grade completion4 7,b7 ,support of effective teachers ,a portion of the evaluation is based on the recruitment1 development1 evaluation1 and retention of effective teachers4 7,c7 ,leadership practices ,a portion of the evaluation is based on the leadership practices of the principal1 as measured by observations of the principal and other relevant data evaluated against a rigorous rubric that defines multiple performance categories in alignment with the ,state's professional standards for principals4 7,d7 ,other leadership practices ,a portion of the evaluation is based on other leadership practices1 such as creating a school culture of high student achievement1 school planning and progress1 engaging families1 community1 and other stakeholders1 cultivating a positive environment for learning and teaching1 managing staff talent and development1 engaging in strategic planning and systems based on student learning and classroom practice data1 and focusing on personal leadership1 professional knowledge1 skills1 and improvement4 7,e7 ,report on summative ratings and student achievement ,each ,state reports to the ,secretary local educational agency-level data that compares aggregated summative evaluation results and correlations with student academic outcomes to demonstrate that the evaluation and support system-- 7i7 meaningfully differentiates among principals' performance2 and 7ii7 bears a strong relationship to evidence of student academic growth with respect to the ,state's academic standards4 7,f7 ,meaningful differentiation ,the evaluation provides performance ratings that meaningfully differentiate among principal performance using the not less than #c levels of performance ratings4 7,g7 ,comparability of results ,the evaluation provides annual summative results that are comparable across all principals within the local educational agency in which the principal is employed4 7#f7 ,support ,providing assistance to local educational agencies for the development and implementation of proven1 evidence-based strategies to deliver intensive1 continuous1 and differentiated professional development programs for aspiring or current principal managers1 principals1 assistant principals1 coaches1 and teacher leaders that are both cost-effective and easily accessible in order to assist the school in-- 7,a7 providing professional learning and coaching for educators in analyzing student1 school1 and teacher performance data to inform decisionmaking and improvement efforts and creating a shared vision of teaching and learning2 7,b7 analyzing and extracting information from student1 school1 and educator performance data2 7,c7 clarifying school improvement goals2 7,d7 developing and implementing a system of professional learning aligned with student achievement needs and educator learning goals2 7,e7 understanding and analyzing student learning standards2 7,f7 making available opportunities for team-learning activities that focus on increasing pedagogical and content knowledge in academic subjects that are aligned to student learning goals2 7,g7 designing1 creating1 and evaluating the results of curriculum-based diagnostic and performance assessments2 7,h7 encouraging and supporting the training of teachers and administrators to effectively integrate technology into curricula and instruction1 including training to improve the ability to collect1 manage1 and analyze data to improve teaching1 decisionmaking1 school improvement efforts1 and accountability2 7,i7 academic study1 developmental simulation exercises1 or self-reflection2 7,j7 mentorships and internships2 7,k7 supporting1 managing1 and overseeing the school's organization1 operation1 and use resources2 and 7,l7 engaging with the community to create a shared responsibility for student academic performance and successful personal development4 7#g7 ,advancement and ,pipeline ,development ,developing1 or assisting local educational agencies in developing1 educator advancement initiatives that promote professional growth1 emphasize multiple career paths for expanding the reach of effective teachers and principals1 and recognize effectiveness and increased responsibilities with pay differentiation1 such as-- 7,a7 creating paths to-- 7i7 grow within the teaching profession1 such as taking responsibility for additional students or students with greater needs for improvement1 becoming a mentor teacher1 or contributing instructional tools for other teachers2 7ii7 move towards a school leadership position1 such as conducting peer evaluations1 providing instructional coaching1 serving on a school-wide leadership team1 or leading teams of teachers2 or 7iii7 become a principal or principal manager2 and 7,b7 utilizing internal principals1 assistant principals1 teacher leaders1 coaches1 or content experts to-- 7i7 support classroom learning2 7ii7 facilitate effective collaboration skills across learning communities and transfer knowledge from peers teaching and leading high-performing classrooms and schools4 7#h7 ,measuring effectiveness ,measuring the effectiveness of each local educational agency receiving a subgrant under subpart #b and each school receiving assistance from the agency under this part1 in-- 7,a7 ensuring that school protected release time for professional learning occurs multiple times per week or the equivalent of several hours2 7,b7 implementing on-going1 research-based professional learning for teacher leaders1 coaches1 assistant principals1 principals1 and principal managers2 7,c7 ensuring that principal managers1 principals1 assistant principals1 teacher leaders1 coaches1 teachers1 and schools are using data to inform instructional practices2 and 7,d7 ensuring that the system of professional learning described in paragraph 7#g7 is carried out using subgrant funds received under subpart #b is integrated and aligned with the evaluation system described in paragraph 7#f7 and the ,state's school improvement plans4 7#i7 ,administration ,fulfilling the ,state educational agency's responsibilities concerning proper and efficient administration of the programs carried out under this part1 including provision of technical assistance to local educational agencies4 4 #d4 ,local applications and needs assessment ,section #babb7;b7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffbb7;b77 is amended-- 7#a7 in paragraph 7#c7-- 7,a7 in subparagraph 7,b71 by inserting in grades kindergarten through three after class size2 and 7,b7 in subparagraph 7,c71 by inserting or the ,state's alternative school improvement system after section #aaaf7;b72 7#b7 in paragraph 7#d7-- 7,a7 by inserting 1 as well as funds received under part ,d that are used for professional development to train teachers and principals to integrate technology into curricula and instruction to improve teaching1 learning1 and technology literacy after other ,federal1 ,state1 and local programs2 7#c7 by striking paragraphs 7#e7 through 7#g72 7#d7 by redesignating paragraphs 7#h7 through 7#aa7 as paragraphs 7#e7 through 7#h71 respectively2 7#e7 in paragraph 7#g71 as so redesignated1 by striking meet the requirements of section #aaai and inserting increase the number of effective educators as measured by the evaluation system defined in section #baac7;c77#d72 and 7#f7 by adding at the end the following new paragraphs3 7#i7 ,a description of how the local educational agency will assist schools in-- 7,a7 ensuring that a system of professional development to continuously improve educator effectiveness1 student achievement1 and overall school and system performance is an integral part of an educator evaluation system2 7,b7 providing protected release time for educators to engage in collaborative team-based learning multiple times per week or several hours per week2 and 7,c7 leveraging resources such as teaching and leadership standards1 formative assessments1 teacher portfolio processes1 evidence-based instructional practices1 and educator development protocols to guide educator learning4 7#aj7 ,a description of how the local educational agency will-- 7,a7 include educator input1 including that of teachers and principals1 in the development1 implementation1 and revision of the system of professional learning2 7,b7 conduct a formal evaluation system under section #baac7;c77#bc7 to evaluate the effectiveness of the system of professional learning described in paragraph 7#ac7 using funds under this part2 and 7,c7 prepare1 support1 utilize1 and incentivize internal principals1 assistant principals1 teacher leaders1 coaches1 or content experts to facilitate school-based professional learning4 4 #e4 ,local use of funds ,section #babc of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ffbci;a7 is amended-- 7#a7 in subsection 7a7-- 7,a7 by amending paragraph 7#a7 to read as follows3 7#a7 ,developing and implementing mechanisms to assist schools in effectively recruiting and retaining effective educators1 including teachers1 specialists in core academic subjects1 teacher leaders1 principals1 assistant principals1 and pupil services personnel1 such as-- 7,a7 developing strategies that provide differentiated pay and recognition for teachers and principals based on effectiveness and increased responsibilities1 such as-- 7i7 providing scholarships1 signing bonuses1 or other financial incentives1 to work in high-need academic subjects or in high-poverty schools2 7ii7 strategic staffing models that allow principals to bring a small team of effective educators to a low-performing school2 or 7iii7 increased autonomy in decisionmaking2 7,b7 recruiting and hiring highly qualified teachers to reduce class size1 particularly in the early grades2 and 7,c7 establishing programs that-- 7i7 train and hire regular and special education teachers 7which may include hiring special education teachers to team-teach in classrooms that contain both children with disabilities and nondisabled children72 7ii7 train and hire effective teachers of special needs children1 as well as teaching specialists in core academic subjects who will provide increased individualized instruction to students2 7iii7 recruit qualified professionals from other fields1 including highly qualified paraprofessionals1 and provide such professionals with alternative routes to educator certification1 including developing and implementing hiring policies that ensure comprehensive recruitment efforts as a way to expand the applicant pool1 such as through identifying teachers and principals certified through alternative routes1 and using a system of intensive screening designed to hire the most qualified applicants2 7iv7 provide increased opportunities for minorities1 individuals with disabilities1 and other individuals underrepresented in the teaching and principal professions2 and 7v7 develop and support school leadership academies to help exceptionally talented aspiring or current teacher leaders or principals or superintendents become outstanding managers and educational leaders2 7,d7 educator mentoring from exemplary teachers1 teacher leaders1 assistant principals1 principals1 or principal managers2 7,e7 induction and support for teachers and principals during their first #c years of employment as teachers or principals1 respectively2 and 7,f7 incentives1 including financial incentives1 to retain educators who have a record of success in helping low-achieving students improve their academic achievement4 2 7,b7 by striking paragraphs 7#b7 through 7#e72 7,c7 by redesignating paragraphs 7#f7 through 7#aj7 as paragraphs 7#b71 7#c71 7#e71 and 7#f71 respectively2 7,d7 by inserting after paragraph 7#c71 as so redesignated1 the following new paragraph3 7#d7 ,increasing the knowledge and skills of principal managers1 principals1 assistant principals1 coaches and teacher leaders on how to-- 7,a7 develop educators by leading effective professional learning and data-driven instruction teams aligned with achievement needs and educator goals2 7,b7 conduct observations to provide useful feedback to educators in identifying and meeting student needs and creating a professional climate of shared accountability for student learning2 7,c7 manage talent1 including defining great educator candidates1 recruiting top talent1 and hiring the best applicants1 conducting formal educator evaluations1 and dismissing or counseling out underperforming educators2 7,d7 individualize educator roles and responsibilities by designing staffing models to leverage educator strengths and encouraging members of the faculty to engage in leadership roles that contribute to school improvement efforts2 7,e7 engage the community1 including seeking contributions from parents1 community organizations1 and other school stakeholders2 7,f7 engage in partnerships between elementary schools1 secondary schools1 and institutes of higher education to ensure the vertical alignment of student learning outcomes2 and 7,g7 foster professional learning communities in which educators have time1 protocols1 and an instructional focus1 and which transfer knowledge from peers teaching and leading at high-performing classrooms and schools4 2 7,e7 by striking paragraph 7#e71 as so redesignated1 and inserting the following3 7#e7 ,carrying out the teacher and principal evaluation system described in section #baac7;c77#d74 2 and 7,f7 by striking paragraph 7#f71 as so redesignated1 and inserting the following3 7#f7 ,carrying out a formal evaluation system to determine the effectiveness of a program carried out under such system1 including-- 7,a7 ensuring that school protected release time for professional learning occurs multiple times per week or the equivalent of several hours2 7,b7 implementing on-going1 research-based professional learning for teacher leaders1 coaches1 assistant principals1 principals1 and principal managers2 7,c7 ensuring that principal managers1 principals1 assistant principals1 teacher leaders1 coaches1 teachers1 and schools are using data to inform instructional practices2 7,d7 ensuring that the system of professional learning is carried out using subgrant funds received under this subpart and is integrated and aligned with the evaluation system described in section #baac7;c77#d7 and the ,state's school improvement plans2 and 7,e7 determining the effectiveness of such a program on-- 7i7 teacher instructional practice2 7ii7 principal instructional leadership practice2 7iii7 student learning gains2 7iv7 teacher retention2 7v7 student graduation and college readiness rates1 as applicable2 7vi7 student attendance rates2 7vii7 teacher and principal efficacy2 and 7viii7 teachers participating in leadership roles4 2 and 7#b7 by adding at the end the following3 7c7 ,limitation ,a local educational agency that receives a subgrant under section #baba shall use not less than #aj percent of the subgrant funds for programs and activities to improve principal effectiveness4 4 #f4 ,professional development defined ,section #iaja7cd7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja7cd77 is amended to read as follows3 7#cd7 ,professional development ,the term professional development means a comprehensive system of professional learning to increase educator effectiveness in improving student learning and achievement means that-- 7,a7 fosters collective responsibility for improved student performance2 7,b7 is comprised of professional learning that-- 7i7 is aligned with rigorous ,state student academic achievement standards as well as related local educational agency and school improvement goals2 7ii7 is conducted among educators at the school and facilitated by well-prepared school principals and school-based professional development coaches1 mentors1 master teachers1 or other teacher leaders who have demonstrated success at getting results with the given student population2 and 7iii7 primarily occurs several times per week1 or the equivalent of several hours per week1 among established teams of teachers1 principals1 and other instructional staff members where the teams of educators engage in a continuous cycle of improvement that-- 7,i7 evaluates student1 teacher1 and school learning needs through a thorough review of data on teacher and student performance2 7,,ii7 defines a clear set of educator learning goals based on the rigorous analysis of the data2 7,,iii7 achieves the educator learning goals identified in subclause 7,,ii7 by implementing coherent1 sustained1 and evidence-based learning strategies1 such as lesson study and the development of formative assessments1 that improve instructional effectiveness and student achievement2 7,,iv7 provides job-embedded coaching or other forms of assistance to support the transfer of new knowledge and skills to the classroom2 7,v7 regularly assesses the effectiveness of the professional development in achieving identified learning goals1 improving teaching1 and assisting all students in meeting challenging ,state academic achievement standards2 7,,vi7 informs ongoing improvements in teaching and student learning2 and 7,,vii7 may be supported by external assistance2 and 7,c7 may be supported by activities such as courses1 workshops1 institutes1 networks1 and conferences that-- 7i7 address the learning goals and objectives established by educators at the school level2 7ii7 advance the ongoing school-based professional learning2 and 7iii7 are provided for by for-profit and nonprofit entities outside the school such as universities1 education service agencies1 technical assistance providers1 networks of content-area specialists1 and other education organizations and associations4 4